| Course Code | Class Code | Assignment Title | Total Points |
| ELM-305 | ELM-305-O501 | Phonemic Awareness Skills | 35.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (65.00%) | Approaching (75.00%) | Acceptable (85.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Phoneme Isolation | 10.0% | Not addressed. | Activity, description, and purpose of phoneme isolation are inaccurately or inappropriately described. Activity vocabulary may not relate to provided reading excerpt. Activity is inadequately aligned to state standards. | Activity, description, and purpose of phoneme isolation are broadly described. Activity vocabulary basically relates to provided reading excerpt. Activity is partially aligned to state standards. | Activity, description, and purpose of phoneme isolation are logical and effective. Activity vocabulary sufficiently relates to provided reading excerpt. Alignment of activity to state standards is reasonable. | Activity, description, and purpose of phoneme isolation are well crafted and skillfully explained. Activity vocabulary thoroughly relates to provided reading excerpt. Alignment of activity to state standards is exceptional. |
| Phoneme Identity | 10.0% | Not addressed. | Activity, description, and purpose of phoneme identity are inaccurately or inappropriately described. Activity vocabulary may not relate to provided reading excerpt. Activity is inadequately aligned to state standards. | Activity, description, and purpose of phoneme identity are broadly described. Activity vocabulary basically relates to provided reading excerpt. Activity is partially aligned to state standards. | Activity, description, and purpose of phoneme identity are logical and effective. Activity vocabulary sufficiently relates to provided reading excerpt. Alignment of activity to state standards is reasonable. | Activity, description, and purpose of phoneme identity are well crafted and skillfully explained. Activity vocabulary thoroughly relates to provided reading excerpt. Alignment of activity to state standards is exceptional. |
| Phoneme Categorization | 10.0% | Not addressed. | Activity, description, and purpose of phoneme categorization are inaccurately or inappropriately described. Activity vocabulary may not relate to provided reading excerpt. Activity is inadequately aligned to state standards. | Activity, description, and purpose of phoneme categorization are broadly described. Activity vocabulary basically relates to provided reading excerpt. Activity is partially aligned to state standards. | Activity, description, and purpose of phoneme categorization are logical and effective. Activity vocabulary sufficiently relates to provided reading excerpt. Alignment of activity to state standards is reasonable. | Activity, description, and purpose of phoneme categorization are well crafted and skillfully explained. Activity vocabulary thoroughly relates to provided reading excerpt. Alignment of activity to state standards is exceptional. |
| Phoneme Blending | 10.0% | Not addressed. | Activity, description, and purpose of phoneme blending are inaccurately or inappropriately described. Activity vocabulary may not relate to provided reading excerpt. Activity is inadequately aligned to state standards. | Activity, description, and purpose of phoneme blending are broadly described. Activity vocabulary basically relates to provided reading excerpt. Activity is partially aligned to state standards. | Activity, description, and purpose of phoneme blending are logical and effective. Activity vocabulary sufficiently relates to provided reading excerpt. Alignment of activity to state standards is reasonable. | Activity, description, and purpose of phoneme blending are well crafted and skillfully explained. Activity vocabulary thoroughly relates to provided reading excerpt. Alignment of activity to state standards is exceptional. |
| Phoneme Segmentation | 10.0% | Not addressed. | Activity, description, and purpose of phoneme segmentation are inaccurately or inappropriately described. Activity vocabulary may not relate to provided reading excerpt. Activity is inadequately aligned to state standards. | Activity, description, and purpose of phoneme segmentation are broadly described. Activity vocabulary basically relates to provided reading excerpt. Activity is partially aligned to state standards. | Activity, description, and purpose of phoneme segmentation are logical and effective. Activity vocabulary sufficiently relates to provided reading excerpt. Alignment of activity to state standards is reasonable. | Activity, description, and purpose of phoneme segmentation are well crafted and skillfully explained. Activity vocabulary thoroughly relates to provided reading excerpt. Alignment of activity to state standards is exceptional. |
| Phoneme Deletion | 10.0% | Not addressed. | Activity, description, and purpose of phoneme deletion are inaccurately or inappropriately described. Activity vocabulary may not relate to provided reading excerpt. Activity is inadequately aligned to state standards. | Activity, description, and purpose of phoneme deletion are broadly described. Activity vocabulary basically relates to provided reading excerpt. Activity is partially aligned to state standards. | Activity, description, and purpose of phoneme deletion are logical and effective. Activity vocabulary sufficiently relates to provided reading excerpt. Alignment of activity to state standards is reasonable. | Activity, description, and purpose of phoneme deletion are well crafted and skillfully explained. Activity vocabulary thoroughly relates to provided reading excerpt. Alignment of activity to state standards is exceptional. |
| Phoneme Addition | 10.0% | Not addressed. | Activity, description, and purpose of phoneme addition are inaccurately or inappropriately described. Activity vocabulary may not relate to provided reading excerpt. Activity is inadequately aligned to state standards. | Activity, description, and purpose of phoneme addition are broadly described. Activity vocabulary basically relates to provided reading excerpt. Activity is partially aligned to state standards. | Activity, description, and purpose of phoneme addition are logical and effective. Activity vocabulary sufficiently relates to provided reading excerpt. Alignment of activity to state standards is reasonable. | Activity, description, and purpose of phoneme addition are well crafted and skillfully explained. Activity vocabulary thoroughly relates to provided reading excerpt. Alignment of activity to state standards is exceptional. |
| Phoneme Substitution | 10.0% | Not addressed. | Activity, description, and purpose of phoneme substitution are inaccurately or inappropriately described. Activity vocabulary may not relate to provided reading excerpt. Activity is inadequately aligned to state standards. | Activity, description, and purpose of phoneme substitution are broadly described. Activity vocabulary basically relates to provided reading excerpt. Activity is partially aligned to state standards. | Activity, description, and purpose of phoneme substitution are logical and effective. Activity vocabulary sufficiently relates to provided reading excerpt. Alignment of activity to state standards is reasonable. | Activity, description, and purpose of phoneme substitution are well crafted and skillfully explained. Activity vocabulary thoroughly relates to provided reading excerpt. Alignment of activity to state standards is exceptional. |
| 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 some 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. | Submission includes mechanical errors, but they do not hinder comprehension. Includes some practice and content-related language. | Submission is largely free of mechanical errors, although a few are present. Includes appropriate practice and content-related language. | Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. |
| Total Weightage | 100% |
mdavis_1
Rubric_Print_Format13.xlsx
