Education Assignment 3.2 REA

Advanced (100%)

Proficient (85%)

Basic (70%)

Minimal (55%)

Instructional goals &

Standards The teacher can relate his/her disciplinary knowledge to other subject areas (InTASC 4)

Powerful instructional goals (3-5) clearly and concisely state what the student will know or be able to do, are specific, detailed, and measurable. Goals are aligned with given standards and are challenging but attainable. ELA and Content standard are applicable to the lesson and unit.

(5 pts)

Instructional goals (3- 5) clearly state what the student will know or be able to do, are specific, detailed, and measurable. Goals are clearly aligned with given standards. ELA and Content standard are applicable to the lesson and unit.

(4 pts)

Instructional goals are simply restatements of the unit standards.

Goals are not specific or measurable. Words like “know” and “understand” are used as what the student will be able to do. Instructional goals are generally aligned with given standards (ELA and/or Content standards) that are applicable to the lesson. (3 pts)

Instructional goals do not state what the student will be able to do at the end of the lesson but rather state what the teacher will do; goals are related to activities but are not specific or measurable. The 28relationship between instructional goals and standards is minimal.

(2 pts)

Use of Text Set item The teacher knows how to enhance learning through the use of a wide variety of materials as well as human and technological resources

ILA 2

At least one text from the Text Set is utilized in the lesson.

There is a comprehensive and obvious connection with the text and the focus of the lesson. The text is used in a grade-level appropriate manner. (2 pts)

At least one text from the Text Set is utilized in the lesson.

There is a connection with the text and the focus of the lesson.

The text is used in a grade-level appropriate manner.

(1 pts)

Text is not used effectively as either a literacy or content area tool, or instruction is not on grade level.

(0 pts)

Text from text set is not utilized or identified.

(0 pts)

Integration of created materials Candidates use appropriate and varied instructional approaches.

Created activities and handouts are practical, original, creative, and related to all chosen texts. Activities and handouts are clearly related to standards.

Activities and handouts are well designed and give thorough directions and explanations for use.

(5 pts)

Created activities and handouts are practical, specific, and related to the

chosen texts.

Activities and handouts are related to standards. Activities and handouts are well designed and give directions and explanations for use.

(4 pts)

Created activities and handouts are specifically listed, but some are not practical or related to the unit or the texts.

Activities and handouts are related to standards. Activities and handouts do not give clear direction or do not seem to support the purpose.

(3 pts)

The relationship between the texts and the activities and handouts is unclear. Activities and handouts have limited relationship to standards.

Activities and handouts are unclear and seem to lack purpose.

(2 pts)

Integration of Literacy Strategies Candidates develop word recognition, language comprehension, strategic knowledge, and reading-writing connections.

Literacy instruction [vocabulary development, reading comprehension, writing to texts, and/or technology integration] is clearly evident throughout the lesson. (10 pts)

Literacy instruction [vocabulary development, reading comprehension, writing to texts, and/or technology integration] is evident throughout most of the lesson.

(8 pts)

The unit exhibits limited literacy instruction

[vocabulary development, reading comprehension, writing to texts, and/or technology integration].

(6 pts)

Very little integration of literacy instruction

[vocabulary development, reading comprehension, writing to texts, and/or technology integration] throughout lesson.

(4 pts)

Introductory Phase –

BEFORE

LEARNING/READI

NG (Motivation, Prior

Knowledge, Content

Focus)

The teacher knows how to take contextual

considerations (instructional materials, individual student

Extensive and ongoing documentation of gaining attention or motivating students, presenting learner outcomes, or relating new information to prior experience or knowledge related to content area focus.

Clear, adequate, and ongoing documentation of gaining attention or motivating students, presenting learner outcomes, or relating new information to prior experience or knowledge

Limited and intermittent documentation of gaining attention or motivating students, presenting learner outcomes, or relating new information to prior experience or knowledge related to content area focus.

Insufficient

documentation of gaining attention or motivating students, presenting learner outcomes, or relating new information to prior experience or knowledge related to content area focus.

interests, needs, aptitudes, and community resources) into account in planning instruction that creates an effective bridge between curriculum goals and students’ experiences.

(5 pts)

related to content area focus. (4 pts)

(3 pts)

(2 pts)

Developmental Phase – DURING LEARNING /

READING (Teacher

Input, Skills

Development, and

Integration) The teacher creates short-range and long term plans that are linked to student needs and performance and adapts the plans to ensure and capitalize on student progress and motivation.

Creative, extensive, and ongoing documentation of plans for teacher presentation of content area focus and/or skills development that incorporates literacy instruction [vocabulary development, reading

comprehension, writing to

texts, and technology integration].

(5 pts)

Clear, concise, adequate, and ongoing documentation of plans for teacher presentation of content area focus and/or skills development that incorporates literacy instruction [vocabulary development, reading comprehension, writing to texts, and technology integration].

(4 pts)

Limited and intermittent documentation of plans for teacher presentation of content area focus and/or skills development that incorporates literacy instruction [vocabulary development, reading comprehension, writing to texts, and technology integration].

(3 pts)

Insufficient

documentation of plans for teacher presentation of content area focus and/or skills development that incorporates literacy instruction [vocabulary development, reading comprehension, writing to texts, and technology integration].

(2 pts)

Developmental Phase

DURING & AFTER

LEARNING/

READING (Student

Response, Feedback,

Integration) The teacher knows when and how to adjust plans based on student responses and other contingencies.

Creative, extensive and ongoing documentation of plans for checking for understanding, providing independent and guided practices, and providing feedback related to the content focus and literacy instruction [vocabulary development, reading comprehension, writing to texts, and/or technology integration].

(5 pts)

Clear, concise, adequate and ongoing documentation of plans for checking for understanding, providing independent and guided practices, and providing feedback related to content focus and literacy instruction [vocabulary development, reading comprehension, writing to texts, and/or technology integration]

(4 pts)

Limited and intermittent documentation of plans for checking for understanding, providing independent and guided practices or providing feedback related to content focus and literacy instruction [vocabulary development, reading comprehension, writing to texts, and/or technology integration]

(3 pts)

Insufficient

documentation of plans for checking for understanding, providing independent and guided practices or providing feedback related to content focus and literacy instruction [vocabulary development, reading comprehension, writing to texts, and/or technology integration].

(2 pts)

Concluding Phase – AFTER LEARNING / READING (reinforce, clarify, and elaborate) The teacher accesses student’s thinking and experiences as a basis for instructional activities by, for example, encouraging discussion, listening and responding to group interaction, and eliciting samples of student thinking orally and in writing.

Creative, extensive and ongoing documentation of provisions for reinforcing lesson focus, clarifying and elaborating ideas and addressing closure throughout the unit related

to content focus

(5 pts)

Clear, concise, adequate

and ongoing documentation of provisions for clarifying and elaborating ideas and addressing closure related

to content focus

throughout the unit.

(4 pts)

Adequate and intermittent documentation of provisions for adequate clarifying and elaborating activities to bring closure throughout the unit.

(3 pts)

Insufficient documentation of provisions for adequate closure throughout the unit. (2 pts)

Accommodations

The teacher identifies and designs instruction appropriate to students’ stages of development, learning styles, strengths, and needs.

Lesson provides extensive specific accommodations related to students’ content area and literacy needs. (3 pts)

Lesson provides adequate, specific accommodations related to students’ content area and literacy needs. (2 pts)

Lesson provides a limited number of specific accommodations related to students’ content area and literacy needs.

(1 pts)

Lesson does not adequately address specific accommodations related to students’ content area and literacy needs. (0 pts)

DAY 1

Resources and description of lesson activities

Text set item(s) used in the lesson

Content area and ELA standards met in this lesson

Instructional goals for this lesson

Statements that describe what students will know or be able to do at the end of the lesson, as a result of instruction. They must be specific and measurable.

1. Before-Reading Activities

2. During-Reading Activities:

Teacher Facilitation

3. During-Reading Activities:

Student Engagement and Response

4. After-Reading Activities

Accommodations or differentiation strategies for this lesson, to meet the needs of all learners