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| | Researchers independently locate at least 2 reliable, interesting information sources for EACH of their ideas or questions. | Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions. | Researchers, with some adult help, locate at least 2 reliable information sources for EACH of their ideas or questions. | Researchers, with extensive adult help, locate at least 2 reliable information sources for EACH of their ideas or questions. |
| | Students have developed a clear plan for organizing the information as it is gathered and in the final research product. All students can independently explain the planned organization of the research findings. | Students have developed a clear plan for organizing the information in the final research product. All students can independently explain this plan. | Students have developed a clear plan for organizing the information as it is gathered. All students can independently explain most of this plan. | Students have no clear plan for organizing the information AND/OR students in the group cannot explain their organizational plan. |
| | Researchers independently identify at least 4 reasonable, insightful, creative ideas/questions to pursue when doing the research. | Researchers independently identify at least 4 reasonable ideas/questions to pursue when doing the research. | Researchers identify, with some adult help, at least 4 reasonable ideas/questions to pursue when doing the research. | Researchers identify, with considerable adult help, 4 reasonable ideas/questions to pursue when doing the research. |
| | Group independently develops a reasonable, complete timeline describing when different parts of the work (e.g.,planning, research, first draft, final draft) will be done. All students in group can independently describe the high points of the timeline. | Group independently develops a timeline describing when most parts of the work will be done. All students in group can independently describe the high points of the timeline. | Group independently develops a timeline describing when most parts of the work will be done. Most students can independently describe the high points of the timeline. | Group needs adult help to develop a timeline AND/OR several students in the group cannot independently describe the high points of the timeline. |
| | Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, and when the information is needed. | Each student in the group can clearly explain what information s/he is responsible for locating. | Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is responsible for locating. | One or more students in the group cannot clearly explain what information they are responsible for locating. |
Rubric ID: 2220356Find out how to make this rubric interactive
present continuous verbs are composed of a subject, verb to be, ing verb and is used for questions of how, who and where you perform an action, you can make positive and negative questions
ReplyDeleteAngelica Gualtero
ID 000200175
NRC 14248
Present continuous has the same estructure, but in this case is subjet + verb to be + add ing .
ReplyDeletepresent continuous express idea that something is happening now '' present''
Dixon Alejandro Bautista Barajas
ID: 000265192
NRC : 14248
1. gina is calling for telepnone
ReplyDelete2. david isn´t doing the homework
3. are you jumping?
4. when are you singing?
Ingri Carolina Rodriguez Mondragon
266112
NRC 14248
we can use it to express different things and in different circumstances:
ReplyDeleteTo refer to actions that are being developed at the same time when it comes.
I am reading a book
Also to describe things that happen around the time when we're talking about.
She is studying Inglés
And when we speak of a future action.
I am going to Madrid next week
Yeimi Andrea Pelaez
ID 256841
NRC 14248
José Andrés Moreno.
ReplyDeleteID: 000177157
Welcome to the English page of information, here you get to see videos free grammar. This video shows present continuous structure: verb- subject- ing. Por example, I'm eating.
Present continuous is when you're talking about something that is happening, for example: if you look at the picture the girl is writing on the board, the teacher is looking at the girl.
José Andrés Moreno.
ID: 000177157
Juan Carlos Rojas Rojas
ReplyDeleteID. 000259033
NRC: 14248
To use the continuous verb must have a subject, verb and verb tobe in this, for example:
you are playing
Plesente Utilisamos the continuum, to talk about something that happens. We use the present continuous to describe situations that are ongoing.
DIEGO NICOLAS BARRAGAN MARTINEZ
ReplyDeleteID. 000268366
NRC. 14248
The video is so interesting because, it explain us about the continious tense present, now I know haw to use and at what moment an condition
This English lesson is devoted to present continuous tense that expresses actions of this but with nuances that differentiate this simple.
ReplyDeleteBefore you see how to use the present continuous, shows like watching form. Later understand as denying this tense and how to form questions with the same.
IVAN DARIO GONALEZ GONZALEZ
nrc: 000254357
This video is very interesting because I learn more about THE PRESENT CONTINUOUS TENSE as this helps me understand more and learn new vocabulary incidentally, also helps me to pronounce them properly and correct.
ReplyDeleteI also use this structure helps in sentences affirmative, negative or interrogative using VERB TO BE in each.
LINDA MARCELA RAMIREZ RAMIREZ
ID: 000259363
NRC: 14248
the video explains the present continuous. first Verb to be then subject and finish verb + 'ing'
ReplyDeletefor example
Where is he sitting?
Where are they living?
What is he cooking?
What is she drawing?
What are they talking about?
LUIS MIGUEL GÓMEZ BARRAGÁN
NRC: 14248
ID: 000194996