1. Evaluation Rubric
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Unacceptable (1) Acceptable (2) Exemplary (3)
Content Objectives 1
Content objectives do not show
the content that Els are
expected to learn in each
lesson.
Most content objectives show
the content that Els are
expected to learn in each
lesson.
All content objectives clearly
show the content that Els are
expected to learn in each
lesson.
Content Objectives 2
Content objectives do not show
how Els will demonstrate this
knowledge.
Most content objectives show
how Els will demonstrate this
knowledge.
All content objectives clearly
show how Els will demonstrate
this knowledge.
Language Objectives 1
Language objectives do not
show the academic language
that Els are expected to learn in
each lesson.
Most language objectives show
the academic language that Els
are expected to learn in each
lesson.
All language objectives clearly
show the academic language
that Els are expected to learn in
each lesson.
Language Objectives 2
Language objectives do not
show how Els will demonstrate
this knowledge.
Most language objectives do
not show how Els will
demonstrate this knowledge.
All Language objectives clearly
show how Els will demonstrate
this knowledge.
Warm-up 1
Teacher does not include a
warm-up activity or the warm-
up activity does not connect the
point of the lesson to the Els’
background knowledge.
Teacher includes a warm-up
activity that somewhat
connects the point of the lesson
to the Els’ background
knowledge.
Teacher includes a warm-up
activity that strongly connects
the point of the lesson to the
Els’ background knowledge.
Warm-up 2
Teacher rarely or never
modifies the warm-up activity to
make it accessible to Els.
Teacher almost always modifies
the warm-up activity to make it
accessible to Els.
Teacher always modifies the
warm-up activity to make it
accessible to Els.
Vocabulary instruction 1
Teacher leaves out many key
vocabulary words or does not
include a list of relevant key
terms and vocabulary in the
lesson.
Teacher includes a list of most
key terms and vocabulary words
for the lesson.
Teacher includes a list of all the
key terms and the vocabulary
words for the lesson.
Vocabulary instruction 2
Teacher does not include
activities for Els to interact
with/learn the new vocabulary.
Teacher includes activities for
Els to interact with/learn the
new vocabulary, but the
activities could be more
Teacher includes activities for
Els to interact with/learn the
new vocabulary, and the
activities are relevant and

2. relevant or appealing. interesting.
Interactive activity
Teacher does not include a
grouping strategy for Els to
work.
Teacher includes a grouping
strategy for Els to work with
peers.
Teacher includes an articulate
grouping strategy for Els to
work.
Questioning Strategies
Teacher does not show
awareness of Els’ language
proficiency level and does not
adapt the questions and
requests to the students.
Teacher almost always
demonstrates awareness of Els’
language proficiency level by
often adapting questions and
requests to the proficiency level
of students.
Teacher always demonstrates
being highly aware of Els’
language proficiency level by
always adapting questions and
requests to the proficiency level
of students.
Modeling Language
Teacher does not include any
way of modeling language in the
materials.
Teacher includes one way of
modeling language in materials.
Teacher includes two different
ways of modeling language in
materials.
Assessment
Teacher does not include an
assessment activity to get
information on whether
students met lesson content
and language objectives.
Teacher includes an assessment
activity that yields information
on almost all content and
language objectives.
Teacher includes an assessment
activity that yields information
on all content and language
objectives.
Articulation and
Balance of Lesson
Design
The lesson appears
unarticulated in its objectives
and activities.
The lesson appears almost
always articulated in its
objectives and activities.
The lesson is very articulated in
its objectives and activities.