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iRubric: Pragmatics- Kindergarten/1st rubric

iRubric: Pragmatics- Kindergarten/1st rubric

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Pragmatics- Kindergarten/1st 
Pragmatics- Kindergarten/1st
Simple rubric based on the CELF-5 Pragmatic Profile.
Rubric Code: GXB5C53
By mroon1
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

Responds to introductions, introduces others
Poor

Ignores
Fair

Can respond to introductions, but does not /cannot introduce others
Good

Responds to introductions and can introduce others with 1 reminder
Excellent

Responds and introduce appropriately independently
Gaining attention/Interrupting

Uses appropriate strategies to gain attention and when interrupting others
Poor

Uses inappropriate strategies to gain attention-yelling, throwing things/tantrums, grabbing items/people, etc.
Fair

Uses 1 strategy to gain attention, inconsistent
Good

Can demonstrate use of more than 1 strategy to gain attention: waiting for a break in conversation, saying excuse me, tapping shoulders, other nonverbal cues
Excellent

Can use variety of strategies without reminders
Interruptions

Appropriately responds to interruptions
Poor

Uses inappropriate strategies in response to interruptions-yelling, throwing things/tantrums, grabbing items/people, etc.
Fair

Stays calm, but disregards/ignores interruptions when he shouldn't, or requires 2 prompts to respond
Good

Stays calm, attends to person interrupting with 1 reminders
Excellent

Independently responds appropriately
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
Receptive/Expressive Complex Intent

Can ask others to change their actions/states
Poor

Cannot appropriately ask others to change their actions in role playing and real life situations
Fair

Can appropriately ask others to change their actions when role playing with multiple prompts
Good

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

Can appropriately ask others to change their actions in role playing and real life situations independently
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 teasing, anger, failure, or disappointment
Poor

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

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

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

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



Keywords:
  • pragmatic, social skills, kindergarten

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