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iRubric: Social Pragmatic Communication 6-8 High Level Thinking rubric

iRubric: Social Pragmatic Communication 6-8 High Level Thinking rubric

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Social Pragmatic Communication 6-8 High Level Thinking 
Social Thinking: 6-8 High Level Thinking
A rubric to measure social pragmatic language skills for individuals with average reasoning capabilities
Rubric Code: QXC545W
By janaob
Ready to use
Public Rubric
Subject: Communication  
Type: Assessment  
Grade Levels: 6-8, 9-12

Powered by iRubric Social Pragmatic Communication
  Meets

3 pts

Progessing

2 pts

Beginning

1 pts

Communication

Meets

With minimal prompting, the student is able to simultaneously engage and use the expected nonverbal and verbal communication skills needed for effective communication.

The student may require some assistance and direction in 1-2 of the previous communicative processes
Progessing

The student requires frequent cues and instructional supports to engage with others and use the expected nonverbal and verbal communication skills needed for a communication.

The student may be able to express himself, but he doesn't always know the how's or when's to apply the communicative processes.
Beginning

The student requires consistent cues and explicit instructional supports to engage with others and use the expected nonverbal and verbal communication skills needed for communication.

The student may be able to express himself, but he is usually unable to apply communicative processes without assistance.
Perspective Taking

Meets

The student demonstrates developmentally appropriate perspective as in the ability to process and respond to one’s own thoughts and feelings, as well as what he/she believes other people are thinking and feeling. The student is able to view a situation or context from the point of view of another person and gauge own responses or behaviors in a manner that will likely result in a desired outcome.
Progessing

Although the student can imagine another person’s thoughts and feeling and is aware that others have different perspectives, they cling to the belief that their view is correct. When perspective-taking skills are emerging, the student will often repeat their response or behavior with the belief that others will eventually understand.
Beginning

The student is aware he/she has thoughts and feelings, but believes everyone else either shares or should share the same beliefs.
Identify Hidden Curriculum

Meets

The student is able to identify most of the expected rules and behaviors for a group or context. He/she uses the information to monitor verbal and nonverbal actions with minimal adult cueing.

Student may require 1-2 indirect prompts during 10 minute observation. i.e. "what do you think are the expectations?"
Progessing

The student is able to identify a few of the expected rules or behaviors for a group or context, but needs frequent cues to monitor and adjust verbal and nonverbal actions. The student requires 3-5 prompts during 10 minute observation. i.e. "what do you think or in this setting others expect you to..."
Beginning

The student is unable to recognize the expected rules for behavior in a setting without consistent prompts. The student requires adult mediation to participate in the group or classroom contexts.

The student requires frequent corrective directives for adjusting and modifying behaviors in the given environment. i.e "In this class the expectations are..."



Keywords:
  • social pragmatic communication


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