Melissa Mills Final Assessment Rubric

Directions: Use this rubric to assess your current knowledge base, skill level and dispositions related to this course and its objectives. In the last column, write comments or evidence to support your self assessment. Novice (Emerging)
Begins to articulate and elaborate an understanding of the modes of communication central to literacy development (speaking, listening, writing, readings, viewing, representing) Begins to state a personal definition of literacy applied to the teaching of content. Begins to identify content area standards, connects them to the literacy strategies.

OBJECTIVES Modes of Communication (Conceptualization)

Apprentice (Proficient)
Articulates and elaborates an understanding of the modes of communication central to literacy development (speaking, listening, writing, readings, viewing, representing)

Master (Distinguished)
Clearly articulates and elaborates an understanding of the modes of communication central to literacy development (speaking, listening, writing, readings, viewing, representing)

Comments/Evidence

Definition of Literacy (Conceptualization) Application of Standards of Content and Literacy (Conceptualization) Thoughtfully Apply Factors Related to Literacy Development (Diagnosis, Integrative Interaction, Coordination; Brain Compatibility) Use 2-3 Vocabulary Strategies (Conceptualization, Diagnosis, Coordination) Use 2-3 Comprehension Strategies (Conceptualization, Diagnosis, Coordination)

States a personal definition Clearly states and of literacy applied to the elaborates a personal teaching of content definition of literacy applied to the teaching of content. Identifies content area standards, connecting the literacy strategies to the strengths and weaknesses of students. States a clear link between the linguistic, cognitive, psychological, social, and cultural factors influencing literacy development in planning for group and individual needs. Clearly identifies key content area standards, connecting key literacy strategies to the strengths and weaknesses of students. Clearly applies a cause and effect relationship between the linguistic, cognitive, psychological, social, and cultural factors influencing literacy development in planning for targeted group and individual needs.

Begins to apply an understanding of linguistic, cognitive, psychological, social, and cultural factors influencing literacy development in planning for group and individual needs.

Identifies and begins to apply 2 - 3 vocabulary strategies.

Identifies and applies 2 - 3 Identifies, applies and vocabulary strategies. elaborates on 2 - 3 key vocabulary strategies that are targeted to specific needs.

Identifies and begins to apply 2 - 3 comprehension strategies.

Identifies and applies 2 - 3 Identifies, applies and comprehension strategies. elaborates on 2 - 3 key comprehension strategies that are targeted to specific needs.

Incorporate a Range of Literacy Strategies (Writing) (Diagnosis, Coordination, Conceptualization) Incorporate a Range of Literacy Strategies (Viewing & Representing) (Diagnosis, Coordination, Conceptualization) Incorporate a Range of Literacy Strategies (Listening & Speaking) (Diagnosis, Coordination, Conceptualization) Design Meaningful Performance Assessments (Diagnosis, Integrative Interaction) Effectively Use Technology (Coordination, Communication) Cultural Beliefs (Integrative Interaction)

Begins to articulate how to incorporate a range of content area literacy strategies to support student learning and writing.

Articulates how to select and incorporate literacy strategies from a range of content area literacy strategies to support student learning and writing.

Articulates how to effectively select and apply key literacy strategies from a range of content area literacy strategies to support student learning and writing. Articulates how to effectively select and apply key literacy strategies from a range of content area literacy strategies to support student learning, viewing and representing. Articulates how to effectively select and apply key literacy strategies from a range of content area literacy strategies to support student learning, speaking and listening.. Designs meaningful key performance assessments to engage students in content area literacy development.

Begins to articulate how to incorporate a range of content area literacy strategies to support student learning, viewing and representing.

Articulates how to select and incorporate literacy strategies from a range of content area literacy strategies to support student learning, viewing and representing.

Begins to articulate how to incorporate a range of content area literacy strategies to support student learning, speaking and listening.

Articulates how to select and incorporate literacy strategies from a range of content area literacy strategies to support student learning, speaking and listening..

Begins to design performance assessments to engage students in content area literacy development.

Designs meaningful performance assessments to engage students in content area literacy development.

Begins to identify and explain ways to apply technology to enhance literacy instruction. Begins to apply an understanding of how cultural beliefs and expectations shape and influence learning.

Identifies, applies, and explains ways to apply technology to enhance literacy instruction. Applies an understanding of how cultural beliefs and expectations shape and influence learning.

Clearly identifies, applies, and explains effective ways to apply technology to enhance literacy instruction. Clearly states and applies an understanding of how cultural beliefs and expectations shape and influence learning.