Student Name_________________________
Date _______________________
CDEC 1356
Lab Assignment #1-Parent Interview
Organization
Format
Descriptive
Content
Analytical
Content
Mechanics
4
3
Information is
presented in a
very logical and
interesting
sequence that is
easy for the reader
to follow and
understand
Written paper
completely
follows all
guidelines
required and
specified in the
project description
with no omissions
Written paper
shows that
meaningful,
probing questions
were developed;
Describes the
specific responses
made to questions
posed; obvious
information from
course content
was also clearly
considered
Written paper
shows that student
is clearly able to
respond to needs
identified in
interview and
provides several
specific/detailed
suggestions for
parents
Written paper has
no more than 1-2
errors in
paragraph
structure, spelling,
grammar,
punctuation, or
capitalization
Information is
presented in a
somewhat logical
sequence; some
difficulty with the
flow of topics or
use of transitions
Information is
presented in an
illogical format;
writer jumps
around, making
paper difficult to
understand
Information is not
presented in any
coherent or
organized pattern
or form
Written paper
mostly follows the
guidelines and
requirements
specified in the
project description
with few
omissions
Written paper
shows that most of
the questions
posed were
meaningful; Some
description of
specific responses
made to questions
posed; some of the
course content
obviously
considered
Written paper
follows some of
the guidelines or
requirements
specified in the
project description
but has several
omissions
Written paper
shows that
questions posed
were minimally
meaningful or
probing; little
description of
specific responses
made to questions
posed; substance
related to course
content was
minimal
Written paper
shows that student
is only minimally
able to respond to
needs identified in
interview; can
only provide few
specific/detailed
suggestions for
parents
Written paper has
no more than 5-6
errors in
paragraph
structure, spelling,
grammar,
punctuation, or
capitalization
Written paper
does not follow
guidelines
required in the
project description
TOTAL POINTS/GRADE:
Instructor’s Comments:
Written paper
shows that student
is somewhat able
to respond to
needs identified in
interview; is able
to provide some
specific/detailed
suggestions for
parents
Written paper has
no more than 3-4
errors in
paragraph
structure, spelling,
grammar,
punctuation, or
capitalization
2
1
Written paper
shows that
questions posed
were not all
meaningful or
purposeful; no
description of
specific responses
made to questions
posed; substance
was not related to
course content
Written paper
shows that student
is not at all able to
respond to needs
identified in
interview; does
not provide any
specific/detailed
suggestions for
parents
Written paper has
7 or more errors in
paragraph
structure, spelling,
grammar,
punctuation, or
capitalization
Points
Awarded
Student Name_________________________
Date _______________________
CDEC 1356
Lab Assignment #2-Child’s Literacy Skill Assessment
4
3
2
Overall
Meeting of
Requirements
For Project
Student work fully
and completely
follows the
guidelines
provided in the
assignment
description
Format and
Organization
Student work is
well organized;
easy to follow and
understand;
logical
progression of
ideas presented
Student work
somewhat
follows the
guidelines
provided in the
assignment
description; a
few significant
errors noted
Student work is
somewhat
organized; a few
problems with
the ability to
understand the
work or
progression of
ideas presented
Descriptive
Information
Student work
thoroughly
describes the
selected child,
assessment tasks,
and procedures
used; shows an
understanding of
ECE principles
and the course
material
Analysis and
Summary of
Findings
Thoroughly
discusses the
observed literacy
skills of the
selected child;
points out
strengths, areas of
concern; can give
suggestions for
teaching or parent
support
Written
documents have
no more than 1-2
errors in spelling,
grammar,
punctuation, or
capitalization
Student work
minimally
follows the
guidelines
provided in the
assignment
description; a
number of major
errors noted
Student work is
minimally
organized;
several
significant
problems with
use,
understanding,
and progression
of ideas
Student work
minimally
describes the
selected child,
assessment tasks,
and/or
procedures used;
minimal
understanding of
ECE principles
and/or course
material shown
Minimally
discusses the
observed literacy
skills of the
selected child;
strengths or areas
of concern not
clear; no real
suggestions
given for teacher
or parent
Written
documents have
no more than 5-6
errors in
spelling,
grammar,
punctuation, or
capitalization
Document
Mechanics
TOTAL POINTS/GRADE:
Instructor’s Comments:
Student work
somewhat
describes the
selected child,
assessment tasks,
and/or
procedures used;
shows some
understanding of
ECE principles
and/or course
material
Somewhat
discusses the
observed literacy
skills of the
selected child;
brief mention of
child’s strengths
or areas of
concern; 1 or 2
suggestions for
teacher or parent
Written
documents have
no more than 3-4
errors in
spelling,
grammar,
punctuation, or
capitalization
1
Student work
misses the
guidelines
provided in the
assignment
description
totally and
completely
Student work is
not organized at
all; information
is very disjointed
reader is unable
to make sense of
the complete
work due to
existing
problems
Student work
does not at all
describe the
selected child,
assessment tasks,
and/or
procedures used;
no understanding
of ECE
principles and/or
course material
is shown at all
Does not at all
discuss the
observed literacy
skills of the
selected child;
strengths or areas
of concern not at
all mentioned; no
suggestions for
teacher or parent
given at all
Written
documents have
7 or more errors
in spelling,
grammar,
punctuation, or
capitalization
Points
Awarded
Student Name_________________________
Date _______________________
Lab Assignment #3-Classroom Observation
5
(20 points)
4
(16 points)
3
(14 points)
2
(10 points)
Overall Meeting
of the course
Requirements
For Project
Student work
fully and
completely
follows the
guidelines
provided in the
description
Student work is
well organized;
easy to use and
understand; very
teacher friendly
Completion of
Observation
Checklist
Student writes
full, thick, and
rich comments
and reactions to
those items
observed; fully
describes activity
as requested; all
questions are
answered
Written
Summary
Synopsis given
of visit is concise
but totally
informative;
reader gets a
good idea of the
nature of the
experience;
several content
comparisons
made (4-5)
Written
documents have
no more than 1-2
errors in
spelling,
grammar,
punctuation, or
capitalization
Student work
minimally
follows the
guidelines
provided in the
description; a
number of major
errors noted
Student work is
minimally
organized;
several
significant
problems with
use,
understanding,
and teacher
friendliness
Student writes
comments and
reactions that are
only minimally
adequate; scant
description of
activity; few
questions are
answered; needs
to be greatly
improved
Synopsis given
is too brief; the
reader has only a
minimal idea of
the nature of
experience; little
mention of
content or
comparison
made (1)
Student work
misses the
guidelines
provided in the
description
totally and
completely
Format and
Organization
Student work
somewhat
follows the
guidelines
provided in the
description; a
few significant
errors noted
Student work is
somewhat
organized; a few
problems with
use,
understanding, or
teacher
friendliness
Document
Mechanics
TOTAL POINTS/GRADE:
Instructor’s Comments:
Student writes
comments and
reactions that are
somewhat or
sometimes full,
thick, or rich;
somewhat
describes
activity; most
questions are
answered
Synopsis given
is concise but not
informative
enough; reader is
left with a few
questions about
the nature of the
experience; some
content
comparisons
made (2-3)
Written
documents have
no more than 3-4
errors in
spelling,
grammar,
punctuation, or
capitalization
Written
documents have
no more than 5-6
errors in
spelling,
grammar,
punctuation, or
capitalization
Student work is
not at all
organized;
information is
very disjointed
and not at all
connected; a
teacher would
not be able to use
or understand it
Student writes
comments and
reactions that are
not at all
adequate; little or
no description of
activity; most
questions are left
unanswered;
needs to be
redone
There is no real
synopsis
provided; the
reader cannot tell
what the student
experienced or
what was gained
from it; no
content
comparison
made at all
Written
documents have
7 or more errors
in spelling,
grammar,
punctuation, or
capitalization
Student Name_________________________
Date _______________________
Lab #4-Demonstration Teaching Lesson
CDEC 1356
Key Elements of
Standard 4
4a. Understanding
positive relationships
and supportive
interactions as the
foundation of their
work with young
children
4
(12.5)
Student clearly
demonstrates that
his/her planned
interactions will be
warm and
communicate a
genuine liking for
and interest in
young children’s
activities and
characteristics
3
(10)
Student somewhat
demonstrates that
his/her planned
interactions will be
warm and
communicate a
genuine liking for
and interest in
young children’s
activities and
characteristics
2
(8)
Student minimally
demonstrates that
his/her planned
interactions will be
warm and
communicate a
genuine liking for
and interest in
young children’s
activities and
characteristics
4b. Knowing and
understanding
effective strategies
and tools for early
education, including
appropriate uses of
technology
Student clearly
demonstrates that
he/she can ask
thought-provoking
questions, provide
enriching materials
and activities, and
hold engaging
conversations
Student clearly
makes purposeful
use of various
learning formats
that foster oral
language and
communication,
include social
interactions, link
children’s culture,
create support for
play and make the
most of the class
environment
Student clearly
demonstrates the
ability to engage in
reflective and
responsive practice
as he/she makes
decisions and
judgments about
what to teach and
how to teach
Student somewhat
demonstrates that
he/she can ask
thought-provoking
questions, provide
enriching materials
and activities, and
hold engaging
conversations
Student somewhat
makes purposeful
use of various
learning formats
that foster oral
language and
communication,
include social
interactions, link
children’s culture,
create support for
play and make the
most of the class
environment
Student somewhat
the ability to
engage in
reflective and
responsive practice
as he/she makes
decisions and
judgments about
what to teach and
how to teach
Student minimally
demonstrates that
he/she can ask
thought-provoking
questions, provide
enriching materials
and activities, and
hold engaging
conversations
Student minimally
makes purposeful
use of various
learning formats
that foster oral
language and
communication,
include social
interactions, link
children’s culture,
create support for
play and make the
most of the class
environment
Student minimally
demonstrates the
ability to engage in
reflective and
responsive practice
as he/she makes
decisions and
judgments about
what to teach and
how to teach
4c. Using a broad
repertoire of
developmentally
appropriate teaching
and learning
approaches
4d. Reflecting on own
practice to promote
positive outcomes for
each child
Total Points
Instructor’s Comments:
1
(6)
Student does not
at all demonstrate
that his/her
planned
interactions will be
warm and
communicate a
genuine liking for
and interest in
young children’s
activities and
characteristics
Student does not
at all demonstrates
that he/she can ask
thought-provoking
questions, provide
enriching materials
and activities, and
hold engaging
conversations
Student does not
at all make
purposeful use of
various learning
formats that foster
oral language and
communication,
include social
interactions, link
children’s culture,
create support for
play and make the
most of the class
environment
Student does not
at all demonstrate
the ability to
engage in
reflective and
responsive practice
as he/she makes
decisions and
judgments about
what to teach and
how to teach
Points
Awarded
Student Name_________________________
Date _______________________
Major Project –Literacy Activity Notebook
CDEC 1356
Part I
Overall Meeting
of Requirements
For Project
4
(5 points)
Student work
fully and
completely
follows the
guidelines
provided in the
description
Organization
Student work is
well organized;
easy to use and
understand; very
teacher friendly;
Relevance of
Lessons to
Course and
Assigned
Category
All of the
selected
activities are
totally relevant
to the aims and
content of the
course and the
assigned
category
Selected
activities are
completely
appropriate for
the age groups
targeted by the
course
All selected
activities have
been taken from
a variety of
credible sources;
with no more
than 5 from the
textbook; some
original ideas
included
Developmental
Appropriateness
of Lessons
Sources for
Lesson Planning
TOTAL POINTS/GRADE:
Instructor’s Comments:
3
(4 points)
Student work
somewhat
follows the
guidelines
provided in the
description; a
few significant
errors noted
Student work is
somewhat
organized; a few
problems with
ease of teacher
use, friendliness,
understanding,
2
(3 points)
Student work
minimally
follows the
guidelines
provided in the
description; a
number of major
errors noted
Student work is
minimally
organized;
several
significant
problems with
ease of teacher
use, friendliness,
understanding
Most of the
selected
activities are
somewhat
relevant to the
aims and content
of the course and
the assigned
category
Selected
activities are
somewhat
appropriate for
the age groups
targeted by the
course
Most selected
activities have
been taken from
a variety of
credible sources;
work includes no
more than 10
from textbook;
some original
ideas included
The selected
activities are
minimally
relevant to the
aims and content
of the course
and/or the
assigned
category
Selected
activities are
minimally
appropriate for
the age groups
targeted by the
course
Most selected
activities have
been taken from
the textbook or
have no source
identified; few
are from other
credible sources;
few or no
original ideas
included
1
(2 points)
Student work
misses the
guidelines
provided in the
description
totally and
completely
Student work is
not at all
organized;
information is
very disjointed
and not at all
connected; a
teacher would
find it easy to
use, understand,
or friendly at all
Selected
activities are
interesting but
not at all relevant
to the aims and
content of the
course or the
assigned
category
Selected
activities may be
useful for adult
reference but are
not for the age
groups targeted
by the course
All selected
activities are
taken entirely
from textbook or
have no source
identified at all;
none at all from
credible sources
Points Awarded
Student Name_________________________
Date _______________________
CDEC 1356 Emergent Literacy
Activity Notebook
Part 2
Quality of
Lesson
Objectives and
Procedures
Quality and
Number of
Assessments
Overall
aesthetics and
visual appeal
Overall
creativity and
originality
Overall
mechanics
4
(5 points)
All lessons have
measurable and
observable
objectives
related to
literacy; written
in the format
used by TEKS or
other credible
curriculum
frameworks;
procedures are
well thought out,
in correct order
of sequence, and
easy to follow
3
(4 points)
Most lessons (at
least 15) have
measurable and
observable
objectives
related to
literacy; most are
written in format
used by some
credible
curriculum
framework;
some problems
with procedures;
sequencing
order;
All lessons
include ways to
document
learning; 5
lessons using
each of the 5
strategies are
present; all tie
back to objective
Student work is
highly visually
appealing;
frequent use of
related graphic
images; work is
neat, polished
and professional
Most lessons
include ways to
document
learning; no
more than 2
strategies are
missing; no more
than 5 errors
noted; needs to
Student work is
somewhat
visually
appealing; some
use of graphic
images, some of
which are
related; few
problems with
neatness or
professional look
Student work
shows some
creative effort;
some attempt to
be original;
evidence of
some time spent
Student work has
several errors (45 per page) in
spelling,
grammar,
capitalization,
punctuation, or
paragraphing
Student work is
unique; includes
original details;
obvious use of
imagination and
thoughtful
planning
Student work has
few errors (not
more than 3 per
page) in spelling,
grammar,
capitalization,
punctuation, or
paragraphing
2
(3 points)
Several lessons
(at least 10) have
measurable and
observable
objectives
related to
literacy but
significant errors
are noted in the
way most are
written; not
backed by
credible
curriculum
framework;
many problems
with procedures
Several lessons
include ways to
document
learning; no
more than 3
strategies are
missing; no more
than 10 errors
noted
Student work
minimally
visually
appealing; little
use of graphic
images; some
problems with
neatness or
professional look
1
(2 points)
The majority of
the lessons do
not have
measurable or
observable
objectives
related to
literacy; they are
not written in
terms of what
students will
know or be able
to do; procedures
are minimal or
out of order;
difficult to
follow
The majority of
the lessons are
totally missing
ways to
document
learning; 11 or
more errors
noted
Student work
shows minimal
creative effort;
little attempt to
be original or
unique; question
about time spent
Student work has
a number of
errors (6-7 per
page) in spelling,
grammar,
capitalization,
punctuation, or
paragraphing
Student work is
not at all creative
or original; no
evidence at all of
imagination or
thoughtful
planning
Student work is
filled with errors
(8+ per page) in
spelling,
grammar,
capitalization,
punctuation, or
paragraphing
Student work is
not at all visually
appealing; no
use of graphic
images at all; is
not at all neat;
does not at all
look polished or
professional
Points Awarded
Student Name_________________________
Date _______________________