| Course Code | Class Code | Assignment Title | Total Points |
| ELM-305 | ELM-305-O501 | Benchmark - Reading Comprehension Plan | 300.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (65.00%) | Approaching (75.00%) | Acceptable (85.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Part 1: Instruction Based on Student Needs COE 3.1 ACEI 3.1; InTASC 7(a), 7(c), 7(g), 7(h), 7(i); MC2, MC4; | 20.0% | Not addressed. | Overall, the planned instruction is lacking relevant detail and weakly reflects knowledge of student, learning theory, connections across the curriculum, and curricular goals. | Overall, the planned instruction is adequate, and broadly based on knowledge of the student, learning theory, connections across the curriculum, and curricular goals. | Overall, the planned instruction is sound and clearly based on knowledge of the student, learning theory, connections across the curriculum, and curricular goals | Overall, the planned instruction is thorough and thoughtfully based on knowledge of the student, learning theory, connections across the curriculum, and curricular goals. |
| Part 1: Lesson Plan: Objectives, Selected book, Vocabulary, and Comprehension Activity | 10.0% | Not addressed. | Less than one objective is present, or objectives are not measurable, or they do not align to the state standard (which may be because the state standard is missing.) Lesson plan does not utilize the selected book, or selected book is inappropriate for Alfonso. Vocabulary words, vocabulary activity, and comprehension activity are vague, inappropriate for Alphonso, or missing key information. | Only two objectives are present, or all three objectives are somewhat measurable and broadly align to the state standard selected. Lesson plan utilizes the selected book. Vocabulary words, vocabulary activity, and comprehension activity are basic. | All three objectives are measurable and clearly align to the state standard selected. Lesson plan appropriately utilizes the selected book. Vocabulary words, vocabulary activity, and comprehension activity are clear and descriptive. | All three objectives are definitively measurable and thoroughly align to the state standard selected. Lesson plan innovatively utilizes the selected book. Vocabulary words, vocabulary activity, and comprehension activity are well crafted for Alphonso. |
| Part 1: Lesson Plan: Comprehension Activity and Strategies | 10.0% | Not addressed. | Lesson plan includes a comprehension activity that does not adequately allow Alfonso to demonstrate his comprehension of the story. It omits research-based strategies or includes two inappropriate research-based strategies for helping Alfonso meet his vocabulary and comprehension goals. | Lesson plan includes a comprehension activity that generally allows Alfonso to demonstrate some or most of his comprehension of the story. It also includes two basic research-based strategies that can be partially integrated into the vocabulary and comprehension activities to help Alfonso meet his vocabulary and comprehension goals. | Lesson plan includes an appropriate comprehension activity that allows Alfonso to demonstrate most of his comprehension of the story. It also includes two sound research-based strategies that can be integrated into the vocabulary and comprehension activities to help Alfonso meet his vocabulary and comprehension goals. | Lesson plan includes an engaging comprehension activity that allows Alfonso to demonstrate his full comprehension of the story. It also includes two ideal research-based strategies that can be integrated into the vocabulary and comprehension activities to help Alfonso meet his vocabulary and comprehension goals. |
| Part 1: Lesson Plan: Opportunity to Apply Skills | 10.0% | Not addressed. | Lesson plan insufficiently provides opportunities for Alfonso to apply comprehension skills to different situations or content areas. | Lesson plan provides plausible opportunities for Alfonso to apply comprehension skills to different situations or content areas. | Lesson plan provides measurable opportunities for Alfonso to apply comprehension skills to different situations or content areas. | Lesson plan skillfully provides opportunities for Alfonso to apply comprehension skills to different situations or content areas |
| Part 2: Rationale | 15.0% | Not addressed. | Rational ineffectively explains the alignment between Alphonso’s curricular/academic goals, the lesson activities, and the presented research-based strategies, as well as how the lesson addresses Alfonso’s specific learning needs and his interests. Omits or includes one learning theory that simply supports the selected strategies in the lesson. | Rational broadly explains the alignment between Alphonso’s curricular/academic goals, the lesson activities, and the presented research-based strategies, as well as how the lesson addresses Alfonso’s specific learning needs and his interests. Includes at least one learning theory that attempts to support the selected strategies in the lesson. | Rational logically explains the alignment between Alphonso’s curricular/academic goals, the lesson activities, and the presented research-based strategies, as well as how the lesson addresses Alfonso’s specific learning needs and his interests. Includes at least one learning theory that effectively supports the selected strategies in the lesson. | Rational convincingly explains the alignment between Alphonso’s curricular/academic goals, the lesson activities, and the presented research-based strategies, as well as how the lesson addresses Alfonso’s specific learning needs and his interests. Includes at least one learning theory that fully supports the selected strategies in the lesson. |
| Part 2: Specialist Plan COE 3.6 ACEI 3.2; InTASC 7(e), 7(f), 7(o), 7(p); MC2, MC4 | 20.0% | Not addressed. | A structured system for working with the reading specialist to set short- and long-term goals, as well as analyze performance data and re-evaluate those goals, is insufficient. Feedback methods for Alphonso and his family are inappropriate. | A structured system for working with the reading specialist to set short- and long-term goals, as well as analyze performance data and re-evaluate those goals, is adequate. Feedback methods for Alphonso and his family are cursory. | A structured system for working with the reading specialist to set short- and long-term goals, as well as analyze performance data and re-evaluate those goals, is competent. Feedback methods for Alphonso and his family are appropriate. | A structured system for working with the reading specialist to set short- and long-term goals, as well as analyze performance data and re-evaluate those goals, is exemplary. Feedback methods for Alphonso and his family are ideal. |
| Mechanics (includes spelling, punctuation, grammar, language use) | 10.0% | Not addressed. | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. | Submission includes mechanical errors, but they do not hinder comprehension. Includes some appropriate practice and content-related language. | Submission is largely free of mechanical errors, although a few are present. Includes appropriate practice and content-related language. | Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. |
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 5.0% | Not addressed. | Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although several formatting errors are present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. |
| Total Weightage | 100% |
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