Habits of The mind Rubric –Third Grade
Habits of The Mind Rubric –Third Grade
| |1 |2 |3 |4 |
|Accuracy and Precision |I need to reflect more on my own work. |I occasionally check my work. |I usually check my work beforehanding it |I take great care and double check my work. |
| | | |in. | |
| |I need to make more pride in my work. |I take some pride in my work | |I always take pride in my work. |
| | | |I usually take pride in my work. | |
| |I need to check over my work before handing |I sometimes check my work independently. | |I always check my work without reminders. |
| |it in, my teacher has to remind me to check | |I usually check on my own, teacher rarely | |
| |work. |I sometimes ask others for feedback and |has to remind. |I always ask others for feedback and |
| | |corrections. | |corrections. |
| |I need to ask others for feedback and | |I frequently ask others for feedback and | |
| |corrections. | |corrections. | |
|Seek Clarity in Language |I use general, unspecific language, I use |I sometimes stop to feflect on word choice |I generally use appropriate words to |I often use correct words to express my ideas.|
|and Thought |vague phrases and slang too often (“este”, |to express my ideas. |express my ideas. | |
| |“ummmm”, “things”, “nice”, “stuff”). | | |I rarely use Spanish to complete English |
| | |I occasionally use Spanish to complete |I sometimes use Spanish to complete English|thoughts, sentences. |
| |I use Spanish to complete English thoughts, |English thoughts, sentences. |thoughts, sentences. | |
| |sentences. | | |I always except/seek feedback from peers and |
| | |I sometimes accept/seek feedback from peers|I usually accept/seek feedback from peers |teachers. |
| |I do not accept/seek feedback from peers and |and teacher. |and teachers. | |
| |teacher. | | |When I speak, my sentences are mostly complete|
| | |When I speak, my sentences are sometimes |When I speak, my sentences are |and understood. |
| |When I speak, my sentences are incomplete. |complete. |understandable. | |
|Metacognition |They rarely articulate their reasoning |They sometimes articulate their reasoning |They usually articulate their reasoning |They are articulate about their reasoning |
| |processes when asked to explain their answer |processes. |processes. |processes. |
| |to a problem; they have difficulty describing| |When asked to explain their answer to a | |
| |how they come to a conclusion. |When asked to explain their answer to a |problem. |When asked to explain their answer to a |
| | |problem, they give a solution and sometimes| |problem, they give the solution and then |
| | |describe what brought them to that |They give a solution and then describe the |describe the reasoning process that brought |
| | |conclusion. |reasoning what brought them to that |them to that conclusion. |
| | | |conclusion clearly. | |
| | | | |They use the proper cognivitve terminology to |
| | | | |describe the mental processes (e.g., I have a |
| | | | |theory, I’m conducting and experiment). |
| | | | | |
| | | | |Very clearly. |
|Plan |I don’t refer to my agenda to remember |I sometimes refer to my agenda to remember |I usually refer to my agenda to remember my|I always refer to my agenda to remember my |
|Appropriately |assignments. |my assignments and complete most of them on|assignments and complete them on time. |assignments and complete them on time. |
| | |time. | | |
| |I need to complete. | |I can usually follow a list of oral/written|I can always follow a list of oral/written |
| | |I can sometimes follow a list of |directions independently to complete many |directions independently to complete many |
| |I need to be better organized. |oral/written directions that require help |tasks. |tasks. |
| | |to complete some tasks. | | |
| |I find it hard to follow a list of | | | |
| |oral/written directions and I always need | | | |
| |help to complete tasks. | | | |
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