Reading the Word and the World

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Adolescent Literacy SED 435

SED 435 Adolescent Literacy Benchmark Assessment and Rubric

Targeted Essential Learning

Teachers should be able to recognize and assess the defining elements of literacy, from decoding skills, to comprehension, to higher level critical thinking applications. Subsequently, teachers should be able to understand, evaluate, and promote effective literacy pedagogy as it relates to the adolescent learner. (APTS 1, 3, 8; INTASC 4, 7)

Assessment Tool Selected

Practicum Observation Journals, Class and Student Literacy Profile, and Venn diagram

Specific Performance/Task(s)

Select and utilize best practice implementation strategies appropriate to different developmental levels of comprehension and fluency. (APTS: 3.7)

Implement differentiated strategies that address diverse learners. (APTS: 3.8)

Teach and model critical thinking skills. (APTS: 3.9)

Devise and implement various methods for teaching interdisciplinary content. (APTS: 8.1)

Apply an understanding of curricular goals to assessment so that it informs instructional design. (APTS: 8.4)

Relevancy of Task to Teacher Candidate

Teachers who are able to identify the different aspects of literacy demonstrated by adolescent learners and support their growth through rich literacy pedagogy can positively impact the students’ overall literacy proficiency and aptitude.

General Practicum Information

Students’ practicum experiences should follow the practicum experience requirements, including the diversity and hour requirements for this course on the Practicum Placement Form.

Students should fill out the Practicum Placement Form and Observation Record. Complete the form with the names of the schools and grade levels where the observations took place and document the hours spent in the classroom. Submit the form to the course instructor along with your Benchmark Assessment.

Spend 30 hours in a middle school or high school classroom, grades 8-12. It can be a classroom outside your content area; in fact; new environments are encouraged. Let the classroom teacher know you are there to observe adolescent students and their literacy traits. Complete the form with the names of the schools and grade levels where the observations took place, and document the hours spent in the classroom.

Assessment: Student Prompts/Teacher Directions

Individual:

a) Reading the Word and the World (Benchmark Assessment)

i) Practicum Observation Journals

(1) Read the Marzano et al. book (assigned in Module 1) in preparation for the practicum observation, and do a Web search for additional literacy strategies that can encourage literacy growth.

(2) Throughout your practicum (Modules 5-7), observe the students in your class as they demonstrate different literacy traits. Identify them and discuss them as they inform the students’ overall learning.

(3) Write a journal entry on each practicum observation identifying and evaluating the effectiveness of literacy strategies used by the instructors to support reading in the classroom. Reference strategies from the Marzano et al. book and/or from Web sites utilized for this assignment.

(4) APA format is not required, but solid writing skill in APA style and a title page are expected

(5) Complete practicum observation journals entries in the modules in which they are performed and submit all the entries to be evaluated as part of the Benchmark Assessment by the end of Module 8.

(6) Ensure that the classroom teacher has completed a Classroom Teacher Evaluation Feedback Form, found in the practicum manual, for each observation.

ii) Class and Student Literacy Profile

(1) Initially, observe the class as a whole. Focus on the literacy behaviors you see and interpret their general impact on the learning taking place in the classroom. Consider how fluency, vocabulary skills, and comprehension strategies are emphasized in the learning process, how the differences in interacting with expository and narrative text impacts understanding, whether literature is used to motivate, and whether you see evidence of critical literacy (higher order thinking skills) at play in the classroom.

(2) Select one student to observe more closely. Look at the student’s written work, listen to the student specifically in discussions, talk to the student about how reading and literacy are incorporated in the student’s life, etc.

(3) Create a class/student profile of 1250-1500 words that describes both the class (first) and your selected student (second) in terms of literacy traits. Address the considerations listed above and interpret what you saw as it relates to the overall literacy and learning process.

(4) Use standard essay format in APA style, including an introduction, conclusion, and title page. An abstract is required. Cite in-text and in the References section.

(5) Submit the Class and Student Literacy Profile to be evaluated as part of the Benchmark Assessment by the end of Module 8.

iii) Venn Diagram

(1) Construct a Venn diagram that illustrates the literacy skills the student demonstrated at the onset of the lessons (into), those that intersected (through), and those that are left to master (beyond). The time you spend with the student should facilitate this process through an investigation of the student’s prior knowledge and literacy experiences (into), a best practice activity to stimulate literacy growth (through), and an assessment of what future literacy goals should be set. As you work with your student, consider, on an individual level, how fluency, vocabulary skills, and comprehension skills impact learning, how the differences in interacting with expository and narrative text impacts this student’s understanding, whether literature motivates this student, and whether you see evidence of critical literacy in your student’s approach to text.

(2) APA format is not required, but solid writing skill in APA style is expected.

(3) Submit the Venn Diagram to be evaluated as part of the Benchmark Assessment by the end of Module 8.

iv) Submission of the Benchmark Assessment

(1) Combine the three Practicum Observation Journals, the Class and Student Literacy Profile, and the Venn Diagram under one APA-style title page as the Benchmark Assessment and submit this assignment to the instructor in ANGEL by the end of Module 8.

(2) Complete and include the applicable practicum placement and observation log forms, located in the practicum manual, with the submission of the Benchmark Assessment.

(3) Additionally, submit the assignment in TaskStream. Directions for submitting to TaskStream can be found on the College of Education’s page in the Student Success Center.

Scoring Tool/Guide (Rubric)

Reading the Word and the World

Criteria	% value	1: Unsatisfactory	2: Less than Satisfactory	3: Satisfactory	4: Good	5: Excellent
Addressing NCTE Standards (15%)
3.3 Reading Processes	3%	Candidates do not demonstrate their knowledge of reading processes.	Candidates inadequately demonstrate their knowledge of reading processes.	Candidates effectively demonstrate their knowledge of reading processes.	Candidates skillfully demonstrate knowledge of reading processes.	Candidates masterfully demonstrate their comprehensive knowledge of reading processes.
3.5 Range of Literature	2%	Candidates do not demonstrate knowledge of, or uses for, an extensive range of literature.	Candidates demonstrate inadequate knowledge of, and/or uses for, an extensive range of literature.	Candidates demonstrate sufficient knowledge of, and uses for, an extensive range of literature.	Candidates demonstrate detailed knowledge of, and uses for, an extensive range of literature.	Candidates demonstrate comprehensive knowledge of, and uses for, an extensive range of literature.
4.2 Curricular Alignments	2%	Candidates do not align curriculum goals or teaching strategies with the organization of classroom environments or learning experiences to promote whole-class, small-group, and individual work.	Candidates rarely and/or ineffectively align curriculum goals or teaching strategies with the organization of classroom environments or learning experiences to promote whole-class, small-group, and individual work.	Candidates effectively align curriculum goals and teaching strategies with the organization of classroom environments and learning experiences to promote whole-class, small-group, and individual work.	Candidates proficiently align curriculum goals and teaching strategies with the organization of classroom environments and learning experiences to promote whole-class, small-group, and individual work.	Candidates methodically align curriculum goals and teaching strategies with the organization of classroom environments and learning experiences to promote whole-class, small-group, and individual work.
4.4 Respectful Learning Environments	2%	Candidates do not create or sustain learning environments that promote respect for, or support of, individual differences of ethnicity, race, language, culture, gender, or ability.	Candidates rarely and/or ineffectively create or sustain learning environments that promote respect for, or support of, individual differences of ethnicity, race, language, culture, gender, or ability.	Candidates effectively create and sustain learning environments that promote respect for, and support of, individual differences of ethnicity, race, language, culture, gender, and ability.	Candidates proficiently create and sustain learning environments that promote respect for, and support of, individual differences of ethnicity, race, language, culture, gender, and ability.	Candidates methodically create and sustain learning environments that promote respect for, and support of, individual differences of ethnicity, race, language, culture, gender, and ability.
4.5 Interpreting and Evaluating Ideas	2%	Candidates do not engage students in meaningful discussions for the purposes of interpreting or evaluating ideas presented through oral, written, and/or visual forms.	Candidates rarely and/or ineffectively engage students in meaningful discussions for the purposes of interpreting and evaluating ideas presented through oral, written, and/or visual forms.	Candidates effectively engage students often in discussions for the purposes of interpreting and evaluating ideas presented through oral, written, and/or visual forms.	Candidates perceptively engage students often in engaging discussions for the purposes of interpreting and evaluating ideas presented through oral, written, and/or visual forms.	Candidates perceptively engage students often in meaningful discussions for the purposes of interpreting and evaluating ideas presented through oral, written, and/or visual forms.
4.8 Making Meaning of Texts	2%	Candidates do not engage students in making meaning of texts through personal response.	Candidates rarely and/or ineffectively engage students in making meaning of texts through personal response.	Candidates effectively engage students in making meaning of texts through personal response.	Candidates proficiently engage students in making meaning of texts through personal response.	Candidates methodically engage students in making meaning of texts through personal response.
4.10 Integrating Assessment in Curriculum	2%	Candidates do not integrate assessment consistently into instruction by using a variety of formal or informal assessment activities or instruments to evaluate processes and products, and creating regular opportunities to use a variety of ways to interpret and report assessment methods and results to students, parents, administrators, and other audiences.	Candidates rarely and/or inadequately integrate assessment consistently into instruction by using a variety of formal or informal assessment activities or instruments to evaluate processes and products, and creating regular opportunities to use a variety of ways to interpret and report assessment methods and results to students, parents, administrators, and other audiences.	Candidates competently integrate assessment consistently into instruction by using a variety of formal and informal assessment activities and instruments to evaluate processes and products, and creating regular opportunities to use a variety of ways to interpret and report assessment methods and results to students, parents, administrators, and other audiences.	Candidates proficiently integrate assessment consistently into instruction by using a variety of formal and informal assessment activities and instruments to evaluate processes and products, and creating regular opportunities to use a variety of ways to interpret and report assessment methods and results to students, parents, administrators, and other audiences.	Candidates methodically integrate assessment consistently into instruction by using a variety of formal and informal assessment activities and instruments to evaluate processes and products, and creating regular opportunities to use a variety of ways to interpret and report assessment methods and results to students, parents, administrators, and other audiences.
Content – 80%
Identification of Problem, Question, or Issue: Identifies, summarizes and appropriately reformulates the problem, question, or issue.	5%	Does not attempt to or fails to clearly identify and summarize the problem, question, or issue accurately.	Summarizes problem, question, or issue, though some aspects are incorrect or confusing. Nuances and key details are missing or glossed over.	Identifies, summarizes, and appropriately reformulates the problem, question, or issue.	Identifies the problem, question, or issue and the subsidiary, embedded, or implicit aspects of the issue with clarity.	Evaluates the integral relationships essential to analyzing the issue.
Acknowledgement of Context and Assumptions: Identifies and considers the influence of context and assumptions.	5%	Does not relate issue to other contexts (cultural, political, historical, etc.). Approach to the problem, question, or issue is in egocentric or socio-centric terms. Analysis is grounded in absolutes, with no acknowledgment of own bias. Does not acknowledge context or surface assumptions and underlying ethical implications, or does so superficially.	Presents and explores relevant contexts and assumptions regarding the problem, question, or issue are presented and explored in a limited way. Analysis is grounded in absolutes, with little acknowledgment of own bias. Provides limited acknowledgement of context, assumptions, and their implications.	Identifies and considers the influence of context and assumptions. Analysis includes some outside verification, but primarily relies on resources presented in the classroom. Provides acknowledgement of context and consideration of assumptions and their implications.	Analyzes the problem, question, or issue with a clear sense of scope and context, including an assessment of the audience. Considers other integral contexts. Analysis acknowledges complexities and biases although may elect to hold to own bias. Identifies influence of context and questions assumptions, addressing ethical dimensions that underlie the issue.	Justifies the identified influences of context and assumptions.
Supporting Evidence: Presents, assesses, and analyzes appropriate supporting evidence.	5%	No evidence of search, selection, or source evaluation skills. Repeats information provided without question or dismisses evidence without adequate justification. Does not distinguish among fact, opinion, and value judgments. Confuses cause and correlation; presents evidence and ideas in confused or confusing sequence. Evidence or sources are simplistic, not on topic or are inappropriate.	Limited evidence of search, selection, or source evaluation skills. Use of evidence is qualified and selective, though perhaps unintentional. Discerns fact from opinion and may recognize bias in evidence, though attribution may be inappropriate. Distinguishes causality from correlation, though presentation may be flawed. Evidence or sources provided are appropriate, although exploration appears minimal.	Evidence of adequate skills in searching, selecting, and evaluating sources to meet the informational need. Use of evidence is qualified and selective, though perhaps unintentional. Clearly differentiates causality from correlation. Uses adequate and appropriate source of evidence.	Evidence of appropriate search, selection, and source evaluation skills, as well as identification of salient resources. Examines the evidence and its source; addresses its accuracy, relevance, and completeness. Demonstrates how correlations are clearly distinct from causal relationships among ideas. Sequence of presentation reflects clear relationship or organization of ideas, subordinating for importance and impact. Information is clearly integrated to exceed assignment, course, or personal interests.	Demonstrates understanding of how facts influence and confirm opinion. Clearly recognizes biases.
Conclusions, Implications, and Consequences: Identifies and assesses conclusions, implications, and consequences.	5%	Fails to identify conclusions, implications, and consequences, or conclusion is a simplistic summary. Conclusions presented as absolute or based on inappropriate sources.	Conclusions consider or provide limited evidence of consequences. Does not clearly present implications and consequences.	Conclusions consider or provide evidence of consequences extending beyond a single discipline or issue. Presents implications that may influence other people or issues.	Identifies, discusses, and extends conclusions, implications, and consequences. Considers context, assumptions, and evidence. Qualifies own assertions with balance.	Conclusions qualified as the best available evidence within the given context. Implications are clearly developed.
Content: fluency and vocabulary skills	10%	Content does not address fluency and vocabulary skills	Content regarding fluency and vocabulary is limited.	Content regarding fluency and vocabulary is accurate; definitions are clearly stated.	Content regarding fluency and vocabulary is comprehensive and demonstrates creative pedagogy.	Content regarding fluency and vocabulary is well-researched and demonstrates outstanding creativity and application.
Content regarding expository and narrative text	10%	Content regarding expository and narrative text is omitted; does not address the requirements stated in the assignment’s criteria.	Content regarding expository and narrative text is limited; few of the assignments’ criteria are met.	Content regarding expository and narrative text is accurate, and persuasive; definitions are clearly stated.	Content regarding expository and narrative text is comprehensive and aligned with the academic standards for adolescents	Content regarding expository and narrative text is well-researched and documents thoroughly the process for design and alignment with the academic standards for adolescents.
Content regarding how literature is used to motivate	10%	Content regarding how literature is used to motivate is irrelevant and omits the requirements stated in the assignment’s criteria.	Content regarding how literature is used to motivate is somewhat applicable and relevant. Addresses a few of the assignment’s criteria.	Content regarding how literature is used to motivate is applicable and relevant to the adolescents’ lives.	Content regarding how literature is used to motivate is creative and relevant to adolescents’ lives.	Content regarding how literature is used to motivate is outstanding and unique.
Content regarding the evidence of critical literacy at work	10%	Fails to include content regarding the evidence of critical literacy at work in the classroom.	Limited evidence regarding critical literacy at work in the classroom.	Content regarding critical literacy at work in the classroom is evident.	Provides applicable strategies of critical literacy at work in the classroom.	Content regarding critical literacy at work in the classroom is well-researched and goes beyond the assignments’ requirements
Pre/post-Test	20%	Does not develop pre/post test that focuses on the application of major themes found in the text chosen for the unit	Inadequately develops pre/post test that focuses on the application of major themes found in the text chosen for the unit	Effectively Develops pre/post test that focuses on the application of major themes found in the text chosen for the unit	Skillfully develops pre/post test that focuses on the application of major themes found in the text chosen for the unit	Masterfully Develops pre/post test that focuses on the application of major themes found in the text chosen for the unit
Format 5%
Mechanics of Writing (includes spelling, punctuation, grammar)	2%	Surface errors are pervasive enough that they impede communication of meaning.	Frequent and repetitive mechanical errors distract the reader.	Some mechanical errors or typos are present, but are not overly distracting to the reader.	Prose is largely free of mechanical errors, although a few may be present.	Writer is clearly in control of standard, written American English.
Language Use and Audience Awareness (includes sentence construction, word choice, etc.)	1%	Inappropriate word choice and/or sentence construction, lack of variety in language use. Writer appears to be unaware of audience.	Some distracting and/or inconsistencies in language choice (register), sentence structure, and/or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately.	Sentence structure is correct and occasionally varies. Language is appropriate to the targeted audience for the most part.	The writer is clearly aware of audience; uses a variety of sentence structures and appropriate vocabulary for the target audience; uses figures of speech to communicate clearly.	The writer uses a variety of sentence constructions, figures of speech, and word choice in unique and creative ways that are appropriate to purpose, discipline, and scope.
Essay Structure, Paragraph Development, and Transitions	1%	Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs. Transitions are inappropriate to purpose and scope. Organization is disjointed.	Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.	Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.	A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are used as appropriate to purpose, discipline, and scope.	There is a sophisticated construction of the essay. Ideas universally progress and relate to each other. The writer has been careful to use paragraph and transition construction to guide the reader.
APA Format and Style Requirements	1%	APA format and style are not evident.	Title page is present, though missing APA elements; in-text citations, where necessary, are used though formatted inaccurately and not referenced.	All key elements of an APA title page are present; an abstract is present and formatted correctly; in-text citations and a References section are present with few format errors. Mechanics of writing are reflective of APA style.	Plan elements are theoretically supported with accurate citations and references.	A broad understanding of APA format and style is evident in use of level headings and lists, for example.

March 1, 2010 SED435.v1Benchmark