| Course Code | Class Code | Assignment Title | Total Points |
| ECE-540 | ECE-540-O500 | Emergent Literacy Brochure | 60.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Emergent Literacy | 15.0% | Not addressed. | Inadequate explanation of emergent literacy and its importance for reading development is explained. | Vague explanation of emergent literacy and its importance for reading development is explained. | Proper explanation of emergent literacy and its importance for reading development is explained. | Insightful explanation of emergent literacy and its importance for reading development is explained. |
| Whole Language: Characteristics and Theories | 10.0% | Not addressed. | Description of the characteristics of the whole language approach is incorrect. Supporting theories/theorists are incomprehensively explained. | Description of the characteristics of the whole language approach is lacking detail. Supporting theories/theorists are minimally explained. | Description of the characteristics of the whole language approach is accurate. Supporting theories/theorists are competently explained. | Description of the characteristics of the whole language approach is comprehensive. Supporting theories/theorists are expertly explained. |
| Whole Language: Meet Learner Differences and Activities | 10.0% | Not addressed. | Explanation of how the whole language approach meets learner needs is unconvincing. At-home activities are implausible and poorly explained. | Explanation of how the whole language approach meets learner needs is underdeveloped. At-home activities are superficial and vaguely explained. | Explanation of how the whole language approach meets learner needs is logical. At-home activities are relevant and clearly explained. | Explanation of how the whole language approach meets learner needs is compelling. At-home activities are creative and thoroughly explained. |
| Phonics Approach: Characteristics and Theories | 10.0% | Not addressed. | Description of the characteristics of the phonics approach is incorrect. Supporting theories/theorists are incomprehensively explained. | Description of the characteristics of the phonics approach is lacking detail. Supporting theories/theorists are minimally explained. | Description of the characteristics of the phonics approach is accurate. Supporting theories/theorists are competently explained. | Description of the characteristics of the phonics approach is comprehensive. Supporting theories/theorists are expertly explained. |
| Phonics Approach: Meet Learner Differences and Activities | 10.0% | Not addressed. | Explanation of how the phonics approach meets learner needs is unconvincing. At-home activities are implausible and poorly explained. | Explanation of how the phonics approach meets learner needs is underdeveloped. At-home activities are superficial and vaguely explained. | Explanation of how the phonics approach meets learner needs is logical. At-home activities are relevant and clearly explained. | Explanation of how the phonics approach meets learner needs is compelling. At-home activities are creative and thoroughly explained. |
| Integrated Approach: Characteristics and Theories | 10.0% | Not addressed. | Description of the characteristics of the integrated approach is incorrect. Supporting theories/theorists are incomprehensively explained. | Description of the characteristics of the integrated approach is lacking detail. Supporting theories/theorists are minimally explained. | Description of the characteristics of the integrated approach is accurate. Supporting theories/theorists are competently explained. | Description of the characteristics of the integrated approach is comprehensive. Supporting theories/theorists are expertly explained. |
| Integrated Approach: Meet Learner Differences and Activities | 10.0% | Not addressed. | Explanation of how the integrated approach meets learner needs is unconvincing. At-home activities are implausible and poorly explained. | Explanation of how the integrated approach meets learner needs is underdeveloped. At-home activities are superficial and vaguely explained. | Explanation of how the integrated approach meets learner needs is logical. At-home activities are relevant and clearly explained. | Explanation of how the integrated approach meets learner needs is compelling. At-home activities are creative and thoroughly explained. |
| Organization of Brochure | 10.0% | 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 is partially organized, generally providing 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. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit. Provides the audience with an in-depth sense of the main idea. |
| Mechanics of Writing (includes spelling, punctuation, grammar, 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 are 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. |
| 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. |
| Total Weightage | 100% |
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Rubric_Print_Format5.xlsx
