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Assessment Description
Identifying students’ readiness for learning guides teachers to create learning activities and strategies that are unique to the various aspects of elementary students’ approaches to learning. It is equally important for families to be aware of readiness indicators as they have an opportunity to encourage learning in the home environment.
For this assignment, choose a specific grade level you currently teach or would like to teach (K-8). In a minimum of 500 words, write a letter to the families of your current or future students. This letter would be given to families at the end of the school year to help students over the summer prepare for your class the following school year. Include the following information in the letter:
· An introduction, including the intended grade level.
· Importance of maintaining the skills from the previous grade and how at-home learning can support the retention of previously learned skills.
· A description of the developmental stage related to the grade level of the students and changes students may experience over the next year.
· Readiness to learn indicators for the specific grade level the students will be entering.
· Provide 3-4 activities and/or strategies that families can do at home to support the readiness to learn indicators, including at least one that integrates technology.
Support your assignment with at least two scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
|
Criterion |
1. No Submission |
2. Insufficient |
3. Approaching |
4. Acceptable |
5. Target |
|
Introduction and Importance of Maintaining Skills Introduction and Importance of Maintaining Skills |
0 points Not addressed. |
9.32 points Letter introduction, including the intended grade level, is incomplete. Explanation of the importance of maintaining the skills from the previous grade is unfitting. Discussion of how at-home learning can support the retention of previously learned skills is poor. |
9.99 points Letter introduction, including the intended grade level, is lacking details. Explanation of the importance of maintaining the skills from the previous grade is shallow. Discussion of how at-home learning can support the retention of previously learned skills is vague. |
11.75 points Letter introduction, including the intended grade level, is complete. Explanation of the importance of maintaining the skills from the previous grade is sound. Discussion of how at-home learning can support the retention of previously learned skills is logical. |
13.5 points Letter introduction, including the intended grade level, is quality. Explanation of the importance of maintaining the skills from the previous grade is sophisticated. Discussion of how at-home learning can support the retention of previously learned skills is superior. |
|
Developmental Stage Developmental Stage |
0 points Not addressed. |
9.32 points Description of the developmental stage of students in the grade level is erroneous. Explanation of changes students may experience over the next year are inaccurate. |
9.99 points Description of the developmental stage of students in the grade level is partially proficient. Explanation of changes students may experience over the next year are weak. |
11.75 points Description of the developmental stage of students in the grade level is credible. Explanation of changes students may experience over the next year are accurate. |
13.5 points Description of the developmental stage of students in the grade level is advanced. Explanation of changes students may experience over the next year are realistic. |
|
Readiness to Learn Indicators Readiness to Learn Indicators |
0 points Not addressed. |
12.42 points Readiness to learn indicators for the specific grade level the students will be entering are flawed and/or insufficient. |
13.32 points Readiness to learn indicators for the specific grade level the students will be entering are ambiguous and missing key details. |
15.66 points Readiness to learn indicators for the specific grade level the students will be entering are suitable and detailed. |
18 points Readiness to learn indicators for the specific grade level the students will be entering are specific and comprehensive. |
|
Activities and/or Strategies for Families Activities and/or Strategies for Families |
0 points Not addressed. |
15.52 points Activities and/or strategies that families can do at home to support the readiness to learn indicators are inappropriate. An activity or strategy that integrates technology is not included. |
16.65 points Activities and/or strategies that families can do at home to support the readiness to learn indicators are artificial. An overly simplistic activity or strategy that integrates technology is provided. |
19.58 points Activities and/or strategies that families can do at home to support the readiness to learn indicators are appropriate. A noteworthy activity or strategy that integrates technology is provided. |
22.5 points Activities and/or strategies that families can do at home to support the readiness to learn indicators are meaningful. An innovative activity or strategy that integrates technology is provided. |
|
Language Use and Audience Awareness Language Use and Audience Awareness |
0 points Not addressed. |
3.1 points Inappropriate word choice is evident. Language is not reflective of the targeted audience. |
3.33 points Some distracting inconsistencies or repetitions in word choice are present. Language is lacking awareness of the targeted audience. |
3.92 points Word choice is reflective of the intended audience, uses a variety of appropriate vocabulary, and communicates clearly. |
4.5 points Word choice is distinctive, creative, and well-suited to the purpose, discipline, scope, and audience of the presentation. |
|
Organization
|
0 points Not addressed. |
3.1 points An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other. |
3.33 points The content is not well organized even though it provides the audience with a sense of the main idea. |
3.92 points 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. |
4.5 points The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea. |
|
Supporting Research and Documentation of Sources Uses appropriate designated style and formatting to document sources in citations and references. |
0 points Not addressed. |
3.1 points Supporting research is ineffective. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. |
3.33 points Supporting research is minimal and somewhat inaccurate. Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present. |
3.92 points Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct. |
4.5 points Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. |
|
Mechanics of Writing Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc. |
0 points Not addressed. |
6.21 points Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout. |
6.66 points Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent. |
7.83 points Few mechanical errors are present. Suitable language choice and sentence structure are used. |
9 points No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout. |
