Distinguished - Compiles a detailed list of at least five strategies for English language learners (ELLs) that are entirely appropriate for the infant/toddler level, and thoroughly explains how the strategies support an aspect of diversity that is important in early childhood education.

Proficient - Compiles a list of at least five strategies for English language learners (ELLs)that  are mostly appropriate for the infant/toddler level, and explains how the strategies support an aspect of diversity that is important in early childhood education. Minor details are missing or slightly inappropriate.

Basic - Compiles a list of at least three strategies for English language learners (ELLs) that are somewhat appropriate for the infant/toddler level, and minimally explains how the strategies support an aspect of diversity that is important in early childhood education. Relevant details are missing and/or inappropriate.

Below Expectations - Attempts to compile a list of five strategies for English language learners (ELLs) and explain how the strategies support an aspect of diversity that is important in early childhood education; however, less than three strategies are compiled, the strategies are not entirely appropriate for the infant/toddler level, and/or significant details are missing.

Non-Performance - The list of strategies for English language learners (ELLs) is non-existent or lacks the components described in the assignment instructions.

Distinguished - Compiles a detailed list of at least five strategies for English language learners (ELLs) that are entirely appropriate for the preschool level, and thoroughly explains how the strategies support an aspect of diversity that is important in early childhood education.

Proficient - Compiles a list of at least five strategies for English language learners (ELLs)that  are mostly appropriate for the preschool level, and explains how the strategies support an aspect of diversity that is important in early childhood education. Minor details are missing or slightly inappropriate.

Basic - Compiles a list of at least three strategies for English language learners (ELLs) that are somewhat appropriate for the preschool level, and minimally explains how the strategies support an aspect of diversity that is important in early childhood education. Relevant details are missing and/or inappropriate.

Below Expectations - Attempts to compile a list of five strategies for English language learners (ELLs) and explain how the strategies support an aspect of diversity that is important in early childhood education; however, less than three strategies are compiled, the strategies are not entirely appropriate for the preschool level, and/or significant details are missing.

Non-Performance - The list of strategies for English language learners (ELLs) is non-existent or lacks the components described in the assignment instructions.

Distinguished - Compiles a detailed list of at least five strategies for English language learners (ELLs) that are entirely appropriate for early elementary age, and thoroughly explains how the strategies support an aspect of diversity that is important in early childhood education.

Proficient - Compiles a list of at least five strategies for English language learners (ELLs)that  are mostly appropriate for early elementary age, and explains how the strategies support an aspect of diversity that is important in early childhood education. Minor details are missing or slightly inappropriate.

Basic - Compiles a list of at least three strategies for English language learners (ELLs) that are somewhat appropriate for early elementary age, and minimally explains how the strategies support an aspect of diversity that is important in early childhood education. Relevant details are missing and/or inappropriate.

Below Expectations - Attempts to compile a list of five strategies for English language learners (ELLs) and explain how the strategies support an aspect of diversity that is important in early childhood education; however, less than three strategies are compiled, the strategies are not entirely appropriate for early elementary age, and/or significant details are missing.

Non-Performance -The list of strategies for English language learners (ELLs) is non-existent or lacks the components described in the assignment instructions.

Distinguished - Uses appropriate, pertinent, and persuasive content to discover and develop sophisticated ideas within the context of the discipline, shaping the work as a whole.

Proficient - Uses appropriate and pertinent content to discover ideas within the context of the discipline, shaping the work as a whole.

Basic - Uses appropriate and pertinent content but does not apply it toward discovering or developing ideas. Overall, content assists in shaping the written work.

Below Expectations - Uses content, though it may be unrelated or inappropriate to the topic. Content does not contribute toward the development of the written work and may distract the reader from its purpose.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Demonstrates methodical application of organization and presentation of content. The purpose of the writing is evident and easy to understand. Summaries, quotes, and/or paraphrases fit naturally into the sentences and paragraphs. Paper flows smoothly.

Proficient - Demonstrates sufficient application of organization and presentation of content. The purpose of the writing is, for the most part, clear and easy to understand. There are some problems with the blending of summaries, paraphrases, and quotes. Paper flows somewhat smoothly.

Basic - Demonstrates a limited understanding of organization and presentation of content in written work. The purpose of the writing is somewhat evident but may not be integrated throughout the assignment. There are many problems with the blending of summaries, paraphrases, and quotes. Paper does not flow smoothly in all sections.

Below Expectations - Organization and presentation of content are extremely limited. The purpose of the writing is unclear. There is little or no blending of summaries, paraphrases, and quotes. Paper does not flow smoothly when read.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.

Proficient - Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors and is mostly easy to understand.

Basic - Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors which may slightly distract the reader.

Below Expectations - Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the reader.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Accurately uses APA formatting consistently throughout the paper, title page, and reference page.

Proficient - Exhibits APA formatting throughout the paper. However, layout contains a few minor errors. 

Basic - Exhibits limited knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements. 

Below Expectations - Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - The length of the paper is equivalent to the required number of correctly formatted pages. 

Proficient - The length of the paper is nearly equivalent to the required number of correctly formatted pages. 

Basic - The length of the paper is equivalent to at least three quarters of the required number of correctly formatted pages.

Below Expectations - The length of the paper is equivalent to at least one half of the required number of correctly formatted pages.   

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Proficient - Uses the required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Basic - Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly.

Below Expectations - Uses an inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted correctly.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.