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iRubric: Teachers Narrative Diorama rubric

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Teachers Narrative Diorama CCSS.ELA-LITERACY.W.1.3. Group assignment to create a diorama that represents four time-ordered events from a well-known fictional narrative. Each student is responsible for representing one of the events in their group diorama. Rubric Code: PXAX5C3 By kedowne1 Draft Public Rubric Subject: English Type: Assessment Grade Levels: K-5

Narrative Diorama
	Emerging 1 pts	Developing 2 pts	Meeting 3 pts	Exceeding 4 pts
Main Events	Emerging The group has selected one or less essential narrative events that represent retell a part of the story. Main characters and settings have not been clearly represented.	Developing The group has selected two to three essential narrative events that represent retell most of the story. Either main characters or settings have been represented.	Meeting The group has selected four narrative essential events that effectively represent and retell story with main settings and main characters.	Exceeding The group has selected four essential narrative events that effectively represent and retell the story with added details including props and supporting characters.
Temporal Words	Emerging The student has difficulty identifying the four temporal events and time order words are not used.	Developing The student is able to identify the four temporal events represented in the diorama, but time orer words are used inappropriately.	Meeting The student able to identify the four temporal events represented in the diorama using time order words: first, next, then, last.	Exceeding The student is able to identify the four temporal events represented in the diorama using time order words: first, next, then, last. The student also uses additonal words and phrases to indicate time order.
Explanations	Emerging The student has difficulty explaining the sequence of events, most of their explanation is confused and unclear.	Developing The student can explain why some of the events follow a particlular sequence, but at times their explanation is confused and unclear.	Meeting The student is able to clearly explain why the represented events follow a particular sequence. No consideration is provided regarding how the events effect one another.	Exceeding The student is able to clearly explain the importance the sequence of events represented in the diorama. In the explanation the student considers how the events effect one another.