Comprehensive Literacy Model Rubric

Proficient

• Student’s model includes a detailed summary of elements that are critical in order for a literacy model to be considered comprehensive. The summary includes a discussion of state standards, ongoing and formal assessments, and differentiation.
• Student’s model provides a specific description of what literacy instruction will look like on a daily and weekly basis. Long-term goals and objectives for reading and writing instruction are purposeful and clearly written.
• Student’s model incorporates text selections, differentiation, ongoing and formal assessments, and state content standards.

Partially Proficient

• Student’s model includes a summary of elements that are critical in order for a literacy model to be considered comprehensive. The summary may or may not include a brief discussion of state standards, ongoing and formal assessments, and differentiation.
• Student’s model provides a brief or somewhat vague description of what literacy instruction will look like on a daily and weekly basis. Long-term goals and objectives may be present, but are not purposeful or clear.
• Student’s model attempts to incorporate text selections, differentiation, ongoing and formal assessments, and state content standards.

Unsatisfactory

• Student’s model includes a brief, vague, or incorrect summary of elements that are critical in order for a literacy model to be considered comprehensive. The summary does not include a discussion of state standards, ongoing and formal assessments, and differentiation.
• Student’s model does not provide a description of what literacy instruction will look like on a daily and weekly basis.
• Student’s model does not incorporate text selections, differentiation, ongoing and formal assessments, and state content standards.