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iRubric: L239/L539 Practice Exercise 1 rubric

iRubric: L239/L539 Practice Exercise 1 rubric


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L239/L539 Practice Exercise 1 
Practice Exercises for Linguistics
The purpose of this sequence of practice exercises is to give you experience with applying some of the linguistics concepts we have covered in class. You will complete practical activities and review your mastery of critical terminology and concepts. Meets TESOL Standard 1.a (Language as a system)
Rubric Code: W5BAB
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Subject: Education  
Type: Assignment  
Grade Levels: Undergraduate, Graduate

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  Exemplary

20 pts

Meets Expectations

10 pts

Approaching Expectations

5 pts

Falls Short of Expectations

1 pts

Language as a system
20 %

Performance indicator 1.a.1
Exemplary

Student can explain concepts of language and can use components of language as an integrative system to inform instruction and planning.
Meets Expectations

Student understands and can use components of language as an integrative system to inform instruction and planning.
Approaching Expectations

Student demonstrates awareness of language as a system and components of language as an integrative system to inform instruction and planning. Ability to apply to instruction and planning is developing.
Falls Short of Expectations

Some knowledge of language as a system is present, but ability to apply to instruction and planning may be lacking.
Components of language
20 %

Performance indicators 1.a.2 and 1.a.3
Exemplary

Understands and applies major components of language (phonology or morphology or syntax or semantics or pragmatics or discourse)
Meets Expectations

Student understands major components and applies them to recognizing the stages of ELL development and aiding ELL development.
Approaching Expectations

Student demonstrates awareness of major components and applies them to recognizing the stages of ELL development and aiding ELL development. Ability to apply to instruction and planning is developing.
Falls Short of Expectations

Student demonstrates developing understanding of major language components and applies them inconsistently to recognizing the stages of ELL development and aiding ELL development. Ability to apply to instruction and planning may be lacking.
Recognizing patterns
20 %

Performance indicators 1.a.2 -and 1.a.7
Exemplary

Student recognizes and explains a variety of dialect features, discourse features, and register variations in spoken and written English and understands how variations across languages and dialects can influence ELLs. Can design instructional activities to help ELLs acquire and discursive and rhetorical features and use them effectively.
Meets Expectations

Student recognizes a variety of dialect features, discourse features, and register variations in spoken and written English and understands how variations across languages and dialects can influence ELLs. Can design instructional activities to help ELLs acquire and discursive and rhetorical features and use them effectively.
Approaching Expectations

Student demonstrates awareness of a variety of dialect features, discourse features, and register variations in spoken and written English and understands how variations across languages and dialects can influence ELLs. Ability to apply to instruction and planning is developing.
Falls Short of Expectations

Student demonstrates developing awareness of a variety of dialect features, discourse features, and register variations in spoken and written English and understands how variations across languages and dialects can influence ELLs. Ability to apply to instruction and planning may be lacking.
Respecting language variation
20 %

Performance indicator and 1.a.8
Exemplary

Student understands
the role of dialectal variation in language. Can design instructional activities that help ELLs to develop metalinguistic awareness and to use their language ability creatively and purposefully.
Meets Expectations

Student recognizes and can explain the role of dialectal variation in language. Can design instructional activities that help ELLs to develop metalinguistic awareness and to use their language ability creatively and purposefully.
Approaching Expectations

Student demonstrates awareness of the role of dialectal variation in language. Ability to apply to instruction and planning is developing.
Falls Short of Expectations

Student demonstrates developing awareness of the role of dialectal variation in language. Ability to apply to instruction and planning may be lacking.
Demonstrate English proficiency
20 %

Performance indicator 1.a.10
Exemplary

Formatting follows guidelines for assignments as provided in syllabus. Editing is consistent and evident throughout; final product is polished and professional. Few to no errors.
Meets Expectations

Formatting follows guidelines for assignments. Editing is consistent and evident throughout; any errors do not detract much from the overall level of professionalism.
Approaching Expectations

May contain several errors or guidelines are inconsistently applied. Editing is mostly consistent but may be unevenly applied, or contains several errors which detract from the overall professionalism.
Falls Short of Expectations

Guidelines for assignments are inconsistently or inaccurately applied. Errors are so numerous as to seriously detract from the professionalism of the assignment.



Keywords:
  • Grad, ESL, ELL, ENL, Linguistics, Practice Exercises, L539

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