Description:
Total Possible Score: 20.00
Distinguished - Clearly and accurately states the purpose of the presentation in an opening slide.
Proficient - States the purpose of the presentation in an opening slide. Minor details are slightly unclear or inaccurate.
Basic - Vaguely states the purpose of the presentation in an opening slide. Relevant details are unclear and/or inaccurate.
Below Expectations - Attempts to state the purpose of the presentation in an opening slide; however, significant details are unclear and inaccurate.
Non-Performance - The purpose of the presentation in an opening slide is either nonexistent or lacks the components described in the assignment instructions.
Distinguished - Designs a thorough and professional introduction that acquaints with the audience and highlights one’s best attributes.
Proficient - Designs a professional introduction that acquaints with the audience and highlights one’s best attributes. Minor details are missing.
Basic - Designs a limited professional introduction that partially acquaints with the audience and highlights one’s best attributes. Relevant details are missing.
Below Expectations - Attempts to design a professional introduction that acquaints with the audience and highlights one’s best attributes; however, significant details are missing.
Non-Performance - The professional introduction that acquaints with the audience and highlights one’s best attributes is either nonexistent or lacks the components described in the assignment instructions.
Distinguished - Comprehensively and clearly summarizes an organizational plan with three physical areas that thoroughly support language development and acquisition.
Proficient - Summarizes an organizational plan with three physical areas that support language development and acquisition. Minor details are missing or slightly unclear.
Basic - Minimally summarizes an organizational plan with three physical areas that partially support language development and acquisition. Relevant details are missing and/or unclear.
Below Expectations - Attempts to summarize an organizational plan with three physical areas that support language development and acquisition; however, significant details are missing and unclear.
Non-Performance - The summary of an organizational plan with three physical areas that support language development is either nonexistent or lacks the components described in the assignment instructions.
Distinguished - Proposes three thorough and clear strategies that meet the language development needs of the children one works with.
Proficient - Proposes three strategies that meet the language development needs of the children one works with. Minor details are missing or slightly unclear.
Basic - Proposes three limited strategies that meet the language development needs of the children one works with. Relevant details are missing and/or unclear.
Below Expectations - Attempts to propose three strategies that meet the language development needs of the children one works with; however, significant details are missing and unclear.
Non-Performance - The three proposed strategies that meet the language development needs of the children one works with are either nonexistent or lack the components described in the assignment instructions.
Distinguished - Thoroughly discusses five ways to support children learning a second language in the classroom.
Proficient - Discusses five ways to support children learning a second language in the classroom. Minor details are missing.
Basic - Minimally discusses five ways to support children learning a second language in the classroom. Relevant details are missing.
Below Expectations - Attempts to discuss five ways to support children learning a second language in the classroom; however, significant details are missing.
Non-Performance - The discussion of the five ways to support children learning a second language in the classroom is either nonexistent or lacks the components described in the assignment instructions.
Distinguished - Thoroughly explains four ways to support the families of children learning a second language.
Proficient - Explains four ways to support the families of children learning a second language. Minor details are missing.
Basic - Minimally explains four ways to support the families of children learning a second language. Relevant details are missing.
Below Expectations - Attempts to explain four ways to support the families of children learning a second language; however, significant details are missing.
Non-Performance - The explanation of the four ways to support the families of children learning a second language is either nonexistent or lacks the components described in the assignment instructions.
Distinguished - Comprehensively summarizes one speech disorder from section 8.2 of the text, and thoroughly discusses the characteristics of the disorder, what children with the disorder may experience, how to support children with the disorder, and one resource for families.
Proficient - Summarizes one speech disorder from section 8.2 of the text, and discusses the characteristics of the disorder, what children with the disorder may experience, how to support children with the disorder, and one resource for families. Minor details are missing.
Basic - Minimally summarizes one speech disorder from section 8.2 of the text, and partially discusses the characteristics of the disorder, what children with the disorder may experience, how to support children with the disorder, and one resource for families. Relevant details are missing.
Below Expectations - Attempts to summarize one speech disorder from section 8.2 of the text, and discuss the characteristics of the disorder, what children with the disorder may experience, how to support children with the disorder, and one resource for families; however, significant details are missing.
Non-Performance - The summary of one speech disorder from section 8.2 of the text and discussion of the characteristics of the disorder, what children with the disorder may experience, how to support children with the disorder, and one resource for families are either nonexistent or lack the components described in the assignment instructions.
Distinguished - Comprehensively summarizes one language disorder from section 8.3 of the text, and thoroughly discusses the characteristics of the disorder, what children with the disorder may experience, how to support children with the disorder, and one resource for families.
Proficient - Summarizes one language disorder from section 8.3 of the text, and discusses the characteristics of the disorder, what children with the disorder may experience, how to support children with the disorder, and one resource for families. Minor details are missing.
Basic - Minimally summarizes one language disorder from section 8.3 of the text, and partially discusses the characteristics of the disorder, what children with the disorder may experience, how to support children with the disorder, and one resource for families. Relevant details are missing.
Below Expectations - Attempts to summarize one language disorder from section 8.3 of the text, and discuss the characteristics of the disorder, what children with the disorder may experience, how to support children with the disorder, and one resource for families; however, significant details are missing.
Non-Performance - The summary of one language disorder from section 8.3 of the text, and discussion of the characteristics of the disorder, what children with the disorder may experience, how to support children with the disorder, and one resource for families are either nonexistent or lack the components described in the assignment instructions.
Distinguished - Comprehensively discusses one family event that would facilitate language experiences between children and their parents.
Proficient - Discusses one family event that would facilitate language experiences between children and their parents. The discussion is slightly underdeveloped.
Basic - Minimally discusses one family event that would facilitate language experiences between children and their parents. The discussion is underdeveloped.
Below Expectations - Attempts to discuss one family event that would facilitate language experiences between children and their parents; however, the discussion is significantly underdeveloped.
Non-Performance - The discussion of one family event that would facilitate language experiences between children and their parents is either nonexistent or lacks the components described in the assignment instructions.
Distinguished - Creates a detailed poster, newsletter, or flyer to clearly advertise families.
Proficient - Creates a poster, newsletter, or flyer to advertise to families. Minor details are missing or slightly unclear.
Basic - Creates a partial poster, newsletter, or flyer to vaguely advertise to families. Relevant details are missing and/or unclear.
Below Expectations - Attempts to create a poster, newsletter, or flyer to advertise to families; however, significant details are missing and unclear.
Non-Performance - The poster, newsletter, or flyer to advertise the family event to families is either nonexistent or lacks the components described in the assignment instructions.
Distinguished - Thoroughly describes three language development resources.
Proficient - Describes three language development resources. Minor details are missing.
Basic - Minimally describes three language development resources. Relevant details are missing.
Below Expectations - Attempts to describe three language development resources; however, significant details are missing.
Non-Performance - The description of three language development resources is either nonexistent or lacks the components described in the assignment instructions.
Distinguished - Thoroughly formulates beliefs about the responsibility of an educator to support the language development of children in the learning environment.
Proficient - Formulates beliefs about the responsibility of an educator to support the language development of children in the learning environment. Minor details are missing.
Basic - Partially formulates beliefs about the responsibility of an educator to support the language development of children in the learning environment. Relevant details are missing.
Below Expectations - Attempts to formulate beliefs about the responsibility of an educator to support the language development of children in the learning environment; however, significant details are missing.
Non-Performance - The formulation of beliefs about the responsibility of an educator to support the language development of children in the learning environment is either nonexistent or lacks the components described in the assignment 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 presentation, title and reference slides.
Proficient - Exhibits APA formatting throughout the presentation; however, the layout contains a few minor errors.
Basic - Exhibits basic knowledge of APA formatting throughout the presentation. The 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, which provide compelling evidence to support ideas. All sources on the reference slide 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 slide 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 slide 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 slide 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.