iRubric: TESOL standard 3.b. Implementing & Managing Stdrds-Based ESL rubric

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TESOL standard 3.b. Implementing & Managing Stdrds-Based ESL

(Rubric for Standard 3.b. Implementing and Managing Standards-Based ESL and Content Instruction) These rubrics are additive. Meets Standard assumes that candidate has also met the criteria under Approaches Standard; Exceeds Standards assumes that 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: K924C2

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.b.1. Organize learning around standards-based subject matter and language learning objectives.	Approaches Standard Candidates are familiar with standards relevant to ESL and content instruction at the national, state, and local levels.	Meets Standard Candidates provide standards-based ESL and content instruction from relevant national, state, and local frameworks.	Exceeds Standard Candidates aid their colleagues in teaching from a standards-based perspective that meets national, state, and local objectives.
3.b.2. Incorporate activities, tasks, and assignments that develop authentic uses of language as students learn academic vocabulary and content-area material.	Approaches Standard Candidates are aware of the need for authentic uses of academic language in ESL and content-area learning and the need to design activities and assessments that incorporate both.	Meets Standard Candidates plan for and implement activities, tasks, and assignments that develop authentic uses of academic language as students access content-area learning objectives.	Exceeds Standard Candidates design and implement activities, tasks, and assignments that develop authentic uses of academic language as students access content-area learning material. Candidates collaborate with non-ESL classroom teachers to develop authentic uses of academic language and activities in content areas.
3.b.3. Provide activities and materials that integrate listening,speaking, reading, and writing.	Approaches Standard Candidates are aware that integrated learning activities build meaning through practice.	Meets Standard Candidates provide integrated learning activities using authentic sourcesthat build meaning through practice. Candidates model activities to demonstrate ways students may integrate skills (e.g., language and/or content).	Exceeds Standard Candidates design activities that integrate skill and content areas through thematic and inquiry-based units.
3.b.4. Develop students’ listening skills for a variety of academic and social purposes.	Approaches Standard Candidates are aware of the need to assist students in making use of what they know in order to listen effectively.	Meets Standard Candidates provide a variety of activities and settings to assist students in making use of what they know in order to listen effectively.	Exceeds Standard Candidates provide practice and assist students in learning to assess their own listening skills in a variety of contexts. Candidates help students develop and use listening strategies. Candidates collaborate with non-ESL classroom teachers to select listening goals for content areas.
3.b.5. Develop students’ speaking skills for a variety of academic and social purposes.	Approaches Standard Candidates provide opportunities for students to interact socially. Candidates monitor and correct student speech as appropriate.	Meets Standard Candidates provide opportunities for students to practice a variety of speech registers linked to academic and social activities.	Exceeds Standard Candidates adapt activities to assist ELLs’ social and academic speaking skills. Candidates collaborate with non-ESL classroom teachers to select speaking goals for content areas.
3.b.6. Provide standards-based instruction that builds on students’ oral English to support learning to read and write.	Approaches Standard Candidates are familiar with ways in which oral language influences reading and writing acquisition for ELLs.	Meets Standard Candidates provide standards-based instruction that builds and integrates learners’ reading and writing as their oral language develops.	Exceeds Standard Candidates develop a variety of ways to integrate learners’ reading and writing as their oral language develops.
3.b.7. Provide standards-based reading instruction adapted to ELLs.	Approaches Standard Candidates identify specific literacy needs of ELLs. Candidates choose literature for instruction from limited resources. Candidates are aware of instructional activities designed to assist students with reading in standards-based, content-area texts.	Meets Standard Candidates plan for and provide reading instruction that includes various cueing systems appropriate for ELLs. Pls refer to link for the rest of requirements: 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 engage ELLs who are having difficulty developing their English reading skills. Candidates develop lessons around texts in a variety of genres related to students’ studies in content-area classes. Candidates collaborate with non-ESL classroom teachers to select reading goals for content areas.
3.b.8. Provide standards-based writing instruction adapted to ELLs. Develop students’ writing through a range of activities, from sentence formation to expository writing.	Approaches Standard Candidates are aware of orthographic, linguistic, and rhetorical influences of the L1 on ESL writing. Candidates are aware of the need for explicit writing strategies for ELLs.	Meets Standard Candidates model standards-based writing activities using different genres (e.g., narrative, expository, argumentative) for students at different proficiency levels and developmental stages, including students with limited literacy in their L1s. Pls refer to link for the rest of requirements: 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 standards-based writing activities using different genres (e.g., narrative, expository, argumentative) for students at different proficiency levels and developmental stages, including students with limited literacy in their L1s. Candidates collaborate with non-ESL classroom teachers to select writing goals and activities in content areas.

Keywords:

ESL, English, Language, TESOL, Standard

Subjects:

English

Types:

Assessment

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