Scoring Guide/Rubric for EDR 624.625 Common Course Assessment: Literacy Plan
Elements
5.1
5.2
5.3
Candidates design the physical
environment to optimize
students’ use of traditional print,
digital, and online resources in
reading and writing instruction.
Candidates design a social
environment that is low risk and
includes choice, motivation, and
scaffolded support to optimize
students’ opportunities for
learning to read and write.
Candidates use routines to
support reading and writing
instruction (e.g., time allocation,
transitions from one activity to
another, discussions, and peer
feedback).
Distinguished
Proficient
Progressing
Unsatisfactory
(3)
(2)
(1)
(0)
Candidate demonstrated a
high level of skill in
creatively arranging
instructional areas to
provide easy access to
books and other
instructional materials for a
variety of individual, smallgroup, and whole-class
activities and skillfully
supported teachers in doing
the same.
Candidate arranged
instructional areas to
provide easy access to
books and other
instructional materials for a
variety of individual, smallgroup, and whole-class
activities and supported
teachers in doing the
same.
Candidate attempted to
arrange instructional
areas to provide easy
access to books and
other instructional
materials for a variety of
individual, small-group,
and whole-class activities
and attempted to support
teachers in doing the
same.
Candidate was unable to
arrange instructional areas
to provide easy access to
books and other instructional
materials for a variety of
individual, small-group, and
whole-class activities and
was unable to support
teachers in doing the same.
Candidate demonstrated a
high level of skill in
modifying the arrangements
to accommodate students’
changing needs.
Candidate modified the
arrangements to
accommodate students’
changing needs.
Candidate showed little
skill in modifying the
arrangements to
accommodate students’
changing needs.
Candidate did not modify the
arrangements to
accommodate students’
changing needs.
Candidate created highly
supportive social
environments for all
students, especially those
who struggle with reading
and writing.
Candidate created
supportive social
environments for all
students, especially those
who struggle with reading
and writing.
Candidate created
supportive social
environments for some
students.
Candidate did not create
supportive social
environments for students.
Candidate demonstrated a
high level of skill in modeling
for and supporting teachers
and other professionals in
doing the same for all
students.
Candidate modeled for and
supported teachers and
other professionals in
doing the same for all
students.
Candidate showed little
skill in modeling for and
supporting teachers and
other professionals in
doing the same for all
students.
Candidate did not model for
and did not support teachers
and other professionals in
doing the same for all
students.
Candidate demonstrated
strong understanding of the
role of routines in creating
and maintaining positive
learning environments for
reading and writing
instruction using traditional
print, digital, and online
resources.
Candidate demonstrated
understanding of the role
of routines in creating and
maintaining positive
learning environments for
reading and writing
instruction using traditional
print, digital, and online
resources.
Candidate demonstrated
some understanding of
the role of routines in
creating and maintaining
positive learning
environments for reading
and writing instruction
using traditional print,
digital, and online
resources.
Candidate did not
demonstrate understanding
of the role of routines in
creating and maintaining
positive learning
environments for reading
and writing instruction using
traditional print, digital, and
online resources.
Elements
5.3
5.4
Candidates use routines to
support reading and writing
instruction (e.g., time allocation,
transitions from one activity to
another, discussions, and peer
feedback).
Candidates use a variety of
classroom configurations (i.e.,
whole class, small group, and
individual) to differentiate
instruction.
Distinguished
Proficient
Progressing
Unsatisfactory
(3)
(2)
(1)
(0)
Candidate created highly
effective routines for all
students, especially those
who struggle with reading
and writing.
Candidate created effective
routines for all students,
especially those who
struggle with reading and
writing.
Candidate created
effective routines for
some students.
Candidate did not create
effective routines for
students.
Candidate provided highly
effective support for
teachers in doing the same
for all readers.
Candidate supported
teachers in doing the same
for all readers.
Candidate provided some
support for teachers in
doing the same for some
readers.
Candidate did not support
teachers in doing the same
for readers.
Candidate was highly
effective in using evidencebased grouping practices to
meet the needs of all
students, especially those
who struggle with reading
and writing.
Candidate used evidencebased grouping practices
to meet the needs of all
students, especially those
who struggle with reading
and writing.
Candidate was somewhat
effective in using
evidence-based grouping
practices to meet the
needs of all students.
Candidate did not use
evidence-based grouping
practices to meet the needs
of students.
Candidate provided some
support for teachers in
doing the same for
students.
Candidate did not
demonstrate support for
teachers in doing the same
for all students.
Candidate provided highly
effective support for
teachers in doing the same
for all students.
Candidate supported
teachers in doing the same
for all students.
2.3
4.2
Candidates use a wide range of
texts (e.g., narrative, expository,
and poetry) from traditional
print, digital, and online
resources.
Candidates use a literacy
curriculum and engage in
instructional practices that
positively impact students’
knowledge, beliefs, and
engagement with the features of
diversity.
Candidate demonstrated a
high level of knowledge of
and a strong critical stance
toward a wide variety of
quality traditional print,
digital, and online resources.
Candidate demonstrated
knowledge of and a critical
stance toward a wide
variety of quality
traditional print, digital,
and online resources.
Candidate provided highly
effective support to
classroom teachers in
building and using a quality,
accessible classroom library
and materials collection that
meets the specific needs
and abilities of all learners.
Candidate supported
classroom teachers in
building and using a
quality, accessible
classroom library and
materials collection that
meets the specific needs
and abilities of all learners.
Candidate demonstrated
some knowledge of a wide
variety of quality
traditional print, digital,
and online resources.
Candidate provided some
support to classroom
teachers in building and
using a quality, accessible
classroom library and
materials collection that
meets the specific needs
and abilities of all learners.
Candidate did not
demonstrate knowledge of
a wide variety of quality
traditional print, digital, and
online resources.
Candidate did not support
classroom teachers in
building and using a
quality, accessible
classroom library and
materials collection that
meets the specific needs
and abilities of learners.
Candidate provided
effective ideas for
differentiated instruction
and instructional
materials, including
traditional print, digital,
and online resources, that
capitalize on diversity
Candidate provided
ideas for differentiated
instruction and
instructional materials,
including traditional
print, digital, and
online resources, that
capitalize on diversity
Candidate attempted
to provide ideas for
differentiated
instruction and
instructional
materials, including
traditional print,
digital, and online
resources, that
capitalize on diversity
Candidate did not
provide ideas for
differentiated instruction
and instructional
materials, including
traditional print, digital,
and online resources,
that capitalize on
diversity
Candidate effectively
supported classroom
teachers in providing
differentiated instruction
and developing students
as agents of their own
literacy learning
Candidate supported
classroom teachers in
providing
differentiated
instruction and
developing students as
agents of their own
literacy learning
Candidate attempted
to support classroom
teachers in providing
differentiated
instruction and
developing students
as agents of their own
literacy learning
Candidate did not
support classroom
teachers in providing
differentiated instruction
and developing students
as agents of their own
literacy learning