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iRubric: Literacy Strategy Demonstration rubric

iRubric: Literacy Strategy Demonstration rubric

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Literacy Strategy Demonstration Comprehension Lesson The purpose of this partner project is to demonstrate your capacity to implement one literacy strategy/activity. You will choose one literacy strategy/activity from either the Tompkins or Fox text to demonstrate in class. You will also write up a short lesson plan for the activity and a short rationale as to why you chose the lesson (i.e. what aspect of literacy development is the target of the lesson). Rubric Code: ZX7XXBW By mwalski Ready to use Public Rubric Subject: Education Type: Reading Grade Levels: Undergraduate, Graduate

Lesson Plan
	Excellent 40 pts	Good 30 pts	Average 20 pts	Poor 10 pts
Common Core State Standards Appropriate choice of the standards to engage students in comprehension of informational text.	Excellent The appropriate Common Core State Standards are clearly met by this lesson.	Good The appropriate Common Core State Standards are somewhat met by this lesson.	Average The appropriate Common CoreState Standards are weakly met by this lesson.	Poor The Common Core State Standards are either not met or inappropriate.
Objectives Objectives are built around literacy development.	Excellent Objectives are clearly stated, measurable, AND actually met by the lesson.	Good Objectives are stated but the clarity, measurement and degree to which they are met by the lesson are weak.	Average Objectives are either not clear, not measurable, OR not met by the lesson.	Poor Objectives are not clear, not measurable, AND not met by the lesson.
Procedure/Pedagogy The procedure/pedagogy of the lesson demonstrates a gradual release of responsibility approach.	Excellent The lesson clearly describes explicit instruction and modeling, guided practice, and independent practice. The procedure/pedagogy are clearly used to aid in literacy development, not to simply learn the strategy.	Good The lesson somewhat describes explicit instruction and modeling, guided practice, and independent practice. The procedure/pedagogy are somewhat used to aid in literacy development, not to simply learn the strategy.	Average The lesson weakly describes explicit instruction and modeling, guided practice, and independent practice. The procedure/pedagogy are mostly used for literacy development.	Poor The lesson does not describe explicit instruction and modeling, guided practice, and independent practice. The procedure/pedagogy focuses on literacy.
Assessment Assessment is used in relation to the learning objective.	Excellent The assessment is clearly explained and is clearly connected to the learning objective.	Good The assessment is somewhat explained and is somewhat connected to the learning objective.	Average The assessment is weakly explained and is weakly connected to the learning objective.	Poor The assessment is not explained and is not connected to the learning objective.
Description of lesson Describe what the lesson is about	Excellent The description of the lesson is clear and concise and conveys the major points the audience needs to know in order to understand the lesson objective(s).	Good The description of the lesson is somewhat clear and concise and conveys some major points the audience needs to know in order to understand the lesson objective(s).	Average The description of the lesson is not clear and/or concise and weakly conveys the major points the audience needs to know in order to understand the lesson objective(s).	Poor The description of the lesson is not clear or concise and does not convey the major points the audience needs to know in order to understand the lesson objective(s).
Rationale Rationale provides justification for lesson.	Excellent The purpose and goals for the lesson are strongly supported through reference to the course material.	Good The purpose and goals for the lesson are somewhat supported through reference to the course material..	Average The purpose and goals for the lesson are weakly supported through reference to the course material.	Poor The purpose and goals for the lesson are not supported through reference to the course material.
Reflection Demonstrates an ability to look at the lesson objectively.	Excellent A clear and thoughtful reflection on preparing the lesson and delivery. The reflection clearly demonstrates deep consideration for the teaching literacy. The reflection references the course material.	Good A somewhat clear and thoughtful reflection on preparing the lesson and delivery. The reflection somewhat demonstrates deep consideration for the teaching of literacy. The reflection weakly references the course material.	Average A vague reflection on preparing the lesson and delivery. The reflection weakly demonstrates deep consideration for the teaching of literacy. The reflection vaguely references the course material.	Poor No reflection on preparing the lesson and delivery. The reflection does not demonstrates deep consideration for the teaching of literacy. The reflection does not references the course material.
Presentation Demonstration of the lesson was prepared and professionally delivered.	Excellent Demonstration of the strategy was well prepared with all necessary materials. Presenters clearly rehearsed and were prepared for their roles. Demonstration was clear and comprehensible to the audience. Presenters used academic language and spoke professionally.	Good Demonstration of the strategy was somewhat prepared with most necessary materials. Presenters somewhat rehearsed and were prepared for their roles. Demonstration was somewhat clear and comprehensible to the audience. Presenters used some academic language and spoke professionally.	Average Demonstration of the strategy was partially prepared with some necessary materials. Presenters poorly rehearsed and were marginally prepared for their roles. Demonstration was somewhat unclear and incomprehensible to the audience. Presenters did nor use academic language and did not speak professionally.	Poor Demonstration of the strategy was not prepared with necessary materials. Presenters clearly did not rehearse and were not prepared for their roles. Demonstration was not clear and not comprehensible to the audience. Presenters did not use academic language and spoke unprofessionally.

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