rubric gallery

Choose a story character and identify 3 character traits about the character. Add text based evidence to support the character traits that you chose for your character.

This rubric can be used to help assess a student on thier understanding of the fictional story elements.

This rubric can be used to help assess a student on thier understanding of the fictional story elements.

Thinking About My Reading

Students need to make connections from their own lives to texts learned in a read aloud or in a Shared Read (Text-to-self connection).

Write a persuasive piece of writing that convinces a reader why they should or should not let the pigeon drive the bus.Essay should contain position, three reasons supported from text, and a conclusion restating their position. Correct spelling and capitalization are used.

Task: Create an original Acrostic Poem that describes you using the letters from your name. Be creative and make sure that your word choice is descriptive and interesting. Finally, include an illustration that represents you or something you described in your poem.

Task: Create an original Acrostic Poem that describes you using the letters from your name. Be creative and make sure that your word choice is descriptive and interesting. Finally, include an illustration that represents you or something you described in your poem.

Your book report should be creative and neat. The final project TYPE will be your choice. Each project MUST INCLUDE the following items in some form: Illustrations representing the book, either drawn or copied and printed, are included. Some format representing the main characters, minor characters, main plot line, major conflict and resolution, and settings.

These are posters that illustrate the students' understanding of figurative language: metaphor, simile, idiom, and onomatopoeia.

Pretend you are a school supply and write a letter to yourself complaining from the supplies' point of view. RL.2.6: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Students will use textual evidence about key details in text by asking and answering questions based upon text illustrations. Students will confirm understanding of a text read aloud or information presented orally by asking and answering questions about key details and requesting clarification if something is not understood. Students will ask and answer questions in order to seek help, get information, or clarify something that is not understood.

By the end of this lesson students will be able to identify their background knowledge and specific text clues that lead them to draw inferences. This will be assessed through the students ability to use the inferring equation BK+TC=I (Background Knowledge + Text Clues = Inference).

Identify and provide evidence of characters' traits by their actions and their dialogue.

Students will apply skills to a new text to find cause-effect text structures

Scoring guide to measure how well someone has identified and explained a theme from a literary work. This uses a 1 - 5 scale to be in sync with our school's grade scale.

Ask and answer questions as who, what, where when, why, and how to demonstrate understanding of key details in a text.

The student will use main ideas from the poem to translate into their own words.