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iRubric: Familiar Story Re-Tell rubric

iRubric: Familiar Story Re-Tell rubric

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Familiar Story Re-Tell 
Familiar Story Re-Tell
Student will be asked to re-tell their favorite book. Familiarity with different versions of popular stories is important If student is having difficulty (or teacher anticipates difficulty) s/he should be allowed to retell story using home language. Use rubric if teacher understands students home language. When student feels more comfortable with retell in home language, the rubric could be used immediately after in new language.
Rubric Code: JX297W3
By jgriesdorn
Draft
Public Rubric
Subject: Humanities  
Type: Assessment  
Grade Levels: K-5

Powered by iRubric Familiar Story Re-tell
  Dilingual/ Nonverbal

Students should be allowed to use book to guide their retell.

1 pts

Entering/ Beginning

Students should be allowed to use book to guide their retell.

2 pts

Developing

Ask child to look over book then close. Open book if stuck.

3 pts

Expanding

Do not use book, ask teacher for guidance if stuck

4 pts

Proficient

No assistance needed

5 pts

Characters

Dilingual/ Nonverbal

Student demonstrates discomfort or may refuse to participate in activity.
Entering/ Beginning

Student has properly identified one character and setting.
Developing

Student has properly identified a few or some of the characters and setting.
Expanding

Student has properly identified all or most characters and setting.
Proficient

Student identifies characters and can make new connections to larger themes in the Identity Unit.
Setting

Dilingual/ Nonverbal

Student demonstrates discomfort or may refuse to participate in activity.
Entering/ Beginning

Student properly identifies one setting.
Developing

Student has properly identified a few settings and can place characters or actions in theses settings.
Expanding

Student has properly identified all or most settings and describes them in detail.
Proficient

Student has properly identified all or most settings describes them in detail and makes connections beyond the text.
Event Sequence

Dilingual/ Nonverbal

Student demonstrates discomfort or may refuse to participate in activity.
Entering/ Beginning

Student has properly sequenced one event - beginning, middle or end.
Developing

Student has properly sequenced a few or some events in the story.
Expanding

Student has properly sequenced most or all of the events in the story.
Proficient

Student properly sequences and can make new connections.
problem

Dilingual/ Nonverbal

Student demonstrates discomfort or may refuse to participate in activity.
Entering/ Beginning

Student describes at least one problem.
Developing

Student has properly identified the problem or
Student creates a new problem or resolution but lacks bridge to story.
Expanding

Student has properly identified the problem or
has created a new problem and described it but lacks bridge to story.
Proficient

Fully integrates the problem in the story (the main problem with possible sub problems and has drawn appropriate bridges to the story sequence.
resolution

Dilingual/ Nonverbal

Student demonstrates discomfort or may refuse to participate in activity.
Entering/ Beginning

Student describes at least one solution.
Developing

Student describes several potential solutions.
Expanding

Student has properly identified the solution or
has created a new solution and described it, but lacks bridge to story.
Proficient

Fully integrates the solution in the story (the main solution with possible sub solutions and has drawn appropriate bridges to the story sequence.
details

Dilingual/ Nonverbal

Student demonstrates discomfort or may refuse to participate in activity.
Entering/ Beginning

Student has identified only one or two details of story.
Developing

Student has included most major details or created new details that are incorporated into retell.
Expanding

Student has included many details of the story (or created new details which are easily accommodated into the plot).



Proficient

Student can use details in new and flexible ways related to character development, setting, problem, resolution, event sequence et cetera.
Connections

Dilingual/ Nonverbal

Student demonstrates discomfort or may refuse to participate in activity.
Entering/ Beginning

Student connects the story to him or herself.
Developing

Student connect the story to the themes of Identity Construction and development from previous class discussions.
Expanding

Student connects the story to cultural assumptions beyond the classroom and school.
Proficient

Student connects the story to cultural assumptions beyond the classroom and school. Provides self reflections and thinks through Identity Construction and development.
Delivery

Dilingual/ Nonverbal

Student demonstrates discomfort or may refuse to participate in activity.
Entering/ Beginning

Student retells story using flat affect.
Developing

Student retells story, but needs more development of narrative voice and in the performing arts.
Expanding

Student uses appropriate intonation and pauses (narrative voice) and gestures; story retell engages or captivates audience.
Proficient

Student moves the story from beginning to end with confidence and compelling voice and narrative fluency.



Keywords:
  • retell, new language learners, esl, ell, literacy, oral language, early childhood

Subjects:

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