| Course Code |
Class Code |
Assignment Title |
Total Points |
| ECE-540 |
ECE-540-O500 |
Family Blog Post |
90.0 |
|
| Criteria |
Percentage |
No Submission (0.00%) |
Insufficient (69.00%) |
Approaching (74.00%) |
Acceptable (87.00%) |
Target (100.00%) |
Comments |
Points Earned |
Criteria
| 100.0% |
| Literacy Development |
20.0% |
|
|
|
|
| Not addressed. |
Inaccurately describes the literacy development for children birth through grade three as well as for second language learners. |
Minimally describes the literacy development for children birth through grade three as well as for second language learners. |
Clearly describes the literacy development for children birth through grade three as well as for second language learners. |
Expertly describes the literacy development for children birth through grade three as well as for second language learners. |
| Technology Strategies |
| 25.0% |
Not addressed.
Provides inappropriate strategies for families to support literacy in the home. |
Provides overly simplistic strategies for families to support literacy in the home. |
Provides a variety of descriptive strategies for families to support literacy in the home. |
Provides a wide variety of innovative strategies for families to support literacy in the home. |
| Development of Literacy Skills |
25.0% Not addressed.
Poorly promotes the development of literacy skills in multiple contexts, incorporating students’ experiences, families, and cultures. |
Vaguely promotes the development of literacy skills in multiple contexts, incorporating students’ experiences, families, and cultures. |
Appropriately promotes the development of literacy skills in multiple contexts, incorporating students’ experiences, families, and cultures. |
Skillfully promotes the development of literacy skills in multiple contexts, incorporating students’ experiences, families, and cultures. |
| Format and Documentation of Sources (layout, citations, footnotes, references, bibliography, etc.) |
|
| 10.0% |
Not addressed.
Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. |
Sources are documented, as appropriate to assignment and style, although some key formatting and citation errors are present. |
Sources are documented, as appropriate to assignment and style, and format is mostly correct. |
Sources are documented completely and correctly, as appropriate to assignment and style. Format is free of error. |
| Organization |
10.0% Not addressed.
An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized; may not relate to each other. |
The content may not be adequately organized even though it provides the audience with a sense of the main idea. |
The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea. |
The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit. Provides the audience with a clear sense of the main idea. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) |
10.0% Not addressed.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice, sentence structure, and/or word choice are present. |
Some mechanical errors or typos are present but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language. |
Prose is largely free of mechanical errors, although a few may be present. Uses a variety of sentence structures and effective figures of speech. |
Writer is clearly in command of standard, written academic English. |
| Total Weightage |
100% |
