Student Rubrics for the Literacy Exploration Project

1. BNTA PrimarySchool 2018 -2019 AcademicYear
6th
Grade HLE Program Unit ProjectTest
This is counted as the Oral Comprehension part for the Final Exam. It is worth 40 Points
Purpose: The project will be evaluated on a rubric designed to evaluate your listening, speaking, reading, and team collaborations in researching and
constructing new knowledge based on what you have learned.
Students are evaluated on a rubric, from 1 to 5
Category 5 – Excellent
(8 points)
4 – Proficient
(6 points)
3 – Meet Expectations
(4 points)
2 – Struggling
(2 points)
1 – Below Expectations
(½ point)
Category #1 Englishconversations
are used90% of the
time duringeachclass.
Conversationsare
productive andhelpget
the work done quickly
and effectively.
Englishconversations
are used80% of the
time duringeachclass.
Conversationsare
mostlyproductive with
a fewoff-taskmoments
that are self-corrected.
Englishconversations
are used70% of the
time duringeachclass.
Conversationsare
sometimesproductive
and usuallyneeds
guidance toget back
on-task.
Englishconversations
are used50% of the
time duringeachclass.
Conversationsneedto
be modeledtobe
productive.Sense of
organizingand
completingthe tasks
are ineffective.
Englishconversations
are rarelyusedor off-
topicmost of the class.
Conversationsare
unproductive and
studentswaste more
time beingsocial
insteadof advancing
the projecttogether
effectively.
Small group
Conversations
(InEnglish)
Category#2 Studentsare able to use
technologyresources
correctly.Studentsare
alsoable worktogether
productively.Excellent
use of time and
resourcescan be seen.
Studentsare able to use
technologyresources
correctlymostof the
time.Gentle reminders
fromtime to time are
needed.There isa
steady,butprogressive
pace to gettingwork
done on time.
Studentscanuse
technologyresources
correctlywithdirect
intervention. Often
gettingontowebsites
that slowstudents
downinsteadof
speedingthemup.
More practice in
researchisneeded.
Studentscanuse
technologycorrectly,
but fail tofollowthe
guidelines.Variousre-
directionstostayon
task andgettingwork
done isneeded.Self-
disciplinewithsmall
collaborative workand
technologyisrequired.
Studentsignore
instructionsandare
wasteful withtime and
resources.Students
showdisorganization
and have notbroken
tasksup correctlyto use
bothtechnologyand
time wisely.
Collaborative Research
Correct use of resources
and workingwithothers

2. Category#3
--------------------------------
Reading &
UnderstandingText
(Multiple Sources)
Studentsare able to
research,understand,
and presentthese
sourcesintheirown
words.Able toexplain
theirworkclearlyto
othersand consider
howto say it was
thoughtout.Studentis
well preparedfor
presentingwork.
Studentsare able to
research,understand,
and presentmostof the
workin a clearway.
Studentstooktime to
prepare mostof the
workwell.Some minor
grammar, spelling,and
correct formaterrors
are present.Students
are well preparedfor
each taskand have
done a good jobduring
the projecttime.
Studentsare able to
research,understand,
and presentatleast
60% of the work found.
Explanationsare made
clearwithprompting
and teacherquestions.
Errors in content,
spelling,grammar,and
formatare present.
Self-correctional
revisionsispresentas
well.Time toprepare
well isevidentinhow
the students
communicate andwork
witheachother.
Studentsstruggle to
researcheffectivelyand
are havingtrouble
understandingthe text.
Studentsmostlycopied
fromthe source directly
withlittle efforttore-
state it inownwords.
Whenpresenting,
studentcannotsay
whathe or she wrote in
ownwords but usesa
lotof improper
translationsand/or
directtextsource
incorrectly.
Studentshave major
struggleswithreading
comprehension,using
contextclues,and
makingsense of
multiple sources
throughrestatingfacts
usingtheirownwords.
Whenpresenting,
studentdoesthe basics
withdisorganizedtext,
impropertextfrom
source not used
correctly.Unable to
make sense of whathe
or she wrote.
Category #4
--------------------------------
Communicationsto
reach deadlines
Studentshave
coordinatedtasks.The
workloadhasbeen
dividedtomake
meetingthe deadlines
manageable.Students
exhibitself-discipline
and keepeachotheron
task.
Studenthave
coordinatedtaskswith
some challengeswhich
theyresolvedontheir
own.The workloadwas
adjustedtofitthe
neededdeadlines
stated.Self-directed
learningisdisplayed.
Studentshave
coordinatedtaskwith
manychallenges.
Studentshave resolved
some and neededsome
promptingtoresolve
othersby teacher.
Studentsare workingto
improve time
managementand
settingprioritiesin
timedchunks.
Studentsare having
challengescoordinating
tasks.Studentsare
approaching1 task at a
time- andtime-wasting
behaviorsare evident.
Studentswithteacher
supporthave re-
adjustedhowtobetter
manage theirtime and
are startingto become
more effective.
Studentsare counseled
aboutchangingsome
behaviorsandattitudes
to become betterfor
the future careerand
life.
Studentcontinue torun
intochallengesandare
not able towork
togethertofix the
challenges.Distractions,
off-taskconversations,
and time wasting
behaviorscontinue
regardlessof teacher
intervention.Students
have shownlackof self
control and counseled
afterclass specificto
these negative
behaviors.
Category# 5
___________________
Overall Quality of
Project work
Studentsare able to
reach all standardswith
ease. Collaborationand
communicationare
Studentsare able to
reach at least80% of
the standardswith
ease.Collaborationand
Studentsare able to
reach at least60% with
some moderate
struggleswith
Studentsare onlyable
to reach 40% of the
standardswithvarious
struggles.Studentshave
Studentsare onlyable
to reach 15% -20% of
the standardswith
ease.Poorbehaviors

3. excellentdemonstrated
inthe qualityof the
work. Studentsare
detailedorientedand
checkfor their
mistakes.
Communicationhave
resultedinbasic
elementsfulfilled.
Studentsare developing
an eye fordetailsand
showeffortstobecome
bettereachtime.
collaborationand
communication.Project
qualityisreflective of
missedopportunitiesto
re-adjustandgrowfrom
challenges.Studentsare
counseledfor
adjustmentsinfuture.
needtoimprove in
goodteamwork
building,collaborations
and communicationsto
achieve setproject
taskswithinthe given
deadlines. Counsel is
providedtoimprove.
and character traits
have hinderedthe work
time andstudentsin
counsel withteacher
and parentsto fill inthe
gaps whichhave been
identifiedduringthe
process.
Project Work Quality: Graded on a rubric, each student has selected which task or tasks he or she will be mainly responsible for. In smaller
groups where team members have chosen to do 1 task at a time, points are deducted for ineffective use of time and resources. Points are also
deducted for failure
Category 5 – Excellent
(8 points)
4 – Proficient
(6 points)
3 – Meet Expectations
(4 points)
2 – Struggling
(2 points)
1 – Below
Expectations
( ½ point)
Task 1: Storyboards 1. Studentfollowedoral
directionsandvisual
modelingfromthe
teacherfor clarityas
questionsarose.
2. Studentscompleted
10 storyboardpictures
and wrote what
happenedineachscene
fromChapter1
3. Studentsfollowedthe
Grade 4 Grammar-
Spelling-WritingFormat
standards
1. Studentfollowedoral
directionsandvisual
modelingfromthe
teacherfor clarityas
questionsarose
2. Studentscompose 10
storyboardspictures
and wrote the main
thingthat happenedfor
each one.
3. Studentsdidnotfully
followthe Grade 4
Standardsfor Grammar-
Spelling-WritingFormat
4. Studentshave
revisedafterteacher
feedbackwith
corrections
1. Studentfollowedsome of the
oral directionsandvisual
modelingfromthe teacherfor
clarityas questionsarose
2. Studentscompose 8-10
storyboardspicturesandwrote
the mainthingthat happened
for eachone.
3. Studentsdidnotfullyfollow
the Grade 4 Standardsfor
Grammar-Spelling-Writing
Format
4. Studentshave revisedonly
some afterteacherfeedback
withcorrections
1. Studentfolloweda
fewof the oral
directionsandvisual
modelingfromthe
teacherfor clarityas
questionsarose
2. Studentscompose
6-10 storyboards
picturesandwrote
the mainthingthat
happenedforeach
one withgeneral
words.
3. Studentsdidnot
fullyfollowthe Grade
4 Standardsfor
Grammar-Spelling-
WritingFormat
4. Studentshave not
revised afterteacher
1. Studentfailed
to follow
directionsand
was notpaying
attentionduring
thistime.
2. Student
composedthe
storyboardsafter
strugglesand
needingstudents
to re-teachhimor
herdue to lack of
focus.
3. Studentsdid
not fullyfollow
the Grade 4
Standardsand put
little effortinto
work.

4. feedbackwith
corrections
Task 2: Story Settingto
Real WorldResearch
Connections,3-
paragraph descriptions
(outside/inside/make
youfeel walking
around,imagesyou
may thinkof)
1. Studentsfollowedoral
directionsandvisual
modulesgivenbythe
teacher.
2. Studentshave been
able to make real-world
connectionsanduse
technologycorrectlyto
researchinorder to
understandthe settings
better.
3. Studentsfollowedthe
3-Paragraphdescription
formattingwith5
sentencesperparagraph
and 10 wordsper
sentence.
4. Students’work
reflectswrittenquality
comparedto authorwho
can put the audience in
the scene using
descriptive wordsthat
make picturesinone’s
head.
1.Studentsfollowed
mostof the oral
directionsandvisual
modulesgivenbythe
teacher.
2. Studentshave been
able to make a lotof
real-worldconnections
and use technology
correctlyto researchin
orderto understandthe
settingsbetter.
3. Studentsfollowed
some the 3-Paragraph
descriptionformatting
with5 sentencesper
paragraph and10 words
persentence.
4. Students’work
reflectssome written
qualitycomparedto
author whocan put the
audience inthe scene
usingsome descriptive
wordsthat make
picturesinone’shead.
1.Studentsfollowedsome of the
oral directionsandvisual
modulesgivenbythe teacher.
2. Studentshave beenable to
make a lot of real-world
connectionsanduse technology
correctlyto researchinorderto
understandthe settingsbetter.
3. Studentsfollowedsome the
3-Paragraphdescription
formattingwith5 sentencesper
paragraph and10 wordsper
sentence.
4. Students’workreflectssome
writtenqualitycomparedto
author whocan put the
audience inthe scene using
some descriptivewordsthat
make picturesinone’shead.
1.Studentsdoesnot
followmostof the
oral directionsand
visual modulesgiven
by the teacher.
2. Studentshave
beenable tomake a
fewbasicreal-world
connectionsanduse
technologymostlyin
a correct way to
researchinorder to
understandthe
settingsbetter.
3. Studentsfollowed
some the 3-
Paragraph
description
formattingwith5
sentencesper
paragraph and10
wordsper sentence.
4. Students’workhas
a fewelementsthat
reflectsthe written
qualitycomparedto
author whocan put
the audience inthe
scene usingsome
descriptive words
that make picturesin
one’shead.
1.Studenthas
failedtofollow
directions
carefully.
2. Studenthas not
beenable to
reflectanuse
technologyto
make the real-
worldconnections
ina purposeful
way.
3. Studentis
lackingstructural
ideasandhas only
writtenata basic
Grade 1-2 Level
witha varietyof
errors.
4. Students’work
reflectslackof
cooperation,
communication
and correct use of
time andeffortsin
the group.
Counsel will be
givento
strengthenthese
areas of
weakness.
Task 3: Character
Profile andDescriptive
Pictures
(Physical/Personality/
Actionsinmost
situations)
1. Studentshave been
able to followoral
directionsandteacher
follow-upvisualsas
remindersfor
expectations.
1. Studentshave been
able to follow mostof
the oral directionsand
teacherfollow-up
visualsasremindersfor
expectations.
1. Studentshave beenable to
follow some of the oral
directionsandteacherfollow-up
visualsasremindersfor
expectations.
1. Studentshave
beenable tofollow
some of the oral
directionsand
teacherfollow-up
1. Studentfailed
to followthe oral
directionsand
teacherfollow-
ups.

5. 2. Studentshave been
able to drawthe main
characters andminor
characters inChapter1
3. Studenthas beenable
to create a brief
highlightspecifictothe
physical ( looklike) ,
personality( thinkand
say,usuallydoin
situations)
4. Studentsare able to
use predictionskillsand
draw basicconclusions
whichare possible.
2. Studentshave been
able to drawalmostall
of the maincharacters
and minorcharactersin
Chapter1
3. Studenthas been
able to create a brief
highlightspecifictothe
physical (looklike) ,
personality( thinkand
say,usuallydoin
situations)
4. Studentsare able to
use some prediction
skillsanddrawbasic
conclusionswhichare
possible.
2. Studentshave beenable to
draw half all of the main
characters andminorcharacters
inChapter1
3. Studenthas beenable to
create a partial brief highlight
specifictothe physical (look
like) ,personality( thinkandsay,
usuallydoinsituations)
Many omissionsare evident
4. Studentsare able to use some
predictionskillsanddrawbasic
conclusionswhichare possible.
Studentisapplyinggood
amountof effortstoimprove
afterfeedback.
visualsasreminders
for expectations.
2. Studentshave
beenable todraw
half all of the main
characters andminor
characters inChapter
1
3. Studenthas been
able to create a
partial brief highlight
specifictothe
physical (looklike) ,
personality( think
and say,usuallydoin
situations)
Many omissionsare
evident.Verylittle
effortsare applied.
4. Studentsare able
to use some
prediction skillsand
draw basic
conclusionswhich
are possible.
Studentisapplying
goodamount of
effortstoimprove
afterfeedback.
2. Studentshave
beenable todraw
some of the main
/minorcharacters
alongwithonlya
fewwords.
3. Studentshave
missedthe point
of whata
character profile
isand howit helps
understandseach
character deeply.
4. Students
struggle with
focusand rush
throughwork
withoutmuch
thought.
Task 4: 4-Paragraphs
for rewritingthe main
plotinChapter1,
changing2 things.
1. Studentdemonstrates
understandingof howto
identifythe mainevents
ina chapter.
2. Studentdemonstrates
understandingof howto
change specificeventsor
reactionsof characters /
newcharactersto
influencechangesinthe
1. Student
demonstratessome
clearunderstandingsof
howto identifythe
maineventsina
chapter.
2. Student
demonstratessome
clearunderstandingsof
howto change specific
eventsorreactionsof
1. Studentdemonstratesafew
ideasthatare clearin
understandingof howto
identifythe maineventsina
chapter.
2. Studentdemonstratessome
clearunderstandingsof howto
change specificevents or
reactionsof characters / new
characters to influence changes
inthe storyplotfor the Chapter.
1. Student
demonstratesan
unclearunderstand
of howto identifythe
maineventsina
chapter.
2. Student
demonstratesapoor
understandingof
howto change
specificeventsor
1. Student
demonstrates
verylittle
understandof
howto identify
the maineventsin
a chapter.
2. Student
demonstratesa
verypoor
understandingof

6. storyplot forthe
Chapter.
3. Studenthas used
creativityand
collaborationtocreate
the adjustedplotwhich
meetsthe Grade 4
WritingStandardsinour
classroom.
4. Studentdemonstrates
original ideaand
adoptedideasfrom
otherfictional stories.
characters / new
characters to influence
changesinthe story
plotfor the Chapter.
3. Studenthas used
some creativityand
collaborationtocreate
the adjustedplotwhich
meetsthe Grade 4
WritingStandardsin
our classroom.
4. Student
demonstrates some
original ideaand
adoptedideasfrom
otherfictional stories.
3. Studenthas useda little
creativityandsome
collaborationtocreate the
adjustedplotwhichmeetsthe
Grade 4 WritingStandardsin
our classroom.
4. Studentdemonstrates some
original ideaandadoptedideas
fromotherfictional stories.
reactionsof
characters / new
characters to
influencechangesin
the story plotforthe
Chapter.
3. Studenthas useda
little creativityand
no collaborationto
create the adjusted
plotwhichmeetsthe
Grade 4 Writing
Standardsinour
classroom.
4. Student
demonstratesno
original ideasand/or
adoptedideasfrom
otherfictional
stories.
howto change
specificeventsor
reactionsof
characters / new
characters to
influencechanges
inthe storyplot
for the Chapter.
3. Studenthas
usedno creativity
and no
collaboration to
create the
adjustedplot
whichmeetsthe
Grade 4 Writing
Standardsinour
classroom.
4. Student
demonstratesno
original ideas
and/oradopted
ideasfromother
fictional stories.
Task 5: Creatinga short
movie withdialog(7
minutes
1. Studentsare able to
followall oral directions
and produce a shorthigh
quality7 minute video.
2. Studentare able to
take Task #4 and turn it
intothe short produced
movie.
3. Studentsare able to
combine avarietyof
storyelementslearned
aboutthisChapterinto
the move.
4. Students’work
demonstratesclear
1. Studentsare able to
followmostof the oral
directionsandproduce
a short highquality5- 7
minute videowith
minorerrors.
2. Studentare able to
take Task #4 and turn it
intothe short produced
movie.
3. Studentsare able to
combine avarietyof
storyelementslearned
aboutthisChapterinto
the move.
1. Studentsare able to follow
mostof the oral directionsand
produce a short highquality5- 7
minute videowithminorerrors.
2. Studentare able totake Task
#4 and turn itintothe short
producedmovie.
3. Studentsare able to combine
a varietyof story elements
learnedaboutthisChapterinto
the move.
4. Studentworkdoesnot have a
lotof dialog.Lackingvisible
storyplot. Some developmentin
settingandcharacter shown.
Studentsare able to
followsome of the
oral directionsand
produce a short high
quality4- 7 minute
videowitherrors
2. Studentare able to
take Task #4 and turn
some of itintothe
short produced
movie.
3. Studentsare able
to combine avariety
of storyelements
learnedaboutthis
1. Studentfailsto
followdirections
carefully.
2. Studentswaste
time andproduce
verylowstandard
3 -7 minute movie
that lacksthe
character and
plot.
4. Studentsneed
to pay close
attentiontohow
use dialogina
short student

7. character, setting,and
storyplot elements.
4. Students’work
includeseach person
sayingsome dialogthat
connectswiththe story
plotand develops the
character.
Chapterintothe
move.
4. Studentworkhas
verylittle dialog.
Lackingvisible story
plot.Verylittle
developmentin
settingandcharacter
shown.
movie andedit
withdigital tools.
Overall Work Quality Studentshave metall
the guidelinesandused
original waystomake
the projectcome
togetherandalive
duringthe presentation.
Studentshave metmost
of the guidelinesand
usedat leasttwoways
to make the project
come togetherandalive
duringthe presentation.
Studentshave metonlysome of
the guidelinesandusedatleast
one way to make the project
come togetherandalive during
the presentation.
Studentsstruggle to
be organized,gain
attentionandkeep
the class following
whattheyare saying.
A lotof errorsare
present.
Studentsfail to
use the correct
presentation
routinestaughtin
the classroomand
are notprepared
to talkabout their
work.