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special ed literacy


Rubric

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.

special ed literacy

Recognizing Words in Print Template


Part 1: Strategies

· Strategy 1:

· Strategy 2:

· Strategy 3:

· Strategy 4:

· Strategy 5:

References:


Part 2: Activities

· Activity 1:

· Activity 2:

· Activity 3:


Part 3: Rationale

© 2019. Grand Canyon University. All Rights Reserved.

special ed literacy



Class Profile

Student Name

English Language Learner

Gender

Other

Age

Oral Language Development

Uses Phonics and Morphology to Decode Words

Reading Lexile/ Grade

Performance Level

Written Expression Level

Social/Pragmatic/Communication Skills

Arturo

Yes

Male

Tier 2 RTI for reading

Grade level

Below grade level

No

Below grade level

Below grade level

Good

Bertie

No

Female

None

Grade level

Above grade level

Yes

Above grade level

Below grade level-writing simple sentences

Needs help resolving conflicts

Beryl

No

Female

NOTE: School does not have gifted program

Grade level

Above grade level

Yes

Above grade level

Above grade level

Good

Brandie

No

Female

Tier 2 RTI for math

Grade level

Below grade level

No; reads sight words only

Below grade level

Below grade level-only writes name and sight words

Needs help with verbal and nonverbal signals

Dessie

No

Female

Tier 2 RTI for math

Grade level

At grade level

Yes

At grade level

Below grade level

Good

Diana

Yes

Female

Tier 2 RTI for reading

Grade level

Below grade level

No

Below grade level

Below grade level

Good

Donnie

No

Female

Hearing aids

Grade level

Below grade level

No

At grade level

Above grade level

Good

Eduardo

Yes

Male

Tier 2 RTI for reading

Grade level

At grade level

Yes

Below grade level

Below grade level-writing simple sentences

Good

Emma

No

Female

None

Grade level

Above grade level

Yes

At grade level

Above grade level

Good

Enrique

No

Male

Tier 2 RTI for reading

One year above grade level

At grade level

No; reads sight words only

Below grade level

Below grade level

Good

Fatma

Yes

Female

Tier 2 RTI for reading

Grade level

At grade level

Yes

Below grade level

Below grade level-only writes name and sight words

Needs help rephrasing when misunderstood

Frances

No

Female

Diabetic

Grade level

At grade level

Yes

At grade level

At grade level

Good

Francesca

No

Female

None

Grade level

Above grade level

Yes

At grade level

Above grade level

Needs help staying on topic

Fredrick

No

Male

Tier 3 RTI for reading and math

One year above grade level

Below grade level

No; reads sight words only

Below grade level

Below grade level-writing simple sentences

Needs help with verbal and nonverbal signals

Ines

No

Female

Tier 2 RTI for math

Grade level

Above grade level

Yes

Below grade level

At grade level

Good

Jade

No

Female

None

Grade level

At grade level

Yes

At grade level

Below grade level

Good

Kent

No

Male

None

Grade level

Above grade level

Yes

At grade level

Above grade level

Good

Lolita

No

Female

None

Grade level

Below grade level

Yes

At grade level

At grade level

Good

Maria

No

Female

NOTE: School does not have gifted program

Grade level

Above grade level

Yes

At grade level

Above grade level

Good

Mason

No

Male

None

Grade level

At grade level

Yes

At grade level

At grade level

Needs help staying on topic

Nick

No

Male

NOTE: School does not have gifted program

Grade level

Above grade level

Yes

Above grade level

Above grade level

Needs help taking turns in conversation

Noah

No

Male

None

Grade level

At grade level

Yes

At grade level

At great level

Good

Sharlene

No

Female

None

Grade level

Below grade level

No; reads sight words only

Above grade level

At great level

Good

Sophia

No

Female

None

Grade level

Above grade level

Yes

At grade level

At grade level

Good

Stuart

No

Male

Allergic to peanuts

Grade level

At grade level

Yes

Above grade lev At grade level el

At grade level

Good

Terrence

No

Male

None

Grade level

At grade level

Yes

At grade level

Below grade level

Needs help resolving conflicts

Wade

No

Male

None

Grade level

Below grade level

Yes

At grade level

At grade level

Good

Wayne

No

Male

Tier 3 RTI for math

Grade level

Below grade level

Yes

Below grade level

At grade level

Needs help rephrasing when misunderstood

Wendell

No

Male

Tier 3 RTI for math

Grade level

At grade level

Yes

Below grade level

Below grade level

Good

Yung

No

Male

NOTE: School does not have gifted program

One year below grade level

At grade level

Yes

Above grade level

Below grade level

Good

© 2019. Grand Canyon University. All Rights Reserved.

special ed literacy

When teaching students to recognize words in print, teachers can use a variety of activities before, during, and after reading to help students understand words, word meanings, and how words go together. Utilizing appropriate strategies that incorporate print concepts will help increase students’ word recognition skills.

Use the “Recognizing Words in Print Template” to complete this assignment.

Part 1: Strategies

Research and summarize, in 250-500 words, a minimum of five strategies for teaching word recognition and print concepts to elementary students with language delays or disabilities. Keep in mind strategies that help students monitor for their own errors. Within your summary, identify the conditions under which the identified strategies are intended to be delivered (e.g., content area, class setting, required resources, if intended for a specific type of disability).

Support your findings with 2-3 scholarly resources.

Part 2: Activities

Identify a small group of 2-3 kindergarten students, using the “Class Profile,” who would benefit from further development of their word recognition or print concepts skills.

Identify a text appropriate to use with the small group identified.

Draft a 250-500 word outline summarizing three activities to reinforce word recognition and print concepts, utilizing the identified text.

Be sure to incorporate at least three of the strategies from Part 1 into your activities.

Part 3: Rationale

In 250-500 words, rationalize your instructional decisions from Part 2. Be sure to explain how the identified strategies and activities enhance the language development of the students in the identified small group. Cite the “Class Profile” where appropriate.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to turnitin.

resources:

http://literacyreferencelem.pbworks.com/w/page/17979971/Concepts%20of%20Print