Running head: STRATEGY APPLICATION PROJECT
Michelle Beilein
RED 4350
Summer 2012
Strategy Application Project
United States Landmarks
Intermediate
1
STRATEGY APPLICATION PROJECT
Table of Contents
(Reading Content Topics Covered)
Reading Comprehension
Anticipation Guide
Literacy in Content Areas
Descriptive Timeline
Oral Language
Rapping for Review
Comprehension by differentiating instruction
The Rest of the Story
In My Mind’s Eye
Word Study/Fluency
Semantic Mapping
Vocabulary
Alphabet book
KWL Chart
Reading & Writing Connections
Cinquains
QuIP
Order of Appearance:
1. Anticipation Guide
2. Semantic Mapping
3. KWL Chart
4. QuIP (Questions into Paragraphs)
5. Cinquains
6. In My Mind’s Eye
7. The Rest of the Story
8. Descriptive Timeline
9. Rapping for Review
10. Electronic Alphabet Book
2
STRATEGY APPLICATION PROJECT
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Strategy Name: Anticipation Guide Reading Target: Comprehension, etc.
McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
Standards:
SS.3.G.2.5 – Identify natural and man-made landmarks in the United States, Canada, Mexico,
and the Caribbean (e.g. Grand Canyon, Gateway Arch, Mount Rushmore, Devil’s Tower, Mt.
Denali, Everglades, Niagara Falls)
Description of the strategy
An anticipation guide is a comprehension strategy that is used before reading to activate
student’s prior knowledge and build curiosity about a new topic. Before reading a story or
article, students read and answer several statements about key concepts presented in the text.
Often these texts are presented in a fashion where students can choose to agree or disagree with
the statement. Anticipation guides can also contain an area where students can explain why they
agree or disagree with the statement before reading. Anticipation guides can also be used as an
after reading strategy, as presented on the back of this page, after reading students will check
their answers and complete the after reading column which contains the agree/disagree
statements, and students can choose to change their answers and explain why.
Rationale for Use
STRATEGY APPLICATION PROJECT
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This strategy would help students access their prior knowledge and build curiosity about a new
topic.
Book, Article, Magazine, etc. that you will be using for your student to read [APA format]:
Bauer, M. D. (2006). Wonders of America: Niagara falls (J. Wallace, Illustrator). Simon Spotlight.
Short Summary of the book, article or magazine:
This book explains how the Falls were made and the history that surrounds them.
Strategy Example:
Below, is the Anticipation Guide Template that I would use. I would have students fill out the left side
of it before reading and the right side of it after reading.
STRATEGY APPLICATION PROJECT
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STRATEGY APPLICATION PROJECT
Writing Integration: My writing integration would be included in my strategy application.
Technology Integration: Show students a video about Niagara Falls
Assessment:
I would use the template that they filled out to assess the students.
6
STRATEGY APPLICATION PROJECT
Strategy Name: Semantic Mapping
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Reading Target: Comprehension
Source
McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
CCSS or SSS
SS.3.G.2.5 – Identify natural and man-made landmarks in the United States, Canada, Mexico,
and the Caribbean (e.g. Grand Canyon, Gateway Arch, Mount Rushmore, Devil’s Tower, Mt.
Denali, Everglades, Niagara Falls)
Description of the strategy
Semantic maps are key for comprehension, and they allow the reader to see the main idea, topic,
or word that they want to look into, and then expand it to see the subtopics or any other
information that goes along with it. When using this strategy it is sometimes a good idea to
preview a text and create a semantic map based off the title and your ideas of the main points.
Then the reader can read the story and later revisit the map to either change or add on to what
they predicted by adding what they now know.
Rationale for Use
I would use this strategy to help students organize their thoughts and to see the main idea of
something. Semantic maps help students categorize topics and subtopics.
Book, Article, Magazine, etc. that you will be using for your student to read [APA format]:
Touropia. (2011, February 21). 10 top tourist attractions in the USA. Retrieved June 27, 2012,
from http://www.touropia.com/tourist-attractions-in-the-usa/
Short Summary of the book, article or magazine:
This website has a picture with caption countdown to the top ten landmarks in the United States.
Strategy Example
I would explain how to do a semantic map to the students and then have them create one about
landmarks.
Writing Integration:
Students would have to pick one landmark in the United States to research and write about
through the process of the unit.
Technology Integration:
The website listed above and the students doing research.
Assessment:
I would assess the students by reading their essays and looking at their semantic maps to ensure
that they included enough information.
STRATEGY APPLICATION PROJECT
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Semantic Map Rubric
Name:
Date:
Evaluating Semantic Map
1
2
3
4
Logical
Connections
Map does not
demonstrate
logical
connections
between
words and
ideas.
Map
demonstrates
rudimentary
logical
connections
between words
and ideas.
Map
demonstrates
thoughtful
logical
connections
between words
and ideas..
Map
demonstrates
extended
logical
connections
between words
and ideas.
Completeness
Map includes
ten or fewer
vocabulary
items
Map includes
eleven – twelve
vocabulary
items.
Map includes
thirteen
vocabulary
items.
Map includes
all fourteen
vocabulary
items
Total
Points:
Total
STRATEGY APPLICATION PROJECT
Strategy Name: K-W-L Chart
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Reading Target: Prior Knowledge, comprehension
Source:
McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
CCSS or SSS
SS.3.G.2.5 – Identify natural and man-made landmarks in the United States, Canada, Mexico,
and the Caribbean (e.g. Grand Canyon, Gateway Arch, Mount Rushmore, Devil’s Tower, Mt.
Denali, Everglades, Niagara Falls)
Description of the strategy:
This strategy can be used for the majority of subject areas and incorporates multiple
comprehension strategies. It is a 3 column chart where students write what they know, what they
want to know, and what they learned.
Rationale for Use
Know - will assess the student’s prior knowledge before a lesson or what they think they may
know about the subject. This is a great opportunity for the student’s to brainstorm. This will
stimulate their thinking and set the next step of the chart.
What - will inspire their discovery and prediction skills in order to understand what they want to
and need to know.
Learned – will recognize and comprehend the purpose of the lesson. After the completion of
this section, the teacher will be able to assess the student’s comprehension level. This would be
another opportunity to question, how they arrived at their answers, by letting them summarize
and reflect.
Book, Article, Magazine, etc. that you will be using for your student to read [APA format]:
Petersen, D. (2001). True Books: National Parks: Grand canyon national park. Children's Press.
Short Summary of the book, article or magazine:
Describes the formation of the remarkable canyons in this national park in Arizona and discusses
other things to see and do there.
Strategy Example
Before reading the book, the students will fill out the first two columns of the chart shown below with
information about the Grand Canyon. After reading, students will fill out the last column of the chart.
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What I Know
KWL Chart
What I Want to
know
What I’ve Learned
Writing Integration:
The writing integration will be included in the chart but I will also have the student write a
research paper based off of what they know about the Grand Canyon after reading the book.
Technology Integration:
Show students the Grand Canyon National Park website.
Assessment:
I would assess the students based on what they write in their essays and what they write in their
charts.
Rubric for KWL Chart
Unacceptable
Proficient
Exemplary
Quantity
Student does not
complete all three
columns.
Student completes all
three columns with several
ideas in each.
Reading
Student never or rarely
refers to the story in
the what I learned
column.
Student completes all
three columns, but only
lists a few ideas in
each.
Student refers to
details.
Reflection
Student does not list
what they know about
Niagara Falls and does
not demonstrate how
they could continue
learning.
Student refers to own
knowledge but does
not demonstrate how
they could continue
learning.
Critical
Thinking
Student's ideas are
short and shallow.
Student's idea show
evidence of critical
thinking.
Student refers to own
experiences/knowledge,
makes it personally
meaningful, and shows
reflective thinking in how
they could continue
learning.
Student's comments are in
depth and show evidence
of critical thinking.
Student refers to details
and main ideas in the
assigned readings.
STRATEGY APPLICATION PROJECT
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Strategy Name: Questions into Paragraphs (QuIP)
Reading Target: Reading and writing connections
Source
McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
CCSS or SSS
SS.3.G.2.5 – Identify natural and man-made landmarks in the United States, Canada, Mexico,
and the Caribbean (e.g. Grand Canyon, Gateway Arch, Mount Rushmore, Devil’s Tower, Mt.
Denali, Everglades, Niagara Falls)
Description of the strategy
This strategy is essentially the framework for initiating research, structured writing, and
summarizing. The students will use a graphic organizer to organize thoughts and findings. The
students choose a topic and develop three or more questions about the topic to answer. The
teacher encourages students to make sure these questions are higher order thinking and research
quality questions. Students will then write a paragraph, paper or document using the information
that they gather. After formulation their questions, students use two sources to find the answer to
these proposed questions. When the graphic organizer is complete, they will then piece together
the information to form a paragraph making sure to use both sources.
Rationale for Use
This strategy helps students form paragraphs and gather information. It helps them organize
thoughts and come up with good questions to answer and good information to use in the rest of
the paper.
Book, Article, Magazine, etc. that you will be using for your student to read [APA format]:
Jango-Cohen, J. (2004). Mount rushmore. San Val.
Short Summary of the book, article or magazine:
This book discusses the history of Mount Rushmore and the four presidential faces that are
carved into it.
Strategy Example
I would have students use this strategy to write a research paper about Mount Rushmore or one
of the presidents that is on it.
Writing Integration:
Writing would be included when students write their papers.
Technology Integration:
Students would use computers to conduct research.
Assessment:
I would grade students based on the finished product of their research paper.
STRATEGY APPLICATION PROJECT
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STRATEGY APPLICATION PROJECT
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Strategy Name: Cinquains
Reading Target: Summary, synonym, content
Source
McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
CCSS or SSS
G.2.4 Describe physical features of US, Canada, Mexico, and Caribbean
G.2.5 Identify natural and man-made landmarks
G.2.6 Investigate how people perceive places and regions differently by conducting interviews,
mental mapping, and studying news, poems, legends, and songs about a region or area
Description of the strategy
Cinquains (Sin-Kanes) are a student-created 5- line poem to be used in middle and high school.
It focuses on the first line which is one word and its synonym. Very similar to completing a
puzzle, a cinquain directs the student in what to do and shows students how to represent ideas in
the content area. It can be used while reading a story or after hearing a story to show
understanding, or by having the students just come up with their own story.
The format is as follows:
Line 1: A one-word noun.
Line 2: Two adjectives describing line 1.
Line 3: Three (ing) words telling actions of line 1.
Line 4: Four-word phrase describing a feeling to line 1.
Line 5: One-word synonym or reference to line 1.
Rationale for Use
This strategy is good because it allows students to be creative while practicing writing and
including other subject areas into social studies. Cinquains help students display their
understanding of an idea or concept and they direct the student in what to do and how to
represent ideas in an organized way.
Book, Article, Magazine, etc. that you will be using for your student to read [APA format]:
Grace, C. O. (2003). The white house: An illustrated history. Scholastic Reference.
Short Summary of the book, article or magazine:
The White House tells the authoritative story of the building and its inhabitants.
Strategy Example
I will pass out the following cinquain format and then read the book to the class. I will then complete
the first line with the class. They will have to create their cinquain using facts from the book that we
just read. After completing the first line with me, they will complete the rest of the format on their
own.
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Use this organizer to write your own cinquain.
1______________________________
a one word title, a noun that tells what your poem is about
2________________, _____________
two adjectives that describe what you're writing about
3_________, ___________, _______
three -ing participles that describe what your poem is about
4______________________________
a phrase that tells more about what you're writing about
5______________________________
a synonym for your title, another noun that tells what your poem is about
Writing Integration:
The writing integration will be included in the format above
Technology Integration:
I will put my format underneath the doc cam for the class to see as we complete the first line
together.
Assessment:
I would use the cinquain they created in order to assess their learning. As long as they fill out all
five lives with accurate information while following the directions given for each line, the
students will receive full credit. Each line is worth 2 points for a total of 10 points for the project.
STRATEGY APPLICATION PROJECT
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Strategy Name: In My Mind’s Eye
Reading Target: Comprehension
Source
McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
CCSS or SSS
G.2.4 Describe physical features of US, Canada, Mexico, and Caribbean
G.2.5 Identify natural and man-made landmarks
G.2.6 Investigate how people perceive places and regions differently by conducting interviews,
mental mapping, and studying news, poems, legends, and songs about a region or area
Description of the strategy
Students can use “In My Mind’s Eye” to represent their thinking through digital photography or
movies. First, the students will chose a content-related topic of interest. Next, the students will
create an outline with goals for their project. Then, they will create their project by using digital
photography or movies with the information they have learned from their resources. Students
may create a picture collage, a narrated presentation, musical composition, etc. After the students
have created their projects based on their own content-related topic of interest, they will be able
to share their presentations with the class. They are also free to reflect on what they found, what
they’ve learned, why they chosen that specific artistic mode, etc.
Rationale for Use
Students will enjoy an activity like this because it allows them to be creative and use technology
to better represent their finished product. This strategy will gain the students interest while
helping them learn more about the topic.
Book, Article, Magazine, etc. that you will be using for your student to read [APA format]:
Marx, T. (2004). Everglades forever: Restoring america's great wetland (C. Carp, Illustrator). Lee &
Low Books.
Short Summary of the book, article or magazine:
In Everglades Forever, Trish Marx and Cindy Karp provide an exciting introduction to America's
great wetland
Strategy Example
First I will read the book to the class. I will then explain the assignment and show the students my
example of a visual representation of the Everglades. Before really beginning on the actual
assignment, I will ask the students to write down some ideas and goals for their project. We will go to
the computer lab so students can work on their visual representation of the Everglades.
Writing Integration
Students will write when they come up with their goals and ideas for their project and they will
have to show and discuss these with m before they can begin to work on their final product.
STRATEGY APPLICATION PROJECT
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Technology Integration:
This strategy uses artistic modes in technology so each student will be at a computer finding
pictures and creatively putting together their visual representation of the Everglades.
Assessment:
I will use the following rubric to grade my students:
4
3
2
1
Attractiveness
Makes excellent use
of font, color,
graphics, effects,
etc. to enhance the
presentation.
Makes good use of
font, color, graphics,
effects, etc. to
enhance to
presentation.
Makes use of font,
color, graphics,
effects, etc. but
occasionally these
detract from the
presentation
content.
Use of font, color,
graphics, effects etc.
but these often
distract from the
presentaion content.
Content
Covers topic indepth with details
and examples.
Subject knowledge
is excellent.
Includes essential
knowledge about the
topic. Subject
knowledge appears
to be good.
Includes essential
information about
the topic but there
are 1-2 factual
errors.
Content is minimal
OR there are several
factual errors.
Requirements
All requirements are All requirements are One requirement
met and exceeded. met.
was not completely
met.
More than one
requirement was not
completely met.
Organization
Content is well
organized using
headings or bulleted
lists to group related
material.
Uses headings or
bulleted lists to
organize, but the
overall organization
of topics appears
flawed.
Content is logically
organized for the
most part.
There was no clear
or logical
organizational
structure, just lots of
facts.
Sources
Source information
collected for all
graphics, facts and
quotes. All
documented in
desired format.
Source information
collected for all
graphics, facts and
quotes. Most
documented in
desired format.
Source information
collected for
graphics, facts and
quotes, but not
documented in
desired format.
Very little or no
source information
was collected.
CATEGORY
STRATEGY APPLICATION PROJECT
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Strategy Name: The Rest of the Story
Reading Target: Comprehension
Source
McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
CCSS or SSS
G.2.4 Describe physical features of US, Canada, Mexico, and Caribbean
G.2.5 Identify natural and man-made landmarks
G.2.6 Investigate how people perceive places and regions differently by conducting interviews,
mental mapping, and studying news, poems, legends, and songs about a region or area
Description of the strategy
The strategy “The Rest of the Story” is simply when students take a topic and complete further
research about it that they don’t already know after reading a book, article, or magazine about it
that provides the most basic details.
Rationale for Use
This strategy allows student to expand upon their knowledge of a certain topic. It is something
that lets them go beyond the books for in order to learn more. I would use this strategy because it
is something different and exciting for students to be involved in. Once you get them excited
about a topic, they want to know more and this strategy allows them to do just that.
Book, Article, Magazine, etc. that you will be using for your student to read [APA format]:
Maestro, B. (1989). The story of the statue of liberty (G. Maestro, Illustrator). HarperCollins.
Short Summary of the book, article or magazine:
This book covers all of the basic information about the creation of the Statue of Liberty
Strategy Example
I would read the book to the students an then have them complete more research about the Statue of
Liberty by using books, computers, magazine/journal articles or other means of research. The students
then would be instructed to write a paper about the Statue of Liberty.
Writing Integration:
Writing would be involved when the students write their essays.
Technology Integration:
Technology would be used when students use the computers to do research.
Assessment:
I would grade students based on the essay that they write using the following rubric.
STRATEGY APPLICATION PROJECT
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STRATEGY APPLICATION PROJECT
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Strategy Name: Descriptive Timeline
Reading Target: Literacy in Content Areas
Source
McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
CCSS or SSS
G.2.4 Describe physical features of US, Canada, Mexico, and Caribbean
G.2.5 Identify natural and man-made landmarks
G.2.6 Investigate how people perceive places and regions differently by conducting interviews,
mental mapping, and studying news, poems, legends, and songs about a region or area
Description of the strategy
Chronological order is required in this project that extends the traditional timeline to a more
detailed descriptive version. This strategy encourages students to associate the sequence of dates
with details about particular developments.
Rationale for Use
This strategy would help the students make connections between times and events. It is more in
depth than a regular time line and lets you incorporate many subject areas into one.
Book, Article, Magazine, etc. that you will be using for your student to read [APA format]:
US Government. (2009, April 28). Symbols of the U.S. government: The Liberty Bell. Retrieved June
27, 2012, from http://bensguide.gpo.gov/3-5/symbols/libertybell.html
Short Summary of the book, article or magazine:
This website includes great pictures and walks students through the history of the Liberty Bell.
Strategy Example
After exploring the website with the students, I would instruct them to continue doing research at the
library in order to create a time line of the history of the Liberty Bell. Students would have to cover
information about the Liberty Bell from the day it was constructed to present day.
Writing Integration:
Students would have to write the information on their timeline
Technology Integration:
I would show the website on the SmartBoard and allow students to use the internet to do further
research.
Assessment:
I would assess students based on the finished product of their descriptive timelines using the
rubric below.
STRATEGY APPLICATION PROJECT
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CATEGORY
Content/
Facts
Excellent
Facts were
accurate for all
events reported
on the timeline.
Dates
An accurate,
complete date
has been
included for
each event.
Learning of
Content
The student
can accurately
describe 75%
(or more) of
the events on
the timeline
without
referring to it
and can
quickly
determine
which of two
events occurred
first.
All graphics
are effective
and balanced
with text use.
Graphics
Resources
The timeline
contained at
least 8-10
events related
to the topic
being studied.
Good
Satisfactory
Needs
Improvement
Facts were
accurate for
almost all events
reported on the
timeline.
An accurate,
complete date
has been
included for
almost every
event.
The student can
accurately
describe 50% of
the events on
the timeline
without
referring to it
and can quickly
determine which
of two events
occurred first.
Facts were
accurate for most
(~75%) of the
events reported
on the timeline.
An accurate date
has been
included for
almost every
event.
Facts were often
inaccurate for the
events that were
reported on the
timeline.
Dates are
inaccurate and/or
missing for
several events.
The student can
describe any
event on the
timeline if
allowed to refer
to it and can
determine which
of two events
occurred first.
The student
cannot use the
timeline
effectively to
describe events
nor to compare
events.
All graphics are
effective, but
there appear to
be too few or
too many.
The timeline
contained at
least 6-7 events
related to the
topic being
studied.
Some graphics
are effective and
their use is
balanced with
text use.
The timeline
contained at least
5 events related
to the topic being
studied.
Several graphics
are not effective.
Rubric from: http://www.classbrain.com/artteach/publish/article_28.shtml
The timeline
contained fewer
than 5 events.
STRATEGY APPLICATION PROJECT
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Strategy Name: Rapping for Review
Reading Target: Comprehension and Oral Language
Source
McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
CCSS or SSS
G.2.4 Describe physical features of US, Canada, Mexico, and Caribbean
G.2.5 Identify natural and man-made landmarks
G.2.6 Investigate how people perceive places and regions differently by conducting interviews,
mental mapping, and studying news, poems, legends, and songs about a region or area
Description of the
In this activity, students write rap songs to represent their thoughts about the content that they
have studied. Rapping for review works best as an after learning small group activity. The group
members focus on the most essential information connected to their topic and create a rap about
it. After they create the rap, they present it (perform it) to the rest of the class.
Rationale for Use
Rapping for review is an engaging way to represent students’ thinking and review information
before an exam. Rapping for review motivates students to get involved because it involves
something that they are interested in.
Book, Article, Magazine, etc. that you will be using for your student to read [APA format]:
Maxon, J. C. (1980). Lake Mead & Hoover Dam: The story behind the scenery (C. C. Madison, Ed.,
K. C. DenDooven, Comp.). KC Publications.
Short Summary of the book, article or magazine:
This book tells the story and history behind the Hoover Dam.
Strategy Example
I will read the book to the class and then I will split them up into groups of five. Each group will have
45 minutes to further research the Hoover Dam and write a rap about what they learn. At the end of the
45 minutes, each group will perform their rap in front of the class.
Writing Integration:
Students will have to write their raps.
Technology Integration:
Students will use computers to do further research and I will use the Doc Cam to show the
students the pictures in the book that I read to them.
Assessment:
I will use the following checklist from pg. 224 in our textbook:
STRATEGY APPLICATION PROJECT
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Group members:
1._____ selected a recently studied content topic to review (Hoover Dam)
2._____ Determined which information they would need
3._____ Used multiple sources to learn essential facts about the topic
4._____ Collaborated well
5._____ Used feedback to revise the rap
7._____ included at least 5 facts about the topic in their rap (one per person)
6._____ Effectively shared the rap.
Comments:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
STRATEGY APPLICATION PROJECT
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Strategy Name: Electronic Alphabet Book
Reading Target: Vocabulary
Source
McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
CCSS or SSS
G.2.4 Describe physical features of US, Canada, Mexico, and Caribbean
G.2.5 Identify natural and man-made landmarks
G.2.6 Investigate how people perceive places and regions differently by conducting interviews,
mental mapping, and studying news, poems, legends, and songs about a region or area
Description of the strategy
Electronic Alphabet books are a vocabulary strategy that involves taking important vocab from a
reading and putting it into a organized, electronic version of an alphabet book. The vocabulary
that is chosen is then investigated by using resources to determine the definition.
Rationale for Use
I will slightly alter this so it doesn’t have to be only vocab that the students are putting into it.
They can use anything that they have learned over the duration of the entire unit. These are great
because it is something that students can use to study and it puts a lot of information into an
organized place.
Book, Article, Magazine, etc. that you will be using for your student to read [APA format]:
Van Allsburg, C. (1982). Ben's Dream. Houghton Mifflin Books.
Short Summary of the book, article or magazine:
On a terrifically rainy day, Ben has a dream in which he and his house float by the monuments of
the world, half submerged in flood-water.
Strategy Example
I will read the book to the students and explain the final project to them. I will tell them that they can
use any vocabulary or topics that we have discussed in the entire unit to complete their alphabet book.
Writing Integration: Students will be writing in order to complete their alphabet book.
Technology Integration: Students will use computers to put their final product of their
assignment together in electronic form.
Assessment:
I will assess the students based on the final product of their alphabet book using the following
rubric.
STRATEGY APPLICATION PROJECT
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Alphabet Book Rubric
Name
1
Alphabet
Has all of the letters,
in order. Each letter
has at least one word
that relates to the
landmarks.
Illustrations
Has some pictures
that help the reader
understand the word
Mechanics/ Sense
Looks OK but could
look better; may have
some erasures or just
looks kind of messy.
Has 3 or more
spelling mistakes.
Some parts don’t
make sense.
Has 15 or fewer facts
that are part of the
information.
Facts
2
3
Has all of the letters,
in order. Each letter
has at least one word
that relates to the
landmarks. Most of
the letters have
another sentence
giving more
information
Has enough pictures
that the reader could
probably understand it
without the words
Has all of the letters,
in order. Each letter
has one word or
phrase that relates to
the landmarks. All of
the letters have 1 or
more sentences giving
more information
Looks good, only 1 or
2 spelling mistakes.
Makes sense.
Looks almost like it
was done on a
computer and has no
spelling mistakes.
Makes complete sense
to any reader.
Wow! Great pictures
that really explain the
words.
Has 15- 25 facts that
Has 26 or more facts
are embedded in the
that are well
landmark information. embedded in the
landmark information.