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iRubric: T. McFadden rubric

iRubric: T. McFadden rubric

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T. McFadden 
Pragmatics- Kindergarten/1st
Simple rubric based on the CELF-5 Pragmatic Profile.
Rubric Code: W22X57W
By lcazier
Ready to use
Public Rubric
Subject: Communication  
Type: Assessment  
Grade Levels: K-5

Powered by iRubric Pragmatics/Social Skills
  Poor

Multiple reminders

1 pts

Fair

Sometimes, given 2 or less reminders

2 pts

Good

Usually, with 1 reminder

3 pts

Excellent

Nearly always, no reminders

4 pts

Introductions/greetings/farewells

Responds to introductions/greetings/farewells, introduces others
Poor

Ignores
Fair

Responds to intros/greetings/farewells; not yet introducing self or others
Good

Responds to intros/greetings/farewells; not yet introducing self or others
Excellent

Responds and introduces appropriately & independently
Asking for assistance

Can ask for assistance when necessary
Poor

Never asks for assistance
Fair

Asks for assistance when prompted at least twice
Good

Asks for assistance with 1 prompt
Excellent

Independently asks for assistance
Nonverbal cues -receptive

Can interpret a variety of nonverbal cues, including facial expressions, body language, and tone of voice
Poor

Cannot interpret most nonverbal cues without multiple cues
Fair

Can interpret facial expressions or tone of voice with multiple prompts
Good

Can interpret two types of nonverbal cues: facial expressions, body language, or tone of voice with 1 cue
Excellent

Independently interprets a variety of nonverbal cues, including facial expressions, body language, and tone of voice
Nonverbal cues-expressive

Can appropriately mimic and use a variety of nonverbal cues, including facial expressions, body language, and tone of voice
Poor

Cannot appropriately mimic facial expressions, body language, or tone of voice
Fair

Can appropriately mimic facial expressions, body language, or tone of voice with multiple prompts
Good

Can appropriately mimic and use a variety of nonverbal cues, including facial expressions, body language, and tone of voice with minimal assistance
Excellent

Can independently and appropriately mimic and use a variety of nonverbal cues, including facial expressions, body language, and tone of voice
Vocal level

Uses the appropriate vocal volume depending on setting/situation
Poor

Typically uses a loud voice in all settings; doesnt recognize different settings/situations
Fair

can change voice to different volume levels but cannot maintain; beginning to recognize different settings/situations requiring different levels of volume
Good

can recognize the setting/situation requiring a certain volume level, and can maintain with minimal prompts
Excellent

uses appropriate vocal levels in a variety of settings, as reported by self and family, and/or observed by SLP
Receptive/Expressive Complex Intent

Can respond when asked to change his actions/state
Poor

Cannot respond in changing his actions in role playing and real life situations
Fair

Can appropriately respond in changing his actions when role playing with multiple prompts
Good

Can appropriately change their actions in role playing and real life situations with minimal prompts
Excellent

Can independently and appropriately change his actions in role playing and real life situations when asked and required
Receptive/Expressive Complex Intent

Can appropriately respond to anger, failure, or disappointment
Poor

Cannot respond appropriately to anger, failure, or disappointment in role play and real life situations
Fair

Can appropriately respond to anger, failure, or disappointment in role play with multiple prompts
Good

Can appropriately respond to anger, failure, or disappointment in role play and real life situations with minimal prompts
Excellent

Can independently and appropriately respond to anger, failure, or disappointment in role play and real life situations
Eye gaze

Can guess what someone is looking at and thinking about
Poor

cannot follow eye gaze; unable to make any guesses about what they might be thinking about
Fair

beginning to follow eye gaze with support, beginning to guess what someone might be thinking with support
Good

can follow the eye gaze, may still need assistance in guessing thoughts
Excellent

can follow eye gaze and make appropriate guess as to what someone might be thinking about



Keywords:
  • pragmatic, social skills, kindergarten

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