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1Unsatisfactory0.00 2Less than Satisfactory65.00 3.docx
- 1. 1 Unsatisfactory 0.00% 2 Less than Satisfactory 65.00% 3 Satisfactory 75.00% 4 Good 85.00% 5 Excellent 100.00% 100.0 %Category 10.0 %Standards 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. 10.0 %Content and Language Objectives Content and language objectives are missing. Content vocabulary is not addressed.
- 2. 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. 20.0 %SIOP Model 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. 30.0 %SEI Strategies (Utilizes SEI Strategies listed in assignment.) TESOL: 4.a.5 InTASC: 6(h), 6(p), 6(u), 6(v) COE:
- 3. 4.4 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. 10.0 %Appropriateness TESOL: 2.a InTASC: 3(f), 4(m) COE: 7.1 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. 10.0 %Review and Assessment 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
- 4. student objectives are clearly measured. Assessment is well-designed and appropriate for content and class profile. All student objectives are clearly and creatively measured. 10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, and language use) 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. 100 %Total Weightage Class Profile Student Name
- 5. Native Language Reading Label Writing Label Listening Label Speaking Label Alex Romanian Proficient Intermediate Intermediate Proficient Carla Spanish Intermediate Basic Basic Intermediate Corinda Spanish Emergent Emergent Pre-Emergent Emergent Dante Spanish Basic Intermediate Basic Intermediate Ester Spanish Proficient Intermediate Intermediate Proficient