Assessment Rubric

Genre: #0.4:39

Criteria Very High High Sound DeveIoping Requires Support
Subject matter
can identify who,
what, when, where
and why in my
recount.

can always
succinctly and
clearly identify
who, what, when,
where and why in
my recount.
can always
clearly identify
who, what, when,
where and why in
my recount.
can usually
identify who,
what, when,
where and why
in my recount.
need assistance to
identify who, what,
when, where and why
in my recount.
need considerable
assistance to identify
who, what, when, where
and why in my recount.
Generic structure
can sequence
two or more events
in order.
can expertly
sequence two or
more events in
order.
can accurately
sequence two or
more events in
order.
can
satisfactorily
sequence two or
more events in
order.
attempt to sequence
two or more events in
order.
With support from my
teacher can attempt to
sequence two or more
events in order.
Sentence
structure
write my
sentences in past
tense.

write my
sentences in first
person, using ".
write all of my
sentences in past
tense.

write all of my
sentences in the
first person.
write most of my
sentences in past
tense.

write all of my
sentences in the
first person.
write many of
my sentences in
past tense.

write most of
my sentences in
the first person.
write a few sentences
in past tense.

need considerable
help to write some
sentences in the first
person.
have considerable
difficulty writing
sentences in the past
tense.
need considerable help
to write a few sentences
in the first person.
VocabuIary
use
circumstances of
time throughout
my recount to
identify when the
events happened
(eg. First, then,
next)


constantly use
circumstances of
time.
frequently use
circumstances of
time.
usually use
circumstances of
time.
make limited use of
circumstances of time.
With teacher support,
use circumstances of
time.