iRubric: "I've Got The Blues" Rubric

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"I've Got The Blues" Rubric

Students respond to literature unit relating to hearing and seeing "blue" themes.

Rubric Code: TB2X86

By schoolbiz

Ready to use

Public Rubric

Subject: English

Type: Reading

Grade Levels: K-5

Levels Level of Achievement
	Level 5 Excellent (N/A)	Level 4 Good (N/A)	Level 3 Average (N/A)	Level 2 Fair (N/A)	Level 1 Needs Improvement (N/A)
Details from Text Blueberries for Sal	Level 5 All the details are used from the text to develope a clear and consise story map. All the details from the text clearly and completely support the response to the question.	Level 4 The story map is mostly represented clearly. The details mostly support and respond to the question.	Level 3 The story map is somewhat represented clearly. The details somewhat support and respond to the question.	Level 2 The story map is short on detail in the main plot and timeline. The details only slightly supports and responds to the question.	Level 1 No or only one detail from the text is used in the written reading response. The detail has no connection or support to the response.
Mechanics Jamberry	Level 5 Student able to identify and list all suffixes from root words ending with s, es, ing, and ed.	Level 4 Student able to identify and list most suffixes.	Level 3 Student able to identify and list some suffixes.	Level 2 Student able to identify suffixes only.	Level 1 Student not able to identify and list suffixes.
Homophone Sentences bear,bare,blue,blew	Level 5 All sentences begin with a capital letter. Homophones used correctly. Punctuation is used correctly.	Level 4 Most sentences begin with a capital letter. Homophones used correctly. Punctuation is mostly used correctly.	Level 3 Some sentences begin with a capital letter. Homophones mostly used correctly. Punctuation is somewhat used correctly.	Level 2 One sentence begin with a capital letter. Homophones somewhat used correctly. Punctuation is not used correctly.	Level 1 Sentences do not begin with a capital letter. Homophones are not used correctly. Punctuation is not used correctly.
Main Idea Blueberries for Sal, Blue Whale, Old Blue	Level 5 Clearly shows the ability to state the main idea in all three stories.	Level 4 Clearly shows the ability to state the main idea in at least two stories and somewhat in the third story.	Level 3 Clearly shows the ability to state the main idea in at least two stories.	Level 2 Clearly shows the ability to state the main idea in at least one story.	Level 1 Shows no ability to state the main idea in the stories.
State of Maine and it's region	Level 5 Student is able to locate both the state of Maine and it's region on a map.	Level 4 Student able to locate the state of Maine on a map and it's general region.	Level 3 Students able to locate the state of Maine on a map, but not it's region.	Level 2 Students able to somewhat locate the state of Maine on a map, but not it's region.	Level 1 Student not able to locate the state of Maine or it's region on a map.
Estimating Blueberries	Level 5 Student estimated number of blueberries in jar using observation skills. Student used interpersonal skills and worked very well in a group to find out how many blueberries were actually in jar. Student accurately counted the blueberries.	Level 4 Student estimated number of blueberries in jar using observation skills. Student worked fairly well in a group setting. Student accurately counted the blueberries.	Level 3 Student participated in observing and guesstimating the blueberries. Student had a hard time adjusting to group setting, but eventually worked well. Student accurately counted the blueberries.	Level 2 Student participated in observing and guesstimating the blueberries. Student had a hard time working in a group setting. Blueberries not accurately counted.	Level 1 Student did not participate in observing the blueberries in the jar. Student did not participate in the group activity.
Three paragraphs Old Blue	Level 5 All the sentences begin with a capital letter. All words are spelled correctly. All sentences are complete. Punctuation is used correctly. Paragraphs used accordingly.	Level 4 All the sentences begin with a capital letter. All the sentences are complete. Punctuation is mostly used correctly. Most words are spelled correctly. Paragraphs are used accordingly.	Level 3 Most sentences begin with a capital letter and have end punctuation with some sentence fragments. Punctuation is mostly used correctly. Most words are spelled correctly. Paragraphs are mostly used right.	Level 2 Some sentences begin with a capital letter and have end punctuation with some sentence fragments. Punctuation is sometimes used correctly. Some words are spelled correctly. Paragraphs are Somewhat used right.	Level 1 Some sentences begin with a capital letter and end with the appropriate punctuation. There are sentence fragments. Punctuation is rarely used correctly. Few words are spelled correctly. Paragraphs are not formatted correctly.
Flip Book Water's Way	Level 5 Student demonstates knowledge of all of the water cycle and understanding of all components of the cycle through the flip book.	Level 4 Student demonstates most of the water cycle's components through the the water cycle flip book.	Level 3 Student demonstates some components of the water cycle learned through the Water's Way book.	Level 2 Student demonstates one component of the water cycle learned through the Water's Way book.	Level 1 Student needs improvement of knowledge of the water cycle.
Creative Thinking Song title, song poem, nursery rhyme title or saying	Level 5 Student participated in bringing one of the four items to school to promote creative thinking amongst their peers as well as in their home.	Level 4 Student participated in bringing one of the four items to school to promote creative thinking amongst their peers as well as in their home.	Level 3 Student participated in bringing one of the four items to school to promote creative thinking amongst their peers as well as in their home.	Level 2 Student did not participate in bringing one of the four items to school to promote creative thinking amongst their peers as well as in their home.	Level 1 Student did not participate in bringing one of the four items to school to promote creative thinking amongst their peers as well as in their home.
Characters Blue Whale & Blue Lobster	Level 5 Student was able to correctly identify three characters from the Blue Whale and the Blue Lobster stories. Student was able to create a short book based on one of the short stories accurately representing the same theme.	Level 4 Student was able to correctly identify at least two characters from the Blue Whale and the Blue Lobster stories. Student was able to create a short book based on one of the short stories accurately representing the same theme.	Level 3 Student was able to identify at least one character from the Blue Whale and the Blue Lobster stories. Student was able to then create a short book that mostly represent the same theme as one of the books.	Level 2 Student was able to identify at least one character from the Blue Whale and the Blue Lobster stories. The students short story somewhat represented one of the short stories.	Level 1 Student was not able to identify any characters from the Blue Whale or the Blue Lobster stories. The students short story did not represented one of the short stories.
Fiction VS. Non-Fiction	Level 5 Student was able to accurately identify and define a fictional vs. non fictional story.	Level 4 Student was able to identify and define a fictional vs. non fictional story.	Level 3 Student was able to mostly identify and define a fictional vs. non fictional story.	Level 2 Student was able to somewhat identify and define a fictional vs. non fictional story.	Level 1 Student was not able to identify and define a ficitional vs. non fictional story.

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Literature

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