Lesson Plan: Phonemic Awareness or Phonics Assignment

Criteria

Levels of Achievement

Content 70%

Advanced

Proficient

Developing

Not present

Preliminary Information

5 points

All sections are complete which include the following:

· The subject/topic is reading or language arts, and the theme is one of the building blocks of reading.

· The appropriate learning segment and structure for grouping are established.

· The context along with the diversity of the students is described.

· Resources and materials are described and appropriate.

4 points

Three of the following sections are complete which include the following:

· The subject/topic is reading or language arts, and the theme is one of the building blocks of reading.

· The appropriate learning segment and structure for grouping are established.

· The context along with the diversity of the students is described.

· Resources and materials are described and appropriate.

1 to 3 points

One or 2 of the following sections are complete which include the following:

· The subject/topic is reading or language arts, and the theme is one of the building blocks of literacy.

· The appropriate learning segment and structure for grouping are established.

· The context along with the diversity of the students is described.

· Resources and materials are described and appropriate.

0 points

Not present

Content Standards

5 points

Lesson plan accurately includes standards, including state and national standards.

Standards are relevant to the grade level of the lesson and skill level based on the chart.

4 points

Lesson plan accurately includes standards, including state or national standards.

Standards are relevant to the grade level of the lesson or skill level based on the chart.

1 to 3 points

Lesson plan is missing standards; including state or national standards, but they are not relevant to the grade level of the lesson or skill level based on the chart.

0 points

Not present

Learning Objective

5 points

The objective(s) meets all of the following requirements:

· Concise statements of what students will know, understand, and be able to do at the end of the lesson (consider all 3 domains).

· Written with a condition, performance, and criterion.

· Connects directly to the summative assessment.

· Not written in paragraph format.

4 points

The objective(s) meets 2 of the following requirements:

· Concise statements of what students will know, understand, and be able to do at the end of the lesson (consider all 3 domains).

· Written with a condition, performance, and criterion.

· Connects directly to the summative assessment.

· Not written in paragraph format.

1 to 3 points

The objective(s) either do not meet the criteria or 1 of the following requirements:

· Concise statements of what students will know, understand, and be able to do at the end of the lesson (consider all 3 domains).

· Written with a condition, performance, and criterion.

· Connects directly to the summative assessment.

· Written in paragraph format.

0 points

Not present

Academic Language Demands

6 points

· All 3 sections are addressed with an accurate statement for each area.

· The academic language represents higher level vocabulary directly from the language of the standards.

· All sections relate to literacy and preliminary information as well as skill level for the lesson.

5 points

· Two of the 3 sections (are addressed with an accurate statement for each area.

· The academic language represents possible vocabulary but may not come directly from the language of the standards.

· Most sections relate to literacy and preliminary information as well as skill level for the lesson.

1 to 4 points

· One of the 3 sections (are addressed with an accurate statement for each area.

· The academic language does not represent higher level vocabulary or come directly from the language of the standards.

· Some sections relate to literacy and preliminary information as well as skill level for the lesson.

0 points

Not present

Expectation of Student Learning

4 points

The lesson has clear and reasonable expectations of what student’s learning performance will look like whether exceeding, meeting, or below expectations.

AND

There is evidence of the way the expectations are communicated to show student learning.

3 points

The lesson has clear and reasonable expectations of what student’s learning performance will look like whether exceeding, meeting, or below expectations.

OR

There is evidence of the way the expectations are communicated to show student learning.

1 to 2 points

The lesson has unclear expectations of what student’s learning performance will look like whether exceeding, meeting, or below expectations.

AND

There is no clear evidence of the way the expectations are communicated to show student learning.

0 points

Not present

Instructional Strategies:

Beginning, Middle, and End/

Technology

30 to 32 points

The lesson includes clear explanation of the entire lesson making it possible for anyone to teach the lesson. It includes all of the following:

· Beginning: Provides an engaging hook to the lesson.

· Beginning: Effectively uses guided practice (partners, small groups, stations, centers) to continue student learning as started in the direct instruction section.

· Middle: EXPLICITLY models the lesson.

· Middle: EXPLICITLY describes guided practice (partners, small groups, stations, centers).

· Middle: EXPLICITLY describes independent practice to reinforce the skill/topic and engage students in the process.

· End: Closes the lesson with review of lesson’s objective and ways to promote student learning and retention.

Technology enhances the content and helps to engage the students.

Limited use of worksheets is seen in the lesson.

26 to 29 points

The lesson includes clear explanation of the entire lesson making it possible for anyone to teach the lesson. It includes all but 2 of the following:

· Beginning: Provides an engaging hook to the lesson.

· Beginning: Effectively uses guided practice (partners, small groups, stations, centers) to continue student learning as started in the direct instruction section.

· Middle: EXPLICITLY models the lesson.

· Middle: EXPLICITLY describes guided practice (partners, small groups, stations, centers).

· Middle: EXPLICITLY describes independent practice to reinforce the skill/topic and engage students in the process.

· End: Closes the lesson with review of lesson’s objective and ways to promote student learning and retention.

Technology enhances the content and helps to engage the students.

Limited use of worksheets is seen in the lesson.

1 to 25 points

The lesson includes explanation but at times is unclear with limited development throughout the entire lesson making it impossible for anyone to teach the lesson. It is missing many of the following:

· Beginning: Provides an engaging hook to the lesson.

· Beginning: Effectively uses guided practice (partners, small groups, stations, centers) to continue student learning as started in the direct instruction section.

· Middle: EXPLICITLY models the lesson.

· Middle: EXPLICITLY describes guided practice (partners, small groups, stations, centers).

· Middle: EXPLICITLY describes independent practice to reinforce the skill/topic and engage students in the process.

· End: Closes the lesson with review of lesson’s objective and ways to promote student learning and retention.

Technology enhances the content and helps to engage the students.

Worksheets are the main type of assessment.

0 points

Not present

Differentiation and Extensions

7 points

· Each section for this category addresses specifically how differentiated instruction will be implemented to meet the needs of diverse populations.

· All differentiation and diversity sections are completed with clear strategies to improve student learning.

5 to 6 points

· Each section for this category addresses specifically how differentiated instruction will be implemented to meet the needs of diverse populations.

· Most differentiation and diversity sections are completed with strategies to improve student learning.

1 to 4 points

· Each section does not address specifically how differentiated instruction will be implemented to meet the needs of diverse populations.

· Some of the differentiation and diversity sections are incomplete with strategies to improve student learning.

0 points

Not present

Assessments

11 to 12 points

The lesson effectively implements and includes a clear explanation of the questions used for the assessments or a copy of the assessment for the following types:

Diagnostic/Pre-assessment includes the questions used for the pre-assessment and shows prior knowledge of the student and explains how the data from the assessment will be used.

Formative Assessments/Feedback to Learner is given during guided and independent instruction and is used to measure student understanding of the content and used to reteach if unclear.

Summative Assessment is given at the end of the lesson and clearly is connected to the objective. The assessment is attached.

10 points

The lesson implements an explanation of the questions used for the assessments but does not include a copy of the assessment for the following types:

Diagnostic/Pre-assessment shows prior knowledge of the student but does not explain how the data from the assessment will be used.

Formative Assessments/Feedback to Learner is given during guided and independent instruction but does not show how student understanding of the content is measured.

Summative Assessment is given at the end of the lesson and is connected to the objective. The assessment is not attached.

1 to 9 points

The lesson does not include a clear explanation of the questions used for the assessments or a copy of the assessments for the following types:

Diagnostic/Pre-assessment does not establish prior knowledge of the student or explain how the data from the assessment will be used.

Formative Assessments/Feedback to Learner does not provide measurement of student progress of the objective.

Summative Assessment is given at the end of the lesson but is not connected to the objective. The assessment is not attached.

0 points

Not present

Structure 30%

Advanced

Proficient

Developing

Not present

Mechanics

11 to 12 points

All sections are written in complete sentences.

All sections relate to the central reading topic for the lesson.

The sentence structure is written with correct spelling, punctuation, capitalization, and varied word choices.

The mechanics provide an example of an exemplar reading teacher.

10 points

Most sections are written in complete sentences.

Most sections relate to the central reading topic for the lesson.

The sentence structure has minimal errors in spelling, punctuation, capitalization, and varied word choices.

The mechanics most of the time provide an example of an exemplar reading teacher.

1 to 9 points

There are many incomplete sentences which at times interferes with the content.

The central reading topic for the lesson is not consistent throughout the paper.

The sentence structure has many errors in spelling, punctuation, capitalization, and varied word choices.

The mechanics do not provide an example of an exemplar reading teacher.

0 points

Not present

Formatting

11 to 12 points

The lesson is written directly into the template with the font of the same size, color, and style.

10 points

The lesson is written directly into the template, but the font is not always consistent in size, color, and style.

1 to 9 points

The lesson is written in the template, but the font is inconsistent.

0 points

Not present