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iRubric: Story Retelling Rubric (Story Grammar Marker)

iRubric: Story Retelling Rubric (Story Grammar Marker)

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Story Retelling Rubric (Story Grammar Marker) 
Story Retelling Rubric (Story Grammar Marker)
Use with story retelling for primary grades. Based on the elements from Story Grammar Marker.
Rubric Code: MX9XBAB
By jhoppa
Ready to use
Public Rubric
Subject: English  
Type: Reading  
Grade Levels: K-5

Powered by iRubric Story Retell
  Area of Concern

1 pts

Making Progress

2 pts

Good Progress

3 pts

Outstanding Progress

4 pts

Characters

Area of Concern

No characters were recalled using names.
Making Progress

Some main characters were recalled using names.
Good Progress

Most of the main characters were recalled using names.
Outstanding Progress

All main characters were recalled using names.
Setting

Area of Concern

No setting or wrong setting stated.
Making Progress

General statement about the setting.
Good Progress

Some details about the setting were stated (where, when).
Outstanding Progress

All details about the setting were stated where and when).
Problem -initiating event

Area of Concern

No problem given.
Making Progress

Problem stated was not the main problem in the story.
Good Progress

Problem stated correctly but no (or very few) details.
Outstanding Progress

Problem stated correctly with important details.
Internal state

Area of Concern

No feelings or internal states idenified.
Making Progress

One internal state used in middle or end.
Good Progress

Two internal states used.
Outstanding Progress

More than two internal states used.
Plan

Area of Concern

No plan of action given.
Making Progress

Plan is simply stated with or without planning words.
Good Progress

Identifies the plan of action the character decides upon regarding the kickoff using planning words given prompts and cues
Outstanding Progress

Independently uses planning words to identify the plan of action the character decides upon due to the relationship between the kickoff, feelings and plan.
Actions in Order

Area of Concern

No actions are given in order.
Making Progress

Planned actions are listed without transition words and/or without proper sequencing.
Good Progress

Planned actions are properly sequenced using appropriate transition words with prompts.
Outstanding Progress

Planned actions are independently sequenced using appropriate transition words.
Solution

Area of Concern

No solution was given.
Making Progress

Solution given but did not match the problem.

The student can answer the question "Did the Character's plan work?"
Good Progress

Solution given with few or no details; solution matched the problem.

The student identifies the direct consequences of the plan and determines whether or if the plan was effective with prompts.
Outstanding Progress

Solution given with important details and solution matched the problem.

The student independently identifies the direct consequences of the plan and determines whether or if the plan was effective.
Resolution

Area of Concern

No feeling is identified as the result of the consequences.
Making Progress

A feeling is identified as the result of the consequences.
Good Progress

The feeling is identified as the result of the consequences and stste the lesson of the story with prompts.
Outstanding Progress

The feeling is independently identified as the result of the conse-quences and state the lesson of the story.



Keywords:
  • Retell

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