iRubric: Grade 1 Social Studies: Community Assessment rubric

edit print share Copy to my rubrics Bookmark test run assess... delete Do more...

Grade 1 Social Studies: Community Assessment

This assessment checks students' understanding of communities, their roles, behaviors, and sense of belonging.

Rubric Code: Q252W2C

By LamiaaF

Ready to use

Public Rubric

Subject: Humanities

Type: Quiz

Grade Levels: K-5

Grade 1 Social Studies: Unit 1 - Assessment This assessment checks students' understanding of communities, their roles, behaviors, and sense of belonging.
	Limited The student has difficulty naming a community or does not explain how they know they belong, even with support. The response shows limited or no understanding of the concept. (N/A)	Emerging The student names a community but gives a limited or unclear explanation of how they know they belong. The response shows a partial understanding of the concept. (N/A)	Developing The student clearly names a community and explains how they know they belong. The explanation shows full understanding of the concept of community. (N/A)	Deep The student names a community and gives a thoughtful, detailed explanation of how they know they belong. They show a deep understanding of what a community is and how they fit into it. They may make connections to other communities or reflect on their role. (N/A)
Question 1 I can recognize that I am part of a community and that other people are also part of the same community. Name a community you belong to. How do you know you belong?	Limited The student has difficulty naming a community or does not explain how they know they belong, even with support. The response shows limited or no understanding of the concept.	Emerging The student names a community but gives a limited or unclear explanation of how they know they belong. The response shows a partial understanding of the concept.	Developing The student clearly names a community and explains how they know they belong. The explanation shows full understanding of the concept of community.	Deep The student names a community and gives a thoughtful, detailed explanation of how they know they belong. They show a deep understanding of what a community is and how they fit into it. They may make connections to other communities or reflect on their role.
Question 2 I can recognize and understand appropriate and inappropriate behavior in my communities, and I can make choices about my own behavior. How do your behaviors differ inside and outside the classroom community? How are they similar?	Limited The student gives little or no description of behaviors. They have difficulty identifying appropriate behavior or explaining how behavior changes across communities, even with support.	Emerging The student gives a general or partial description of behaviors. They may identify either similarities or differences but not both. The response shows some awareness of appropriate behavior, but ideas may be unclear or underdeveloped.	Developing The student describes appropriate behaviors in both classroom and non-classroom settings. They recognize some similarities and differences in behavior and show an understanding of why behavior might change depending on the community.	Deep The student clearly describes appropriate behaviors in both classroom and non-classroom communities with detailed examples. They thoughtfully compare similarities and differences, showing a deep understanding of how behavior should change based on context. They reflect on their own behavior and choices.
Question 3 I can identify different roles and behaviors that people show when they are in a community. Can you name different roles in your community, and why are they important?	Limited The student has difficulty naming roles or explaining why they are important, even with support. The response shows little understanding of the concept.	Emerging The student names one or more community roles but gives a limited or unclear explanation of their importance. The understanding is partial or developing.	Developing The student identifies different roles in the community and gives a clear reason why they are important. The explanation shows a good understanding of how people contribute to the community.	Deep The student identifies multiple roles in their community and gives clear, thoughtful reasons why each role is important. They show a strong understanding of how these roles help the community work well together. The explanation may include personal connections or examples.
Question 4 I can identify different roles and behaviors that people show when they are in a community. Can you name different roles in your community, and why are they important?	Limited The student has difficulty naming roles or explaining why they are important, even with support. The response shows little understanding of the concept.	Emerging The student can name the role and give a very basic reason for its importance, but details are limited. The response may need prompting or support to stay on topic.	Developing The student explains the role with some detail and gives a reasonable explanation of its importance. They begin to consider what might happen if the role did not exist.	Deep The student clearly explains the role, gives thoughtful reasons for its importance, and connects their answer to something learned from the interview or class discussion. They can explain what would happen if the role were missing, using real or imagined examples.
Question 5 I can solve problems by staying calm when I feel like I might flip my lid, using Bugs and Wishes to share my feelings, and using S.T.E.P. to find a fair solution. How do you solve problems in our grade 1 classroom community?	Limited The student has difficulty explaining how to solve problems or what to do when upset.	Emerging The student can explain a simple idea about solving problems or calming down but needs help to explain more clearly.	Developing The student explains how to calm down, share feelings, and solve problems with some detail.	Deep The student clearly explains how to stay calm, communicate feelings respectfully, and choose fair solutions independently.

Subjects:

Humanities

Types:

Quiz

Discuss this rubric