| Course Code | Class Code | Assignment Title | Total Points |
| | | Recognizing Words in Print: Strategies and Activities |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Part 1: Strategies | 35.0% | Not addressed. | Summary insufficiently identifies word recognition and print concepts strategies. | Marginal summary of word recognition and print concepts strategies is provided, weakly identifying conditions under which each is to be delivered for elementary students with language delays or disabilities. | Sound summary of word recognition and print concepts strategies is provided, identifying conditions under which each is to be delivered for elementary students with language delays or disabilities. | Comprehensive summary of word recognition and print concepts strategies is provided, clearly identifying conditions under which each is to be delivered for elementary students with language delays or disabilities. |
| Part 2: Activities | 30.0% | Not addressed. | Activities outlined unconvincingly reinforce word recognition skills and print concepts for small group identified. Activities erroneously incorporate a developmentally appropriate CCSS text and at least three of the strategies presented in Part 1. | Activities outlined ambiguously reinforce word recognition skills and print concepts for small group identified. Activities weakly incorporate a developmentally appropriate CCSS text and at least three of the strategies presented in Part 1. | Activities outlined are sufficient for reinforcing word recognition skills and print concepts for small group identified. Activities adequately incorporate a developmentally appropriate CCSS text and at least three of the strategies presented in Part 1. | Activities outlined are ideal for reinforcing word recognition skills and print concepts for small group identified. Activities realistically incorporate a developmentally appropriate CCSS text and at least three of the strategies presented in Part 1. |
| Part 3: Rationale | 20.0% | Not addressed. | Rationale erroneously describes how instructional choices meet the needs of the chosen small group. | Rationale ambiguously describes how instructional choices meet the needs of the chosen small group. | Rationale is effective in explaining how instructional choices meet the needs of the chosen small group. | Rationale is comprehensive and professional in explaining how instructional choices meet the needs of the chosen small group. |
| Research | 5.0% | Not addressed. | Sources provided do not support the claims of the presentation or are not credible. Required number of sources may not be met. | Submission includes only 1 source, sources do not fully support claims, or sources are not all credible. | Research is relevant and generally supports the information presented. All of the criteria stated in the assignment are addressed. | Research is supportive of the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment. |
| 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 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. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Writer is clearly in command of standard, written, academic English. |
| Total Weightage | 100% |
p07141980
Rubric_Recognizingwords.xlsx
