| Course Code | Class Code | Assignment Title | Total Points |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Instructional Goals | 20.0% | Not addressed. | Goal sequencing and rationale are unintelligible or wholly inappropriate for the student. | Three or more of the goals are sequenced in an order that does not support the student's development. Rationale is unclear and/or underdeveloped. | Goal sequence is acceptable based on the basic developmental needs of the student and the explanation described in the rationale. One or two items may have been better sequenced and/or the rationale could more clearly support the sequence. | Goals are well sequenced and reflective of the individual characteristics and developmental needs of the student. Rationale for sequence is clear, comprehensive, and student-centered. |
| Early Reading Strategies COE 3.1 | 25.0% | Not addressed. | Early reading strategy is unintelligible, or wholly inappropriate for the student, and does not provide learning theories or connections across curriculum. | Early reading strategy is not adequately designed to meet the needs of the student; research is not supportive of the strategy, with limited application to learning theories and connections across curriculum. Rationales do not provide an adequate explanation as to what its respective strategy is designed to achieve. | Early reading strategy is appropriate and generally designed to develop the literacy skills of the student. Research is generally supportive of the strategy, provides learning theories and connections across curriculum. Rationales provide a basic explanation as to what its respective strategy is designed to achieve. | Early reading strategy is comprehensivelydesigned toward developing the literacy skills of the student. They are engaging and clearly supported by the cited research and provide learning theories and connections across curriculum. Rationales comprehensively and clearly explain what each respective strategy is designed to achieve. |
| Collaborative and Communicative Relationship with Family COE 3.6 | 25.0% | Not addressed. | Steps for establishing communication with the family and/or the activity for home use are unintelligible or inappropriate. | Plan describes inadequate or underdeveloped steps for establishing communication with the family. Reading activity for home use is overly simplistic and/or not adequately aligned to the student's reading goals. | Plan describes general steps for establishing regular communication with the family. Includes a simple, basic early reading activity for home use that is generally aligned to the student's reading goals. | Plan comprehensively describes steps for establishing and maintaining a positive, collaborative relationship with the family. Includes a well-crafted early reading activity for home use that is clearly aligned to the student's reading goals. |
| Research Citations and Format | 15.0% | Not addressed. | Many citations are missing where needed; or many of the sources are inappropriate for the submission; or APA is attempted where required, but many aspects are missing or mistaken. | Some citations may be missing where needed; or some of the sources do not support the submission; or APA is attempted where required, but some aspects are missing or mistaken. | All sources are credible, adequate, and support the submission. All required aspects of APA format are correct within the submission. | All sources are credible, appropriate, and strongly support the submission. All required aspects of APA format are correct within the submission. |
| 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% |
NJK11
Rubric_Print_Format.xlsx
