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					Critical Task ESOL Observation Journal Field Experience II (EDE 4944, EDM 4943 (English only), EEC 4943, EEX 4383)

Description:

You should spend five hours (total) observing the teacher and ELL student(s). You cannot complete the five hours of observation on one day. You
will need to plan to observe the teacher and ELL student(s) over several days and at different times of the day if possible. You will need to identify
the language and the home culture of the ELL student(s) as soon as possible as you will need to learn about your ELL student’s home culture.

Rubric:
Program SLO: Critical Thinker: 1.1 Content-Collect and use data gathered from a variety of sources, including formal and informal measures, to develop
educational goals for elementary students



NCATE Standard: 1d Focus on Student Learning for Teacher Candidates
Conceptual Framework Outcome(s): Critical Thinker



                                                           Competency Rubric
                 Exceeds       Meets         Does not               FEAPS               Subject Area       ESOL Performance     Reading
               Expectations Expectations      Meet                                     Competencies           Standards       Endorsement
                                           Expectations                                                                       Competencies

                                                           5.3, 5.4, 5.5, 5.6,      ESOL                 6.10,13.5            NA

                                                                                    3.5, 6.9, 6.11
 Course
  SLO
                  3. Identifies student diverse learning
                  and developmental styles and creates
                  instructional opportunities that are
                  adapted to diverse learners.
                                                   Assignment Grading Rubric
                                                                Performance Descriptors
          Criteria             Exceeds Expectations                  Meets Expectations                Does Not Meet Expectations
Culturally Sensitive     Identifies at least 3 culturally   Identifies 2 culturally sensitive         Identifies 1 or 0 culturally
Behaviors                sensitive behaviors exhibited by behaviors exhibited by teacher that         sensitive behaviors exhibited
                         teacher that support the cultural support the cultural or language           by teacher that support the
                         or language needs of the specific needs of the specific ELL student or       cultural or language needs of
                         ELL student or identifies at least identifies 2 culturally sensitive         the specific ELL student or
                         3 culturally sensitive behaviors   behaviors from investigation.             identifies 1 or 0 culturally
                         from investigation. Provide        Provide examples to support each          sensitive behaviors from
                         examples to support each           behavior.                                 investigation and/or
                         behavior.                                                                    examples are missing.
Lesson Accommodations/   Identifies at least 3              Identifies 2                              Identifies 1 or 0
Adaptations              accommodations/adaptations         accommodations/adaptations used           accommodations/adaptations
                         used during lessons by teacher     during lessons by teacher that            used during lessons by
                         that support the cultural or       support the cultural or language          teacher that support the
                         language needs of the specific     needs of the specific ELL student or      cultural or language needs of
                         ELL student or identifies at least identifies at least 2                     the specific ELL student or
                         3 accommodations/adaptations accommodations/adaptations from                 identifies 1
                         from investigation.                investigation.                            accommodation/adaptation
                                                                                                      from investigation.
ESOL Appropriate         Identifies at least 3 materials      Identifies 2 materials adapted by       Identifies 1 or 0 materials
Materials                adapted by teacher for the           teacher for the specific needs of the   adapted by teacher for the
                         specific needs of the ELL student    ELL student or Identifies at 2          specific needs of the ELL
                         or Identifies at least 3 materials   materials adapted for the specific      student or Identifies 1
                         adapted for the specific needs of    needs of the ELL student from           material adapted for the
                         the ELL student from                 investigation                           specific needs of the ELL
                         investigation                                                                student from investigation
ELL student cultural     Identifies and explains at least 3   Identifies and explains 2 observed      Identifies and explains 1 or 0
behaviors                observed behaviors that could        behaviors that could relate to the      observed behaviors that
                         relate to the ELL student’s          ELL student’s culture or from           could relate to the ELL
culture or from investigation-       investigation- identifies and explains   student’s culture or from
identifies and explains at least 3   at 2 that could be exhibited by the      investigation- identifies and
behaviors that could be              ELL. States if the behaviors were        explains 1 or 0 behaviors that
exhibited by the ELL. States if      observed or identified through           could be exhibited by the ELL
the behaviors were observed or       investigation.                           and/or explanation is missing.
identified through investigation.                                             States if the behavior was
                                                                              observed or identified
                                                                              through investigation.
Critical Task ESOL Assessments Field Experience II (EDE 4944, EDM 4943 (English only), EEC 4943, EEX 4383)

Description

You will be conducting some informal assessments of your ELL student. If you have more than one ELL student in your classroom, you may choose
one student to conduct the assessments.

Rubric:
Program SLO: Critical Thinker: 1.1 Content-Collect and use data gathered from a variety of sources, including formal and informal measures, to develop
educational goals for elementary students



NCATE Standard: 1d Focus on Student Learning for Teacher Candidates
Conceptual Framework Outcome(s): Critical Thinker



                                                          Competency Rubric
                Exceeds       Meets          Does not               FEAPS                 Subject Area        ESOL Performance          Reading
              Expectations Expectations       Meet                                       Competencies            Standards            Endorsement
                                           Expectations                                                                               Competencies
                                                          1.1, 1.4, 1.10, 1.11, 5.3   ESOL                   6.9, 10.1, 10.2, 10.3,   NA
                                                                                      Competencies:          10.4, 12.6, 14.5,
 Course                                                                               1.1, 1.12, 8.2, 9.2,   20.1, 20.2, 21.1
  SLO                                                                                 9.4, 9.6
                     2. Creates learning experiences
                     that makes subject matter
                     meaningful for students.
                                                    Assignment Grading Rubric
                                                                  Performance Descriptors
         Criteria                Exceeds Expectations                   Meets Expectations               Does Not Meet Expectations
BICS/Social                Using the SOLOM, identify the      Using the SOLOM, identify the level       Using the SOLOM, identify the
Language/SOLOM             level of oral language for each of of oral language for each of the five     level of oral language for each
                           the five areas (comprehension,     areas (comprehension, fluency,            of the five areas
                           fluency, vocabulary,               vocabulary, pronunciation,                (comprehension, fluency,
                           pronunciation, grammar),           grammar), explain and provide at          vocabulary, pronunciation,
                           explain and provide at least one least one example for four areas            grammar), explain and
                           example for all five areas                                                   provide at least one example
                                                                                                        for three areas
                           Includes all of the following:       Missing one of the following:           Missing two of the following:
CALP (Cognitive Academic   age of the student, grade of the     age of the student, grade of the        age of the student, grade of
Language Proficiency       student , how long the student       student , how long the student has      the student , how long the
                           has lived in the US, how long the    lived in the US, how long the           student has lived in the US,
                           student has been in school, any      student has been in school, any         how long the student has
                           interrupted time of being in         interrupted time of being in school,    been in school, any
                           school, any ESOL support             any ESOL support provided to the        interrupted time of being in
                           provided to the student, home        student, home language and              school, any ESOL support
                           language and country, CELLA          country, CELLA results (if available)   provided to the student,
                           results (if available)                                                       home language and country,
                                                                                                        CELLA results (if available)

Writing                    List the narrative text and          List the narrative text and explain     List the narrative text and
                           explain why that text was            why that text was chosen; Using the     explain why that text was
                           chosen; Using the SOLOM and          SOLOM and the writing, identify at      chosen; Using the SOLOM and
                           the writing, identify at least one   least one similarity/difference in      the writing, identify at least
                           similarity/difference in each of     four of the areas (comprehension,       one similarity/difference in
                           the five areas (comprehension,       fluency, vocabulary, pronunciation,     each of the three areas
                           fluency, vocabulary,                 grammar),                               (comprehension, fluency,
                           pronunciation, grammar),                                                     vocabulary, pronunciation,
                                                                                                        grammar),
Test Adaptation   List the content area of test;    List the content area of test;    List the content area of test;
                  provides at least 3               provides 2                        provides 1
                  adaptations/accommodations        adaptations/accommodations that   adaptation/accommodation
                  that meet the specific needs of   meet the specific needs of the    that meets the specific needs
                  the student                       student                           of the student
Critical Task ESOL Tutor Rubric Field Experience II (EDE 4944, EDM 4943 (English only), EEC 4943, EEX 4383)

Description:
You will be using all of the information you have gathered from your observations and assessments as well as learning from your ESOL courses and
other infused ESOL courses to tutor an ELL student for the remaining 25 required hours. You will develop and teach activities that involve oral and
written language as well as listening skills. You may complete the following activities in any order. You may develop more than one activity for each
listed task. For example, perhaps your ELL needs additional practice with a group of vocabulary words. You may develop additional activities for the
same group of vocabulary words.

Each tutoring session you will focus on one aspect of oral or written language. You should work with the ESOL teacher to coordinate your activities
with the ESOL teacher’s curriculum.

Rubric:
Program SLO: Critical Thinker: 1.1 Content-Collect and use data gathered from a variety of sources, including formal and informal measures, to develop
educational goals for students
                 Decision Maker: 1.2 Content: Identify the cognitive, linguistic, emotional, and physical needs of students and match them appropriately to
instructional plans
                 Decision Maker: 6.4 Diversity-Use appropriate ESOL strategies and instructional methods to develop experiential and literacy activities to
effectively deliver instruction to ESOL students
                 Lifelong Learner: 1.4 Content-Implement a variety of strategies to motivate and help students acquire knowledge and skills needed to
succeed in life



NCATE Standard: 1d Focus on Student Learning for Teacher Candidates
Conceptual Framework Outcome(s): Critical Thinker, Decision Maker, Lifelong Learner



                                                          Competency Rubric
                 Exceeds       Meets         Does not                FEAPS               Subject Area         ESOL Performance       Reading
               Expectations Expectations      Meet                                      Competencies             Standards         Endorsement
                                           Expectations                                                                            Competencies
                                                           5.1, 5.2, 5.8, 5.9        ESOL                   8.2, 8.5, 9.5, 10.6,   NA
                                                                                     Competencies:          10.8, 12.2, 13.3,
 Course                                                                              1.2, 1.12, 4.1, 4.3,   13.7, 15.2, 15.4,
   SLO                                                                        6.1, 6.8, 6.9, 7.1   17.1, 17.4
            9. Identify the cognitive, linguistic,
            emotional and physical needs of
            students and match them appropriately
            to instructional plans.




                                                      Assignment Grading Rubric
                                                                     Performance Descriptors
          Criteria                  Exceeds Expectations                Meets Expectations         Does Not Meet Expectations
Listening/Writing Activity   List the narrative text and explain List the narrative text and    List the narrative text and
                             why it was chosen; Explain the      explain why it was chosen;     explain why it was chosen;
                             writing activity including at least Explain the writing activity   Explain the writing activity
                             3 accommodations/adaptations        including 2                    including 1
                             that meet the student’s specific    accommodations/adaptations     accommodation/adaptation that
                             needs; State and explain why the that meet the student’s specific  meet the student’s specific
                             activity was/was not successful     needs; State and explain why   needs; State why the activity
                             and what changes would be           the activity was/was not       was/was not successful. Missing
                             implemented to improve the          successful. Missing changes    successful/non-successful
                             activity                            improve the activity           explanation. Missing changes
                                                                                                improve the activity
Content Material             Includes the original and adapted   Includes the original and      Includes the original and
Adaptation                   content text/selection and grade    adapted content text/selection adapted content text/selection
                             level; adapted text has a           and grade level; adapted text  and grade level; adapted text
                             minimum of 3 adaptations that       has a minimum of 2 adaptations has a minimum of 1 adaptation
                             meet the needs of the student;      that meet the needs of the     that meets the needs of the
                             Explains the                        student; Explains the          student and/or explanation of
                             accommodations/adaptations to       accommodations/adaptations to accommodations/adaptations
                            the text and why those              the text and why those            missing; changes are missing.
                            accommodations/adaptations          accommodations/adaptations
                            were chosen and what changes        were chosen and what changes
                            would be implemented to             would be implemented to
                            improve the adaptation.             improve the adaptation.
Content Material Activity   Includes the original and adapted   Includes the original and         Includes the original and
Adaptation                  activity that has a minimum of 3    adapted activity that has a       adapted activity that has a
                            adaptations that meet the needs     minimum of 2 adaptations that     minimum of 1 adaptation that
                            of the student; Explains the        meet the needs of the student;    meets the needs of the student
                            accommodations/adaptations to       Explains the                      and/or explanation of
                            the activity and why those          accommodations/adaptations to     accommodations/adaptations
                            accommodations/adaptations          the activity and why those        missing and/or changes are
                            were chosen; States and explain     accommodations/adaptations        missing.
                            why the activity was/was not        were chosen. States and explain
                            successful and what changes         why the activity was/was not
                            would be implemented to             successful and what changes
                            improve the activity                would be implemented to
                                                                improve the activity
Comprehension Activity      Using the SOLOM results,,           Using the SOLOM results,,         Using the SOLOM results,,
#1                          describe the comprehension          describe the comprehension        describe the comprehension
                            activity that includes at least 3   activity that includes 2          activity that includes 1
                            accommodations/adaptations          accommodations/adaptations        accommodation/adaptation that
                            that meet the needs of the          that meet the needs of the        meets the needs of the student
                            student. Explain why the            student. Explain why the          and/or explanation missing
                            accommodations were used.           accommodations were used.         and/or changes missing.
                            States and explains why the         States and explains why the
                            activity was/was not successful     activity was/was not successful
                            and what changes would be           and what changes would be
                            implemented to improve the          implemented to improve the
                            activity                            activity
                                                     Assignment Grading Rubric
                                                                  Performance Descriptors
       Criteria                 Exceeds Expectations                 Meets Expectations              Does Not Meet Expectations
Comprehension Activity   Using the SOLOM results,             Using the SOLOM results,,            Using the SOLOM results,,
#2                       describe the comprehension           describe the comprehension           describe the comprehension
                         activity that includes at least 3    activity that includes 2             activity that includes 1
                         accommodations/adaptations           accommodations/adaptations           accommodation/adaptation that
                         that meet the needs of the           that meet the needs of the           meets the needs of the student
                         student. Explain why the             student. Explain why the             and/or explanation and changes
                         accommodations were used.            accommodations were used.            missing.
                         States and explains why the          States and explains why the
                         activity was/was not successful      activity was/was not successful
                         and what changes would be            and what changes would be
                         implemented to improve the           implemented to improve the
                         activity                             activity
Fluency Activity #1      Using the SOLOM results,,            Using the SOLOM results,,            Using the SOLOM results,,
                         describe the fluency activity that   describe the fluency activity that   describe the fluency activity that
                         includes at least 3                  includes 2                           includes 1
                         accommodations/adaptations           accommodations/adaptations           accommodation/adaptation that
                         that meet the needs of the           that meet the needs of the           meets the needs of the student
                         student. Explain why the             student. Explain why the             and/or explanation and changes
                         accommodations were used.            accommodations were used.            missing.
                         States and explains why the          States and explains why the
                         activity was/was not successful      activity was/was not successful
                         and what changes would be            and what changes would be
                         implemented to improve the           implemented to improve the
                         activity                             activity
Fluency Activity #2      Using the SOLOM results,,            Using the SOLOM results,,            Using the SOLOM results,
                         describe the fluency activity that   describe the fluency activity that   describe the fluency activity that
                         includes at least 3                  includes 2                           includes 1
                         accommodations/adaptations           accommodations/adaptations           accommodation/adaptation that
                         that meet the needs of the           that meet the needs of the           meets the needs of the student
                         student. Explain why the             student. Explain why the             and/or explanation and changes
                         accommodations were used.            accommodations were used.            missing.
                         States and explains why the          States and explains why the
                         activity was/was not successful      activity was/was not successful
                         and what changes would be            and what changes would be
                         implemented to improve the           implemented to improve the
                         activity                             activity
Vocabulary Activity #1   Using the SOLOM results,,            Using the SOLOM results,             Using the SOLOM results,,
                         describe the vocabulary activity     describe the vocabulary activity     describe the vocabulary activity
                         that includes at least 3             that includes 2                      that includes 1
                         accommodations/adaptations           accommodations/adaptations           accommodation/adaptation that
                         that meet the needs of the           that meet the needs of the           meets the needs of the student
                         student. Explain why the             student. Explain why the             and/or explanation and changes
                         accommodations were used.            accommodations were used.            missing.
                         States and explains why the          States and explains why the
                         activity was/was not successful      activity was/was not successful
                         and what changes would be            and what changes would be
                         implemented to improve the           implemented to improve the
                         activity                             activity
Vocabulary Activity #2   Using the SOLOM results,,            Using the SOLOM results,,            Using the SOLOM results,,
                         describe the vocabulary activity     describe the vocabulary activity     describe the vocabulary activity
                         that includes at least 3             that includes 2                      that includes 1
                         accommodations/adaptations           accommodations/adaptations           accommodation/adaptation that
                         that meet the needs of the           that meet the needs of the           meets the needs of the student
                         student. Explain why the             student. Explain why the             and/or explanation and changes
                         accommodations were used.            accommodations were used.            missing.
                            States and explains why the         States and explains why the
                            activity was/was not successful     activity was/was not successful
                            and what changes would be           and what changes would be
                            implemented to improve the          implemented to improve the
                            activity                            activity
Pronunciation Activity #1   Using the SOLOM results,,           Using the SOLOM results,,         Using the SOLOM results,,
                            describe the pronunciation          describe the pronunciation        describe the pronunciation
                            activity that includes at least 3   activity that includes 2          activity that includes 1
                            accommodations/adaptations          accommodations/adaptations        accommodation/adaptation that
                            that meet the needs of the          that meet the needs of the        meets the needs of the student
                            student. Explain why the            student. Explain why the          and/or explanation and changes
                            accommodations were used.           accommodations were used.         missing.
                            States and explains why the         States and explains why the
                            activity was/was not successful     activity was/was not successful
                            and what changes would be           and what changes would be
                            implemented to improve the          implemented to improve the
                            activity                            activity
Pronunciation Activity #2   Using the SOLOM results,,           Using the SOLOM results,,         Using the SOLOM results,,
                            describe the pronunciation          describe the pronunciation        describe the pronunciation
                            activity that includes at least 3   activity that includes 2          activity that includes 1
                            accommodations/adaptations          accommodations/adaptations        accommodation/adaptation that
                            that meet the needs of the          that meet the needs of the        meets the needs of the student
                            student. Explain why the            student. Explain why the          and/or explanation and changes
                            accommodations were used.           accommodations were used.         missing.
                            States and explains why the         States and explains why the
                            activity was/was not successful     activity was/was not successful
                            and what changes would be           and what changes would be
                            implemented to improve the          implemented to improve the
                            activity                            activity
Grammar Activity #1         Using the SOLOM results,,           Using the SOLOM results,,         Using the SOLOM results,,
                            describe the grammar activity       describe the grammar activity     describe the grammar activity
                      that includes at least 3          that includes 2                   that includes 1
                      accommodations/adaptations        accommodations/adaptations        accommodation/adaptation that
                      that meet the needs of the        that meet the needs of the        meets the needs of the student
                      student. Explain why the          student. Explain why the          and/or explanation and changes
                      accommodations were used.         accommodations were used.         missing.
                      States and explains why the       States and explains why the
                      activity was/was not successful   activity was/was not successful
                      and what changes would be         and what changes would be
                      implemented to improve the        implemented to improve the
                      activity                          activity
Grammar Activity #2   Using the SOLOM results,,         Using the SOLOM results,,         Using the SOLOM results,,
                      describe the grammar activity     describe the grammar activity     describe the grammar activity
                      that includes at least 3          that includes 2                   that includes 1
                      accommodations/adaptations        accommodations/adaptations        accommodation/adaptation that
                      that meet the needs of the        that meet the needs of the        meets the needs of the student
                      student. Explain why the          student. Explain why the          and/or explanation and changes
                      accommodations were used.         accommodations were used.         missing.
                      States and explains why the       States and explains why the
                      activity was/was not successful   activity was/was not successful
                      and what changes would be         and what changes would be
                      implemented to improve the        implemented to improve the
                      activity                          activity
Final Critique:
At the end of the field experience, you will write a final critique of your Field Experience II experience. You will answer the questions found on page
9 (approximately) of the Handbook. The final critique is also submitted to TK20. (See the Handbook for more information.)

                                           Key Assignment Rubric Field Experience II (EDE 4944, EDM 4943, EEC 4943, EEX 4383)

Program SLO:
    Counselor/Mentor: 3.1 Communication: Communicate accurately and effectively through oral presentation skills and the written word to deliver quality
       education for elementary, middle school, secondary, and special education students
    Lifelong Learner: 4.1 Values/Integrity: Engage in self-reflection regarding performance and pursue opportunities for feedback to demonstrate
       commitment to continuous improvement in effective goal setting and the elementary, middle school, secondary, and special education field

NCATE Standard: 1d Focus on Student Learning for Teacher Candidates
Conceptual Framework Outcome(s): Lifelong Learner, Counselor/Mentor


                                                                               Competency Rubric
                  Exceeds       Meets                 Does not                    FEAPS                        Subject Area              ESOL Performance           Reading Endorsement
                Expectations Expectations              Meet                                                   Competencies                  Standards                  Competencies
                                                    Expectations
                                                                       1, 2, 3, 4, 5, 6, 7, 8, 9,       PEC 1, 2, 3, 4, 5, 6, 7, 8,    NA                         NA
                                                                       10, 11, 12                       9, 10, 11, 12
  Course        11. Continually evaluates the self and actively
   SLO          seeks out opportunities to grow professionally




                                                                         Assignment Grading Rubric
                                                                                                    Performance Descriptors
            Criteria                                   Exceeds Expectations                                   Meets Expectations                     Does Not Meet Expectations
                                     4                                                                 3                                       0
New learning acquired during Field   Provides detailed description regarding knowledge gained          Addresses each element. Examples        Does not answer question. Does not provide
Experience                           regarding schools, teachers and children. Includes specific       and/or detail for one or more element   any examples or detail.
                                     examples of learning about schools, teachers and children         is missing.
                                     4                                                                 3                                       0
Strengths in FEAPs                   Chooses 3 FEAPs (radio buttons)                                   Chooses 3 FEAPS (radio buttons)         Does not choose three FEAPs (radio buttons)
                                     Provides detailed explanation regarding each of the three         Provides explanation regarding each     Provides explanation for less than three FEAPs
                           chosen FEAPs. Includes examples of strengths during field     of the three FEAPs. Examples and
                           experience.                                                   detail for one of more FEAPs are
                                                                                         missing.
                           4                                                             3                                     0
                           Chooses 3 FEAPs (radio buttons)                               Chooses 3 FEAPS (radio buttons)       Does not choose three FEAPs (radio buttons)
Needs in FEAPs
                           Provides detailed explanation regarding each of the three     Provides explanation regarding each   Provides explanation for less than three FEAPs
                           chosen FEAPs. Includes examples of needs during field         of the three FEAPs. Examples and
                           experience. Identifies how to improve in each of the three    detail for one of more FEAPs are
                           FEAPs.                                                        missing. Improvement plan missing.
                           4                                                             3                                     0
                           Chooses 3 FEAPs (radio buttons)                               Chooses 3 FEAPS (radio buttons)       Does not choose three FEAPs (radio buttons)
Areas of Need from Field
                           Provides detailed explanation regarding each of the three     Provides explanation regarding each   Provides explanation for less than three FEAPs
Experience I (FE I)        chosen FEAPs including improvement plan from FE I. Includes   of the three chosen FEAPs including
                           examples of improvement during Field Experience II.           improvement plan from FE I. Detail
                                                                                         and examples missing.

				
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