Assignment: Pre-Emergent Instructional Strategies Paper
Assignment: Pre-Emergent Instructional Strategies Paper
| Content Area | Strategy and Description | Justification |
| Speaking and Listening | ||
| Reading | ||
| Writing |
Create A Graphic Organizer, Or Complete The Table Attached, To Identify And Describe Oral, Reading, And Writing Strategies Appropriate For Each ELL Proficiency Level. You May Use Strategies From Your Required Readings Or Your Research. Include A Justifica
Emergent Instructional Strategies
| Content Area | Strategy and Description | Justification |
| Speaking and Listening | ||
| Reading | ||
| Writing |
Basic Instructional Strategies
| Content Area | Strategy and Description | Justification |
| Speaking and Listening | ||
| Reading | ||
| Writing |
Intermediate Instructional Strategies
| Content Area | Strategy and Description | Justification |
| Speaking and Listening | ||
| Reading | ||
| Writing |
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| guidelines mentioned in the article to evaluate a piece of children’s literature for bias. Evaluation takes a clear stance regarding the inclusion of or lack of bias. Examples are provided to reinforce the analysis. | Text analysis uses the 10 guidelines mentioned in the article to evaluate a piece of children’s literature for bias. Evaluation is thorough and takes a firm stance regarding the inclusion of or lack of bias. Thoughtful, compelling examples are provided to reinforce the analysis. |
on the Cultural Competence Continuum. Provides general rationale regarding the placement. Response appropriately places text on the Cultural Competence Continuum with a clear rationale regarding the placement. Response clearly and accurately describes where the text falls on the Cultural Competence Continuum with a convincing and thoughtful rationale regarding the placement.
10.0 %Thesis Development and Purpose Not addressed. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Assignment: Pre-Emergent Instructional Strategies Paper Thesis and/or main claim are apparent and appropriate to purpose. Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive, reflective of the arguments, and appropriate to the purpose. Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.
10.0 %Paragraph Development and Transitions Not addressed. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose. There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Not addressed. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
