rubric gallery

CCSS.ELA-Literacy.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

MS-LS1-2. Develops and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function.

This is a rubric designed for 4th and 5th grade boards and written reports for Cultural Fair.

Task: student use a USA physical map to create and identify each of the 50 states, mountains, oceans, plains, and climate.

CCSS.ELA-LITERACY.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

Students will create a model demonstrating how an quifier is naturally made through the cycle of rain, erosion, porous land and accumulation of water, in different layers of the earth.

Students will be graded on their abilities of creating a Venn Diagram that compares and contrasts characters, key details, and main ideas, in Myths and Legend stories of their choice. The criteria that the students will be graded are; completion of the diagram, the number of compare and contrast details provided, and the accuracy of the details in the Venn Diagram.

Information Texts: CCSS.ELA-Literacy.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CCSS.ELA-Literacy.W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. CCSS.ELA-Literacy.W.3.2b Develop the topic with facts, definitions, and details. CCSS.ELA-Literacy.W.3.2c Use linking words and phrases to connect ideas within categories of information. CCSS.ELA-Literacy.W.3.2d

Student is to follow step by step directions to create a personal dream catcher. STANDARD: (5.3) Construct diagrams, maps, graphs, timelines, and other illustrations to communicate ideas or tell a story about a historical event.

The student will organise information by using a structure appropriate to formal reporting and use supporting evidence through use of investigation for the report. This presentation of this information report is the student's own choice and presentation style does not impact upon the marking criteria

Students completed 2 self-portrait drawing exercises: A a continuous contour portrait that shapes, symbols, and lines that described who they are. Students then applied color and outline to the continuous contour, and a black outline to the standard contour portrait.

create a concept map illustrating habitat, structures, and behavior of the crayfish, and write an Informational Narrative explain the connection between them.

Rubric to grade students on science fair project boards. Does not include report or Binder

Research the different African Regions and pick a country to investigate further.

Analysis of an African country.

Students will explain where the seven continents are located on the world map and write an explanatory passage to tell someone else how to get using transitional words, prepositions and dialogue.

Students explain issues and ideas developed by an author analyzing, supporting evidence, and implied meaning. The written response is a structured and coherent text that responds to the ideas and issues introduced in a story with an understanding of grammar and usage of specialized vocabulary, accurate spelling and punctuation and language features of a 'response to literature'.

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).

Students write an Opinion Essay to answer the essential question: What kind of food is better....fast or healthy food?