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EDUC 636

Strategies Portfolio Grading Rubric

Criteria

Levels of Achievement

Content

Advanced

Proficient

Developing

Not present

Title and Strategy

32 to 35 points

Student chooses 5 strategies to review.

29 to 31 points

Student chooses 4 strategies to review.

1 to 28 points

Student chooses 2 or 3 strategies to review.

0 points

Student chooses 0 or 1 strategy to review.

Standards and Grade Level

32 to 35 points

Student provides standards and appropriate grade level for each of the 5 strategies.

29 to 31 points

Student provides standards and appropriate grade level for 4 of the 5 strategies.

1 to 28 points

Student provides standards and appropriate grade level for 3 of the 5 strategies.

0 points

Student provides standards and appropriate grade level for 2 or fewer strategies.

Description of Strategy

32 to 35 points

Student provides a thorough description outlining ideas and applications for each of the 5 strategies in 1–2 paragraphs.

29 to 31 points

Student provides a thorough description outlining ideas and applications for 4 of the 5 strategies in 1–2 paragraphs.

1 to 28 points

Student provides a thorough description outlining ideas and applications for 3 of the 5 strategies in 1–2 paragraphs.

0 points

Student provides a thorough description outlining ideas and applications for 2 or fewer strategies in 1–2 paragraphs.

Structure

Advanced

Proficient

Developing

Not present

Sources

14 to 15 points

Citations and references documented in current APA format with no errors.

13 points

Citations and references documented in current APA format with 1 to 2 style errors.

1 to 12 points

Citations and references documented in current APA format with 3 to 4 styles errors.

0 points

Citations and or references missing. More than 4 style errors.

Assignment Components

14 to 15 points

Student outlines all 4 components for each of the 5 strategies.

13 points

Student outlines 3 of the 4 components for each of the 5 strategies.

1 to 12 points

Student outlines 2 of the 4 components for each of the 5 strategies.

0 points

Student outlines 0 or 1 component for each of the 5 strategies.

Mechanics

14 to 15 points

No grammar, spelling, or punctuation errors are present.

13 points

A total of 1–2 grammar, spelling, or punctuation errors are present.

1 to 12 points

A total of 3–4 grammar, spelling, or punctuation errors are present.

0 points

More than 4 grammar, spelling, or punctuation errors are present.

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EDUC 636

Strategies Portfolio Assignment Instructions

Throughout this course you will be assigned to read 15 chapters in the Obenchain & Morris text. For the Strategies Portfolio assignment, you will select 5 of the chapters (no more than one from any given module: week) and write a strategy of 1–2 paragraphs similar to those in the Application and Ideas section of each chapter. Use current APA format when citing sources. The five strategies you write will be submitted as one document.

Each strategy in your Strategies Portfolio should include:

1. Title and Strategy Number from the text

2. Your local or state standard(s) met by implementing the strategy

3. Grade level (must be in Elementary School)

4. A description of the strategy (generally 1 or 2 paragraphs)

For example:

1. Community Builders, Strategy 1

2. S.S.6.C.2 – Evaluate the roles, rights and responsibilities of United States citizens, and determine methods of active participation in society, government, and the political system.

3. 3rd grade

4. Divide students into groups of four or five. Have each group member write their name, place of birth and general family facts such as number of siblings, grandparents, years lived in city, etc. They will then write down two rights they believe they have as United States citizens and two responsibilities they have as United States citizens. Students will then write what it means to be an active participant in society, government and the political system. After students complete the task they will hand the paper to the student to their right. Each student will read the paper and then pass it to the right, this will continue until each student receives his/her own paper back. Each group will then discuss what they believe as a group are the rights, responsibilities and active participation; one group member will record the results. One member from each group will then share their group’s list with the class.

This is an introductory strategy for the students to get to know one another and for the teacher to assess prior knowledge of the topic. This strategy is the springboard for teaching about roles, rights and responsibilities of United States citizens.