Matrix & Rubrics

Matrix & Rubrics

Independent Reading - Elementary : Research matrix

CATEGORY	4	3	2	1
Focus on story/article	Student is lost in the story. There's no looking around or flipping through the pages.	Student seems to be enjoying and moving through the story, but takes some short breaks.	Student seems to be reading the story, but doesn't seem to be very interested. Takes a few short breaks.	Pretends to read the story. Mostly looks around or fiddles with things.
Understands story elements	Student knows the title of the story as well as the names and descriptions of the important characters. Can tell approximately when and where the story happened.	Student knows the names and descriptions of the important characters and where the story takes place.	Student knows the names OR descriptions of the important characters in the story.	Student has trouble naming and describing the characters in the story.
Thinks about the story/article	Student accurately describes what has happened in the story and tries to predict "what will happen next."	Student accurately describes what has happened in the story.	Student accurately describes most of what happened in the story.	Student has difficulty re-telling the story.
Thinks about the characters	Student describes how different characters might have felt at different points in the story and points out some pictures or words to support his interpretation without being asked.	Student describes how different characters might have felt at different points in the story, but does not provide support for the interpretation unless asked.	Student describes how different characters might have felt at different points in the story, but does NOT provide good support for the interpretation, even when asked	Student cannot describe how different characters might have felt at different points in the story.
Tries to understand	Stops reading when it doesn't make sense and reads parts again. Looks up words s/he doesn't know.	Stops reading when it doesn't make sense and tries to use strategies to get through the tricky spots or to figure out new words.	Stops reading when it doesn't makes sense and asks for assistance.	Gives up entirely OR plows on without trying to understand the story.

#2

Reading - Analyzing Information : comparison matrix

CATEGORY	4	3	2	1
Characteristics	important and at least one less obvious characteristic chosen	important characteristics chosen	characteristics chosen, but not the most important	insignificant or no characteristics chosen
Content	all similarities and differences were noted in ach comparison	85% of similarities and differences were accurate	70% accuracy	less than 70%accuracy
Neatness	legible			illegible
summary	Student accurately draws conclusions with 3 supporting facts from the matrix	Student draws conclusions....	....	.....

#3

Math - Problem Solving : Chapter 4 matrix project

CATEGORY	3	2	1	0
Message	Message has more than three words.	Message has two or three words.	Message has one or two words.	No message.
Alphabet	Alphabet is given with numbers assigned.			Alphabet with numbers assigned is not given.
Uncoded row matrices	Uncoded row matrices are given and are correct.	Uncoded row matrices are given but one or more is not correct.		Uncoded row matrices are not given.
2x2 coding matrix	2x2 coding matrix is given and four different numbers (including at least one negative number) are used.	2x2 coding matrix is given and four different numbers are used, but no negative numbers were used.	2x2 coding matrix is given but some numbers repeat.	2x2 coding matrix is not given.
Coded row matrices	Coded row matrices are given and are correct.	Coded row matrices are given but one or more is not correct.		Coded row matrices are not given.
Coded message	Message is given as numbers separated by commas.			Message is not given as numbers separated by commas.
Name	Student name is on all papers.	Student name is not on one or more papers.		Student name is missing from all papers.
Due date	Project is handed in on due date.	Project is one day late.		Project is not turned in.

#4

Interviews & Conferences

Interviews & Conference

#1

6+1 Trait Writing Model : Classmate interview

CATEGORY	4	3	2	1
Interview Questions	Student chose or created 10 thoughtful interview questions that prompt engaging answers.	Student chose between 6 and 9 appropriate questions.	Student chose 3-5 appropriate questions or chose questions that did not produce thoughtful responses.	Student did not chose or create thoughtful questions.
Notetaking	The interviewer took detailed notes relating to the classmates responses.	The interviewer took notes but they lacked detail.	The interviewers notes were unorganized or incomplete.	The interviewer took few or no notes during the interview.
Report writing	The report is well organized and contains accurate quotations and facts taken from the interview.	The report is well organized and contains accurate facts taken from the interview	The report contains accurate quotations and facts taken from the interview.	The report is lacking facts and quotations from the interview OR the quotes and facts are not accurately reported.
Grammar & Spelling (Conventions)	Writer makes no errors in grammar or spelling that distract the reader from the content.	Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.	Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.	Writer makes more than 4 errors in grammar or spelling that distract the reader from the content.
Capitalization & Punctuation (Conventions)	Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read.	Writer makes 1 or 2 errors in capitalization or punctuation, but the paper is still easy to read.	Writer makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.	Writer makes several errors in capitalization and/or punctuation that catch the reader's attention and greatly interrupt the flow.
Speaks Clearly	Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.	Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.	Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.	Often mumbles or can not be understood OR mispronounces more than one word.
Posture and Eye Contact	Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.	Stands up straight and establishes eye contact with everyone in the room during the presentation.	Sometimes stands up straight and establishes eye contact.	Slouches and/or does not look at people during the presentation.

Date Created: July 28, 2011

Teacher-made tests

NAME:

DATE:

Nonrenewable Resources Test

Direction: Fill in the blanks to complete the sentences below.

Nonre_____able resources are resources that ____________ use that can ___________ be used again after it is used __________.

Fossil fuels are fuel that was made from ancient __________ and _________ over millions of __________.

Direction: List the 3 types of fossil fuels and state one use of each fossil fuel.

*

*

*

Direction: Answer the following question in complete sentences.

How should people use the remaining fossil fuels on Earth now and in the future?

Directions: Read the following question and answer in complete sentences.

Coal, Natural Gas, and Oil were made in similar ways.  Describe how these fossil fuels were created and draw how the process happens in the box below.

 

Test Sample 2

Name:
Date:
Subject:								18
Figurative Language Test
Directions: Match the types of figurative language to the best definition.  Just write the letter on the blank line.
1	Simile			a	Attribution of human qualities to nonliving things
2	Metaphor			b	Repetition of initial sound of words
3	Hyperbole			c	Attribution of human qualities to nonliving things
4	Personification			d	Extravagant exaggeration
5	Alliteration			e	Comparing of unlike things without using like or as
6	Onomatopoeia			f	Comparison of unlike things using like or as
Directions: Match the figurative language examples to the letters in the box.  Just write the letter on the blank line.
	Teeny Tiny Toddlers					O - Onomatopoeia
						S - Simile
	If I eat carrots, I am going to die.					M - Metaphor
						P - Personification
	Buzz					A - Alliteration
						H - Hyperbole
	Laughter is poison
	My teeth are white as Pearls
	My cell phone battery died.
	Boom
	Angels are evil
	The trees were dancing during the storm
	The joke is so funny that my jaw is about to fall off
	Louis like licking lollipops
	My body is cold as ice

Test Sample 3

NAME:

DATE:

Natural Resources Test

Direction: Match the following with the correct meaning.

1. Natural Resources                                           a. People living in a certain place.

2. Human Settlement                                           b. The things people do make money.

3. Population Growth                                           c. The rise or fall of people

                                                                                    living in a certain place.

4. Economic Activity                                            d. The things people do to make money.

Direction: Read each of the following situation and answer in complete sentences.

5. What happens to human settlement and population growth if there is no more good soil for farming?

6. What happens to economic activity if human settlement goes up?

7. What happens to the natural resources when there is a lot of economic activity?

Direction: Read each of the following question and answer in complete sentences.

8. What are 3 examples of natural resources?     9. What are 2 examples of economic activity?

      *                                                                           *

      *                                                                           *

      *

Graphics Organizers

Graphic Organizers 

Story Map 

 a visual organizer that helps a reader understand a work of literature by tracking setting, 

Also is a way to tell the sequence of a story.

The Venn Diagram is used to set the difference of two subjects and the middle portion is where 

the similarities will be placed 

KWL Chart



This K-W-L Chart, which tracks what a student knows (K), wants to know (W), and has learned (L) about a topic, can be used before, during, and after research projects.




Cause-Effect Tree
This strategy helps students identify cause and effect relationships. It is important to stress that sometimes one cause may have several effects, or several causes may lead to one effect. There is not always a one-to-one relationship in cause and effect.


Five Paragraph Organizer

Help students write five-paragraph essays with a graphic organizer.

Read more on FamilyEducation:http://www.teachervision.fen.com/graphic-organizers/printable/43086.html#ixzz2DsicSspz

Brainstorming Web




Analyzing Attributes/Brainstorming Use to list facts, definitions, attributes, or examples related to a single topic, concept, or theme. May also be used to compare and contrast information generated on left and right sides of web




 Use to show a system of persons or things ranked one above another, left to right; use in the beginning of a project to visually arrange interrelated and sequentially ordered sections within the whole, similar to an outline; subjects that lend themselves to this organizer are: projects (web sites), term papers, organizations (government or company), systems (body or machine), etc




T-Charts are a type of chart, a graphic organizer in which a student lists and examines two facets of a topic, like the pros and cons associated with it, its advantages and disadvantages, facts vs. opinions, etc.



This charts will help students understand place-valu

Checklist, Learning Logs, Journals

Checklist

CUPS Revise/Edit Checklist

Name _______________________________    Date _____________________ 

Title ___________________________________________________________

Read your piece carefully.  Place an X in the box AFTER correcting any errors.

Capitalization-use a green colored pencil

I capitalized the first word in every sentence.

€   I capitalized the names of specific people, places, or things (proper nouns).

Understanding-use a purple colored pencil

€   I read my story to myself and it makes sense.

€   I used details that tell about my topic.

€   My story has a beginning, middle, and ending.

€   I marked a purple X where I indented the first sentence in each paragraph.

Punctuation-use a red colored pencil

€   I ended each sentence with the correct punctuation mark ( . ? ! ).

Spelling-use a blue colored pencil

€   I circled all of the words I wasn’t sure how to spell.

€   I used a dictionary to correct all of the misspelled words I could find.

Conference

€   I peer conferenced with ___________________________ and revised my work.

€   I met with a teacher for a final conference.

·         Teacher ________________________________________

·         Date ___________________________________________

Math Checklist for 3rd graders

Observation Checklist for Numeracy

Children will enter Grade 3 with varied backgrounds and experiences, but they will also leave it demonstrating a range of achievement of the Grade 3 expectations.  Be sure to give your child many opportunities to talk about mathematics and work with manipulatives.  By the end of Grade 3, many children will complete the following:

Please mark the concepts below with the following key for each term:

O = Often        S = Sometimes          N = Not yet

Terms:

1	2	3	Number:
			- skip count forward and backward by 5’s, 10’s or 100’s up to 1000 from any starting point
			- skip count forward and backward by 3’s using starting points that are multiples of 3
			- skip count forward and backward by 4’s using starting points that are multiples of 4
			- skip count forward and backward by 25’s using starting points that are multiples of 25
			- read a 3 digit numeral without using the word ‘and’ (e.g. 321 is three hundred twenty one)
			- read a given number word (0 to 1000)
			- represent numbers up to 1000 using manipulatives and pictorially
			- place many 3 digit numbers in ascending or descending order
			- estimate quantities less than 1000
			- place value for numerals to 1000 (e.g. 351 is three 100’s, five 10’s and one 1’s)
			- describe and apply mental mathematics for adding two 2-digit numerals (adding from left to right, using doubles in your head)
			- describe and apply mental mathematics for subtracting 2-digit numerals (thinking of addition, using doubles in your head)
			- estimate to predict sums and differences of two 2-digit numbers in a problem
			- calculate addition problems with answers up to 1000
			- calculate subtraction problems with answers to 1000
			- use mental mathematics to recall basic addition and subtraction facts up to 18
			- demonstrate an understanding of multiplication up to 5X5
			- demonstrate an understanding of division up to 5X5
			- understand that a fraction represents a part of a whole
			- describe situations in which fractions are used
			- compare fractions of the same whole with like denominators

Terms:

1	2	3	Patterns and Relations:
			- demonstrate an understanding of increasing patterns (2, 4, 6, 8 …) by describing, extending, comparing and creating
			- demonstrate an understanding of decreasing patterns (30, 25, 20, 15 …) by describing, extending, comparing and creating
			- solve one step addition and subtraction equations involving symbols representing an unknown number (3 + x = 5, solve for x)

Terms:

1	2	3	Shape and Space (Measurement):
			- select a non-standard unit of measure (i.e. television shows or pendulum swings to measure the passage of time)
			- relate the number of seconds to a minute, minutes to an hour, and days to a month through problem solving
			- demonstrate an understanding of measuring length (cm, m)
			- demonstrate an understanding of measuring mass (g, kg)
			- demonstrate an understanding of perimeter of regular and irregular shapes (estimate, measure, record, and construct)

Terms:

1	2	3	Shape and Space (3-D Objects and 2-D Shapes):
			- describe 3-D objects according to the shape of the faces, and the number of edges and vertices
			- sort regular and irregular polygons (triangles, quadrilaterals, pentagons, hexagons, octagons) according to the number of sides

Terms:

1	2	3	Statistics and Probability (Data Analysis):
			- collect data and organize it (tally marks, line plots, charts, lists) to answer questions
			- determine the common attributes, title and axes, of bar graphs
			- create bar graphs from a given set of data and label the title and axes
			- draw conclusions from a bar graph to solve problems

Based on the Prescribed Learning Outcomes for Grade 3 Mathematics

Learning Logs

Learning Log

Date:
Activity:
Thoughts	Questions	Next Time

Date:
Activity:
Thoughts	Questions	Next Time

Date:
Activity:
Thoughts	Questions	Next Time

2nd Sample

Journals

Math Journals, logs, folders, portfolios

Developing routines to incorporate ways for students to write in math is an essential part of communicating. Through writing students can explain their thinking, show their work, create representations, apply mathematical language, and problem solve. Having students write in math also provides the teacher an opportunity to assess as well as differentiate to meet students’ needs.

click photo to enlarge

math journal components	prompts for journal reflections
sample student journal entries