Checklist for the illustrated dictionary
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The document outlines the assessment criteria for an illustrated dictionary project over 4 deliveries. Students must include the required number of words defined, with graphical representations and usage examples to receive a "Big Checkpoint" after the first delivery. Additional deliveries allow improvements before a final grade is assigned based on meeting the criteria for word definitions, illustrations, examples, and proper formatting over the deliveries.
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This document provides a rubric for observing and evaluating lessons according to the SIOP (Sheltered Instruction Observation Protocol) model. The rubric contains 30 criteria grouped into 8 categories: Lesson Preparation, Building Background, Comprehensible Input, Strategies, Interaction, Practice & Application, Lesson Delivery, and Review & Assessment. Each criterion is scored from 0-4 or N/A, with descriptions provided for highly evident, somewhat evident, and not evident. Space for comments is included under each criterion.
302 Observer(s) Teacher Date School Grade Clas.docx
302
Observer(s): Teacher:
Date: School:
Grade: Class/Topic:
ESL Level: Lesson: Multi-day Single-day (circle one)
Total Points Possible: 120 (Subtract 4 points for each NA given: )
Total Points Earned: Percentage Score:
Directions: Choose the number that best reflects what you observe in a SIOP lesson. You may give a score
from 0–4 (or NA on selected items). Cite under “Comments” specific examples of the behaviors observed.
■ Lesson Preparation
4 3 2 1 0
1. Content objectives clearly
defined, displayed and
reviewed with students
Content objectives
for students implied
No clearly defined content
objectives for students
Comments:
4 3 2 1 0
2. Language objectives clearly
defined, displayed and
reviewed with students
Language objectives
for students implied
No clearly defined language
objectives for students
Comments:
4 3 2 1 0
3. Content concepts
appropriate for age and
educational background
level of students
Content concepts
somewhat
appropriate for age
and educational
background level of
students
Content concepts inappropriate
for age and educational
background level of students
Comments:
(Echevarría, Vogt, & Short, 2000, 2004, 2008, 2013, 2017)
SIOP (Sheltered Instruction
Observation Protocol)Appendix A
Z01_ECHE5238_05_SE_APP-A.indd 302 10/26/15 9:10 PM
appendix a
4 3 2 1 0
4. Supplementary materials
used to a high degree,
making the lesson clear and
meaningful (e.g., computer
programs, graphs, models,
visuals)
Some use of
supplementary
materials
No use of supplementary
materials
Comments:
4 3 2 1 0 NA
5. Adaptation of content (e.g.,
text, assignment) to all levels
of student proficiency
Some adaptation
of content to all
levels of student
proficiency
No significant
adaptation of
content to all
levels of student
proficiency
Comments:
4 3 2 1 0
6. Meaningful activities that
integrate lesson concepts
(e.g., interviews, letter
writing, simulations,
models) with language
practice opportunities for
reading, writing, listening,
and/or speaking
Meaningful activities
that integrate
lesson concepts
but provide few
language practice
opportunities for
reading, writing,
listening, and/or
speaking
No meaningful activities that
integrate lesson concepts with
language practice
Comments:
■ Building Background
4 3 2 1 0 NA
7. Concepts explicitly linked
to students’ background
experiences
Concepts loosely
linked to students’
background
experiences
Concepts not
explicitly linked
to students’
background
experiences
Comments:
303
Z01_ECHE5238_05_SE_APP-A.indd 303 10/26/15 9:10 PM
appendix a
4 3 2 1 0
8. Links explicitly made
between past learning and
new concepts
Few links made
between past
learning and new
concepts
No links made between past
learning and new concepts
Comments:
4 3 2 1 0
9. Key vocabulary emphasized
(e.g., introduced, written,
repeated, and highlighted
for students to see)
Key vocabulary
introduced, but not
emphasized
.
The purpose of this assignment is to self-assess your learning dur.docx
The purpose of this assignment is to self-assess your learning during the first four weeks of the course.
Evidence of your learning may include new writing as well as paraphrasing entries ( do not cut and paste from the discussion board) from your math journal or your posts (in the Learner's Support Forum, weekly posts, and responses to posts).
1. Growth in your mathematical thinking
2. New perspectives you have on teaching and learning mathematics
3. Ways in which you have supported your colleagues in their learning and have deepened on-line conversations
4. Describe how you will incorporate ideas you have learned in this course from the past four weeks into your classroom. Be sure to address the following topics: Multicultural Classrooms, Discrimination and bias, and Learning Environments.
· Create a concise self-assessment document using word processing software (e.g. Microsoft Word). Your document should be a minimum of 3 pages long (including examples) no more than 4.III. GRADING RUBRIC
Assignment Requirement
Points Possible
Include at least two strong pieces of evidence for all three criteria of self-assessment
9
Include a detailed explanation describing how each piece of evidence demonstrates the criteria
9
Description of how concepts from # 4 ( above) will be incorporated into your teaching
10
Paper is well-written and organized
2
TOTAL POINTS POSSIBLE: 30
All the posts to use for the assignments
In reading through the selected articles, I found that both Mathematics: Strategies for Teaching Limited English Proficient Students and Equity for Language Learners provided a comprehensive summary of considerations, accommodations, and strategies that teachers can utilize when teaching English language learners in their classrooms.
Two important points that I took away from the article Equity for Language Learners focused on identifying language goals and structuring language activities within the mathematics classroom. Both of these points were focused on in great detail in my SEI Endorsement course. As teachers, we need to understand the great deal of language that is associated with mathematics in order to structure appropriate learning experiences for our ELL students. The article discussed identifying language goals in addition to content goals. Having practiced this through my last course, I have found that this strategy really helps me to clearly identify how I want my students to express their understanding of content knowledge. As the article discussed, pairing content and language objectives helps teachers to identify the language structures that students need to display their understanding. When writing language and content objectives for my lessons, I try to make the languages objective mirror that content objective as closely as possible. The main difference between the two objectives is that the content objective focuses on what students will learn and that language objective focuses on how they will display their knowledge. F ...
Constructing Objective Paper And Pencil Test
The document provides guidelines for constructing various types of objective test items for paper and pencil tests. It discusses guidelines for writing alternate response, matching, completion, arrangement, drawing completion, correction, identification, enumeration, analogy, interpretive, and short explanation items. For each item type, it provides examples of good and poor items and highlights features to consider when writing high-quality objective test questions.
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