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iRubric: Teaching ELLs Lesson Plan Rubric

iRubric: Teaching ELLs Lesson Plan Rubric

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Teaching ELLs Lesson Plan Rubric 
Lesson Plan Rubric
This rubric is to analyze a lesson plan designed to teach ELL students. AMLE (NMSA) 1, 2, 3, 5; ECED 1c, 4b, 4c, 5c
Rubric Code: Q75452
By Facilitator
Ready to use
Public Rubric
Subject: Education  
Type: Project  
Grade Levels: Undergraduate

Powered by iRubric Lesson Plan Rubric
Rubric designed to analyze a lesson plan for teaching ELL students
  Distinguished

5 pts

Proficient

4 pts

Basic

3 pts

Needs Improvement

1 pts

Content and Language Objectives

Candidate formulates content and language objectives for ELLs
Distinguished

•Content and Language objectives articulated clearly
• Objectives are significant and standards based
• Formative assessment is integral to the lesson
Proficient

• Content and Language objectives articulated
• Objectives are appropriate and standards based
• Formative assessment is used
Basic

• Content and Language objectives present but unclear
• Objectives are somewhat appropriate and standards based
• Formative assessment is present
Needs Improvement

• Content and Language objectives are unclear
• Objectives are inappropriate or not standards based
• Formative assessment is not present
Lesson Development

Candidate creates tasks that are appropriate for teaching ELLs; includes the use of technology
Distinguished

• Student tasks are defined clearly
• Student tasks are meaningful
• Student tasks are differentiated in multiple ways
• Technology enriches the experience for students
Proficient

• Student tasks are defined mostly clearly
• Student tasks are mostly meaningful
• Student tasks are differentiated
• Technology supports student learning
Basic

• Student tasks are defined somewhat clearly
• Student tasks are somewhat meaningful
• Student tasks are different
• Technology is used in the lesson
Needs Improvement

• Student tasks are unclear
• Student tasks are not meaningful
• Student tasks are the same
• Technology is not used in the lesson
Stages of Language Acquistion

Candidate's lesson plan reflects the students' stage of language acquisition and engages them in higher-level thinking activities using tiered questions
Distinguished

• Stage of language acquistion is explicitely identified; all activities require higher level thinking.
Proficient

• Stage of language acquisition is clearly identified and some activities require higher-level thinking
Basic

•Stage of language acquisition is identified and at least one activity requires higher-level thinking
Needs Improvement

• Stage of language acquisition is not identified and activities require low-level thinking only
Rubric

Appropriate complexity: Simple to use, yet set high level expectations
Distinguished

• Descriptors clearly delineate levels
• Student-friendly language
• Assesses all of the significant components and/or qualities of the assignment
Proficient

• Descriptors delineate levels
• Mostly student-friendly language
• Assesses significant components and/or qualities of the assignment
Basic

• Descriptors unclearly delineate levels
• Some student-friendly language
• Assesses components and/or qualities of the assignment
Needs Improvement

• Descriptors do not delineate levels
• Little or no student-friendly language
• Does not assesses components and/or qualities of the assignment




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