| Course Code | Class Code | Assignment Title | Total Points |
| ESL-546 | ESL-546-O500 | Instructional Strategies for ELLs - Part 1 | 75.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Category | 100.0% |
| Pre-Emergent | 15.0% | Not addressed. | Includes research-based instructional strategies that are not adequately summarized or are not suitable for a pre-emergent ELL at the intended grade level for the listening, speaking, or vocabulary domains. | Includes research-based instructional strategies that could be more adequately summarized or more suitable for a pre-emergent ELL at the intended grade level for the listening, speaking, or vocabulary domains. | Includes an accurately summarized research-based instructional strategy suitable for a pre-emergent ELL at the intended grade level for each of the listening, speaking, and vocabulary domains. | Includes an accurately summarized research-based instructional strategy ideally suited for a pre-emergent ELL at the intended grade level for each of the listening, speaking, and vocabulary domains. |
| Emergent | 15.0% | Not addressed. | Includes research-based instructional strategies that are not adequately summarized or are not suitable for an emergent ELL at the intended grade level for the listening, speaking, or vocabulary domains. | Includes research-based instructional strategies that could be more adequately summarized or more suitable for an emergent ELL at the intended grade level for the listening, speaking, or vocabulary domains. | Includes an accurately summarized, research-based instructional strategy suitable for an emergent ELL at the intended grade level for each of the listening, speaking, and vocabulary domains. | Includes an accurately summarized research-based instructional strategy ideally suited for an emergent ELL at the intended grade level for each of the listening, speaking, and vocabulary domains. |
| Basic | 15.0% | Not addressed. | Includes research-based instructional strategies that are not adequately summarized or are not suitable for a basic ELL at the intended grade level for the listening, speaking, or vocabulary domains. | Includes research-based instructional strategies that could be more adequately summarized or more suitable for a basic ELL at the intended grade level for the listening, speaking, or vocabulary domains. | Includes an accurately summarized, research-based instructional strategy suitable for a basic ELL at the intended grade level for each of the listening, speaking, and vocabulary domains. | Includes an accurately summarized, research-based instructional strategy ideally suited for a basic ELL at the intended grade level for each of the listening, speaking, and vocabulary domains. |
| Low Intermediate | 15.0% | Not addressed. | Includes research-based instructional strategies that are not adequately summarized or are not suitable for a low intermediate ELL at the intended grade level for the listening, speaking, or vocabulary domains. | Includes research-based instructional strategies that could be more adequately summarized or more suitable for a low intermediate ELL at the intended grade level for the listening, speaking, or vocabulary domains. | Includes an accurately summarized research-based instructional strategy suitable for a low intermediate ELL at the intended grade level for each of the listening, speaking, and vocabulary domains. | Includes an accurately summarized research-based instructional strategy ideally suited for a low intermediate ELL at the intended grade level for each of the listening, speaking, and vocabulary domains. |
| High Intermediate | 15.0% | Not addressed. | Includes research-based instructional strategies that are not adequately summarized or are not suitable for a high intermediate ELL at the intended grade level for the listening, speaking, or vocabulary domains. | Includes research-based instructional strategies that could be more adequately summarized or more suitable for a high intermediate ELL at the intended grade level for the listening, speaking, or vocabulary domains. | Includes an accurately summarized research-based instructional strategy suitable for a high intermediate ELL at the intended grade level for each of the listening, speaking, and vocabulary domains. | Includes an accurately summarized research-based instructional strategy ideally suited for a high intermediate ELL at the intended grade level for each of the listening, speaking, and vocabulary domains. |
| Organization | 15.0% | Not addressed. | An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other. | The content could be organized better even though it provides the audience with a sense of the main idea. | The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea. | The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea. |
| Mechanics (spelling, punctuation, grammar, and language use) | 10.0% | 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 are present but are not overly distracting to the reader; or inconsistent language or word choice is present; or sentence structure could be more varied. | Submission includes some mechanical errors, but they do not hinder comprehension. A variety 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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