iRubric: Language and Literacy rubric

Teacher provides opportunities for oral response to stories and information books and provide support in English laguage learners and their home language by providing books, cds, etc in child's home language.

Teacher provides opportunities for some oral responses to stories and information books. Teacher provide support in English laguage learners and their home language by providing some books, cds, etc in child's home language but limited involved of family by teacher communication.

Focused, guided opportunities for response and interactive discussion little to limited. Teacher engages in conversation in small group. Teacher tends to the needs of some English Language learners but conversation is limited.

Little attention given to intentional focus on developing children's speaking abilites in various situations. Teachers provide no support for home langauge of English language learners.

Teacher reads aloud everyday, in small and large group when possible. Books are accessible in a library area and other places conductive to their enjoyment and use, good variety of high-quality books (suitable for kindergarteners, reflecting gender, cultural, racial, and social diversity of the group, storybooks, information books and varying reading levels.) Children can listen to audiobooks and follow along in printed book. Teacher follows up on student either in small group or one-on-one.

There is both a good but limited variety of high-quality books (suitable for kindergarteners and reflecting the gender,
cultural, racial, and social diversity of the grou; storybooks and information books; varying reading levels.)

Books in literacy change rarely. Teacher does some but most of the talking when books are discussed. Children sometimes engage in discussions about topics of interest and importance to them but interest are more of teachers interest in books.

Classroom offers children only a small quantity and or/ limited variety of books. Books are kept out of reach (handled only by teacher and children's request.) When teacher ask questions these are frequently at the recall level rather than at levels requiring children to make inferences, think criticallly, and express themselves through the use of new knowledge and vocabulary.