iRubric: Developmental Appropriate Practices rubric

The teacher will encourage the students with different strategies to recognize that a sequence of letters represents a sequence of sounds in spoken words. The teacher will model and or engage in figuring out sound/letter relationships during shared writing.

Students track print from left to right to reinforce the sequence of sound/letter relationships and encourage children to take risks and apply what they know about sounds and letters to form words.

Print in the classroom is generated by and with the students. Print has purpose and is used by by children in functional ways. Teacher encourages them to return to on their own and reread charts that were created collectively as a group.

Print is scarce or not placed where children can readily see and refer to it.

Teachers make thoughtful use of computers and other technologies in the classroom. Software is selected to emphasize thinking and problem solving.

Teachers locate computers to foster shared learning and interaction and encourage children to use technology.

Children have limited access to computers. Teachers avoid use of computers and other technology in the classroom.

The school doesn't provide any technology or so little that students get brief use of computers.

Addresses key goals in all areas of development, high quality, achieveable, learning standards, such as those that are state level. Allows for children to have "big ideas". The teacher is knowledgeable about the sequence and pace that the curriculum should flow in. Is coherent, scaffolds from one idea to the next. It is implimented effectively and teachers value children's input. Connects curriculum topics with children's interest with what children already know and can do.

Key goals in most areas of dev. are addressed.Usually consistent with high quality, achieveable learning standards at state level. Allows for "big ideas" most of the time.Usually knowledegeable about the sequence & pace of the curriculum &coherent & scaffolds from one idea to the next. Usually impliments curriculum effectively & usually values children's input. Usually connects curriculum topics with children's interest. Also tries to connect with what they already know and can do.

Doesn't always address key goals in area of dev. Sometimes consistent with high quality & curriculum has achieveable learning standards at state level & allows for "big ideas". Shows knowldege about sequence & pace of curriculum & how it should flow in some of the time. Not always coherent or shows effective scaffolding of ideas. Sometimes impliments curriculum effectively & little interest in children's ideas or input. Little effort to connect with what they already know & can do.

Does not address key goals in areas of development. No consistency with high quality work. Little or no achieveable learning standards at state level. Does not allow for children to have "big ideas". Shows no knowledge about sequence & pace that the curriculum should flow in. Is not coherent,shows no scaffolding of ideas. Does not impliment curriculum effectively & no interest in children's ideas or input. Does not try to connect with what children already know and can do.