| Course Code | Class Code | Assignment Title | Total Points |
| ELM-580 | ELM-580-O500 | Reading Instructional Strategies | 80.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Content | 100.0% |
| COE Lesson Plan Template | 20.0% | Not addressed. | Uses the COE Lesson Plan Template and Class Profile. Lesson plan components are missing or are inadequately addressed. | Uses the COE Lesson Plan Template and Class Profile. Lesson plan components are vaguely addressed, including grade level, state standards, and a minimal focus on vocabulary and comprehension. | Uses the COE Lesson Plan Template and Class Profile. All lesson plan components are addressed, including grade level, state standards, and a focus on vocabulary and comprehension. | Uses the COE Lesson Plan Template and Class Profile. All lesson plan components are fully addressed, including grade level, state standards, and a focus on vocabulary and comprehension. |
| Instructional Opportunities | 20.0% | Not addressed. | Lesson plan includes irrelevant and unrelated instructional opportunities that provide inadequate opportunities to be adapted to meet the diverse needs of students and foster active engagement through supportive learning environments. | Lesson plan includes overly simplistic and unclear instructional opportunities that provide minimal opportunities to be adapted to meet the diverse needs of students and foster active engagement through supportive learning environments. | Lesson plan includes relevant and considerable instructional opportunities that can be clearly adapted to meet the diverse needs of students and foster active engagement through supportive learning environments. | Lesson plan includes insightful and in-depth instructional opportunities that can be thoughtfully adapted to meet the diverse needs of students and foster active engagement through supportive learning environments. |
| Strategies | 15.0% | Not addressed. | Lesson plan includes irrelevant and weak strategies with a poor focus on language development and reading comprehension. | Lesson plan includes underdeveloped and vague strategies with a vague focus on language development and reading comprehension. | Lesson plan includes detailed and relevant strategies with a solid focus on language development and reading comprehension. | Lesson plan includes well-researched and constructive strategies with an effective focus on language development and reading comprehension. |
| Reflection | 15.0% | Not addressed. | Reflection is unsuitable and irrelevant in describing how various avenues of reading comprehension can help and guide students with various learning needs. Reflection is poor and weakly explains strategies used to implement in order to construct means from print material and monitor their comprehension. | Reflection includes a beginning level and vague description of how using various avenues of reading comprehension can help and guide students with various learning needs. Provides a minimal association between comprehension and graphic source creation. Reflection also includes vague explanation of strategies used to implement in order to construct means from print material and monitor their comprehension. | Reflection includes an adequate and clear description of how using various avenues of reading comprehension can help and guide students with various learning needs. Reflection also includes a moderate explanation of strategies used to implement in order to construct means from print material and monitor their comprehension. | Reflection includes an accomplished and insightful description of how using various avenues of reading comprehension can help and guide students with various learning needs. Reflection also includes a meaningful explanation of strategies used to implement in order to construct means from print material and monitor their comprehension. |
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 15.0% | Not addressed. | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors | Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 15.0% | Not addressed. | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistent language or word choice is present. Sentence structure is lacking. | Submission includes some mechanical errors, but they do not hinder comprehension. Varieties of effective sentence structures are used, as well as some practice and content-related language. | Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. |
| Total Weightage | 100% |
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