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Unit 3b

Unit 3

How The World Works

Rubric Code: SXCXBX7

By c3clark85

Draft

Public Rubric

Subject: (General)

Type: Assessment

Grade Levels: K-5

Unit 3 How The World Works: Measurement
	Not Yet Evident 1 pts	Developing 2 pts	Meeting 3 pts	Exceeding 4 pts
Learner Profile Knowledgeable Inquirer Thinker	Not Yet Evident Student did not demonstrate nor can student recall the learner profile traits associated with the unit.	Developing Student demonstrated one-two learner profile traits and can explain how.	Meeting Student demonstrated all learner profile traits and can explain how.	Exceeding Student demonstrated most to all learner profile traits, can explain how they did so, and often helped others around them understand and work towards these learner profiles.
Participation Discussions, Activities, Projects	Not Yet Evident Student did not participate in the majority of lessons.	Developing Student demonstrated occasional participation in lessons; usually after one on one teacher prompting.	Meeting Student was generally actively involved in all lessons and activities but needed a few reminders to participate.	Exceeding Student was actively involved in all lessons and activities.
Measurement Journal Student worked independently or with a partner to complete all non-standard and standard measurement morning warm ups.	Not Yet Evident Student required assistance and/or completed less than 69% of their journal.	Developing Student completed 70-89% of their journal with no teacher assistance.	Meeting Student completed 90% of their journal or more with no teacher assistance.	Exceeding Student completed all pages and assisted others with their journal work.
Terminology Student can define and identify what is standard and nonstandard measurement	Not Yet Evident Student is unable to define standard and non-standard measurement and cannot give an example of each.	Developing Student can either: 1. Define standard and non standard measurement 2. Give an example of standard and non-standard measurement.	Meeting Student can define standard and non-standard measurement and give examples of each.	Exceeding Student can define standard and non-standard measurement and give examples of each. Student can also reflect on why we need measurement and why we sometimes use standard and other times nonstandard.
Sewing Student created a stuffed animal and worked on measuring fabric and string.	Not Yet Evident Student did not make a stuffed animal.	Developing Student required one-on-one assistance to complete a stuffed animal.	Meeting Student completed a stuffed animal with minimal support.	Exceeding Student completed a stuffed animal with no help and created their own item independently.
Cooking Student worked with the class to cook multiple recipes. Student assisted in measuring.	Not Yet Evident Student did not take part in cooking lessons or took part in under half of the lessons.	Developing Student took part in over half the cooking lessons.	Meeting Student took part in all cooking lessons.	Exceeding Student took part in all cooking lessons and read recipes to assist the class/their group.
Measuring Student can correctly Measure using standard and non-standard techniques.	Not Yet Evident Student cannot measure.	Developing Student can correctly measure an object using either a standard or non-standard tool. or Student needs teacher support in measuring.	Meeting Student can correctly measure an object using a standard and non-standard tool.	Exceeding Student can correctly measure an object using multiple standard and non-standard tools.
Bug Measurement Student measured bugs using standard or non-standard measurement.	Not Yet Evident Student was unable to measure without one on one support.	Developing Student need some assistance.	Meeting Student measured on their own correctly.	Exceeding Student helped others to measure.
Skip Counting 10's, 2's, and 5's	Not Yet Evident Student cannot skip count using any of the three ways covered.	Developing Student can skip count using 1 or 2 ways or Student can continue a pattern with numbers but does not know how to say the numbers. or Student skips a few numbers with the patterns.	Meeting Student can count by 10's to 100, 2's to 20, 5's to 50.	Exceeding Student can skip count past the limit.
Time Telling Student can sort events by morning, afternoon and night. Student can tell time by the hour.	Not Yet Evident Student cannot order events by time of day or tell time.	Developing Student can either: order events correctly identifying the time of day they happen. or Student can read and write time (both analog and digital) by the hour.	Meeting Student can order events correctly identifying the time of day they happen. Student can read and write time (both analog and digital) by the hour.	Exceeding Student can order events correctly identifying the time of day they happen. Student can read and write time (both analog and digital) by the hour and half hour.
Place Value 10's and 1's	Not Yet Evident Student cannot identify place value or represent visually.	Developing Student can either identify place value or represent it visually.	Meeting Student can both identify and represent place value.	Exceeding Student can identify and represent hundreds place value.
Sight words Daily word review of high frequency words	Not Yet Evident Student can read 0-9 words	Developing Student can read 10 to 13 words	Meeting Student can read 14 to 17 words	Exceeding Student can read 18+ words
Jolly Phonics Letters covered from September to March	Not Yet Evident Student can identify 0-18 letters and/or sounds.	Developing Student can identify 19-21 letters and/or sounds	Meeting Student can identify 22-25 letters and/or sounds.	Exceeding Student can identify 26+ letters and/or sounds.
Phonetic Reading	Not Yet Evident Student can not identify the sound the letters make.	Developing Student can identify some 1-2 of the sounds in the CVC word but cannot blend them together.	Meeting Student can identify and blend 3 sounds in the CVC word.	Exceeding Student can blend together 4 sounds including a digraph.
Summative Assessment Created a gift for women's day. 1. Salt dough creation 2. Baked good 3. Card 4. Flower	Not Yet Evident Student did not complete the assessment or had 1-2 1. Created a card 2. Created a salt dough gift 3. Helped bake items. 4. Added money for flowers. 5. Student used a form of measurement	Developing Student had 3-5 of the following criteria: 1. Created a card 2. Created a salt dough gift 3. Helped bake items. 4. Added money for flowers. 5. Student used a form of measurement	Meeting Required: Student used a form of measurement Student had all of the following criteria: 1. Created a card 2. Created a salt dough gift 3. Helped bake items. 4. Added money for flowers.	Exceeding Required: Student used multiple forms of measurement. Student had 6 of the following criteria: 1. Created a card 2. Created a salt dough gift 3. Helped bake items. 4. Added money for flowers. 5. Independently wrote a message in the card.

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