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SOSE

English

List how to be happy, healthy, safe and strong

Rubric Code: R42W3X

By MeganStrachan

Ready to use

Public Rubric

Subject: Education

Type: Writing

Grade Levels: K-5

SOSE Happy, Healthy, Safe and Strong
	A Independantly (N/A)	B With little support (N/A)	C With some support (N/A)	D With extensive support (N/A)	E Could not (N/A)
Knowledge and Understanding • knowledge and understanding	A • pose questions for investigations	B • pose questions for investigations	C • pose questions for investigations	D • pose questions for investigations	E • pose questions for investigations
Investigating	A • plan simple investigations based on questions • identify and collect information and evidence from narratives and familiar sources • make judgments about the usefulness of the information and evidence	B • plan simple investigations based on questions • identify and collect information and evidence from narratives and familiar sources • make judgments about the usefulness of the information and evidence	C • plan simple investigations based on questions • identify and collect information and evidence from narratives and familiar sources • make judgments about the usefulness of the information and evidence	D • plan simple investigations based on questions • identify and collect information and evidence from narratives and familiar sources • make judgments about the usefulness of the information and evidence	E • plan simple investigations based on questions • identify and collect information and evidence from narratives and familiar sources • make judgments about the usefulness of the information and evidence
Communicating	A • draw conclusions and give explanations, using information and evidence • communicate social and environmental ideas, using texts and terminology to match audience and purpose	B • draw conclusions and give explanations, using information and evidence • communicate social and environmental ideas, using texts and terminology to match audience and purpose	C • draw conclusions and give explanations, using information and evidence • communicate social and environmental ideas, using texts and terminology to match audience and purpose	D • draw conclusions and give explanations, using information and evidence • communicate social and environmental ideas, using texts and terminology to match audience and purpose	E • draw conclusions and give explanations, using information and evidence • communicate social and environmental ideas, using texts and terminology to match audience and purpose
Participating	A • share ideas, and plan and enact responses to group or community issues • participate in group decision making to achieve goals	B • share ideas, and plan and enact responses to group or community issues • participate in group decision making to achieve goals	C • share ideas, and plan and enact responses to group or community issues • participate in group decision making to achieve goals	D • share ideas, and plan and enact responses to group or community issues • participate in group decision making to achieve goals	E • share ideas, and plan and enact responses to group or community issues • participate in group decision making to achieve goals
Reflecting	A • reflect on and identify values associated with fairness, protecting the environment and behaving peacefully • reflect on learning to identify new understandings.	B • reflect on and identify values associated with fairness, protecting the environment and behaving peacefully • reflect on learning to identify new understandings.	C • reflect on and identify values associated with fairness, protecting the environment and behaving peacefully • reflect on learning to identify new understandings.	D • reflect on and identify values associated with fairness, protecting the environment and behaving peacefully • reflect on learning to identify new understandings.	E • reflect on and identify values associated with fairness, protecting the environment and behaving peacefully • reflect on learning to identify new understandings.

Subjects:

Education

Types:

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