iRubric: TESOL Std 3.a. Planning Std-Based ESL & Content Instr. rubric

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TESOL Std 3.a. Planning Std-Based ESL & Content Instr.

These rubrics are additive. Meets Standard assumes that the candidate has also met the criteria under Approaches Standard. Exceeds Standards assumes that the candidate has also met the criteria under Approaches Standard and Meets Standard. Performance indicators provide examples of candidate performance, and are not intended to be prescriptive. Please see link: http://www.tesol.org/docs/books/the-revised-tesol-ncate-standards-for-the-recognition-of-initial-tesol-programs-in-p-12-esl-teacher-education-(2010-pdf).pdf

Rubric Code: F924A9

By Tesol_

Ready to use

Public Rubric

Subject: English

Type: Assessment

Grade Levels: K-5, 6-8, 9-12

Performance Indicator
	Approaches Standard 1 pts	Meets Standard 2 pts	Exceeds Standard 3 pts
3.a.1. Plan standards based ESL and content instruction.	Approaches Standard Candidates are aware of standards-based ESL and content instruction. Candidates are knowledgeable about effective program models, including those that are standards based.	Meets Standard Candidates plan standards-based ESL and content instruction.	Exceeds Standard Candidates design standards-based ESL and content instruction. Candidates work with their colleagues to plan standards-based instruction.
3.a.2. Create supportive accepting classroom environments.	Approaches Standard Candidates recognize ELLs’ various approaches to learning.	Meets Standard Candidates implement standards-based programs and instructional models appropriate to individual student needs.	Exceeds Standard Candidates systematically design ESL and content instruction that is student centered. Candidates design lessons such that students work collaboratively to meet learning objectives.
3.a.3. Plan differentiated learning experiences based on assessment of students’ English and L1 proficiency,learning styles, and prior formal educational experiences and knowledge.	Approaches Standard Candidates are aware of students’ language proficiency, learning styles, and prior knowledge when planning ESL and content-learning activities.	Meets Standard Candidates plan activities at the appropriate language levels, integrating students’ cultural backgrounds and learning styles. Candidates use students’ prior knowledge in planning ESL and content instruction.	Exceeds Standard Candidates design multilevel activities and are flexible in grouping students to meet instructional needs of linguistically and culturally diverse student populations.
3.a.4. Provide for particular needs of students with interrupted formal education (SIFE).	Approaches Standard Candidates are aware that SIFE have unique characteristics that necessitate the use of specialized teaching strategies.	Meets Standard Candidates plan learning tasks specific to the needs of SIFE. Candidates plan ESL and content instruction to meet reading and writing needs of SIFE. Candidates plan assessment of SIFE competence with text.	Exceeds Standard Candidates design ways to motivate and guide SIFE to successful academic experiences. Candidates design visually supportive, text rich environments using appropriate materials that include students’ personal and shared experiences, language, and culture.
3.a.5 Plan for instruction that embeds assessment, includes scaffolding, and provides reteaching when necessary for students to successfully meet learning objectives.	Approaches Standard Candidates are aware of assessments to measure students’ degrees of mastery of learning objectives.	Meets Standard Candidates plan lessons that scaffold and link students’ prior knowledge to newly introduced learning objectives. Candidates continually monitor students’ progress toward learning objectives with formal and informal assessments. Following formal and informal assessments, candidates reteach, using alternate materials, techniques, and assessments for students who need additional time and approaches to master learning objectives.	Exceeds Standard Candidates assist colleagues by sharing additional techniques and assessments to meet individual students’ learning needs. Candidates connect ELLs with additional supports for learning, such as after-school tutoring, homework clubs, or homework buddies.

Keywords:

ESL, English, Language, TESOL, standard

Subjects:

English

Types:

Assessment

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