| 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% |
FAST ANSWERS_PHD
Rubric_Recognizingwords.xlsx
