ELL351.W5A1.06.2013

Description:


Total Possible Score: 25.00

Identifies and Explains the Developmental Language Level of the English Language Learners (ELL)

Total: 2.00

Distinguished - Identifies and comprehensively explains the developmental language level of the English language learners (ELL).

Proficient - Identifies and explains the developmental language level of the English language learners (ELL). The explanation is missing minor details.

Basic - Identifies and partially explains the developmental language level of the English language learners (ELL). The explanation is missing relevant details.

Below Expectations - Attempts to identify and explain the developmental language level of the English language learners (ELL); however, the explanation is missing significant details.

Non-Performance - The identification and explanation of the developmental language level of the English language learners (ELL) are either nonexistent or lack the components described in the assignment instructions.


Selects and Justifies a Grade Level and Topic of Study for the Unit

Total: 3.00

Distinguished - Selects and thoroughly justifies a grade level and topic of study for the unit. Provides reasoning that is supported by evidence from the required readings.

Proficient - Selects and sufficiently justifies a grade level and topic of study for the unit. Provides reasoning that is mostly supported by evidence from the required readings.

Basic - Selects and somewhat justifies a grade level and topic of study for the unit. Provides reasoning that is somewhat supported by evidence from the required readings.

Below Expectations - Attempts to select and justify a grade level and topic of study for the unit; however, the reasoning may not be sufficiently supported by evidence from the required readings.

Non-Performance - The selection and justification of a grade level and topic of study for the unit are either nonexistent or lack the components described in the assignment instructions.


Identifies and Describes at Least Three Common Core Standards That Align with the Selected Grade Level

Total: 3.00

Distinguished - Identifies and clearly describes at least three common core standards that align with the selected grade level. Provides reasoning that is supported by evidence from the required readings.

Proficient - Identifies and sufficiently describes at least three common core standards that align with the selected grade level. Provides reasoning that is mostly supported by evidence from the required readings.

Basic - Identifies and partially describes three common core standards that align with the selected grade level. Provides reasoning that is somewhat supported by evidence from the required readings.

Below Expectations - Identifies and minimally describes at least two common core standards that align with the selected grade level. Provides reasoning that may not be sufficiently supported by evidence from the required readings.

Non-Performance - The identification and description of at least three common core standards that align with the selected grade level are either nonexistent or lack the components described in the assignment instructions.


Creates Two to Three Unique Lessons that Support the Goals of the Unit of Study and Explains How Students Will Meet the Identified Common Core Standards

Total: 5.00

Distinguished - Creates a clear and well-organized set of two to three unique lessons that support the goals of the unit of study and thoroughly explains how students will meet the identified common core standards.

Proficient - Creates a mostly clear set of two to three unique lessons that support the goals of the unit of study and explains how students will meet the identified common core standards. One of the lessons or the explanation is slightly underdeveloped.

Basic - Creates a set of two to three unique lessons that mostly support the goals of the unit of study and somewhat explains how students will meet the identified common core standards. One of the lessons and/or the explanation is underdeveloped.

Below Expectations - Attempts to create a set of two to three unique lessons that support the goals of the unit of study and explain how students will meet the identified common core standards; however, one of the lessons and the explanation are significantly underdeveloped.

Non-Performance - The set of two to three unique lessons that support the goals of the unit of study and the explanation of how students will meet the identified common core standards are either nonexistent or lack the components described in the assignment instructions.


Identifies and Describes Content and Language Objectives, Step-by-Step Procedures, Assessments, and Ideas of How to Modify the Lessons Based on Student Needs

Total: 2.00

Distinguished - Identifies and comprehensively describes content and language objectives, step-by-step procedures, assessments, and ideas on how to modify the lessons based on student needs.

Proficient - Identifies and describes content and language objectives, step-by-step procedures, assessments, and ideas on how to modify the lessons based on student needs. The description of one of these items is slightly underdeveloped.

Basic - Identifies and describes content and language objectives, step-by-step procedures, assessments, and ideas on how to modify the lessons based on student needs. The description of at least two of these items is underdeveloped.

Below Expectations - Identifies and minimally describes content and language objectives, step-by-step procedures, assessments, and ideas on how to modify the lessons based on student needs. The description of at least three of these items is significantly underdeveloped.

Non-Performance - The Identification and description of content and language objectives, step-by-step procedures, assessments, and ideas on how to modify the lessons based on student needs are either nonexistent or lack the components described in the assignment instructions.


Explains How the Lesson Advances the Listening and Speaking Skills of ELLs

Total: 3.00

Distinguished - Offers a comprehensive explanation of how the lesson advances the listening and speaking skills of ELLs.

Proficient - Offers a sufficient explanation of how the lesson advances the listening and speaking skills of ELLs. The explanation is missing minor details.

Basic - Offers an explanation of how the lesson advances the listening and speaking skills of ELLs. The explanation is missing relevant details.

Below Expectations - Attempts to offer an explanation of how the lesson advances the listening and speaking skills of ELLs; however, the explanation is missing significant details.

Non-Performance - The explanation of how the lesson advances the listening and speaking skills of ELLs is either nonexistent or lacks the components described in the assignment instructions.


Describes the Ability to Plan Effective Lessons for ELLs

Total: 3.00

Distinguished - Clearly and comprehensively describes the ability to plan effective lessons for ELLs.

Proficient - Sufficiently describes the ability to plan effective lessons for ELLs. The description is slightly underdeveloped.

Basic - Partially describes the ability to plan effective lessons for ELLs. The description is underdeveloped.

Below Expectations - Minimally describes the ability to plan effective lessons for ELLs. The description is significantly underdeveloped.

Non-Performance - The description of the ability to plan effective lessons for ELLs is either nonexistent or lacks the components described in the assignment instructions.


Describes What the Student Would Like to Know More About in Regard to Effectively Teaching ELLs

Total: 1.00

Distinguished - Clearly and comprehensively describes what the student would like to know more about in regard to effectively teaching ELLs.

Proficient - Sufficiently describes what the student would like to know more about in regard to effectively teaching ELLs.

Basic - Partially describes what the student would like to know more about in regard to effectively teaching ELLs.

Below Expectations - Minimally describes what they would like to know more about in regard to effectively teaching ELLs.

Non-Performance - The description of what the student would like to know more about in regard to effectively teaching ELLs is either nonexistent or lacks the components described in the assignment instructions.


Written Communication: Content Development

Total: 0.50

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.


Written Communication: Control of Syntax and Mechanics

Total: 0.63

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.


Written Communication: APA Formatting

Total: 0.63

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 basic 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.


Written Communication: Page Requirement

Total: 0.62

Distinguished - The paper meets the specific page requirement stipulated in the assignment description.

Proficient - The paper closely meets the page requirement stipulated in the assignment description.

Basic - The paper meets over half of the page requirement stipulated in the assignment description.

Below Expectations - A fraction of the page requirement is completed.

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


Written Communication: Resource Requirement

Total: 0.62

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 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 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.