When teaching students to recognize words in print, teachers can use a variety of activities before, during, and after reading to help stud

Recognizing Words in Print: Strategies and Activities – Rubric

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Part 1: Strategies

24.5 points

Criteria Description

Part 1: Strategies

5. Target

24.5 points

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.

4. Acceptable

21.32 points

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.

3. Approaching

18.13 points

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.

2. Insufficient

16.9 points

Summary insufficiently identifies word recognition and print concepts strategies.

1. No Submission

0 points

Not addressed.

Part 2: Activities

21 points

Criteria Description

Part 2: Activities

5. Target

21 points

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.

4. Acceptable

18.27 points

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.

3. Approaching

15.54 points

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.

2. Insufficient

14.49 points

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.

1. No Submission

0 points

Not addressed.

Part 3: Rationale

14 points

Criteria Description

Part 3: Rationale

5. Target

14 points

Rationale is comprehensive and professional in explaining how instructional choices meet the needs of the chosen small group.

4. Acceptable

12.18 points

Rationale is effective in explaining how instructional choices meet the needs of the chosen small group.

3. Approaching

10.36 points

Rationale ambiguously describes how instructional choices meet the needs of the chosen small group.

2. Insufficient

9.66 points

Rationale erroneously describes how instructional choices meet the needs of the chosen small group.

1. No Submission

0 points

Not addressed.

Research

3.5 points

Criteria Description

Research

5. Target

3.5 points

Research is supportive of the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment.

4. Acceptable

3.05 points

Research is relevant and generally supports the information presented. All of the criteria stated in the assignment are addressed.

3. Approaching

2.59 points

Submission includes only 1 source, sources do not fully support claims, or sources are not all credible.

2. Insufficient

2.42 points

Sources provided do not support the claims of the presentation or are not credible. Required number of sources may not be met.

1. No Submission

0 points

Not addressed.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

7 points

Criteria Description

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

5. Target

7 points

Writer is clearly in command of standard, written, academic English.

4. Acceptable

6.09 points

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.

3. Approaching

5.18 points

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.

2. Insufficient

4.83 points

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.

1. No Submission

0 points

Not addressed.