LITERACY LESSON PLAN

Transcription

1 Rubric LITERACY LESSON PLAN STANDARDS CATEGORIES FAVORABLE Meets or Exceeds Standard 3.11 FEAP 7.a Knowledge CF 1.2 ESOL 6 (6) FEAP 7.a FEAP 7.f ESOL 2(1) PROFESSIONAL KNOWLEDGE Planning Identifies and uses state standards Language Arts Through ESOL, including strand, standards, benchmark, grade level and language level. CRITICAL THINKING Behavioral Objectives Differentiates and writes behavioral objectives for both content and language development. Includes a language objective with specific behavior, proficiency range, and condition. Selects and state all required elements for planning of ACCEPTABLE Approaching Standard MARGINAL Standard Emerging UNACCEPTABLE Standard Attempted Selects and states fewer than four of the initial elements of standard for planning Selects and states fewer than three of the initial elements of standard for planning Element of standard are not included in the initial planning of Behavioral objectives are stated in measureable terms for both content and language to address the development of BICS and CALP. Behavioral objectives are stated in measureable terms, but only address to develop BICS or CALP. Objectives lack behavioral terms, but do not address development for ELLs. Behavioral objectives lack behavioral terms and do not address acquisition Behavioral objectives are stated in measureable terms and address proficiency range, and condition for content or language to develop BICS or CALP. Objectives lack specific behavioral terms, but address proficiency range and condition for development for ELLs. Behavioral objectives lack specific measurability and inconsistently include proficiency range and condition for both development and acquisition. objective is included, but is neither measurable nor specific to learner outcomes. score 1

2 FEAP 7.f CF 1.1 FEAP 5.d Knowledge CF 6.3 CF 1.4 CF , 3.25 Disposition CF 5.5 CF 1.3 ESOL 4(8) 3.11 FEAP 5.e FEAP 7.c Includes a language objective that reflects a direct connection to the identified benchmark for the lesson and activities for Reflects teacher preparation for the lesson through gathering, making materials, and organizing the environment for teaching and COMMUNICATION Comprehensible Input (CI) and Affective Filter (AF) Uses appropriate strategies to demonstrate CI and AF. DIVERSITY Instructional Delivery PRE READING STRATEGIES Frontloads vocabulary for the lesson by identifying and using words in meaningful situations (highlighting, using of cloze procedure, grouping words, questionings, etc.). objective is directly connected to the benchmark and the activities for Demonstrates use of effective classroom delivery when working with varying levels of English language learners. connect new learning to prior knowledge while lowering the AF objective is connected to the benchmark, but is not fully reflected in the activities for objective makes a partial connected to the benchmark and the learning activities. objective is included, but is neither connected to the benchmarks nor the learning activities. delivery adequately address the varying needs of English language learners. delivery reflect limited knowledge of the needs of English language learners. delivery reflect the absence of appropriate skills for working with ELLs connect new learning to prior knowledge, but partial consideration is given to lowering the AF. connect new learning to prior knowledge, but the AF is not considered. Links to the CI and AF are emerging, but are not clearly defined Introduces and emphasizes key vocabulary for the lesson using graphic representation using questions for specific pre-reading strategies for the ELLs. Introduces and emphasizes key vocabulary with graphic representation using questions, but does use specific prereading strategies for Presents some vocabulary words that are important to the lesson with graphic representation, but does not emphasize their use for the lesson through questions for the strategy. Presents some Isolated words, not key to the lesson, with no emphasis on their use through specific pre-reading strategies. 2

3 CF FEAP 7.e DURING READING STRATEGIES Identifies ESOL-Specific strategies (by name) and demonstrates knowledge of the strategies through Scaffolding Progression to increase independence in learning (Teach Model - Apply). Shows use of graphic organizers, teacher questioning and prompts. contains all elements for the specific ESOL Demonstrate the activity using two (2) graphic organizers for the ELLs with corresponding examples. contains most elements for the specific ESOL contains some elements for the specific ESOL lacks important elements of the ESOL strategies for during reading, but few are beginning to emerge. Demonstrate the Demonstrate the activity using a graphic activity using limited organizer for the ELLs means with the ELLs. using one example. Uses appropriate speech and critical thinking questioning that is appropriate for the language proficiency level of the ELLs. Attempts to demonstrate the activity, but uses incomplete structures. Uses appropriate Shows some speech and critical consideration but is thinking questioning, inconsistent in the but shows use of appropriate inconsistency in the speech and critical appropriateness for the thinking techniques, language proficiency but shows some level of ELLs. consideration for the language proficiency Uses visuals and hands-on activities to model the concept being taught using the four language modalities. Does not use appropriate speech or critical thinking questioning, but shows some consideration for the level of language proficiency level of the ELLs. level of ELLs Uses visuals and all Does not use visuals four language or a hands on modalities to model the approach to model concept, but does not the concept, but uses use a hands on at least all fours approach. language modalities. Makes an attempt at providing some visuals, but only uses one language modality. 3

4 ESOL 11(9, 10) ESOL 12(9) STUDENT ASSESSMENT Closure Brings closure to the lesson by orally assessing what has been learned. Provides opportunity for individual and group practice Provides opportunity for individual practice only. Provides opportunity for group practice only Does not provide opportunity for specific practice, but goes over the task on the board. POST READING STRATEGIES Provides two (2) or more opportunities for ELLs to apply the vocabulary and phrases learned during the lesson through specific post reading strategies using graphics, questioning and teacher prompts. Provides one(1) opportunity for ELLs to apply the vocabulary and phrases learned reading strategies, using graphics, questioning and teacher prompts Provides limited opportunities for ELLs to apply what has been learned reading strategies, using graphics, questioning and teacher prompts Makes an attempt to provide an opportunity for ELLs to apply vocabulary and phrases learned reading strategies Provides a review and summarization of the expectations for the lesson, according to the objectives for the lesson, and gives feedback to language output Provides a review and summarization of the expectations for the lesson, according to the objectives for the lesson, but does not give feedback to the ELLs regarding language output Provides a review of the expectations for the lesson according to the objectives, but does not summarize what was learned or provide feedback to language output. Makes an attempt to summarize the lesson, but does not provide a review or provide feedback to language output. 4

5 ESOL 10(9) ESOL 11(9,10) CF 2.5 ESOL 7(7) Learning Assessment Uses an ESOL-specific (by name) alternative assessment (nonworksheet) strategy to assess the level of learning for ELLs after teaching the activity and interprets the results to determine learning gains. Self-Assessment Reflects and articulates areas for improvement in the lesson planning. related to BICS (Basic Interpersonal Communication Skills) and CALP (Cognitive Academic Language Proficiency) USE OF TECHNOLOGY Uses technology to create elements of the lesson plan, including activities for ELLs and the actual presentation of the lesson Develops a specific alternative assessment activity (names strategy) to demonstrate the process for measuring student assessment is specifically identified and demonstrated but it needs more specificity related to assessment is useful, but it is not identified by name and it needs more specificity for assessment is worksheet based, and lacks sufficient specificity for Shows sincerity and honesty in the selfreflection and expresses areas for improvement. Shows sincerity in the self-reflective statements leading to possibilities for improvement, but shows restrains in identifying important areas. Is very mechanical in providing statements leading to true improvement. Is unable to provide a deeper level of reflection leading to true improvement, but does identify at least one area of needs Makes creative use of technology in all aspects of the lesson plan and activity Uses technology to enhance the lesson plan presentation and activities for ELLs. Uses technology to some extent to create and present the assignment. Uses technology in a rudimentary manner to present the assignment, but is unable to go beyond the basic. INTASC 3(3.11, 3.14, 3.25 ESOL (FTCE)6, 11, 12, 13(3), 16, 20, 21(9) FEAPs 5d, 5e, 7a, 7c, 7e7f, 8b, 8c PEU CF 1.1, 1.2, 1.3, 1.4, 1.5, 2.5, 3.2, 4.2, 5.5, 6.3 5