| Course Code | Class Code | Assignment Title | Total Points |
| ELM-305 | ELM-305-O501 | Scripting Dialogues | 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% |
| Part 1: Scripting Dialogues Table: Single Letter and Consonant Digraphs | 10.0% | Not addressed. | Scripting dialogues table provides inadequate or missing examples of teacher- student scripts demonstrating a poor use of single letter and consonant digraphs. | Scripting dialogues table provides adequate examples of teacher- student scripts demonstrating basic use of single letter and consonant digraphs. | Scripting dialogues table provides relevant examples of teacher- student scripts demonstrating appropriate use of single letter and consonant digraphs. | Scripting dialogues table provides thoughtful teacher-student scripts demonstrating insightful, quality use of single letter and consonant digraphs. |
| Part 1: Scripting Dialogues Table: Short Vowels | 10.0% | Not addressed. | Scripting dialogues table provides inadequate or missing examples of teacher- student scripts demonstrating a poor use of short vowels. | Scripting dialogues table provides adequate examples of teacher- student scripts demonstrating basic use of short vowels. | Scripting dialogues table provides relevant examples of teacher- student scripts demonstrating appropriate use of short vowels. | Scripting dialogues table provides thoughtful teacher-student scripts demonstrating insightful, quality use of short vowels. |
| Part 1: Scripting Dialogues Table: Long Vowels | 10.0% | Not addressed. | Scripting dialogues table provides inadequate or missing examples of teacher- student scripts demonstrating a poor use of long vowels. | Scripting dialogues table provides adequate examples of teacher- student scripts demonstrating basic use of long vowels. | Scripting dialogues table provides relevant examples of teacher- student scripts demonstrating appropriate use of long vowels. | Scripting dialogues table provides thoughtful teacher-student scripts demonstrating insightful, quality use long vowels. |
| Part 1: Scripting Dialogues Table: Word Building | 10.0% | Not addressed. | Scripting dialogues table provides inadequate or missing examples of teacher- student scripts demonstrating a poor use of word building. | Scripting dialogues table provides adequate examples of teacher- student scripts demonstrating basic use of word building. | Scripting dialogues table provides relevant examples of teacher- student scripts demonstrating appropriate use of word building. | Scripting dialogues table provides thoughtful teacher-student scripts demonstrating insightful, quality use of word building. |
| Part 1: Scripting Dialogues Table: World Building-Spelling | 10.0% | Not addressed. | Scripting dialogues table provides inadequate or missing examples of teacher- student scripts demonstrating a poor use of word building-spelling. | Scripting dialogues table provides adequate examples of teacher- student scripts demonstrating basic use of word building-spelling. | Scripting dialogues table provides relevant examples of teacher- student scripts demonstrating appropriate use of word building-spelling. | Scripting dialogues table provides thoughtful teacher-student scripts demonstrating insightful, quality use word building-spelling. |
| Part 2: Rationale | 15.0% | Not addressed. | Summary insufficiently describes how each dialogue is effective and developmentally appropriate for teaching phonics, word recognition, and spelling. | Summary broadly describes how each dialogue is effective and developmentally appropriate for teaching phonics, word recognition, and spelling. | Summary appropriately describes how each dialogue is effective and developmentally appropriate for teaching phonics, word recognition, and spelling. | Summary is substantial and skillfully describes how each dialogue is effective and developmentally appropriate for teaching phonics, word recognition, and spelling. |
| Part 2: Future Professional Practice | 15.0% | Not addressed. | A professional reflection of future professional practice application is incomplete or poorly written. | A basic, professional reflection of future professional practice application is also included. | A solid professional reflection of future professional practice application is also included. | A thoughtful, professional reflection of future professional practice application is also included. |
| Research Citations | 10.0% | Not addressed | Reference page includes errors and/or inconsistently used citations. Sources are not credible. | Reference page lists sources used in the paper. Sources are appropriate and documented, although errors are present. | In-text citations have few errors. References used are reliable and reference page lists all cited sources with few errors. | In-text citations and a reference page are complete and correct. Sources are credible. The documentation of cited sources is free of error. |
| Mechanics of Writing (includes 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. | Submission includes mechanical errors, but they do not hinder comprehension. Effective sentence structures are used, as well as some practice and content-related language. | Submission is largely free of mechanical errors, although a few may be present. A variety of effective sentence structures and figures of speech are used, as well as 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. Sentence structures are varied and engaging. |
| Total Weightage | 100% |
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