Distinguished - Thoroughly evaluates the key considerations in a balanced literacy approach. The evaluation is well-supported by scholarly and credible sources.

Proficient - Evaluates the key considerations in a balanced literacy approach. The evaluation is supported by scholarly and credible sources but slightly underdeveloped.

Basic - Partially evaluates the key considerations in a balanced literacy approach. The evaluation is partially supported by scholarly and credible sources and/or underdeveloped.

Below Expectations - Attempts to evaluate the key considerations in a balanced literacy approach; however, the evaluation is not supported by scholarly and credible sources and significantly underdeveloped.

Non-Performance - The evaluation of the key considerations in a balanced literacy approach is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly describes the instructional approach (es) that will be used to teach reading, writing, speaking and listening, and language on a daily basis and includes a fully appropriate rationale. The description is well-supported by scholarly and credible sources.

Proficient - Describes the instructional approach (es) that will be used to teach reading, writing, speaking and listening, and language on a daily basis and includes a rationale. The description is supported by scholarly and credible sources but is slightly underdeveloped.

Basic - Briefly describes the instructional approach (es) that will be used to teach reading, writing, speaking and listening, and language on a daily basis and includes a somewhat appropriate rationale. The description is partially supported by scholarly and credible sources and is underdeveloped.

Below Expectations - Attempts to describe the instructional approach (es) that will be used to teach reading, writing, speaking and listening, and language on a daily basis and provide a rationale; however, the description is not supported by scholarly or credible sources and is significantly underdeveloped.

Non-Performance - The description of instructional approach(es) that will be used to teach reading, writing, speaking and listening, and language on a daily basis and providing a rationale is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly supports how the plan aligns with the Common Core State Standards (CCSS) or individual state standards with specific evidence from the standards.

Proficient - Supports how the plan aligns with the Common Core State Standards (CCSS) or individual state standards with evidence from the standards. Minor details are missing.

Basic - Partially supports how the plan aligns with the Common Core State Standards (CCSS) or individual state standards with evidence from the standards. Relevant details are missing.

Below Expectations - Attempts to support how the plan aligns with the Common Core State Standards (CCSS) or individual state standards with evidence from the standards; however, significant details are missing.

Non-Performance - The support of how the plan aligns with the Common Core State Standards (CCSS) or individual state standards is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Exceptionally and clearly justifies how your plan explicitly incorporates language across the curriculum, including strategies for teaching students with limited English proficiency.

Proficient - Justifies how your plan explicitly incorporates language across the curriculum, including strategies for teaching students with limited English proficiency. The justification is slightly underdeveloped or unclear.

Basic - Partially justifies how your plan explicitly incorporates language across the curriculum, including strategies for teaching students with limited English proficiency. The justification is underdeveloped and/or unclear.

Below Expectations - Attempts justify how your plan explicitly incorporates language across the curriculum, including strategies for teaching students with limited English proficiency; however, the justification is significantly underdeveloped and unclear.

Non-Performance - The justification of how your plan explicitly incorporates language across the curriculum, including strategies for teaching students with limited English proficiency is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly explains how your plan incorporates the 21st century requirement for children to be “technoliterate”. The explanation includes specific evidence from the joint position statement of the National Association for the Education of Young Children and the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College as support.

Proficient - Explains how your plan incorporates the 21st century requirement for children to be “technoliterate”. The explanation includes sufficient evidence from the joint position statement of the National Association for the Education of Young Children and the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College as support. Minor details are missing.

Basic - Partially explains how your plan incorporates the 21st century requirement for children to be “technoliterate”. The explanation partially includes limited evidence from the joint position statement of the National Association for the Education of Young Children and the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College as support. Relevant details are missing.

Below Expectations - Attempts to explain how your plan incorporates the 21st century requirement for children to be “technoliterate” ; however, does not include evidence from the joint position statement of the National Association for the Education of Young Children and the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College as support and significant details are missing.

Non-Performance - The explanation of how your plan incorporates the 21st century requirement for children to be “technoliterate”.  is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Written work contains exceptional language that is appropriate in diction, tone, and point of view (third person vs. first person), according to the assignment guidelines and academic writing standards. Key subject matter and academic vocabulary is integrated in a meaningful way throughout the assignment.

Proficient - Written work contains language that is appropriate in diction, tone, and point of view (third person vs. first person), according to the assignment guidelines and academic writing standards. Key subject matter and academic vocabulary is mostly integrated in a meaningful way throughout the assignment.

Basic - Written work contains language that is somewhat appropriate in diction, tone, and point of view (third person vs. first person), according to the assignment guidelines. Key subject matter and academic vocabulary is somewhat integrated throughout the assignment.

Below Expectations - Written work does not contain language that is appropriate in diction, tone, and point of view (third person vs. first person), according to the assignment guidelines and academic writing standards. Key subject matter and academic vocabulary is minimally integrated throughout the assignment.

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 presentation is equivalent to the required number of correctly formatted slides. 

Proficient - The length of the presentation is nearly equivalent to the required number of correctly formatted slides. 

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

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

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.