Title: Developmentally Appropriate Practice Book Rubric
Author: Angela McNulty
Last saved by: Josh Thompson
Company: ELED

ECE 566
Proposed Rubrics

Use these rubrics as guidelines and suggestions. Implement as many of these ideas as you can in your classroom. Create alternatives that meet the competencies. All materials are due by the last regular class session (one week before the final). 

Parent Pack – Competencies 3, 7 
Create a Parent Pack for sending traveling early childhood activities home to encourage parent/child interaction. Sign-up for a children’s book and make a game or hands-on activity to extend the concept/s introduced in the book. Write a letter of instructions to the family. Put letter, book and game in a backpack.

1.	The student creates a parent pack that is child-centered and developmentally appropriate.  The Pack includes a quality children’s literature book.  
2.	The student creates a TEKS-based lesson plan identifying the objective, the TEKS, the procedure, and the assessment. 
3.	The Pack includes a teacher-made, durable, board game (like Monopoly or Candy Land) that extends the concept/concepts introduced in the book.
4.	The student includes a creative/colorful Letter of Instructions for the parent that is clear, concise, and easy to read/understand, and a parent log for them to record their thoughts.
5.	The student demonstrates knowledge of proper grammar, spelling rules, and writing organization.

Interactive/Involvement Bulletin Board OR Board Game – Competencies 3 & 5 Design an interactive / involvement bulletin board on presentation or poster board for use in an early childhood classroom. Provide a statement of goals and children's participation. Share this visual in class. 
- OR -
Invent a board game that will teach some aspect of the early childhood curriculum and coordinate with the TEKS standards. This manipulative material is to be made for use as a center activity with a small group of children.

1.	The student selects an instructional focus, and designs an activity that is developmentally appropriate for an early childhood classroom. 
2.	The student provides written developmentally appropriate goals/objectives and identifies a specific early childhood TEKS.
3.	The student describes in written detail how children will participate in the activity.
4.	The bulletin board poster or board game is student generated, complete, neat, professional, and presented in class.
5.	The student demonstrates knowledge of proper grammar, spelling rules, and writing organization.

Developmentally Appropriate Practice Book – Competencies 1 
Write and illustrate a DAP book based on developmentally appropriate practices in early childhood education discussed in Chapters 1 & 2 of the Kostelnik textbook.

1.	The student demonstrates knowledge of Developmentally Appropriate Practices.
2.	The student selects appropriate graphics (computer-generated, photographs, drawings, or original art) and demonstrates creativity throughout.
3.	The DAP book meets story quality and length criteria.  The text on each page is legible, uses readable font and is proportionally arranged on the page.  
4.	The book is illustrated, neat, bound, laminated, and presented in class. 
5.	The student demonstrates knowledge of proper grammar, spelling rules, and writing organization.

Learning Environment – Competencies 3, 4, & 5
Design a TEKS-directed learning environment for young children.

In process

Course Competencies 
1.	To clarify developmentally appropriate principles and practices of early childhood education
2.	To identify behavioral characteristics of young children to meet individual, developmental, and diverse needs
3.	To equip and supply an early childhood classroom 
4.	To plan and organize a child centered environment
5.	To examine and evaluate early childhood learning centers
6.	To develop an appropriate ECE management system
7.	To build communication skills with parents & paraprofessionals
8.	To associate ECE PPR TExES competencies with course content

ECE 566		Adapted from Barbara G. Hammack, Ph.D.