BLM X Assessment Rubric—Fourth Subtask (Report on the ...
BLM 10 Assessment Rubric — First Subtask (Writing and presenting a biographical card)
|knowledge/skills |level 1 |level 2 |level 3 |level 4 |
|reading |
|Communication |• includes few details to support |• includes some detailed information to|• includes detailed information to |• includes detailed information to |
|Express personal preferences for |opinions |support opinions |support opinions |support opinions with creative |
|information read in model biographical |• begins to use basic and thematic |• sometimes uses basic and thematic |• usually uses basic and thematic |additions |
|cards |vocabulary |vocabulary appropriately |vocabulary appropriately |• always or almost always uses basic |
| |• with constant teacher support |• with frequent teacher support |• with occasional teacher support |and thematic vocabulary appropriately |
| | | | |• with little or no teacher support |
|Comprehension |• identifies few of the main elements |• identifies some of the main elements |• identifies most of the main elements |• identifies all or almost all of the |
|Read and identify main elements in |and details |and details |and details |main elements and details |
|biographical cards | | | | |
|Organization of Ideas |• with constant teacher support |• with frequent teacher support |• with occasional teacher support |• with little or no teacher support |
|Identify reading strategies used | | | | |
|writing |
|Communication |• writes few simple and very few |• writes some simple and few compound |• frequently writes many accurate |• always or almost always writes many |
|Write a biographical card that includes|compound sentences |sentences |simple and some compound sentences |accurate simple and compound sentences |
|name, age, personal description, |• includes few details related to |• includes some criteria |• includes most criteria |• includes all criteria with creative |
|interests and talents, and career goal |criteria |• uses a model and makes minor changes |• creates new forms and makes some |additions |
|related to specialty school of choice |• with constant teacher support |to it |changes to a model |• creates new forms and makes |
| | |• with frequent teacher support |• with occasional teacher support |significant changes to a model |
| | | | |• with little or no teacher support |
|Organization of Ideas |• copies from a model |• uses a model and makes minor changes |• creates new forms and makes some |• creates new forms and makes |
|Organize required elements for the | |to it |changes to a model |significant changes to a model |
|biographical card | | | | |
|Application of Language Knowledge |• uses descriptive adjectives and |• uses descriptive adjectives and |• uses descriptive adjectives and |• always or almost always uses |
|Use descriptive adjectives and double |double verb constructions with constant|double verb constructions with frequent|double verb constructions with frequent|descriptive adjectives and double verb |
|verb constructions; spell correctly |teacher support |teacher support |accuracy |constructions consistently and |
| |• begins to incorporate basic and |• begins to incorporate basic and |• incorporates basic and thematic |accurately |
| |thematic vocabulary with constant |thematic vocabulary with some precision|vocabulary with frequent precision |• incorporates basic and thematic |
| |teacher support | | |vocabulary with precision |
|oral communication |
|Communication |• uses few of the presentation |• uses some of the presentation |• uses most of the presentation |• uses all or almost all of the |
|Present biographical information and |strategies |strategies |strategies |presentation strategies |
|answer questions about presentation |• with constant teacher support |• with frequent teacher support |• with occasional teacher support |• with little or no teacher support |
|Comprehension |• provides few, very simple ideas |• provides some basic information |• provides simple, accurate information|• provides detailed, unique information|
|Identify main ideas from classmates’ |• with constant teacher support |• with frequent teacher support |• with occasional teacher support |• with little or no teacher support |
|presentations | | | | |
|Organization of Ideas |• copies from a model |• uses a model and makes minor changes |• creates new forms and makes some |• creates new forms and makes |
|Present required elements for | |to it |changes to a model |significant changes to a model |
|biographical card in organized format | | | | |
|Application of Language Knowledge |• uses adjectives and double verb |• uses adjectives and double verb |• uses adjectives and double verb |• always or almost always uses |
|Use descriptive adjectives and double |constructions with constant teacher |constructions with frequent teacher |constructions with frequent accuracy |adjectives and double verb |
|verb constructions |support |support |• incorporates basic and thematic |constructions consistently and |
| |• begins to incorporate basic and |• begins to incorporate basic and |vocabulary with frequent precision |accurately |
| |thematic vocabulary with constant |thematic vocabulary with some precision| |• incorporates basic and thematic |
| |teacher support | | |vocabulary with precision |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.