iRubric: Instructional Materials Lesson Plan Rubric

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Instructional Materials Lesson Plan Rubric

Instructional Materials Group Strategy Presentation

Lesson Plan with a focus on the strategy used for ELLs.

Rubric Code: K74AA6

By dcolom

Ready to use

Public Rubric

Subject: Education

Type: Presentation

Grade Levels: Undergraduate, Graduate

Evaluation
	Engaged 10 pts	Learning 9 pts	Beginning 8 pts	Out to Lunch 0 pts	Score (N/A)
Basic Information	Engaged The teacher includes name, course, ESL proficiency levels, age, and grade in the lesson plan.	Learning	Beginning	Out to Lunch The teacher does not include name, course, ESL proficiency levels, age, and grade.	Score
Standards	Engaged The teacher includes both the content and WIDA standards relevant to the lesson.	Learning	Beginning	Out to Lunch The teacher does not include both the content and WIDA standards relevant to the lesson.	Score
Objectives	Engaged The teacher includes language objectives aligned to content and ESL standards and they are addressed properly in the lesson.	Learning The teacher includes language objectives that are aligned to content or ESL standards, but not addressed properly in the lesson.	Beginning The teacher includes language objectives, but they are not aligned to content and/or ESL standards in the lesson.	Out to Lunch The teacher fails to include language objectives.	Score
Materials	Engaged Teacher provides a complete list of all materials needed to complete lesson.	Learning Teacher provides a list of materials needed for lesson.	Beginning Teacher provides a list of most materials needed for most of lesson.	Out to Lunch Teacher does not provide a list of materials needed to for lesson.	Score
Vocabulary and Background Knowledge	Engaged The teacher includes a list of vocabulary and academic terms needed to navigate the text; the teacher builds background knowledge linked to students' experiences and/or past learning	Learning The teacher includes a minimum list of vocabulary and academic terms needed to navigate the text; the teacher attempts to build background knowledge through students' experiences and/or past learning, but is weak.	Beginning The teacher fails to include a list of vocabulary or academic terms needed to navigate the text; or does not build background knowledge	Out to Lunch The teacher fails to include a list of vocabulary and academic terms needed to navigate the text and does not build background knowledge	Score
Strategy	Engaged The teacher provides strategy with opportunities for students to use learning strategy, and use scaffolding techniques and use questions or tasks which promote higher order thinking skills appropriate for grade level and proficiency level	Learning The teacher provides strategy with little opportunity for students to use learning strategy, or use scaffolding techniques or use questions or tasks which promote higher order thinking skills appropriate for grade level and proficiency level	Beginning The teacher provides strategy with little opportunity for students to use learning strategy, or use scaffolding techniques or use questions or tasks which promote higher order thinking skills, but is not appropriate for grade level and proficiency level	Out to Lunch The teacher fails to provide a strategy appropriate for grade level and proficiency level.	Score
Comprehensible Input	Engaged Teacher provides clear explanation of academic tasks appropriate for proficiency level(s) of student(s); techniques, e.g., modeling, hands-on activities, demos, or gestures to enhance the understanding of the material for the ESL student.	Learning Teacher provides some explanation of academic tasks appropriate for proficiency level(s) of student(s); techniques e.g., modeling, hands-on activities, demos, or gestures to enhance the understanding of the material for the ESL student.	Beginning Teacher provides explanation of academic tasks inappropriate for proficiency level(s) of student(s); techniques e.g., modeling, hands-on activities, demos, or gestures that does little to enhance the understanding of the material for the ESL student.	Out to Lunch Teacher fails to provide comprehensible input for any proficiency level.	Score
Differentiation/Adapted Text	Engaged Teacher provides study guides appropriate for each different proficiency levels to understand the content covered in the objectives and includes an adapted text which reflects class learnings.	Learning Teacher provides necessary adaptations for 2 levels of proficiency.	Beginning Teacher provides a study guide but is not related to the content covered in the objectives and/or the adapted text does not reflect class learnings.	Out to Lunch Teacher does not differentiate lesson.	Score
Study Guide	Engaged Teacher provides study guides appropriate for each different proficiency level to understand the content covered in the objectives.	Learning Teacher provides study guides appropriate for each different proficiency level to understand most of the content covered in the objectives.	Beginning Teacher provides a study guide but is not related to the content covered in the objectives.	Out to Lunch Teacher does not provide a study guide related to the objectives.	Score
Asssessment	Engaged Teacher assesses the content and language objectives formatively and/or summatively.	Learning Teacher assesses the content or language objectives formatively or summatively.	Beginning Teacher does not adequately assess the content or language objectives.	Out to Lunch Teacher does not assess the content and language objectives.	Score
Standard English	Engaged If your work is not well written and typo free, it will negatively impact each of the above categories.	Learning	Beginning	Out to Lunch	Score

Keywords:

During reading strategies, Explicit instruction, modeling, scaffolding, direct explanation, guided practice, independent application

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