ayuda al docente para evaluar a los estudiantes

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

2. Graded Category requirements Point value
Poster
Collaboration
Presentation
Information,
details, and overall
appearance of
poster
Total
Title
Information
Visuals and captions
Graphic Organizer
Everyone working
Kindness
Quiet noise level
Acting as a quiet audience
Loud and clear
Everyone participates
3 - 5 minutes
Poster can be seen by all
Accurate information
Neat & colored visuals
Neat handwriting
Overall organization
____ / 10
____ / 15
____ / 10
____ / 15
____ / 200
Grade: ___________
____ / 15
____ / 15
____ / 10
____ / 10
____ / 10
____ / 10
____ / 10
____ / 10
____ / 30
____ / 10
____ / 10
____ / 10
other comments or notes:
P
o
s
t
e
r P
r
e
s
en
ta
tion
Student Name: ________________________
Subject: ________________________

3. TRAITS OF
WRITING
FOCUS
STATEMENT
ORGANIZATION EVIDENCE
CONCLUDING
SENTENCE
CONVENTIONS
2
• Somewhat focused on
responding to the
prompt (may have
difficulty getting back
on topic or may stray
often)
• Demonstrates gaps in
understanding of key
ideas
• Some of the paragraph is
organized and may be
missing the focus
statement, supporting
details, and/or concluding
sentence
• Evidence and supporting
details are not often
introduced in a order
• Ideas can be sometimes
understood by reader
• Some opinions and
interpretations of the text
can be understood
• Somewhat limited
explanation of evidence
• 1-2 pieces of evidence
from the text
• The sentence is
incomplete and does not
summarize the
paragraph.
• Includes incomplete
sentences
• Many errors that
impact readability
• Uses bullets
• 1 compound and/or
complex sentence
1
• No attempt to focus on
the prompt or
substitutes a different
task
• Demonstrates little or
no understanding of
key ideas
• Paragraph is not
organized and missing the
focus statement,
supporting, details and
concluding sentence.
• Evidence and supporting
details are randomly
presented or merely listed
• 0pinions and
interpretations are
difficult to understand
• Little or no attempt at
explanation of evidence
• 0-1 piece of evidence from
the text
• The concluding
sentence does not
connect to the focus
statement and does
not summarize the
paragraph.
• Response is
indecipherable and
incoherent
• Simple sentences only
Score=__/20 Feedback:
Created by Millie Williams © Adventures in ESL
Quick Write Rubric

4. TRAITS OF
WRITING
FOCUS
STATEMENT
ORGANIZATION EVIDENCE
CONCLUDING
SENTENCE
CONVENTIONS
4
• Tightly focused on
responding to the
prompt
• Demonstrates deep
understanding of key
ideas
• Paragraph is highly
organized with a focus
statement, supporting
details, and concluding
sentence
• Evidence and supporting
details are introduced in a
mostly logical and
effective order
• Ideas can be easily
understood by reader
• Perceptive and insightful
opinions and
interpretations
• Superior explanation of
evidence
• 3 or more pieces of
evidence from the text
• The sentence is complete
and restates the focus
statement.
• Uses complete
sentences
• No errors that
impact readability
• Includes 3 or more
compound and/or
complex sentences
3
• Largely focused on
responding to the
prompt (may stray in
areas, but gets quickly
back on topic)
• Demonstrates
understanding of key
ideas
• Paragraph is mostly
organized with a focus
statement, supporting
details, and concluding
sentence
• Evidence and supporting
details are introduced in a
generally logical and
effective order
• Ideas can be understood
by reader
• Opinions and
interpretations of the text
can be understood
• Sufficient explanation of
evidence
• 2-3 pieces of evidence
from the text
• The sentence is complete
and summarizes the
paragraph
• Uses complete
sentences
• Few errors that may
impact readability
• Includes 2 compound
and/or complex
sentences
Created by Millie Williams © Adventures in ESL
Quick Write Rubric
Name: Date:

5. Name _________________
Oral Presentation Rubric
1 2 3 4
Volume The speaker rarely
used an appropriate
volume. This
presentation was
very difficult to
hear.
The speaker
occasionally used
the appropriate
volume, but overall,
the presentation
was difficult to
hear.
The speaker used an
appropriate volume
most of the time.
The listeners could
hear the
presentation.
The speaker
always or almost
always used an
appropriate
volume. It was
very easy to hear
this presentation.
Pacing and
Fluency
The speaker spoke
either too fast or
too slow, making it
difficult for the
audience to
understand.
The speaker
occasionally spoke
at a good rate, but
overall, it was too
fast or too slow,
making it somewhat
difficult for the
audience to
understand.
The speaker used an
appropriate pace
most of the time.
The listeners could
understand the
presentation.
The speaker
always or almost
always spoke at an
appropriate pace.
It was easy for
the audience to
understand.
Eye
Contact
The speaker did not
look at the audience.
The speaker seldom
made eye contact
with the audience.
The speaker
occasionally made
eye contact with
the audience.
The speaker
frequently made
eye contact with
the audience.
Voice
Expression
The speaker did not
use voice expression
during this
presentation. The
audience was not
engaged.
The speaker seldom
used voice
expression. The
speaker lost the
audience at times,
due to a lack of
voice expression.
The speaker
occasionally used
voice expression.
The audience was
engaged most of the
time during this
speaker’s
presentation.
The speaker used
lots of voice
expression. The
audience was
engaged during this
speaker’s
presentation.
Overall
Presentation
This presentation
was difficult for
the audience to
understand.
This presentation
was approaching
proficiency, but
was not there quite
yet. It was
somewhat difficult
for the audience to
understand.
This presentation
was proficient. The
audience could
understand the
presentation.
This presentation
exceeded
expectations. The
audience could
easily understand
the presentation.
Comments:
Total: _______/20
Copyright Deb Hason © 2013/ font by Dianne Hook

6. ©
Performing
in
Educa1on,
LLC
Below Standard Approaching Standard At Standard
Launching the
Project:
Analyze Driving
Question and Begin
Inquiry
•
I
cannot
explain
what
I
would
need
to
know
to
be
able
to
answer
the
Driving
Question
•
I
still
need
to
learn
how
another
person
might
think
differently
about
the
Driving
Question
•
I
still
need
to
learn
how
to
ask
questions
about
what
our
audience
or
product
users
might
want
or
need
•
I
can
identify
a
few
things
I
would
need
to
know
to
be
able
to
answer
the
Driving
Question
•
I
can
understand
that
another
person
might
think
differently
about
the
Driving
Question
•
I
can
ask
a
few
questions
about
what
our
audience
or
product
users
might
want
or
need
•
I
can
explain
what
I
would
need
to
know
to
be
able
to
answer
the
Driving
Question
•
I
can
explain
how
different
people
might
think
about
the
Driving
Question
•
I
can
ask
lots
of
questions
about
what
our
audience
or
product
users
might
want
or
need
Building
Knowledge,
Understanding, and
Skills:
Gather and
Evaluate
Information
•
I
still
need
to
learn
how
to
use
information
from
different
sources
to
help
answer
the
Driving
Question
•
I
still
need
to
learn
how
to
think
about
whether
my
information
is
relevant
or
if
I
have
enough
•
I
can
use
information
from
different
sources
to
help
answer
the
Driving
Question,
but
I
may
have
trouble
putting
it
together
•
I
can
think
about
whether
my
information
is
relevant
and
if
I
have
enough,
but
I
don’t
always
decide
carefully
•
I
can
use
information
from
different
sources
to
help
answer
the
Driving
Question
•
I
can
decide
if
my
information
is
relevant
and
if
I
have
enough
Developing and
Revising Ideas and
Products:
Use Evidence and
Criteria
•
I
still
need
to
learn
how
to
identify
the
reasons
and
evidence
an
author
or
speaker
uses
to
support
a
point
•
I
still
need
to
learn
how
to
decide
if
an
idea
for
a
product
or
an
answer
to
the
Driving
Question
is
a
good
one
•
I
still
need
to
learn
how
to
use
feedback
from
other
students
and
adults
to
improve
my
writing
or
my
design
for
a
product
•
I
can
identify
some
of
the
reasons
and
evidence
an
author
or
speaker
uses
to
support
a
point
•
I
can
tell
when
an
idea
for
a
product
or
an
answer
to
the
Driving
Question
is
a
good
one,
but
cannot
always
say
why
•
I
can
sometimes
use
feedback
from
other
students
and
adults
to
improve
my
writing
or
my
design
for
a
product
•
I
can
explain
how
an
author
or
speaker
uses
reasons
and
evidence
to
support
a
point
that
helps
me
answer
the
Driving
Question
•
I
can
explain
how
to
decide
if
an
idea
for
a
product
or
an
answer
to
the
Driving
Question
is
a
good
one
•
I
can
use
feedback
from
other
students
and
adults
to
improve
my
writing
or
my
design
for
a
product
Presenting
Products and
Answers to
Driving Question:
Justify Choices
•
I
still
need
to
learn
how
to
explain
my
ideas
in
an
order
that
makes
sense
•
I
still
need
to
learn
how
to
use
appropriate
facts
or
relevant
details
to
support
my
ideas
•
I
can
use
some
facts
and
details
to
support
my
ideas,
but
they
are
not
always
appropriate
and
relevant
•
I
can
explain
my
ideas,
but
some
might
be
in
the
wrong
order
•
I
can
explain
my
ideas
in
an
order
that
makes
sense
•
I
can
use
appropriate
facts
and
relevant
details
to
support
my
ideas
Project-Based Learning Rubric

7. RACE Rubric for Short Answer Questions
R: _____ A: _____ C: _____ E: _____ Total: ______ / 4 = Final Score: ________
4 = A 3 = B 2 = C 1 = D
4 3 2 1
R
Restate the
Question
Restated the
question
completely
Restated almost all
parts of the
question
Attempted to
restate the
question, but was
unsuccessful
Did not restate the
question at all
A
Answer the
Question
Considered all
parts of the
question and
answered each part
accurately
Considered all
parts of the
question but had
only partial
accuracy
Missed part of the
question
Did not answer the
question at all
C
Cite evidence
from the text
Properly cited
adequate evidence
from the text that
supported the
answer
Cited evidence
loosely related to
the answer
Evidence used was
either not relate to
the question, or
not correctly cited
No evidence from
the text was used
E
Elaborate
-Make
connections
-Explain further
Made a connection
with the text and
clearly explained
its relationship to
the question
Made a connection
to the text, but was
unable to explain
its relationship to
the text clearly
Attempted to
make a connection
to the text, but the
relationship was
weak
Did not make a
connection to the
text at all; element
was not present

8. 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
Presentations
10
Able to answer questions
about the topic
10
Prepared to present 10
Total 100

9. Name _____________________________________
Dates: #1 ________ #2 ________ #3 _______
Name _____________________________________
Dates: #1 ________ #2 ________ #3 _______
Advanced
Low
(Advanced)
You use extensive, culturally appropriate vocabulary to
communicate ideas on a wide range of topics and within a
topic. You communicate clearly and accurately in great
detail using a variety of tenses and moods.
Interm. High
(Proficient)
You use expanded vocabulary and expressions to
communicate ideas on a wide range of topic. You use
connected sentences to narrate, describe or explain in
great detail. Your speech is accurate.
Interm. Mid
(Developing)
You use a wide range of words and phrases to give details.
You string together compound, original sentences to
describe and explain, and your speech is mostly accurate.
Interm. Low
(Emerging)
You use a variety of words and phrases and give details.
You can combine words and phrases to create original
sentences. Everything that you say is comprehensible.
Novice High
(Beginning)
You use familiar words and phrases and elaborate a little.
You use phrases and short, simple sentences to provide
basic information. Your speech is mostly comprehensible.
Copyright © 2014 Martina Bex ● www.martinabex.com ● The Comprehensible Classroom
Name _____________________________________
Dates: #1 ________ #2 ________ #3 _______
Name _____________________________________
Dates: #1 ________ #2 ________ #3 _______
Advanced
Low
(Advanced)
You use extensive, culturally appropriate vocabulary to
communicate ideas on a wide range of topics and within a
topic. You communicate clearly and accurately in great
detail using a variety of tenses and moods.
Interm. High
(Proficient)
You use expanded vocabulary and expressions to
communicate ideas on a wide range of topic. You use
connected sentences to narrate, describe or explain in
great detail. Your speech is accurate.
Interm. Mid
(Developing)
You use a wide range of words and phrases to give details.
You string together compound, original sentences to
describe and explain, and your speech is mostly accurate.
Interm. Low
(Emerging)
You use a variety of words and phrases and give details.
You can combine words and phrases to create original
sentences. Everything that you say is comprehensible.
Novice High
(Beginning)
You use familiar words and phrases and elaborate a little.
You use phrases and short, simple sentences to provide
basic information. Your speech is mostly comprehensible.
Copyright © 2014 Martina Bex ● www.martinabex.com ● The Comprehensible Classroom
Name _____________________________________
Dates: #1 ________ #2 ________ #3 _______
Name _____________________________________
Dates: #1 ________ #2 ________ #3 _______
Advanced
Low
(Advanced)
You use extensive, culturally appropriate vocabulary to
communicate ideas on a wide range of topics and within a
topic. You communicate clearly and accurately in great
detail using a variety of tenses and moods.
Interm. High
(Proficient)
You use expanded vocabulary and expressions to
communicate ideas on a wide range of topic. You use
connected sentences to narrate, describe or explain in
great detail. Your speech is accurate.
Interm. Mid
(Developing)
You use a wide range of words and phrases to give details.
You string together compound, original sentences to
describe and explain, and your speech is mostly accurate.
Interm. Low
(Emerging)
You use a variety of words and phrases and give details.
You can combine words and phrases to create original
sentences. Everything that you say is comprehensible.
Novice High
(Beginning)
You use familiar words and phrases and elaborate a little.
You use phrases and short, simple sentences to provide
basic information. Your speech is mostly comprehensible.
Copyright © 2014 Martina Bex ● www.martinabex.com ● The Comprehensible Classroom
Name _____________________________________
Dates: #1 ________ #2 ________ #3 _______
Name _____________________________________
Dates: #1 ________ #2 ________ #3 _______
Advanced
Low
(Advanced)
You use extensive, culturally appropriate vocabulary to
communicate ideas on a wide range of topics and within a
topic. You communicate clearly and accurately in great
detail using a variety of tenses and moods.
Interm. High
(Proficient)
You use expanded vocabulary and expressions to
communicate ideas on a wide range of topic. You use
connected sentences to narrate, describe or explain in
great detail. Your speech is accurate.
Interm. Mid
(Developing)
You use a wide range of words and phrases to give details.
You string together compound, original sentences to
describe and explain, and your speech is mostly accurate.
Interm. Low
(Emerging)
You use a variety of words and phrases and give details.
You can combine words and phrases to create original
sentences. Everything that you say is comprehensible.
Novice High
(Beginning)
You use familiar words and phrases and elaborate a little.
You use phrases and short, simple sentences to provide
basic information. Your speech is mostly comprehensible.
Copyright © 2014 Martina Bex ● www.martinabex.com ● The Comprehensible Classroom
Name _____________________________________
Dates: #1 ________ #2 ________ #3 _______
Name _____________________________________
Dates: #1 ________ #2 ________ #3 _______
Advanced
Low
(Advanced)
You use extensive, culturally appropriate vocabulary to
communicate ideas on a wide range of topics and within a
topic. You communicate clearly and accurately in great
detail using a variety of tenses and moods.
Interm. High
(Proficient)
You use expanded vocabulary and expressions to
communicate ideas on a wide range of topic. You use
connected sentences to narrate, describe or explain in
great detail. Your speech is accurate.
Interm. Mid
(Developing)
You use a wide range of words and phrases to give details.
You string together compound, original sentences to
describe and explain, and your speech is mostly accurate.
Interm. Low
(Emerging)
You use a variety of words and phrases and give details.
You can combine words and phrases to create original
sentences. Everything that you say is comprehensible.
Novice High
(Beginning)
You use familiar words and phrases and elaborate a little.
You use phrases and short, simple sentences to provide
basic information. Your speech is mostly comprehensible.
Copyright © 2014 Martina Bex ● www.martinabex.com ● The Comprehensible Classroom
Name _____________________________________
Dates: #1 ________ #2 ________ #3 _______
Name _____________________________________
Dates: #1 ________ #2 ________ #3 _______
Advanced
Low
(Advanced)
You use extensive, culturally appropriate vocabulary to
communicate ideas on a wide range of topics and within a
topic. You communicate clearly and accurately in great
detail using a variety of tenses and moods.
Interm. High
(Proficient)
You use expanded vocabulary and expressions to
communicate ideas on a wide range of topic. You use
connected sentences to narrate, describe or explain in
great detail. Your speech is accurate.
Interm. Mid
(Developing)
You use a wide range of words and phrases to give details.
You string together compound, original sentences to
describe and explain, and your speech is mostly accurate.
Interm. Low
(Emerging)
You use a variety of words and phrases and give details.
You can combine words and phrases to create original
sentences. Everything that you say is comprehensible.
Novice High
(Beginning)
You use familiar words and phrases and elaborate a little.
You use phrases and short, simple sentences to provide
basic information. Your speech is mostly comprehensible.
Copyright © 2014 Martina Bex ● www.martinabex.com ● The Comprehensible Classroom

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

11. 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.

12. 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.

13. 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.

14. 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.

15. 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.

16. 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.

17. 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.

18. 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.

19. 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.

20. 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.

21. Scoring Guide for Opinion Writing
Purpose & Focus Organization Evidence & Details Powerful Words Editing
4
3
2
1
The writing has:
*an opinion that
drifts, it may be
very short and
unfocused.
The writing has:
*an opinion that is
not focused or
unclear.
The writing has:
*an opinion that is
clear. It might
have a few loosely
connected ideas.
The writing has:
*an opinion that is
clear and supported
through the whole
piece.
The writing has:
*a great introduction
and conclusion.
*super transitions.
*ideas that flow
logically & smoothly.
The writing has:
*a good introduction
and conclusion.
*transitions.
*ideas that flow
logically.
The writing has:
*a weak introduction
or conclusion.
*few transitions.
*Ideas that do not
flow logically.
The writing has:
*a missing introduc-
tion or conclusion.
*few transitions.
*ideas that do not
fit in.
The writing has:
*complete and
convincing support for
the opinion.
*great use of sources,
facts and details.
The writing has:
*good support for the
opinion.
*good use of sources,
facts and details.
The writing has:
*some support of the
opinion.
*weak use of sources,
facts and details.
The writing has:
*very little support
of the opinion.
*little or no use of
sources, facts or
details.
The writing has:
*strong sentences that
clearly express ideas.
*carefully chosen
vocabulary.
The writing has:
*good sentences that
clearly express ideas.
*well chosen
vocabulary.
The writing has:
*complete and varied
sentences.
*very few mistakes in
punctuation, spelling
and capitalization.
The writing has:
*complete sentences.
*only a few mistakes
in punctuation,
spelling and
capitalization.
The writing has:
*short sentences that
may not clearly
express ideas.
*vocabulary that may
not fit.
The writing has:
*short sentences
that are confusing.
*limited vocabulary.
The writing has:
*so many errors that
the meaning may be
lost.
The writing has:
*incomplete sentences.
*many mistakes in
punctuation, spelling
and capitalization.
total
18-20 = Advanced 14-17 = Proficient 10-13 = Basic 1-9 = Below Basic
+ + + + =
Name: __________________ Date: __________________
Adapted from “Smarter Balanced Opinion Writing Rubric (Grades 3-5)”
Copyright©2014
TracyGeisinger