iRubric: Structured Literacy & Language Lesson Plan & Demonstration rubric

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Structured Literacy & Language Lesson Plan & Demonstration

This rubric is designed to help guide your planning and demonstration of a structured literacy and language lesson.

Rubric Code: B235C97

By dplewis

Draft

Public Rubric

Subject: Education

Type: Project

Grade Levels: Undergraduate, Graduate

Lesson Plan & Demonstration
	Poor Minimal criteria are explicitly described in written lesson plan and/or minimal effectiveness is executed in demonstration components of the lesson. 1 pts	Fair Few criteria are explicitly described in written lesson plan and/or limited effectiveness is executed in demonstration components of the lesson. 2 pts	Good Most criteria are explicitly described in written lesson plan and executed in demonstration components of the lesson. 3 pts	Excellent All criteria are explicitly described in written lesson plan and effectively executed in demonstration components of the lesson. 4 pts
State the goal of the lesson	Poor Goal is not identified.	Fair Goal is stated but lacks clarity.	Good Goal is briefly stated specifically in student-friendly language.	Excellent Goal is briefly stated specifically in student-friendly language and connects to previous learning.
Phoneme awareness	Poor * Does not refer to articulation while identifying phonemes * Sound, syllable, word choices do not build or align developmentally with new concept * Focus on listening and speaking, with print * Inappropriate amount of time spent	Fair * Refer to articulation while identifying phonemes * Sound, syllable, word choices do not build or align developmentally with new concept * Focus on listening and speaking, with print * Inappropriate amount of time spent	Good * Refer to articulation while identifying phonemes * Include early, basic, and/or advanced phoneme awareness that build and align developmentally with new concept * Focus on listening and speaking without print * Did not use appropriate timing	Excellent * Refer to articulation while identifying phonemes while engaging students using multisensory strategies * Include early, basic, and/or advanced phoneme awareness that build and align developmentally with new concept * Focus on listening and speaking, without print * Use appropriate timing (3-5 min.)
Review of previously learned material	Poor Lesson includes one or more of these components based on student data: * Reread a familiar text * Practice includes concepts beyond lesson's goal based on Speech to Print's developmental scope and sequence * Inappropriate amount of time spent	Fair Lesson includes one or more of these components based on student data: * Reread a familiar text * Reread words with known patterns that align with Speech to Print's developmental scope and sequence * Practice sound-symbol association with known correspondences * Practice includes concepts beyond lesson's goal based on Speech to Print's developmental scope and sequence * Inappropriate amount of time spent	Good Lesson includes one or more of these components based on student data: * Reread a familiar text * Reread words with known patterns that align with Speech to Print's developmental scope and sequence * Practice sound-symbol association with known correspondences * Did not use appropriate timing	Excellent Lesson includes one or more of these components based on student data: * Reread a familiar text * Reread words with known patterns that align with Speech to Print's developmental scope and sequence * Practice sound-symbol association with known correspondences * Include multisensory strategies * Connect first language to English similarities/differences * Use appropriate timing (3-5 min.)
New concept instruction This lesson component is required for the demonstration teaching.	Poor * Define implicitly * Draw students' attention to neither print or speech * Present or model one example * Inappropriate amount of time spent	Fair * Define explicitly * Draw students' attention to either print or speech * Present or model limited examples * Inappropriate amount of time spent	Good * Define explicitly and with relevant information * Draw students' attention to both print and speech, matching symbols to sounds * Present or model several examples * Clarify word meanings as necessary, identifying key vocabulary * Did not use appropriate timing	Excellent * Define explicitly and with relevant information * Draw students' attention to both print and speech, matching symbols to sounds * Present or model several examples * Clarify word meanings as necessary, identifying key vocabulary * Include multisensory strategies * Consider and identify vocabulary, graphemes, and phonemes that MLL may find confusing * Use appropriate timing (3-5 min.)
Guided practice This lesson component is required for the demonstration teaching.	Poor * Engage students in supported practice * Use routines for word reading * Give limited feedback as students apply the new concept or skill * Inappropriate amount of time spent	Fair * Engage students in supported practice * Use routines for sound blending, word building, word mapping, word reading * Give inconsistent corrective feedback as students apply the new concept or skill * Inappropriate amount of time spent	Good * Engage students in supported practice * Use routines for sound blending, word building, word mapping, word reading * Give immediate corrective feedback as students apply the new concept or skill * Consider and identify differentiated strategies for learners (SWD &MLL) * Did not use appropriate timing	Excellent * Engage students in supported practice * Use routines for sound blending, word building, word mapping, word reading * Give immediate corrective feedback as students apply the new concept or skill * Include multisensory strategies * Consider and identify differentiated strategies for learners (SWD &MLL) * Use appropriate timing (3-5 min.)
Independent or Extended practice	Poor * Provide independent practice in word, phrase, sentence reading * Inappropriate amount of time spent	Fair * Provide extended practice in word, phrase, sentence reading, using a variety of differentiated activities * Inappropriate amount of time spent	Good * Provide independent or extended practice in word, phrase, sentence reading, using a variety of differentiated activities * Include multisensory strategies * Consider and identify differentiated strategies for learners (SWD &MLL) * Did not use appropriate timing	Excellent * Provide independent and extended practice in word, phrase, sentence reading, using a variety of differentiated activities * Group students based on strengths and weaknesses * Include multisensory strategies * Consider and identify differentiated strategies for learners (SWD &MLL) * Use appropriate timing (3-5 min.)
Dictation	Poor * Dictate words for writing that use patterns previously taught * Inappropriate amount of time spent	Fair * Dictate words, phrases, and sentences for writing that use patterns previously taught * Include multisensory strategies * Consider and identify differentiated strategies for learners (SWD &MLL) * Inappropriate amount of time spent	Good * Dictate sounds, words, phrases, and sentences for writing that use patterns previously taught including the new concept * Include multisensory strategies * Consider and identify differentiated strategies for learners (SWD &MLL) * Did not use appropriate timing	Excellent * Dictate sounds, words, phrases, and sentences for writing that use patterns previously taught including the new concept * Practice sentence formation with anagrams or with words to combine into a sentence * Include scaffolded support strategies * Include multisensory strategies * Consider and identify differentiated strategies for learners (SWD &MLL) * Use appropriate timing (3-5 min.)
Text reading	Poor * Use leveled text based on grade level placement * Inappropriate amount of time spent	Fair * Use texts with high percentage of words with correspondences already taught * Include multisensory strategies * Consider and identify differentiated strategies for learners (SWD &MLL) * Inappropriate amount of time spent	Good * Introduce 2-3 unknown high-frequency words necessary for text reading * Use texts with high percentage of words with correspondences already taught * Include multisensory strategies * Consider and identify differentiated strategies for learners (SWD &MLL) * Did not use appropriate timing	Excellent * Introduce 2-3 unknown high-frequency words necessary for text reading * Use texts with high percentage of words with correspondences already taught * Use transfer to text process for texts including new concept * Include multisensory strategies * Consider and identify differentiated strategies for learners (SWD &MLL) * Use appropriate timing (5-10 min.)

Subjects:

Education

Types:

Project

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