Literacy Learning Center Rubric

Name or Number________________ Center Topic_____________



Meets Acceptable Level

Does Not Meet Acceptable Level


2 points

1 point

0 points

Literacy Across the Curriculum

The learning center shows an exceptional understanding of integration of literacy into more than two content areas.

Learning center activities allow students to practice and apply skills.  At least two subject areas are integrated into the center. |

The literacy learning center has gaps in understanding of theme-based or integrated activities.


Center offers students a variety of ways to practice and apply higher level thinking skills

Hands on activities encouraging divergent thinking and problem solving.

Learning at own rate

Some opportunities for problem solving and critical thinking

Some hands on activities. Some opportunities for  divergent thinking and problem solving

Some self-pacing

Few if any opportunities for problem solving or critical thinking

Few activities seem to be hands-on; Little, if any,  divergent thinking .

Little self-pacing

Appropriate Developmental Level

Literacy activities selected demonstrate outstanding understanding of developmental level of the students.

Literacy center activities are mostly developmentally appropriate.

Learning center activities selected are not developmentally appropriate.


Literacy center activities offer many varied opportunities for creating, exploring, discovering.

Some opportunities for creating, exploring, discovering

Learning center activities  offer students few opportunities for creating, exploring, discovering


Attractive, motivating, and easily accessible.

Visuals on the tri -fold display board are colorful, create interest, represent own ideas and are free from grammatical errors. 

Attractive, but may be somewhat disorganized or not easily accessible.

Visuals on the tri -fold display board are colorful, create interest, and are free from grammatical errors.

Collection of activities without well-defined theme and purpose.

Visuals on the tri -fold display board lack color, create little interest, or may have grammatical errors


Learning center activities can be completed independently and suggest enrichment activities.

Student instructions are easy to follow and include creative graphics.  They are step by step and clearly stated in age/developmentally  appropriate terms.

Students engaged in active learning, social interaction, cooperative learning

Students engaged in self-selection and self-checking


Learning center activities can be completed independently. 

Instructions for students are complete and easy to follow in terms known to age/development of group.

Some opportunity to engage in active learning.

Some opportunities encourage cooperative learning.

Some activities engage students in self-selection and checking

Learning center activities may require some teacher assistance.


Student instructions are incomplete, vague, or will not lead to accomplishment of objective.


Opportunities do not encourage active learning, cooperative learning; or engage students in own learning. Students do not self-assess.


Standards / Objectives

Appropriate topic which relates to lessons taught and has clear objectives aligned with standards

Topic relates to lessons taught but objectives unclear or missing; all not aligned to standards

Topic and/or objective not related to current learning; not aligned with standards

Diverse/ Multicultural  Learners

Instructions and activities provided for immature, diverse, and multi-cultural learners.


Instructions and activities for the needs of diverse learners addressed, but superficially


Needs of diverse learners were not addressed.



All materials were listed and provided; materials were appropriate to objective and grade/developmental level.


Most materials were listed and provided.  Connection to objective may not always be clear.

Materials appropriate both to developmental level and objective.

Materials were not listed and/or were not provided; inappropriate to grade and/or objective.


Record Keeping

A student-friendly system of record keeping for each student was available.

A student-friendly schedule was posted.



A record keeping system/folder was available but had to be completed by the teacher.

The schedule was difficult to understand.


No record keeping was available.

No schedule was made.

Not easy to determine the success/failure of the objectives.



Handout for colleagues included all necessary instructions to build center.

Handout included most information.

No handout or handout offers little to enable replication


What Is a Learning Center?

A learning center can have a variety of uses and definitions.  For our purposes, we will use a variation of Michael Opitz description.

For me, a learning center is a small area within the classroom where students work alone or interact with others, using instructional materials to explore one or more subject areas. It is a place where a variety of activities introduce, reinforce, and/or extend learning, often without the assistance of the classroom teacher. (


For a Literacy Learning Center you will still have a small area in the classroom; you will have materials that incorporate more than one subject area to complete your objectives.  For example, you would want to incorporate reading, writing, and probably math across the curriculum in your chosen center.


Your literacy learning center should


Your literacy center should encourage


You will create a Literacy Learning Center with at least three activities.  Both the instructor and your peers will score your center.  The rubric will help with the scoring and creation of the center.


Be sure to make a handout for each of your colleagues in the class. The handout should include directions to create your center as well as the materials that would be included, the method of assessment, organization, and other information pertinent to your center. If you have worksheets in your center, you need to reproduce only enough to jog the memory of the persons reading your handout—not copies of all the student work.


Hints for More Successful Centers



·    Primary Learning Centers

·    Learning Center Ideas  

·   Web-based Learning Centers

·   Literacy and Math Centers


Directions for setting up and scoring of literacy learning centers:

  1. Set up your learning center exactly as you would set it up in your classroom.
  2. Place your handouts in your centers so your colleagues can easily take one.
  3. Get a numbered post-it note and put it on your center.
  4. Sign the sheet by the number that was on your post-it note.
  5. Get 4 copies of the “Literacy Learning Center Rubric Small Sheet”
  6. Pull a sheet from the envelope “Centers to Score”.  This sheet will tell you which centers you will evaluate.
  7. Fill out a “Small Sheet” for each of your assigned centers and leave it (up-side dowan) at the center.
  8. As you evaluate each center put the total number of points that center earned by its number on the sheet you pulled from the “Centers to Score” envelope. Do not throw this slip away.  You will turn this sheet in with your signature after you have evaluated each of your assigned centers.
  9. Be sure to evaluate like a teacher (not as a friend).  Use the rubric and display your best in terms of fairness and ability to critique.
  10. When you have finished scoring your assigned centers, please feel free to look at the other centers.
  11. You may take your center down when it has 4 small rubrics and the professor’s large rubric attached.

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