Reading Toolkit Phonological Awareness

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SPD-578Rubric-ReadingToolkitPart1_PhonologicalAwareness.pdf

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Reading Toolkit Part 1: Phonological Awareness - Rubric

Criteria Description

Glossary

5. Target 15 points

Glossary term definitions and related illustrations/graphics are complete and

correct.

4. Acceptable 13.05 points

Glossary term definitions and related illustrations/graphics are mostly complete

and correct.

3. Approaching 11.1 points

Glossary term definitions and related illustrations/graphics are partially complete

and correct.

2. Insufficient 10.35 points

Glossary term definitions and related illustrations/graphics are incomplete and/or

incorrect.

1. No Submission 0 points

Not addressed.

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Glossary 15 points

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Criteria Description

Phonological Awareness Levels

5. Target 15 points

Phonological awareness level names and explanations are accurate and in-depth.

Examples that illustrate the milestone skills typically exhibited at that level are

exceptional and the age where students typically demonstrate the milestone skills

is appropriate.

4. Acceptable 13.05 points

Phonological awareness level names and explanations are clear and detailed.

Examples that illustrate the milestone skills typically exhibited at that level are

correct and the age where students typically demonstrate the milestone skills is

suitable.

3. Approaching 11.1 points

Phonological awareness level names and explanations are vague. Examples that

illustrate the milestone skills typically exhibited at that level are shallow and/or the

age where students typically demonstrate the milestone skills is inaccurate.

2. Insufficient 10.35 points

Phonological awareness level names and explanations are erroneous. Examples

that illustrate the milestone skills typically exhibited at that level are unrelated

and/or the age where students typically demonstrate the milestone skills is

inaccurate.

1. No Submission 0 points

Not addressed.

Phonological Awareness Levels 15 points

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Criteria Description

Phonological Awareness Assessment

5. Target 15 points

Indicators that a student may be struggling with each level are insightful.

Assessments that can be used to determine whether a student is working toward

meeting the milestone skills for each level demonstrates best practices.

4. Acceptable 13.05 points

Indicators that a student may be struggling with each level are relevant.

Assessments that can be used to determine whether a student is working toward

meeting the milestone skills for each level are appropriate.

3. Approaching 11.1 points

Indicators that a student may be struggling with each level are overly simplistic.

Assessments that can be used to determine whether a student is working toward

meeting the milestones skills do not demonstrate best practices.

2. Insufficient 10.35 points

Indicators that a student may be struggling with each level are irrelevant.

Assessments that can be used to determine whether a student is working toward

meeting the milestones skills are inappropriate.

1. No Submission 0 points

Not addressed.

Phonological Awareness Assessment 15 points

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Criteria Description

Reflection

5. Target 18.75 points

Explanation of why it is important for special education teachers to have a thorough

understanding of the Science of reading, Scarborough’s Reading Rope, and the

levels of phonological awareness is comprehensive. Discussion of how this

knowledge can help teachers meet the needs of all readers in their classroom is

convincing and is supported by research-based evidence and examples from

professional experience.

4. Acceptable 16.31 points

Explanation of why it is important for special education teachers to have a thorough

understanding of the Science of reading, Scarborough’s Reading Rope, and the

levels of phonological awareness is credible. Discussion of how this knowledge can

help teachers meet the needs of all readers in their classroom is beyond surface

application and is supported by research-based evidence and examples from

professional experience.

3. Approaching 13.88 points

Explanation of why it is important for special education teachers to have a thorough

understanding of the Science of reading, Scarborough’s Reading Rope, and the

levels of phonological awareness is overly simplistic. Discussion of how this

knowledge can help teachers meet the needs of all readers in their classroom is

surface level and somewhat supported by research-based evidence and examples

from professional experience.

2. Insufficient 12.94 points

Explanation of why it is important for special education teachers to have a thorough

understanding of the Science of reading, Scarborough’s Reading Rope, and the

levels of phonological awareness is poor. Discussion of how this knowledge can

help teachers meet the needs of all readers in their classroom is unconvincing

and/or not supported by research-based evidence and examples from professional

experience.

1. No Submission 0 points

Not addressed.

Reflection 18.75 points

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Criteria Description

Organization

5. Target 3.75 points

The content is well-organized and logical. There is a sequential progression of ideas

that relate to each other. The content is presented as a cohesive unit and provides

the audience with a clear sense of the main idea.

4. Acceptable 3.26 points

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.

3. Approaching 2.78 points

The content is not well organized even though it provides the audience with a sense

of the main idea.

2. Insufficient 2.59 points

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.

1. No Submission 0 points

Not addressed.

Organization 3.75 points

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Criteria Description

Includes spelling, capitalization, punctuation, grammar, language use, sentence

structure, etc.

5. Target 3.75 points

No mechanical errors are present. Skilled control of language choice and sentence

structure are used throughout.

4. Acceptable 3.26 points

Few mechanical errors are present. Suitable language choice and sentence

structure are used.

3. Approaching 2.78 points

Frequent and repetitive mechanical errors are present. Inconsistencies in language

choice or sentence structure are recurrent.

2. Insufficient 2.59 points

Errors in grammar or syntax are pervasive and impede meaning. Incorrect language

choice or sentence structure errors are found throughout.

1. No Submission 0 points

Not addressed.

Mechanics of Writing 3.75 points

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Criteria Description

(citations, footnotes, references, bibliography, etc., as appropriate to assignment and

style)

5. Target 3.75 points

Supporting research is compelling and thorough. Sources are completely and

correctly documented, as appropriate to assignment and style, and format is free of

error.

4. Acceptable 3.26 points

Supporting research is credible and relevant. Sources are documented, as

appropriate to assignment and style, and format is mostly correct.

3. Approaching 2.78 points

Supporting research is minimal and somewhat inaccurate. Sources are

documented, as appropriate to assignment and style, although several minor

formatting errors are present.

2. Insufficient 2.59 points

Supporting research is ineffective. Documentation of sources is inconsistent or

incorrect, as appropriate to assignment and style, with numerous formatting errors.

1. No Submission 0 points

Not addressed.

Total 75 points

Supporting Research and Documentation of Sources 3.75 points

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