| Course Code | Class Code |
| ECS-570 | ECS-570-O500 | Phoneme /k/ Lesson Plan | 110.0 |
| Criteria | Percentage | No submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Developmentally Appropriate Instruction [CEC 1.2; NAEYC 1a; InTASC 1b, 2a; MC1] | 25.0% | Not Addressed. | Lesson plan is unclear or incomplete. Content may not be developmentally appropriate in addressing reading aloud basic sight words beginning with the phoneme k. | Lesson plan is complete, but broadly written. Elements may not fully address reading aloud basic sight words beginning with the phoneme k. | Lesson plan is complete and developmentally appropriate. This soundly addresses reading aloud basic sight words beginning with the phoneme k. | Lesson plan is skillfully completed with thoughtful and realistic detail. This thoroughly addresses reading aloud basic sight words beginning with the phoneme k. |
| Strategies to Enhance Language Development and Communication Skills [CEC 5.4; InTASC 2e] | 25.0% | Not Addressed. | Lesson plan includes inappropriate strategies for enhancing language development and communication skills of students with IEPs in the Class Profile. | Lesson plan includes an overly simplistic or somewhat mismatched strategies for enhancing language development and communication skills of students with IEPs in the Class Profile. | Lesson plan includes some strategies to enhance language development and communication skills of students with IEPs in the Class Profile. | Lesson plan includes strategies to enhance language development and communication skills of students with IEPs in the Class Profile. |
| Reflection | 20.0% | Not Addressed. | The rationale of the differentiation strategies chosen in the lesson plan is irrelevant or incomplete. | The rationale of the differentiation strategies chosen in the lesson plan is simple and lacking supporting details. | Soundly explains the rationale of the differentiation strategies chosen in the lesson plan. | Creatively explains the rationale of the differentiation strategies chosen in the lesson plan. |
| Mechanics of Writing (includes spelling, punctuation, grammar, and language use) | 25.0% | Not Addressed. | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. | 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. |
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 5.0% | Not Addressed. | Documentation of sources is inconsistent and/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. |
| Total Weightage | 100% |
rnixon@123
Rubric_Print_Format101.xlsx
