ECED 3213 Integrated Curriculum (Ages 6-9) Block II (Electronic) Integrated Unit CURRICULUM II and LANGUAGE AND LITERACY II UNIT RUBRIC

	Connections to Standards	Below Expectations	Meets Expectations	Exceeds Expectations	Your Score
Demonstrates knowledge of content by designing a unit based on how children, ages 6-9, learn and develop language skills.	NAEYC 1a,4b,4c,4d; Pathwise Domain A,B,C; INTASC 2,3,5,7; Ark Standard 1,2,3,4; Core Values 1,3,5.	Meets less than half the requirements for developing a thematic integrated unit.	Meets the requirements; Good integration of language arts and content subject areas; Good planning and organization of content in most areas.	Exceeds requirements; well-developed, integrative and emphasis on immersing children in language arts and content areas as they build language and literacy skills.
Demonstrates ability to synthesize and summarize overall purpose for unit and the key concepts and skills that will effect children's learning and language development.	NAEYC 1 Domain A,B,C,D; INTASC 1,2,3,6; Ark Standard 1,2,3;	Little evidence in narrative of overall perspective, purpose, content and skills of the unit.	Good evidence in narrative of ability to summarize the purpose, content and skills to be taught in the unit.	Strong evidence in narrative of ability to synthesize and summarize the overall purpose, content, and skills to be taught in the unit.
Demonstrates planning and implementing of developmentally appropriate curriculum aligned with standards.	NAEYC 1,3,4b,4c,4d; Pathwise Domain A,B,C; INTASC 1,2,3; Ark Standard 4,5,6.	Little evidence of standards-based planning and implementation of an integrated thematic unit.	Good evidence of standards-based planning and implementation; some opportunities to practice and apply language, social and intellectual skills as the topic is integrated with other areas of the curriculum.	Strong evidence of standards-based planning and implementation; Multiple opportunities to practice and apply language, social and intellectual skills as the topic is integrated with other areas of the curriculum.
Demonstrates understanding of selecting materials, technology, and other tools for teaching and learning.	NAEYC 4b,4c,4d. Ark Standard 1,2,3; INTASC 1,2,3,4,7; Pathwise Domain A,B,C.	Little evidence of a variety of materials, technology and other tools for teaching and learning.	Good evidence of a variety of materials, technology and other tools that are developmentally appropriate for teaching and learning.	Strong evidence that multiple resources were utilized in designing the unit. A wide variety of materials and literature has been selected, technology will be integrated, and other tools that are developmentally appropriate will be utilized.
Demonstrates understanding of diversity through the development of learning experiences for all children.	NAEYC 1,2,4a; Ark Standard 2,3; INTASC 2,3,5,7; Pathwise Domain A,B,C; Core Values 1,3,5	Little evidence of considering the demographics and exceptionalities in the class. Few activities planned to provide experiences for common understanding of theme by all children.	Good evidence of considering the demographics and exceptionalities in the class; relating prior experiences to the theme, providing some experiences for building backgrounds and vocabularies for common understanding of theme by all children.	Strong evidence of considering the demographics and exceptionalities in the class; modifications are planned to include all children in the unit activities and lessons; rich and varied activities are planned to provide experiences for common understanding of theme by all children.
Demonstrates lesson planning using methodologies to promote and engage students in meaningful and integrative experiences.	NAEYC 1,2,4a,4b,4c,4d; Pathwise Domains A,B,C; INTASC 1,2,3; Ark Standard 1,2,4.	Does not meet requirements for lesson planning using format in Taskstream. Plans have few opportunities for children to integrate language areas and content areas. Objectives and assessments are not consistent.	Meets requirements for lessson planning using format and template in Taskstream. Includes many opportunities for children to use their language skills while actively involved in the thematic unit.	Exceeds requirements for lesson planning using format and template in Taskstream. Multiple opportunities for children to use language skills while actively involved in meaningful, thematic experiences of the unit.
Demonstrates development of daily plans for two weeks showing evidence of integration of curriculum areas.	NAEYC 1,2,4a,4b,4c,4d; Pathwise Domains A,B,C; INTASC 1,2,3; Ark Standard 1,2,4.	Little evidence of cohesiveness among daily plans; Guiding questions do not relate to all of the subject areas; Too few areas are integrated per day; Lacks fluidity of subject areas.	Good evidence of cohesiveness among daily plans; Guiding questions focused the daily learning in various subject areas; Three subject areas were integrated per day. Some problems with fluidity of subject areas.	Strong evidence of cohesiveness among daily plans; Guiding questions were complex or open- ended, but were focused on what children would be learning. Exceptional ability to select those subject areas and activities that provide the maximum learning experiences for children.
Demonstrates understanding of appropriate assessments for learning objectives.	NAEYC 3,4b,4c,4d; Pathwise Domain A,B,C; INTASC 1,2,3,4,7,8; Ark Standards 1,2,3,4; ATU Core Values 1,2,4,5.	Little evidence of an effective assessment plan for a two week integrated unit.	Good evidence for assessment plan that will be effective for what children will be learning; Assessments are varied and connected to unit objectives.	Strong evidence for assessment plan that will be effective for what children know and are able to do; Plans include varied and multiple assessments connected appropriately to unit and lesson objectives.
Demonstrates importance of parent involvement.	NAEYC 1,2,3,4a Ark Standards 3,4,5; INTASC 2,3,5,7,8 Pathwise Domain A, B, C.	Little or no evidence of planning for parental involvement.	Good evidence of planning for involving parents in the integrated unit. Specific activities are planned.	Strong evidence of planning for involving parents in the integrated unit; Multiple opportunities for involvement; Creative ideas for attracting parents to the classroom.
Demonstrates reflection and self-evaluation.	NAEYC 5; Pathwise Domain D; INTASC 9,10; Ark Standard 5;	Some evidence of reflection and self-evaluation that revisits the development of the integrated unit.	Good evidence of reflection and self-evaluation that revisits the development of the integrated unit.	Strong evidence of reflection and self-evaluation in narrative which considers both planning and implementation of integrated unit.
Presentation of Product	NAEYC 5; Pathwise Domain D; INTASC 9,10; Ark Standard 5; ATU Core Values 4.	Some errors in grammar, spelling and/or format; appears rushed and careless.	Few grammatical, spelling and/or stylistic errors; clear, uncluttered and attractive presentation of product.	Nearly error-free which reflects clear understanding and thorough proofreading; evidence that pride and care was taken and the message of the product is clearly defined.