iRubric: TESOL rubric for Standard 1.a. Language as a System

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TESOL rubric for Standard 1.a. Language as a System

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: J92487

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
1.a.1. Demonstrates knowledge of language and language as an integrative system.	Approaches Standard Candidates are aware of the components of language and language as an integrative system.	Meets Standard Candidates can use the components of language and language as an integrative system to inform instruction with ELLs.	Exceeds Standard Candidates can use the components of language and language as an integrative system to create instructional plans for ELLs.
1.a.2. Apply knowledge of phonology (the sound system), morphology (the structure of words), syntax (phrase and sentence structure), semantics (word/sentence meaning), and pragmatics (the effect of context on language) to help ELLs develop oral, reading, and writing skills (including mechanics)in English.	Approaches Standard Candidates understand elements of phonology, morphology, syntax, semantics,and pragmatics and recognize stages of English language development in ELLs. Candidates recognize and can describe similarities and major differences between English and the native languages commonly spoken by their students.	Meets Standard Candidates apply knowledge of developmental phonology, morphology, syntax, semantics, and pragmatics to identify aspects of English that are difficult for their students, noting how ELLs’ L1 and identity may affect their English learning. See link for rest of requirements pages 28-29: 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	Exceeds Standard Candidates design instructional strategies that incorporate their knowledge of the English language system to aid ELLs’ learning. Candidates differentiate ELL learning to accommodate challenging aspects of English language acquisition. Candidates help ELLs develop strategies to monitor difficult aspects of the English language system.
Demonstrate knowledge of rhetoric and discourse structures as applied to ESOL learning.	Approaches Standard Candidates recognize a variety of discourse features and rhetorical patterns characteristic of written and spoken English. Candidates understand that rhetorical and discourse structures and conventions vary across languages, and can identify important ways in which the languages commonly spoken by their ELLs differ from English.	Meets Standard Candidates use a variety of strategies to help ELLs acquire discourse features and rhetorical patterns characteristic of written and spoken English.	Exceeds Standard Candidates use a variety of strategies to help ELLs acquire discourse features and rhetorical patterns characteristic of written and spoken English.
1.a.4. Demonstrate proficiency in English and serve as a good language model for ELLs.	Approaches Standard Candidates demonstrate proficiency in most aspects of English.	Meets Standard Candidates demonstrate proficiency in all aspects of English.	Exceeds Standard Candidates serve as good models for English for ELLs and as good models for the L1 where possible.

Keywords:

ESL, English, Language, TESOL, Standard

Subjects:

English

Types:

Assessment

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