Classroom Participation Rubric

Excellent Satisfactory Fair Needs

(4) (3) (2) Improvement
(1)
Participation in The student actively The student actively The student actively The student is not
classroom discussion participations in class participates in class by participates in class by actively engaged in
by asking questions asking questions and asking questions and class and does not ask
and contributing to contributing to occasionally questions or contribute
classroom discussions classroom discussions contributing to to classroom
more than once. at least once. classroom discussion. discussion.
Respect for peers The student listens The student listens The student listens The student does not
when others are when others are when others are listen when others are
speaking in both small speaking in both small speaking most of the speaking, interrupts
group and whole group and whole time but needs frequently, or makes
group settings. The group settings. occasional prompting. negative comments
student encourages about peers’ ideas.
his/her peers to be
respectful of others.
Behavior The student is well The student is well The student is mostly The student is not well
behaved and almost behaved and well behaved, behaved and
never displays sometimes displays sometimes displays frequently displays
disruptive behavior. disruptive or off-task disruptive or off-task disruptive or off-task
behavior. behavior that requires behavior that requires
redirection. redirection or
intervention.
 Poster Presentation
Student Name: ________________________
Subject: ________________________

Graded Category requirements Point value

Title ____ / 10
Information ____ / 15
Poster Visuals and captions ____ / 10
Graphic Organizer ____ / 15

Everyone working ____ / 15

Kindness ____ / 15
Collaboration Quiet noise level ____ / 10
Acting as a quiet audience ____ / 10

Loud and clear ____ / 10

Everyone participates ____ / 10
Presentation 3 - 5 minutes ____ / 10
Poster can be seen by all ____ / 10

Information, Accurate information ____ / 30

details, and overall Neat & colored visuals ____ / 10
appearance of Neat handwriting ____ / 10
poster Overall organization ____ / 10

Total ____ / 200

Grade: ___________
other comments or notes:
 Quick Write Rubric
TRAITS OF FOCUS CONCLUDING
ORGANIZATION EVIDENCE CONVENTIONS
WRITING STATEMENT SENTENCE
• Somewhat focused on • Some of the paragraph is • Some opinions and • The sentence is • Includes incomplete
responding to the organized and may be interpretations of the text incomplete and does not sentences
prompt (may have missing the focus can be understood summarize the • Many errors that
difficulty getting back statement, supporting • Somewhat limited paragraph. impact readability
on topic or may stray details, and/or concluding explanation of evidence • Uses bullets
often) sentence • 1-2 pieces of evidence • 1 compound and/or
• Demonstrates gaps in • Evidence and supporting from the text complex sentence

2
understanding of key details are not often
ideas introduced in a order
• Ideas can be sometimes
understood by reader

• No attempt to focus on • Paragraph is not • 0pinions and • The concluding • Response is

the prompt or organized and missing the interpretations are sentence does not indecipherable and
substitutes a different focus statement, difficult to understand connect to the focus incoherent
task supporting, details and • Little or no attempt at statement and does • Simple sentences only
• Demonstrates little or concluding sentence. explanation of evidence not summarize the
no understanding of • Evidence and supporting • 0-1 piece of evidence from paragraph.
1 key ideas details are randomly
presented or merely listed
the text

Score = __/20 Feedback:

Created by Millie Williams © Adventures in ESL
Name: Date:

Quick Write Rubric

TRAITS OF FOCUS CONCLUDING
ORGANIZATION EVIDENCE CONVENTIONS
WRITING STATEMENT SENTENCE
• Tightly focused on • Paragraph is highly • Perceptive and insightful • The sentence is complete • Uses complete
responding to the organized with a focus opinions and and restates the focus sentences
prompt statement, supporting interpretations statement. • No errors that
• Demonstrates deep details, and concluding • Superior explanation of impact readability
understanding of key sentence evidence • Includes 3 or more
ideas • Evidence and supporting • 3 or more pieces of compound and/or
details are introduced in a evidence from the text complex sentences
4 mostly logical and
effective order
• Ideas can be easily
understood by reader

• Largely focused on • Paragraph is mostly • Opinions and • The sentence is complete • Uses complete
responding to the organized with a focus interpretations of the text and summarizes the sentences
prompt (may stray in statement, supporting can be understood paragraph • Few errors that may
areas, but gets quickly details, and concluding • Sufficient explanation of impact readability
back on topic) sentence evidence • Includes 2 compound
• Demonstrates • Evidence and supporting • 2-3 pieces of evidence and/or complex
understanding of key details are introduced in a from the text sentences
3 ideas generally logical and
effective order
• Ideas can be understood
by reader

Created by Millie Williams © Adventures in ESL

 Name _________________

Oral Presentation Rubric

1 2 3 4
Volume The speaker rarely The speaker The speaker used an The speaker
used an appropriate occasionally used appropriate volume always or almost
volume. This the appropriate most of the time. always used an
presentation was volume, but overall, The listeners could appropriate
very difficult to the presentation hear the volume. It was
hear. was difficult to presentation. very easy to hear
hear. this presentation.
Pacing and The speaker spoke The speaker The speaker used an The speaker
either too fast or occasionally spoke appropriate pace always or almost
Fluency
too slow, making it at a good rate, but most of the time. always spoke at an
difficult for the overall, it was too The listeners could appropriate pace.
audience to fast or too slow, understand the It was easy for
understand. making it somewhat presentation. the audience to
difficult for the understand.
audience to
understand.
Eye The speaker did not The speaker seldom The speaker The speaker
look at the audience. made eye contact occasionally made frequently made
Contact
with the audience. eye contact with eye contact with
the audience. the audience.
Voice The speaker did not The speaker seldom The speaker The speaker used
use voice expression used voice occasionally used lots of voice
Expression
during this expression. The voice expression. expression. The
presentation. The speaker lost the The audience was audience was
audience was not audience at times, engaged most of the engaged during this
engaged. due to a lack of time during this speaker’s
voice expression. speaker’s presentation.
presentation.
Overall This presentation This presentation This presentation This presentation
was difficult for was approaching was proficient. The exceeded
Presentation
the audience to proficiency, but audience could expectations. The
understand. was not there quite understand the audience could
yet. It was presentation. easily understand
somewhat difficult the presentation.
for the audience to
understand.

Comments:

Total: _______/20

Copyright Deb Hason © 2013/ font by Dianne Hook

 Project-Based Learning Rubric
Below Standard Approaching Standard At Standard
Launching the •  I  cannot  explain  what  I  would   •  I  can  identify  a  few  things  I   •  I  can  explain  what  I  would  
need  to  know  to  be  able  to   would  need  to  know  to  be  able   need  to  know  to  be  able  to  
Project:
answer  the  Driving  Question   to  answer  the  Driving   answer  the  Driving  Question  
Analyze Driving Question  
•  I  still  need  to  learn  how   •  I  can  explain  how  different  
Question and Begin another  person  might  think   •  I  can  understand  that  another   people  might  think  about  the  
Inquiry differently  about  the  Driving   person  might  think  differently   Driving  Question  
Question   about  the  Driving  Question   •  I  can  ask  lots  of  questions  
•  I  still  need  to  learn  how  to  ask   •  I  can  ask  a  few  questions  about   about  what  our  audience  or  
questions  about  what  our   what  our  audience  or  product   product  users  might  want  or  
audience  or  product  users   users  might  want  or  need   need  
might  want  or  need  

Building •  I  still  need  to  learn  how  to  use   •  I  can  use  information  from   •  I  can  use  information  from  
information  from  different   different  sources  to  help   different  sources  to  help  
Knowledge,
sources  to  help  answer  the   answer  the  Driving  Question,   answer  the  Driving  Question    
Understanding, and Driving  Question     but  I  may  have  trouble  putting   •  I  can  decide  if  my  information  
Skills: it  together  
•  I  still  need  to  learn  how  to   is  relevant  and  if  I  have  
Gather and think  about  whether  my   •  I  can  think  about  whether  my   enough  
Evaluate information  is  relevant  or  if  I   information  is  relevant  and  if  I  
Information have  enough   have  enough,  but  I  don’t  
always  decide  carefully  

Developing and •  I  still  need  to  learn  how  to   •  I  can  identify  some  of  the   •  I  can  explain  how  an  author  
Revising Ideas and identify  the  reasons  and   reasons  and  evidence  an   or  speaker  uses  reasons  and  
evidence  an  author  or   author  or  speaker  uses  to   evidence  to  support  a  point  
Products: speaker  uses  to  support  a   support  a  point     that  helps  me  answer  the  
Use Evidence and point     •  I  can  tell  when  an  idea  for  a   Driving  Question    
Criteria •  I  still  need  to  learn  how  to   product  or  an  answer  to  the   •  I  can  explain  how  to  decide  if  
decide  if  an  idea  for  a  product   Driving  Question  is  a  good  one,   an  idea  for  a  product  or  an  
or  an  answer  to  the  Driving   but  cannot  always  say  why   answer  to  the  Driving  
Question  is  a  good  one   •  I  can  sometimes  use  feedback   Question  is  a  good  one  
•  I  still  need  to  learn  how  to  use   from  other  students  and  adults   •  I  can  use  feedback  from  other  
feedback  from  other  students   to  improve  my  writing  or  my   students  and  adults  to  
and  adults  to  improve  my   design  for  a  product   improve  my  writing  or  my  
writing  or  my  design  for  a   design  for  a  product  
product  

Presenting •  I  still  need  to  learn  how  to   •  I  can  use  some  facts  and   •  I  can  explain  my  ideas  in  an  
explain  my  ideas  in  an  order   details  to  support  my  ideas,   order  that  makes  sense  
Products and
that  makes  sense     but  they  are  not  always   •  I  can  use  appropriate  facts  
Answers to
•  I  still  need  to  learn  how  to  use   appropriate  and  relevant   and  relevant  details  to  
Driving Question:
appropriate  facts  or  relevant   •  I  can  explain  my  ideas,  but   support  my  ideas    
Justify Choices details  to  support  my  ideas     some  might  be  in  the  wrong  
order    

©  Performing  in  Educa1on,  LLC  

 RACE Rubric for Short Answer Questions

4 3 2 1

R
Attempted to
Restated the Restated almost all
restate the Did not restate the
question parts of the
question, but was question at all
completely question
Restate the unsuccessful

Question

A
Considered all Considered all
parts of the parts of the
Missed part of the Did not answer the
question and question but had
question question at all
answered each part only partial
Answer the accurately accuracy

Question

C
Properly cited
Evidence used was
adequate evidence Cited evidence
either not relate to No evidence from
from the text that loosely related to
the question, or the text was used
supported the the answer
Cite evidence not correctly cited
answer
from the text

E Made a connection
with the text and
clearly explained
Made a connection
to the text, but was
unable to explain
Attempted to
make a connection
to the text, but the
Did not make a
connection to the
text at all; element
Elaborate its relationship to its relationship to relationship was
was not present
-Make the question the text clearly weak
connections
-Explain further

R: _____ A: _____ C: _____ E: _____ Total: ______ / 4 = Final Score: ________

4=A 3=B 2=C 1=D
 Name: ________________
!
Oral Presentation Rubric
Expectations for how to present have been clearly modeled and given. Each
group has given an opportunity to rehearse and practice before presenting
to the whole class.

!
Categories Possible Pts Earned Pts
Knowledge of Topic 25
Posture and Eye Contact 15
Speaks Clearly 15
Volume 15
Listening to Other 10
Presentations
Able to answer questions 10
about the topic
Prepared to present 10
Total 100
Name _____________________________________ Name _____________________________________
Dates: #1 ________ #2 ________ #3 _______ Dates: #1 ________ #2 ________ #3 _______
Advanced You use extensive, culturally appropriate vocabulary to Advanced You use extensive, culturally appropriate vocabulary to
communicate ideas on a wide range of topics and within a communicate ideas on a wide range of topics and within a
Low Low
topic. You communicate clearly and accurately in great topic. You communicate clearly and accurately in great
(Advanced) detail using a variety of tenses and moods. (Advanced) detail using a variety of tenses and moods.
You use expanded vocabulary and expressions to You use expanded vocabulary and expressions to
Interm. High communicate ideas on a wide range of topic. You use Interm. High communicate ideas on a wide range of topic. You use
(Proficient) connected sentences to narrate, describe or explain in (Proficient) connected sentences to narrate, describe or explain in
great detail. Your speech is accurate. great detail. Your speech is accurate.

Interm. Mid You use a wide range of words and phrases to give details. Interm. Mid You use a wide range of words and phrases to give details.
You string together compound, original sentences to You string together compound, original sentences to
(Developing) describe and explain, and your speech is mostly accurate. (Developing) describe and explain, and your speech is mostly accurate.

You use a variety of words and phrases and give details. You use a variety of words and phrases and give details.
Interm. Low Interm. Low
You can combine words and phrases to create original You can combine words and phrases to create original
(Emerging) sentences. Everything that you say is comprehensible. (Emerging) sentences. Everything that you say is comprehensible.

Novice High You use familiar words and phrases and elaborate a little. Novice High You use familiar words and phrases and elaborate a little.
You use phrases and short, simple sentences to provide You use phrases and short, simple sentences to provide
(Beginning) basic information. Your speech is mostly comprehensible. (Beginning) basic information. Your speech is mostly comprehensible.
Copyright © 2014 Martina Bex ● www.martinabex.com ● The Comprehensible Classroom Copyright © 2014 Martina Bex ● www.martinabex.com ● The Comprehensible Classroom

Name _____________________________________ Name _____________________________________

Dates: #1 ________ #2 ________ #3 _______ Dates: #1 ________ #2 ________ #3 _______
Advanced You use extensive, culturally appropriate vocabulary to Advanced You use extensive, culturally appropriate vocabulary to
communicate ideas on a wide range of topics and within a communicate ideas on a wide range of topics and within a
Low Low
topic. You communicate clearly and accurately in great topic. You communicate clearly and accurately in great
(Advanced) detail using a variety of tenses and moods. (Advanced) detail using a variety of tenses and moods.
You use expanded vocabulary and expressions to You use expanded vocabulary and expressions to
Interm. High communicate ideas on a wide range of topic. You use Interm. High communicate ideas on a wide range of topic. You use
(Proficient) connected sentences to narrate, describe or explain in (Proficient) connected sentences to narrate, describe or explain in
great detail. Your speech is accurate. great detail. Your speech is accurate.

Interm. Mid You use a wide range of words and phrases to give details. Interm. Mid You use a wide range of words and phrases to give details.
You string together compound, original sentences to You string together compound, original sentences to
(Developing) describe and explain, and your speech is mostly accurate. (Developing) describe and explain, and your speech is mostly accurate.

You use a variety of words and phrases and give details. You use a variety of words and phrases and give details.
Interm. Low Interm. Low
You can combine words and phrases to create original You can combine words and phrases to create original
(Emerging) sentences. Everything that you say is comprehensible. (Emerging) sentences. Everything that you say is comprehensible.

Novice High You use familiar words and phrases and elaborate a little. Novice High You use familiar words and phrases and elaborate a little.
You use phrases and short, simple sentences to provide You use phrases and short, simple sentences to provide
(Beginning) basic information. Your speech is mostly comprehensible. (Beginning) basic information. Your speech is mostly comprehensible.
Copyright © 2014 Martina Bex ● www.martinabex.com ● The Comprehensible Classroom Copyright © 2014 Martina Bex ● www.martinabex.com ● The Comprehensible Classroom

Name _____________________________________ Name _____________________________________

Dates: #1 ________ #2 ________ #3 _______ Dates: #1 ________ #2 ________ #3 _______
Advanced You use extensive, culturally appropriate vocabulary to Advanced You use extensive, culturally appropriate vocabulary to
communicate ideas on a wide range of topics and within a communicate ideas on a wide range of topics and within a
Low Low
topic. You communicate clearly and accurately in great topic. You communicate clearly and accurately in great
(Advanced) detail using a variety of tenses and moods. (Advanced) detail using a variety of tenses and moods.
You use expanded vocabulary and expressions to You use expanded vocabulary and expressions to
Interm. High communicate ideas on a wide range of topic. You use Interm. High communicate ideas on a wide range of topic. You use
(Proficient) connected sentences to narrate, describe or explain in (Proficient) connected sentences to narrate, describe or explain in
great detail. Your speech is accurate. great detail. Your speech is accurate.

Interm. Mid You use a wide range of words and phrases to give details. Interm. Mid You use a wide range of words and phrases to give details.
You string together compound, original sentences to You string together compound, original sentences to
(Developing) describe and explain, and your speech is mostly accurate. (Developing) describe and explain, and your speech is mostly accurate.

You use a variety of words and phrases and give details. You use a variety of words and phrases and give details.
Interm. Low Interm. Low
You can combine words and phrases to create original You can combine words and phrases to create original
(Emerging) sentences. Everything that you say is comprehensible. (Emerging) sentences. Everything that you say is comprehensible.

Novice High You use familiar words and phrases and elaborate a little. Novice High You use familiar words and phrases and elaborate a little.
You use phrases and short, simple sentences to provide You use phrases and short, simple sentences to provide
(Beginning) basic information. Your speech is mostly comprehensible. (Beginning) basic information. Your speech is mostly comprehensible.
Copyright © 2014 Martina Bex ● www.martinabex.com ● The Comprehensible Classroom Copyright © 2014 Martina Bex ● www.martinabex.com ● The Comprehensible Classroom
 Copyright © 2014 Martina Bex ● www.martinabex.com ● The Comprehensible Classroom

Copyright © 2014 Martina Bex ● www.martinabex.com ● The Comprehensible Classroom

Name ______________________________________________ Name ______________________________________________
Dates: #1 ___________ #2 ___________ #3 __________ Dates: #1 ___________ #2 ___________ #3 __________
Emerging Developing Proficient Advanced Emerging Developing Proficient Advanced
Few, basic Limited set of Variety of recent Wide range from Few, basic Limited set of Variety of recent Wide range from
Word Choice terms / used vocabulary is vocabulary used throughout the Word Choice terms / used vocabulary is vocabulary used throughout the
(Vocab) inaccurately mostly accurate accurately year used (Vocab) inaccurately mostly accurate accurately year used
accurately accurately
More errors than Some errors More errors than Some errors
Conventions correct usage Error patterns No error Conventions correct usage Error patterns No error
make some with verb patterns; make some with verb patterns;
(Structures & make speech endings, word (Structures & make speech endings, word
Spelling) difficult to things difficult to advanced Spelling) difficult to things difficult to advanced
understand. order. order.
Understandable. structures used
understand. understand. understand. Understandable. structures used
Choppy, Choppy (but Long/compound Long/compound Choppy, Choppy (but Long/compound Long/compound
Sentence incomplete complete) sentences, sentences with Sentence incomplete complete) sentences, sentences with
Fluency sentences with sentences with repetitive a variety of Fluency sentences with sentences with repetitive a variety of
few details. few details. sentence format. formats. few details. few details. sentence format. formats.
Ideas are Lacks Well organized, Ideas are Lacks Well organized,
Ideas, disconnected organization, Well organized, clear purpose, Ideas, disconnected organization, Well organized, clear purpose,
Organization, and unclear, no few details, some details, many details Organization, and unclear, no few details, some details, many details
and Voice obvious purpose unclear purpose, clear purpose. included, and Voice obvious purpose unclear purpose, clear purpose. included,
interesting. interesting.
Inaccurate Error patterns Accurate Accurate Inaccurate Error patterns Accurate Accurate
Pronunciation pronunciation with certain pronunciation pronunciation, Pronunciation pronunciation with certain pronunciation pronunciation,
& Speech impedes sounds, pauses but vowels are good speech & Speech impedes sounds, pauses but vowels are good speech
Fluency understanding, in speech lazy, good fluency Fluency understanding, in speech lazy, good fluency
very choppy speech fluency very choppy speech fluency
Length Far below goal Almost meets Meets goal Exceeds goal Length Far below goal Almost meets Meets goal Exceeds goal
goal goal
Spanish Some English words used. Only real target language words used. Spanish Some English words used. Only real target language words used.

Copyright © 2014 Martina Bex ● www.martinabex.com ● The Comprehensible Classroom

Copyright © 2014 Martina Bex ● www.martinabex.com ● The Comprehensible Classroom

Name ______________________________________________ Name ______________________________________________
Dates: #1 ___________ #2 ___________ #3 __________ Dates: #1 ___________ #2 ___________ #3 __________
Emerging Developing Proficient Advanced Emerging Developing Proficient Advanced
Few, basic Limited set of Variety of recent Wide range from Few, basic Limited set of Variety of recent Wide range from
Word Choice terms / used vocabulary is vocabulary used throughout the Word Choice terms / used vocabulary is vocabulary used throughout the
(Vocab) inaccurately mostly accurate accurately year used (Vocab) inaccurately mostly accurate accurately year used
accurately accurately
More errors than Some errors More errors than Some errors
Conventions correct usage Error patterns No error Conventions correct usage Error patterns No error
make some with verb patterns; make some with verb patterns;
(Structures & make speech endings, word (Structures & make speech endings, word
Spelling) difficult to things difficult to advanced Spelling) difficult to things difficult to advanced
understand. order. order.
Understandable. structures used
understand. understand. understand. Understandable. structures used
Choppy, Choppy (but Long/compound Long/compound Choppy, Choppy (but Long/compound Long/compound
Sentence incomplete complete) sentences, sentences with Sentence incomplete complete) sentences, sentences with
Fluency sentences with sentences with repetitive a variety of Fluency sentences with sentences with repetitive a variety of
few details. few details. sentence format. formats. few details. few details. sentence format. formats.
Ideas are Lacks Well organized, Ideas are Lacks Well organized,
Ideas, disconnected organization, Well organized, clear purpose, Ideas, disconnected organization, Well organized, clear purpose,
Organization, and unclear, no few details, some details, many details Organization, and unclear, no few details, some details, many details
and Voice obvious purpose unclear purpose, clear purpose. included, and Voice obvious purpose unclear purpose, clear purpose. included,
interesting. interesting.
Inaccurate Error patterns Accurate Accurate Inaccurate Error patterns Accurate Accurate
Pronunciation pronunciation with certain pronunciation pronunciation, Pronunciation pronunciation with certain pronunciation pronunciation,
& Speech impedes sounds, pauses but vowels are good speech & Speech impedes sounds, pauses but vowels are good speech
Fluency understanding, in speech lazy, good fluency Fluency understanding, in speech lazy, good fluency
very choppy speech fluency very choppy speech fluency
Length Far below goal Almost meets Meets goal Exceeds goal Length Far below goal Almost meets Meets goal Exceeds goal
goal goal
Spanish Some English words used. Only real target language words used. Spanish Some English words used. Only real target language words used.
Copyright © 2014 Martina Bex ● www.martinabex.com ● The Comprehensible Classroom

Copyright © 2014 Martina Bex ● www.martinabex.com ● The Comprehensible Classroom

Name ______________________________________________ Name ______________________________________________
Dates: #1 ___________ #2 ___________ #3 __________ Dates: #1 ___________ #2 ___________ #3 __________
Emerging Developing Proficient Advanced Emerging Developing Proficient Advanced
Few, basic Limited set of Variety of recent Wide range from Few, basic Limited set of Variety of recent Wide range from
Word Choice terms / used vocabulary is vocabulary used throughout the Word Choice terms / used vocabulary is vocabulary used throughout the
(Vocab) inaccurately mostly accurate accurately year used (Vocab) inaccurately mostly accurate accurately year used
accurately accurately
More errors than Some errors More errors than Some errors
Conventions correct usage Error patterns No error Conventions correct usage Error patterns No error
make some with verb patterns; make some with verb patterns;
(Structures & make speech endings, word (Structures & make speech endings, word
Spelling) difficult to things difficult to advanced Spelling) difficult to things difficult to advanced
understand. order. order.
Understandable. structures used
understand. understand. understand. Understandable. structures used
Choppy, Choppy (but Long/compound Long/compound Choppy, Choppy (but Long/compound Long/compound
Sentence incomplete complete) sentences, sentences with Sentence incomplete complete) sentences, sentences with
Fluency sentences with sentences with repetitive a variety of Fluency sentences with sentences with repetitive a variety of
few details. few details. sentence format. formats. few details. few details. sentence format. formats.
Ideas are Lacks Well organized, Ideas are Lacks Well organized,
Ideas, disconnected organization, Well organized, clear purpose, Ideas, disconnected organization, Well organized, clear purpose,
Organization, and unclear, no few details, some details, many details Organization, and unclear, no few details, some details, many details
and Voice obvious purpose unclear purpose, clear purpose. included, and Voice obvious purpose unclear purpose, clear purpose. included,
interesting. interesting.
Inaccurate Error patterns Accurate Accurate Inaccurate Error patterns Accurate Accurate
Pronunciation pronunciation with certain pronunciation pronunciation, Pronunciation pronunciation with certain pronunciation pronunciation,
& Speech impedes sounds, pauses but vowels are good speech & Speech impedes sounds, pauses but vowels are good speech
Fluency understanding, in speech lazy, good fluency Fluency understanding, in speech lazy, good fluency
very choppy speech fluency very choppy speech fluency
Length Far below goal Almost meets Meets goal Exceeds goal Length Far below goal Almost meets Meets goal Exceeds goal
goal goal
Spanish Some English words used. Only real target language words used. Spanish Some English words used. Only real target language words used.
 Positive Self-Talk

Goal: I can use positive self-

talk.

I can tell ___ examples of

negative self-talk.

I can tell ___ examples of

positive self-talk.

I can know when I have negative

self-talk and tell myself to
“stop.”

I can change a negative thought

into a positive thought.
 Positive Self-Talk
Goal: Student can
differentiate between
positive and negative self-
talk and use positive self-
talk when needed.

Student can give ___ examples

of negative self-talk.

Student can give ___ examples

of positive self-talk.

Student can acknowledge their

own negative self-talk and stop
themselves when having
negative self-talk.

Student can change a negative

thought into a positive, more
rational thought.
 Goal Setting

Goal: I can set and work

toward short, medium, and
long-term goals.

I can tell ___ short-term goals

and ___ long-term goals.

I can tell some people who can

help me with my goals.

I can come up with a plan to

meet each of my goals.

I can work toward meeting each

of my goals.
 Goal Setting

Goal: Student can set and

work toward short, medium,
and long-term goals.

Student can describe ___ short-

term and ___ long-term goals.

Student can list ___ individuals

who can help them achieve
each of their goals.

Student can develop a plan to

work toward achieving each of
their goals.

Student can take steps to work

toward achieving each of their
goals.
 Understanding Strengths

Goal: I can know my own

strengths and weaknesses.

I can tell about ___ skills or

talents that I have.

I can tell about ___ things that

are difficult for me.

I can tell about ___ ways I can

use my skills and talents to help
me succeed.

I can list ___ people who can

help me get better at the things
that are difficult for me.
 Understanding Strengths
Goal: Student differentiate
between their strengths and
weaknesses and use their
personal strengths to their
advantage.

Student can describe ___

personal strengths.

Student can describe ___

personal weaknesses.

Student can describe ___ ways

in which their personal
strengths can help them in
everyday life or their future.

Student can list ___ individuals

who can help them improve
their weaknesses.
 Dealing with Peer Pressure

Goal: I can deal with peer

pressure.

I can tell ___ examples of

negative peer pressure.

I can tell ___ examples of

positive peer pressure.

I can tell ___ ways to deal with

negative peer pressure.

I can show ___ ways to deal with

negative peer pressure.
 Dealing with Peer Pressure

Goal: Student can resist

negative peer pressure.

Student can list ___ examples of

negative peer pressure.

Student can list ___ examples of

positive peer pressure.

Student can list ___ strategies

or statements that can be used
to resist negative peer pressure.

Student can demonstrate ___

strategies to resist negative
peer pressure.
 Dealing with Mistakes

Goal: I can stay calm and

learn from my mistakes.

I can tell ___ ways of how

mistakes can help me.

I can stay calm when I make a

mistake.

I can apologize if I hurt

someone by mistake.

I can think of ways to learn from

my mistake.
 Dealing with Mistakes

Goal: Student can deal with

their own mistakes in age-
appropriate ways.

Student can describe ___

examples of how mistakes can
be helpful.

Student can stay calm after

making a mistake.

Student can apologize if

necessary after making a
mistake.

Student can brainstorm ways of

avoiding their mistake or
learning from it in the future.
Name: __________________ Date: __________________

Scoring Guide for Opinion Writing

Adapted from “Smarter Balanced Opinion Writing Rubric (Grades 3-5)”
Purpose & Focus Organization Evidence & Details Powerful Words Editing

The writing has: The writing has: The writing has: The writing has: The writing has:
*a great introduction *complete and *strong sentences that *complete and varied
*an opinion that is

4 clear and supported

through the whole
piece.
and conclusion.
*super transitions.
*ideas that flow
logically & smoothly.
convincing support for
the opinion.
*great use of sources,
facts and details.
clearly express ideas.
*carefully chosen
vocabulary.
sentences.
*very few mistakes in
punctuation, spelling
and capitalization.

The writing has: The writing has: The writing has: The writing has: The writing has:
*an opinion that is *a good introduction *good support for the *good sentences that *complete sentences.

3 clear. It might
have a few loosely
connected ideas.
and conclusion.
*transitions.
*ideas that flow
logically.
opinion.
*good use of sources,
facts and details.
clearly express ideas.
*well chosen
vocabulary.
*only a few mistakes
in punctuation,
spelling and
capitalization.

The writing has: The writing has: The writing has: The writing has: The writing has:
*a weak introduction *some support of the *short sentences that *incomplete sentences.
*an opinion that is

2
or conclusion. opinion. may not clearly *many mistakes in
not focused or
*few transitions. *weak use of sources, express ideas. punctuation, spelling
unclear.
*Ideas that do not facts and details. *vocabulary that may and capitalization.
flow logically. not fit.

The writing has: The writing has: The writing has: The writing has: The writing has:

Copyright©2014 TracyGeisinger
*an opinion that *a missing introduc- *very little support *short sentences *so many errors that

1 drifts, it may be
very short and
unfocused.
tion or conclusion.
*few transitions.
*ideas that do not
fit in.
of the opinion.
*little or no use of
sources, facts or
details.
that are confusing.
*limited vocabulary.
the meaning may be
lost.

+ + + + =
total
18-20 = Advanced 14-17 = Proficient 10-13 = Basic 1-9 = Below Basic