| Course Code | Class Code | Assignment Title | Total Points |
| ELM-305 | ELM-305-O501 | Digital Presentation: The Importance of Literacy | 30.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (65.00%) | Approaching (75.00%) | Acceptable (85.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Reading Education History | 20.0% | Not addressed. | Provides incomplete or inadequate examples of the importance of reading education history in the U.S. | Provides sufficient examples of the importance of reading education history in the U.S. | Provides descriptive and appropriate examples of the importance of reading education history in the U.S. | Provides comprehensive examples that demonstrate the importance of reading education history in the U.S. |
| Literacy in Grades K-3 | 15.0% | Not addressed. | Underdeveloped or missing details of literacy in Grades K-3 and its educational effect on later academic years. Content is supported with minimal research. | Broadly details the importance of literacy in grades K-3 and its educational effect on later academic years. Content is supported with basic research. | Effectively details the importance of literacy in grades K-3 and its educational effects on later academic years. Content is supported with relevant research. | Thoroughly details the importance of literacy in grades K-3 and examines its educational effects on later academic years with extensive professional insight. Content is supported with relevant, quality research. |
| The Big 5 | 15.0% | Not addressed. | Lacking details in the overview of each of the Big 5 areas of reading instruction. | Provides a basic overview of each of the Big 5 areas of reading instruction. | Provides an accurate overview of each of the Big 5 areas of reading instruction. | Includes a substantial, professional overview of each of the Big 5 areas of reading instruction. |
| Brain Function | 10.0% | Not addressed. | Ineffectively describes how the brain is involved in phonemic awareness, phonics, fluency, vocabulary, and text comprehension. The sequential order of each component is unclear or missing in learning to read and comprehend text. The content lacks support with research. | Appropriately describes how the brain is involved in phonemic awareness, phonics, fluency, vocabulary, and text comprehension. The sequential order of each component in learning to read and comprehend text is superficially provided. Content is supported with basic research. | Successfully describes how the brain is involved in phonemic awareness, phonics, fluency, vocabulary, and text comprehension. Provides details of how the sequential order of each component is important in learning to read and comprehend text. Content is supported with relevant research. | Insightfully describes how the brain is involved in phonemic awareness, phonics, fluency, vocabulary, and text comprehension with advanced detail. An in-depth examination of how the sequential order of each reading instruction component is important in learning to read and comprehend text is also provided. Content is supported with relevant, quality research. |
| Intervention Strategies | 10.0% | Not addressed. | Incomplete or lacking intervention strategies, per reading instruction component, for struggling readers. Strategies described for at home utilization is incomplete. The content lacks support with research. | Describes two adequate intervention strategies, per reading instruction component, for struggling readers. Strategies described for at home utilization are basic. Content is supported with basic research. | Describes two sound intervention strategies, per reading instruction component, for struggling readers. Strategies described for at home utilization are appropriate. Content is supported with relevant research. | Describes two innovative, excellent intervention strategies, per reading instruction component, for struggling readers. Strategies described for at home utilization are appropriate and creative. Content is supported with relevant, quality research. |
| Presentation | 5.0% | Not addressed. | The work is not neat or organized. Work would not be presentable for public dissemination. | The overall appearance and organization of material is generally acceptable. Work would be adequate for public dissemination. | The overall appearance is generally neat, with a few minor organizational flaws. Work would be desirable for public dissemination. | The work is well presented. The overall appearance is neat and professional. Work would be highly desirable for public dissemination. |
| Language Use and Audience Awareness (includes sentence construction, word choice, etc.) | 10.0% | Not addressed. | Inappropriate word choice is evident. Language is not reflective of the targeted audience. | Some distracting inconsistencies or repetitions in word choice are present. Language is designed for the targeted audience. | Word choice in slides and speaker’s notes is reflective of the intended audience, uses a variety of appropriate vocabulary, and communicates clearly. | Word choice in slides and speaker’s notes is distinctive, creative and well-suited to purpose, discipline, scope, and audience of the presentation. |
| 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. Includes some practice and content-related language. | Submission is largely free of mechanical errors, although a few minor errors 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. |
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 5.0% | Not addressed. | Documentation of sources is inconsistent 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 may be 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% |
mdavis_1
Rubric_Print_Format9.xlsx
