| Course Code | Class Code | Assignment Title | Total Points |
| ESL-433N | ESL-433N-O500 | Benchmark - Using SEI Strategies in a SIOP Lesson Plan | 300.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (65.00%) | Approaching (75.00%) | Acceptable (85.00%) | Target (100.00%) | Comments | Points Earned |
| Category | 100.0% |
| Standards | 10.0% | No standards are mentioned in the lesson. Lesson is not aligned to standards. | Some standards selected are not adequate for class profile or are not referenced. | All standards selected are adequate for class profile and are referenced. Lesson is vaguely aligned to standards. | All standards selected are adequate for class profile and are referenced. Lesson is aligned to standards. | All standards selected are appropriate for class profile and are referenced. Lesson is clearly and accurately aligned to standards. |
| Content and Language Objectives | 10.0% | Content and language objectives are missing. Content vocabulary is not addressed. | Missing either content or language objectives. Content and language objectives do not provide a clear sense of what students will know and be able to do as a result of the lesson. Objectives are unclear, or are unrelated to standards. Incomplete reference to vocabulary instruction. | Both language and content objectives are present, and most are aligned to standards. Stated language objectives provide a minimal sense of what students will be able to do as a result of the lesson. Adequate attention is provided to content vocabulary instruction. | Most objectives provide a path to what students will know and be able to do as a result of the lesson. Multiple strategies for addressing content vocabulary instruction are evident. | All objectives are aligned to standards. Extensive, well-planned focus on teaching and reviewing content vocabulary before, during, and after the lesson. |
| SIOP Model | 20.0% | Fails to use the SIOP model. The lesson plan is missing many of the required components. The activities are missing, weak, or incomplete. Skills and activities are not grade-appropriate. | Uses the SIOP model though not all lesson plan components are addressed. | Uses the SIOP model. All lesson plan components are at least minimally addressed. The fluency skills and activities are differentiated. | Uses the SIOP model. All lesson plan components are fully addressed. The fluency skills and activities are differentiated and provide meaningful practice with familiar text. | Correctly uses the SIOP model. All lesson components are fully addressed. Uses exceptionally organized activities that create multiple, differentiated, and meaningful opportunities to practice. |
| SEI Strategies (Utilizes SEI Strategies listed in assignment.) TESOL: 4.a.5 InTASC: 6(h), 6(p), 6(u), 6(v) COE: 4.4 | 30.0% | At least one SEI strategy is not appropriate for all ELLs including ELLs with special needs and gifted ELLs. | At least one SEI strategy is not completely adequate for all ELLs including ELLs with special needs and gifted ELLs. | All SEI strategies are adequate for all ELLs including ELLs with special needs and gifted ELLs. | All SEI strategies are appropriate for all ELLs including ELLs with special needs and gifted ELLs. | All SEI strategies are appropriate for all ELLs including ELLs with special needs and gifted ELLs and creatively interwoven into the learning experience. |
| Appropriateness TESOL: 2.a InTASC: 3(f), 4(m) COE: 7.1 | 10.0% | Plan is not appropriate for the profile of students. | Plan vaguely integrates students' diverse cultural backgrounds. Content, materials and strategies are intended for the class profile of students, but could be more fully developed. | Plan integrates students' diverse cultural backgrounds. Content, materials and strategies are intended for the class profile of students, but could be more fully developed. | Plan integrates students' diverse cultural backgrounds. Content, materials and strategies are designed for the class profile of students. | Plan clearly and realistically integrates students' diverse cultural backgrounds. Content, materials and strategies are engaging and well-designed for the class profile of students. |
| Review and Assessment | 10.0% | Assessment is not addressed. | Assessment is attempted, but lacks clarity or is not fully developed. | Assessment is adequate for content and class profile. All student objectives are measured. | Assessment is appropriate for content and class profile. All student objectives are clearly measured. | Assessment is well-designed and appropriate for content and class profile. All student objectives are clearly and creatively measured. |
| Mechanics of Writing (includes spelling, punctuation, grammar, and language use) | 10.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are employed. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language and/or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Prose is largely free of mechanical errors, although a few may be present. A variety of effective sentence structures are utilized. | Prose is completely free of mechanical errors. A variety of effective sentence structures are utilized. Writing is engaging and practice related language is utilized. |
| Total Weightage | 100% |
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ESL433NBenchmarkRubric.xlsx
