OUSD Literacy Rubric k-5

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OUSD Literacy Rubric k-5 Powered By Docstoc
					                                                                                                              Oakland Unified School District Elementary
                                                                                                                   Reading/Language Arts Rubric
                                                                                         (NOT TO BE USED FOR EVALUATIVE PURPOSES ~ THIS IS A NON-EVALUATIVE DOCUMENT)
                                Teacher has internalized use of English/Language Arts program to the           Teacher addresses standards and objective of the                       Teacher is making progress towards using the core curriculum   Teacher is learning to utilize the
                                degree that objectives and standards are met through a creative,               English/Language Arts program through utilizing all aspects of the     to meet the standards and objectives of the English/ LA        English/Language Arts core curriculum. Some
                                engaging, and personalized use of the core program.                            core program. Teacher has fully internalized the program.              program. There may be gaps in aspects of the literacy block    aspects are in place, but there may be gaps in
                                                                                                                                                                                      and it may be more of a mechanistic approach.                  several aspects of the literacy block.


 Descriptor                                                Masterful /Exemplary                                                            Accomplished                                                 Developing                                                   Beginning
                                All students are highly engaged in appropriate phonemic awareness              Appropriate phonemic awareness activities are implemented as       Most phonemic awareness activities are implemented when            Some phonemic awareness activities are
                                activities. Phonemic awareness is taught in K-1; assessed and                  prescribed in the program and as needed. Teaching is smooth and they occur in the T.E.. Most students are engaged                     implemented. Some students are engaged.
                                remediated in other grades as needed. Teacher focuses on segmentation          natural. All students are engaged. Phonemic awareness is taught in
Preparing to     Phonemic       and blending skills. Phonemic awareness activities are tied to student         K-1 and is; assessed and remediated in other grades as needed..
   Read          Awareness      needs. Teacher uses knowledge of primary language structures and               Teacher sometimes considers primary language structures and
                                sounds to plan and deliver instruction targeted to student needs.              sounds.



                              Teacher daily uses active oral engagement activities (Think-Pair-Share;          Teacher daily uses some oral engagement activities (Think-Pair-        Students chorally read decodables and anthology selections     Students chorally read decodables and anthology
                              Choral Reading, I-Do/We-Do/You-Do, Tea Party…) designed to get all               Share; Choral Reading, I-Do/We-Do/You-Do, Tea Party…)                  whole class with some use of Partner Reading. When called      selections whole class. When called on by the
                              students producing language (in particular, academic language) as                Discussion techniques are taught and modeled. There is some            on by the teacher, students respond to teacher                 teacher, students respond to teacher
                              practice of target lesson objectives. Regularly employs code-switching           evidence of student use of discussion protocols.                       questions/prompts. Teacher uses the T.E.. to teach             questions/prompts. Responses are generally one
Preparing to                  practice (teaches students to use knowledge of home language to learn                                                                                   discussion protocols.                                          word, short phrases, and occasionally more than
                Oral Language
   Read                       the features of academic language)      Discussion techniques are taught,                                                                                                                                              one sentence.
                              modeled and practiced regularly. Teacher reinforces student use of
                              academic language.



                                Phonics instruction is explicit, systematic and sequential, tied               Phonics instruction is explicit, systematic and sequential. Teacher Phonics instruction is provided according to lessons in the       Phonics instruction is provided according to
                                specifically to student needs (ELL's/ non-transferable skills) and teacher     checks for student understanding and independent application of      T.E.. Workbook pages are guided by the teacher. Teacher          lessons in the T.E.. Workbook pages are
                                checks for student understanding and independent application of skill(s)       skill(s) taught. Teacher may use preteaching to support some         uses reteach pages during workshop for some students.            sometimes guided by the teacher.
Preparing to       Phonics      taught.                                                        Students can:   students during workshop. Students can: 1) read decodable and
   Read           Instruction   1) read decodable and find examples of taught sound; 2) word sort; 3)          find examples of taught sound; 2) word sort; 3) spell words with the
                                spell words with the target sound                                              target sound


                               Pre-decodables/decodables . Decodable use follows the program                   Daily use of pre-decodables/decodables for student practice and        Intermittent use of pre-decodable/ decodables for student      Occasional use of pre-decodable/ Decodables
                               routines with students highly engaged in reading accurately, automatically,     reinforcement. Decodable use follows the program routine and           practice and reinforcement. Teacher voice is often heard       for student practice. Connection to daily phonics
                               and with expression. Pre-decodables: Teacher teaches and reviews                engages students. Attention is given to reading accurately,            before or over student reading. Teacher may supply correct     lesson and Sound/Spelling Cards not apparent.
                               tracking routines as part of the reading/decoding process.                      automatically, and with expression. Teacher has taught partner         word to students rather than help them apply the decoding
                               Decodables: Teacher monitors and assesses each child as students                reading routines and monitors as students practice reading to peers.   strategies. Teacher makes some reference to Sound Spelling
Preparing to   Pre-decodables, participate in “whisper read, fish read,” etc. and makes instructional          Teacher encourages students to apply the decoding/blending             Cards to help students with decoding.
   Read          Decodables    adjustments (or immediate corrective feedback) before choral reading.           strategies taught in the lesson as well as the Sound Spelling Cards.
                               Teacher monitors students throughout the entire process and provides            For example, students highlight all words in the decodable with the
                               immediate individual corrective feedback.                                       /er/ sound.




                                Alphabet/Sound/Spelling cards are used interactively and lesson                Alphabet/Sound/Spelling cards are used interactively and all           Alphabet/Sound/Spelling cards are used during lessons and Alphabet/Sound/Spelling cards are sometimes
                                components taught in sequence. Students refer to cards automatically,          lesson parts are taught in sequence. Teacher reminds students to       all lesson parts are taught in sequence.                  used during lessons and most lesson parts are
                                independently throughout the day and across the curriculum. Teacher            “Check the card…etc.” Cards may be used in preteaching or                                                                        taught.
                                follows sequence and routines for introduction of cards Teacher models         reteaching in teacher-led activities in workshop.
                                enthusiasm for the new learning. Teacher directs students to cards
Preparing to   Alphabet, Sound, throughout the day and students refer to cards automatically,
   Read         Spelling Cards independently throughout the day and across the curriculum. Activities to
                                preteach, reteach, review and practice are essential to workshop.




                                                                                                                                               Page 1
                                                                                                                Oakland Unified School District Elementary
                                                                                                                     Reading/Language Arts Rubric
                                                                                           (NOT TO BE USED FOR EVALUATIVE PURPOSES ~ THIS IS A NON-EVALUATIVE DOCUMENT)
                                 Word Knowledge, blending, dictation , and proofreading are lively and Appropriate blending, dictation, and proofreading taught                           Appropriate blending, dictation, and proofreading taught on Appropriate blending, dictation and
                                 differentiated with appropriate scaffolds in place for a variety of students. effectively on a daily basis with evidence of differentiation.             a daily basis. Objectives of lesson are maintained. Routines proofreading taught but lacking focus or not
                                 Evidence of proofreading across the curriculum. Words from blending,                                                                                     are in place, but mechanical.                                addressing objective of lesson. Some procedures
                    Word
                                 word knowledge, dictation charted and used in extended activities.                                                                                                                                                    may be incorrect. Routines are minimal or not
                 Knowledge,
Preparing to                                                                                                                                                                                                                                           evident.
                  blending,
   Read         dictation, and
                proofreading




                                Clues/Problems/Wonderings (grades 1-5) utilized as a strategy to assist        Clues/Problems/Wonderings (grades 1-5) utilized as a strategy to           Clues/Problems/Wonderings (grades 1-5) utilized as a                Clues/Problems/Wonderings (grades 1-5)
                                with tapping prior knowledge, pronunciation and meaning of unfamiliar          assist with tapping prior knowledge, making connections and                strategy to assist with tapping prior knowledge, making             utilized as a strategy to assist with tapping prior
                                words as well as providing purpose for reading. C/P/W referred to              predictions, as well as for providing purpose for reading. Teacher         connections predictions as well as for providing purpose for        knowledge. Teacher directed with minimal
               Clues, Problems, throughout the reading of the selection as well as after reading the           routinely leads the C/P/W lesson before the first read and refers to                                                                           student input.
Reading and                                                                                                                                                                               reading. There is increasing student input as the teacher
                      and
Responding                      selection, to review story, important concepts, and new vocabulary;            the recorded information throughout selection reading. Students are        becomes more skilled at explaining the process.
                 Wonderings
                                assess learning – checking for answers to wonderings. Students are very        beginning to make observations connecting their C/P/W input with
                                familiar with strategy and may apply it in small groups or independently.      what they are reading.

                                 Anthology and Big Book is used interactively to teach comprehension           Anthology and Big Book is used to teach comprehension                      Anthology and Big Book is used to teach comprehension               Anthology and Big Book: T eacher uses the
                                 strategies and skills, and used as a reference for class discussions.         strategies and skills, and used as a reference for class discussions       strategies and skills, and used as a reference for class            T.E.. script to explain the strategies and skills for
                                 Masterful teacher routinely expects, elicits active student engagement –      related to theme. Accomplished teacher elicits active student              discussions. Accomplished teacher is beginning to elicit            the anthology selection. Choral reading is usually
                                 Transactional strategy use Uses anthology selection as vehicle for            engagement in discussions. Teacher guides students through                 active student engagement in discussions. Teacher guides            done whole class with little attention to fluency or
                                 teaching skills and strategies as well as literature appreciation. 1) Is      multiple reads to deeply examine the selection for various purposes.       students through multiple reads to “mine” the selection for         prosody. The selection is referenced for class
                                 conscious of the process; 2) Gives students opportunities to practice         Teacher is skilled at eliciting students’ connection to theme and          various purposes. Teacher provides strategy and skill               discussions as prescribed in the T.E.. The
                                 strategies. 3) Expects students to practice; 3) Teaches and monitors the      generating questions Teacher is skilled at eliciting students’             instruction on successive days per the T.E.. Teacher is skilled     selection is often treated as a “stand alone” story
Reading and      Anthology,      practice process; 4) Uses a variety of engagement strategies to model         connection to theme and generating questions Teacher monitors the          at eliciting students’ connection to theme and generating           as opposed to an opportunity to teach/learn
Responding        Big Book       and practice fluent reading; understands fluency as a component of            practice process. Teacher has some strategies to model, practice,          questions Teacher is skilled at eliciting students’ connection to   strategies and connect to a larger theme.
                                 comprehension. 5) Moves “out loud” reading to match needs of text and         and monitor fluent reading during first and second read.                   theme and generating questions Teacher has limited strategies
                                 students (e.g. echo reading for ELL's)                                                                                                                   to model and practice fluent reading during first and second
                                                                                                                                                                                          read; not yet consistent in monitoring for fluent reading during
                                                                                                                                                                                          first and second read.



                             Reading Comprehension strategies taught and applied throughout the                Reading Comprehension strategies taught and applied throughout             Reading Comprehension strategies taught with some                   Reading Comprehension strategies taught
                             day. Students use the strategies without prompting during regular small           the day. Students use the strategies without prompting during              evidence of application throughout the day. Students use with       with little evidence of application throughout the
                             group/whole group “Handing Off” sessions, in their literature groups, and         regular small group/whole group “Handing Off” sessions. Strategy           some teacher prompting. Handing off occurring sporadically          day. Teacher employs scripts and prompts in
                             in other content areas. Teacher facilitates small groups of students              posters are exhibited on bulletin boards, and teacher reminds              during whole group discussions. Teacher employs scripts and         T.E.. but there is limited use of the strategies by
                             engaging in transactional strategy usage. Teacher deliberately helps              students of strategy use in other disciplines. Consistent use and          prompts in T.E.. and encourages use of the strategies by            students. Strategy posters are exhibited on
                             bridge strategy use to other disciplines by direct instruction, modeling, and     procedural teaching of graphic organizers that match the essential         students. Strategy posters are exhibited on bulletin boards,        bulletin boards, but rarely referred to. Questioning
                  Reading
Reading and                  guided practice opportunities. Active use and procedural teaching of              questions. Interest is generated in both the selection itself as well as   and are sometimes referred to by the teacher. Questioning           refers mainly to the selection, not to strategy use.
               Comprehension
Responding                   graphic organizers that match the essential questions. Teacher develops           the selection as a vehicle for strategy application. Teacher scaffolds     refers mainly to the selection, rarely to strategy use. There is
                 strategies
                             and encourages metacognitive reflection in students. Teacher supports             inclusion and participation with sentence frames that match the            little student engagement in practicing the strategies
                             inclusion and participation with sentence frames that match the strategies.       strategies and student application is expected.                            independently or in small groups.
                             Strategy posters are exhibited on bulletin boards, and students and
                             teachers reinforce strategy use by frequent reference to them.


                             Reading Comprehension skills are modeled and connected to the                     Reading Comprehension skills are modeled and connected to                  Reading Comprehension skills are modeled with some                  Reading Comprehension skills are modeled as
                             writing. Evidence of immediate connection between skills lessons and              the writing. Teacher makes connections to text structures within the       connection to writing. Some evidence of use of text structures      outlined in the program. Little if any connection to
                             students’ writing. Text structures discussed across the curriculum and in         anthology selection. Evidence of use of text structures in student         in student writing.                                                 the writing in the classroom.
                  Reading    all texts read within the classroom. Evidence of use of text structures in        writing.
Reading and
               Comprehension student writings. Teacher deliberately helps bridge skill use to other
Responding       strategies  disciplines by direct instruction, modeling, and guided practice
                             opportunities. Active use and procedural teaching of graphic organizers
                             that match the essential questions.



                                                                                                                                                 Page 2
                                                                                                                Oakland Unified School District Elementary
                                                                                                                     Reading/Language Arts Rubric
                                                                                           (NOT TO BE USED FOR EVALUATIVE PURPOSES ~ THIS IS A NON-EVALUATIVE DOCUMENT)
                                  Vocabulary instruction includes a wide variety of strategies that              Vocabulary instruction occurs throughout the language arts block.        Vocabulary instruction includes strategy instruction as well       Vocabulary instruction involves strategy
                                  integrate with Open Court. Students use strategies throughout the day in       Strategy use by students is evident and self-initiated. Vocabulary       as other lessons from the language arts program. Teacher           instruction rarely. Teacher models strategy use,
                                  other content areas. Vocabulary posted in categories and referred to           clearly posted in categories and referred to regularly throughout the    models strategy use and attempts to prompt use by students.        but fails to prompts students to do likewise.
                                  regularly throughout the day. Students use new vocabulary on an ongoing        day. Class keeps an organized vocabulary notebook. Teacher uses          Vocabulary is posted, but not in any organized way.                Vocabulary may or may not be posted in the
                                  basis and maintain a personal vocabulary notebook. Teacher makes               ELSG for selecting key/exposure vocabulary for preteaching.              Vocabulary strategy posters are on the wall, but rarely            room. There may be strong reliance on having
                                  strategic use of ELSG and/or is skilled at selecting key/exposure              Provisions are made for student vocabulary practice (oral and            referenced as a resource.                                          students write definitions from a
 Reading and        Vocabulary
                                  vocabulary for preteaching and review. Gives students multiple, varied         written). Vocabulary activities and practice are a regular part of                                                                          dictionary/glossary.
                    Instruction   opportunities to use vocabulary in meaningful ways – e.g. games, word          workshop.
 Responding
                                  riddles, matching definitions, linguistic patterns/sentence/paragraph
                                  frames, word webs, categorization activities, synonyms/antonyms
                                  activities. Helps understand new words in testing formats - Example:
                                  Which word is not a synonym? Teacher displays a passion for word play.



                                    Grades 2-5: Inquiry integrated across the curriculum with science and        Grades 2-5: Inquiry Journal and research units evident as regular        Grades 2-5: Inquiry Journal and research units evident and         Grades 2-5: Inquiry Journal and research
                                    social studies. Students working independently in small groups on topic of   part of each unit. Students working in small groups on independent       occurring with most units. Teacher attempts some                   units used intermittently. When research
                                    choice connected to unit(s) of study. Students use academic language         group research projects. Students show increased use of academic         differentiation. Students show some use of academic                projects are attempted, they are done whole-
                                    frequently and with ease in written and oral work. Teacher is deliberate     vocabulary. Teacher has begun to use student questions in                vocabulary in written inquiry work. Most inquiry work and          class, with heavy teacher direction. Most inquiry
                    Grades 2-5:     and systematic in teaching, modeling, and scaffolding elements of            shaping the inquiry projects Students can articulate the                 research is still teacher led and teacher assigned.                projects are simple reports. Student engagement
 Reading and     Inquiry integrated inquiry:                     Research: process, questioning, hypothesis,     relationship between their research and the unit theme. Student                                                                             is evident in the research process, but there is
 Responding         across the      etc.                                                              Genre:     research is beginning to expand beyond print material alone., e.g.                                                                          minimal understanding of the purpose of inquiry.
                    curriculum      presentation forms and their essential elements                              netTrekker, interviews, etc. Teacher sets aside time for student
                                    Content: sources of info.; internet, print, media, personal interview        presentations of inquiry projects and uses presentations to model
                                                                                                                 reflection on theme work.


                             Writing Instruction includes all phases of the writing process as well as           Writing Instruction includes all phases of the writing process as        Most writing activities are implemented with some attempt to       Some writing activities are implemented.
                             teacher modeled writing, interactive writing, journal writing,                      well as teacher modeled writing, interactive writing, journal writing,   address all phases of the writing process. Some attempts to        Phases of the writing process are not evident. All
                             interdisciplinary writing, independent writing, and the establishment of a          interdisciplinary writing, independent writing, as well as the           have students write independently. Teacher modeling in place       whole group; not all phases of the writing process
                             writing center. Students can articulate the writing steps and various genre         establishment of a writing center. For each unit, students are led       with some guided practice. Writing folders are in evidence, but    included. Minimal teacher modeling. Writing
                             and share examples in their own writing folders. Students write daily for           through all phases of the writing process with a finished product.       students not yet taking ownership. Writing taking place solely     folders may be in evidence. Rubrics are not in
                             varied purposes in a variety of genres including during science and social          Teacher/student conference routines are in place. Portfolios are in      during language arts block. Teachers use the rubrics to            use. Non-use of OCR transparencies for
                             studies. Students produce several published pieces during each unit.                evidence and monitored by students. After the drafting stage more        evaluate writing, but do not use the rubric in instruction.        sentence lifting.
                             Rubrics (anchors/exemplars) are used by students as well as the teacher.            emphasis is given to editing as opposed to revising. Rubrics are         Inconsistent use of OCR transparencies for sentence lifting.
                   Writing
                             Regular sentence lifting of student work is evident in lesson plans,                modeled by the teacher, but not used by the students Sentence
Language Arts    Instruction workshop activities, etc. and reflect deliberate and focused work on G. U.          lifting from OCR transparencies
                             M.s (Grammar, Usage, & Mechanics) Written code switching practice
                             reinforces editing for academic or “standard” language forms. Teacher
                             clearly communicates the difference between revision and editing and
                             how to approach each. Teacher models how to reflect and critique a
                             piece of writing resulting in revision and editing; students are beginning to
                             emulate this in peer conferences. . Peer conferencing is well established
                             and ongoing for all writing projects. Teacher/student conference routines
                             are in place. Portfolios are compiled and reviewed by students and
                             teachers. Teacher models how to reflect and critique a piece of writing
                             Grammar, Usage, and Mechanics is taught through direct, explicit                    Grammar, Usage, and Mechanics is taught through Direct                   Grammar, Usage, and Mechanics is taught sporadically               Grammar, Usage, and Mechanics is rarely
                             instruction with highly structured and guided practice. Students are then           instruction, however, students are not applying these skills in their    using direct instruction. Students are not applying these skills   taught. Direct Instruction is not evident. Students
              Grammar Usage
Language Arts   Mechanics
                             able to apply these skills in their writing and oral language.                      writing and oral language.                                                                                                                  are not applying the skills




                                                                                                                                                   Page 3
                                                                                                            Oakland Unified School District Elementary
                                                                                                                 Reading/Language Arts Rubric
                                                                                       (NOT TO BE USED FOR EVALUATIVE PURPOSES ~ THIS IS A NON-EVALUATIVE DOCUMENT)
                             Concept/Question Board is the unit theme focus of the room with inquiry         Concept/Question board is the unit theme focus of the room and             Concept/Question board evident and used as display of               Concept/Question board evident. Limited
                             projects and results posted/displayed nearby. Evidence of high level of         used interactively. Student artifacts/input predominates. Strong           theme related information. Some evidence of curriculum              evidence of curriculum integration. Mostly teacher
                             student participation and interaction. Board shows connections across all       evidence of curriculum integration. Realia and theme-related               integration and student artifacts. There may be student             artifacts and work. C/Q Board space is allocated,
                             curricula, students’ experience, and various cultures. Student artifacts        literature is evident. Student writing (showing evidence of editing) is    questions, many of which may be unrelated to the theme or           but it may be small and not easily accessed by
                             predominate. Demonstrates inquiry and an in depth look at the theme             relevant to theme. Word bank and vocabulary are posted on or near          eliciting limited response; student writing shows little evidence   students. Labels may be missing or very small.
                             using multiple lenses, realia, visuals, and related literature. What are we     the C/Q/ Board. C/Q Board is colorful, attractive, organized,              of basic editing. C/Q Board occupies larger, more central           Students are not able to articulate what the C/Q
                             seeing? Students writing comprehensible and use of grade level                  large/prominent, and located for maximum student access. Over the          space in room and is easily accessed by students.                   Board is used for. There us very little if any
                             conventions(showing evidence of editing) relevant to theme Word bank,           course of the unit, the C/Q Board shows evidence of                                                                                            student input on the board.
                             vocabulary C/Q Board is colorful, attractive, organized, large/prominent,       change/growth/reorganization. Most questions relate to the theme,
Support For      Concept
                             and located for maximum student access Questions lend themselves to             with many having potential for research/inquiry work. There is a
  Theme       Question Board
                             inquiry; teacher has clearly taught how to construct good questions,            balance of print, pictures, student writing, and artifacts.
                             questioning skills -- open-ended/closed-literal. Good quality questions
                             matching questions to the concept Questions relate to the theme and not
                             to the selection Each picture or artifact has a clear connection (preferably
                             in writing) to the theme. C/Q board is focal point of unit closer activity
                             with examination of what’s been learned, what has been answered, what
                             remains, what can’t be answered, what next steps if…..where the open
                             door may lead….. Each picture or artifact has a clear connection
                             (preferably in writing) to the theme. C/Q board is focal point of unit closer
                             Teacher Read Alouds of what’s been learned, what has been
                             activity with examinationoccurring across the curriculum and selections         Teacher reads aloud to class daily from a variety of genres and            Teacher reads aloud daily to students. Whole class                  Some read alouds occurring, but not routinely.
                             strategically selected to increase content knowledge/ vocabulary of             facilitates an engaging discussion during the reading. Read Alouds         discussion occurs following the reading. More read aloud            Little if any discussion occurs afterward. More
                             students. In K-1 this could be big books or picture books; 2-5 this would       take place during different parts of the day. In K-1 this could be big     activity may be seen in grades K and 1, but little in grades 2 –    read aloud activity may be seen in grades K and
                             be picture books and/or chapter books. Discussion follows that reflects         books or picture books; 2-5 this would be picture books and/or             5. Teacher may use read aloud strategy in other curricular          1, but little in grades 2 – 5. Read alouds mostly
                             students’ prior knowledge and builds background. Teacher uses culturally        chapter books. Teacher uses Read Aloud strategy to: 1) increase            areas. Teacher may use read aloud strategy in other curricular      limited to material from base program; little use of
                             responsive literature. Students and teacher locate multiple read aloud          content knowledge and 2) model good fluency/prosody Teacher                areas. Teacher questioning involves some higher level               the suggested reading lists. Teacher stops
                             sources – books, internet, newspaper, magazines, etc. Teacher is aware          shares own interest in reading with students and models curiosity.         strategies – asking students to predict or make connections.        occasionally to ask questions, mainly at the recall
                             of the power of Read Aloud strategy and consciously uses it throughout          Read Aloud stimulates interest/enthusiasm for independent reading.         Teacher makes use of suggested reading lists to amplify             level.
Support For   Teacher Read
                             the day across the curriculum to:      1) develop listening skills; 2)          Teacher makes extensive use of suggested reading lists and school          theme.
  Theme          Alouds
                             increase content knowledge; 3) increase vocabular; and 4) model good            and public libraries to amplify theme.
                             fluency/prosody. Teacher uses poetry for exposure/appreciation of rhyme,
                             rhythm, word play – love of language Teacher models enthusiasm and
                             curiosity in read alouds. Student transactional strategy use is nurtured
                             and recognized by the teacher.



                             Comprehensive classroom library . Time accorded for students to read            Comprehensive classroom library . Time accorded for students to            Classroom library is defined, labeled area in the classroom         Reading/classroom library is a designated,
                             for pleasure. Culturally responsive books organized for ease of student         read for pleasure. Teacher has devoted some time to teaching               with a wider selection of titles, including some organized and      labeled area of the room, but selection may be
                             use – organized in theme/author/topic related baskets. Clearly used on a        students about book selection; encourages students to read widely          labeled for their relation to the theme being studied. Reading      limited and not organized for student use. Little
                             regular/daily basis Story starters, sentence/paragraph frames to solicit        on self-selected interests – author, topic, etc. Culturally responsively   in the classroom area is frequently listed as a “May Do” for        time accorded for students to read for pleasure
                             response to books read for accountability, to practice writing/editing –        selected books organized for ease of student use – organized in            workshop. Students self select books with little knowledge          and/or students not reading and off task.
                             scaffolded writing practice Facilitate independent reading on a regular         theme/author/topic related baskets Clearly used on a regular/daily         about how to select for appropriate reading level, content
Support For     Classroom    basis taking into account matching text to student reading ability and          basis All students use the classroom library at some point in the          relevance, etc. New teachers are beginning to build the
  Theme           Library    interest. Teacher has developed a system for easy and appropriate               week.Teacher has developed a system for easy and appropriate               classroom library by seeking resources for free or low-cost
                             access for students and easy monitoring for teacher.                            access for students and easy monitoring for teacher.                       books.




                                                                                                                                               Page 4
                                                                                                                   Oakland Unified School District Elementary
                                                                                                                          Reading/Language Arts Rubric
                                                                                        (NOT TO BE USED FOR EVALUATIVE PURPOSES ~ THIS IS A NON-EVALUATIVE DOCUMENT)
                               Comprehension strategies used across the curriculum, science, social     Strategy posters or signs are posted in the room and teacher refers Teacher is increasingly familiar with the program and is                         Teacher is heavily dependent on the manual for
                              studies, art, music, PE, etc Teacher models the language and strategy     students to them frequently throughout the lesson. Teacher          able to supplement T.E.. strategy examples with other                            lesson delivery. There is little checking for
                              use in varying curricular contexts and provides opportunities for student encourages students to apply the strategies throughout the lesson. examples from recent readings. Strategies are taught                              understanding. Few, if any, examples of
                              practice of strategy application across the curriculum--language of cause Teacher is mindful to label the strategy when modeling or when      per the T.E.., but not referred to in other curricular                           comprehension strategy application are given
                              and effect in P.E.: “After I powered the serve over the net and the       commenting on student thinking. Students are familiar with                                                                                           beyond those offered in the T.E..
                                                                                                                                                                            areas.
                              opposing team could not return it, our team scored a point.” Language           sentence frames that assist them with producing academic language
                              of classification in social studies when sorting classifying geographic         related to the strategies.
Support For                   terms – classifying land and water forms. Use of graphic organizers and
                Strategies
  Theme                       sentence frames in other curricular areas to organize information and
                              scaffold writing.




                              In addition to ongoing monitoring and assessments , students self-              On going monitoring/assessment evident. 6-8 week benchmarks                Some evidence of ongoing monitoring and/or assessment. 6- Limited evidence of monitoring or assessment
                              assess using class developed, kid-friendly rubrics. 6-8 week benchmarks         are administered regularly and used to inform instruction. Teacher         8 week benchmarks are administered regularly and used to       6-8 week benchmarks are administered, but not
                              are administered regularly and used to inform instruction. Teacher uses         uses additional assessment tools regularly; for instance,                  inform instruction. Teacher may keep track of fluency progress utilized for informing instruction.
                              Edusoft as a tool for item analysis and formation of intervention groups.       observational data and end of selection tests. Rubrics are explained       and plan practice or reteach designed to enhance fluency
                              Teacher uses additional assessment tools on an ongoing basis. Ongoing           and used to help students understand expectations and self-assess.         growth.
                              anecdotal evidence gathered throughout day and used to inform                   Uses assessment data to sort students into groups with identifiable
                              instruction. Formal and informal assessments are complementary.                 specific target skills to be taught; these groups may last the entire
                              Teacher has taught students about rubrics and how to use them Rubrics           assessment cycle. Teacher uses assessment data to set learning
Support For                   have exemplars and anchors for clear illustration of expectations.              goals. (e.g. fluency goals.)
               Assessments    Students are involved in rubric writing development as well as rubric use
  Theme
                              and application. Assessment is used to inform instruction means that
                              teachers adjust and modify instruction based on them. Teacher sees
                              incorrect answers and mistakes as a learning opportunity--the response is
                              to change instruction. Teacher takes ownership of the responsibility to
                              provide teaching and practice so students can apply skills being taught
                              Uses assessment data to sort students into flexible, short-term groups
                              with identifiable specific target skills to be taught. Teacher helps students
                              use assessment data to set learning goals.

                              Classroom is fully organized for instruction . The organization of the          Classroom is organized for instruction . Teacher workspace is              Classroom is somewhat organized . Teacher continues to              Classroom is not yet organized . Students are
                              room is built around a system of both large and small group instruction         mostly clear of items unrelated to current instruction. It is clear what   use classroom space as storage for personal items unrelated         not required to keep their desks and workspaces
                              with an area specifically designed for direct instruction. Teacher              space is to be used for teaching and the systems for organizing            to instruction. It is somewhat clear what space is to be used for   organized. Instruction time is lost while teachers
                              workspace is organized and free of items unrelated to current lessons,          student learning and paperwork are in place. Essential areas such          teaching and the systems for organizing student learning and        or students search for items. Items in the
                              with prepped materials easily at hand. Areas (listening, writing, inquiry,      as classroom library, writing area, or listening area are labeled and      paperwork are somewhat in place, for instance a labeled bin         classroom may be non-functional. The student
                              etc.) are clearly labeled, attractively arranged and well stocked, and there    set up for student use. There is an area set up for the teacher to pull    for homework collection. Teacher establishes some                   instructional space is constrained by items left
                              is evidence of student use/work. Teacher workspace and other areas are          small groups during workshop. Arrangement of student tables or             expectations for student organization, but does not yet             out or piled on tables or on the floor.
Organization   Organization   arranged for ease of movement and teacher monitoring and overseeing             desks allows all students to see the board and the Sound/Spelling          consistently support students in maintaining organization.
                              students at work. Room arrangement evidences purpose; a place for               Cards. Teacher teaches directs students in the organization of their
                              everything and everything in its place. Students and teacher work               binders, desks, supply bins, etc.
                              together to keep classroom organized; students are becoming
                              independent in keeping themselves organized.




                                                                                                                                                Page 5
                                                                                                               Oakland Unified School District Elementary
                                                                                                                    Reading/Language Arts Rubric
                                                                                          (NOT TO BE USED FOR EVALUATIVE PURPOSES ~ THIS IS A NON-EVALUATIVE DOCUMENT)
                               Classroom walls are used for key teaching/learning tools and displays of          Classroom walls are used for key teaching/learning tools and             Most of the walls are used for student learning/work but the       Classroom walls are covered with items that are
                               exemplary student work related to current projects and assignments. Work          displays of student work related to current projects and assignments.    items displayed are not always current. Displays reflect the       not directly used for teaching nor reflect students’
                               is annotated explaining why exemplary, including reference to grade level         including reference to grade level standard. Students refer to walls     some of the cultural diversity of the classroom population. The    current learning. Displays may not reflect the
                               standard. Procedures, rules, resources are posted as tools to support             for assistance when necessary. Displays reflect the cultural diversity   Sound Spelling Cards are posted in the correct order in front of   cultural diversity of the classroom population.
                               student learning. Students refer to walls for assistance as needed. In            of the classroom population. Sound Spelling Cards are posted and         the class where direct whole class instruction takes place.        Sound Spelling Cards are posted, but not located
Organization   Classroom walls addition to daily objectives on the class agenda, target goals are posted at
                                                                                                                 used appropriately.                                                      Cards are turned or not turned appropriately.                      for easy student access. The cards may or may
                               student eye level and are frequently referred to by teacher to underline                                                                                                                                                      not be turned according to sequence prescribed
                               relevance of current activities. Displays reflect the cultural diversity of the                                                                                                                                               in the program.
                               classroom population.


                                Cognitive Collaborative planning with grade level colleagues for unit,           Consistency of some instruction from room to room evidences              Teacher meets with grade level team, but minimal time is           Teacher plans in isolation, often day-to-day.
                                week, and daily lessons. As a result of team planning, preparation is            collaborative planning. Some lesson prep tasks are shared.               spent on planning together. Teacher mainly does short term         Planning consists mostly of listing tasks to be
                                subdivided/shared task to maximize time and resources. Monthly peer              Teachers can be heard discussing lesson components during team           planning. Some ability to anticipate student difficulty; more      completed; often with limited sense of which
                                observations provide feedback regarding best practices. The team builds          meetings. Teacher manuals are opened and used during team                ability to keep focused on lesson objectives; more awareness       activities need to be emphasized; limited ability to
                                on varied strengths to benefit all students. There is evidence of commonly       meetings. More clarity regarding lesson objectives.                      of relative importance of each activity.                           anticipate and plan for student difficulty.
                                developed resources across classrooms, providing equity and
                                consistency. There is evidence of some departmentalization/sharing of
                 Cognitive
                                students. Teacher expresses responsibility for all students in the team.
Organization    Collaborative   Preteaching, frontloading lessons reflect careful planning and preparation.
                  planning      Objectives and assessment are essentials of every planning session.
                                Teacher asks, “What are we doing? Why? How will we do it? How will we
                                know…?” Teacher may “mentally rehearse” lesson with colleagues to
                                clarify.




                               Teacher continually checks for understanding using a variety of strategies        Teacher is well prepared (materials in place and smooth,                 Teacher has internalized most of the program and delivers          Teacher very dependent on teacher’s edition for
                               and adjusts instruction accordingly. Teacher provides immediate, specific         confident introduction to the lesson) including explanation of           naturally. Teacher checks for understanding using a variety of     delivery of lesson. At the lowest end – one
                               corrective, targeted feedback in a respectful, non-threatening appropriate        the lesson objective. The lesson is well-paced overall and               strategies and adjusts instruction accordingly. Teacher            size fits all Lesson delivery is robotic;
                               manner. Teacher assures that students have equal access to expressing             there is a balance between teacher talk and student talk.                provides corrective feedback in a respectful, non-threatening      students sit too long while teacher finds
                               themselves by using methods of calling on students that increase and                                                                                       appropriate manner. Teacher tends to deviates from main            his/her place. Materials not completely
                                                                                                                 Teacher checks for understanding and adjusts instruction
                               equalize participation. The lesson is well paced: teacher allows for                                                                                       objective of lesson resulting in lost instructional time. Pacing
                                                                                                                 accordingly. Teacher provides feedback in a respectful, non-                                                                                prepared and organized. “Bird Walks,” off
                               appropriate think-time, keeps the lesson moving without rushing; keeps a                                                                                   may sometimes be either rushed or the lesson may bog down.
                               balance between teacher talk and student talk. Teacher circulates                 threatening appropriate manner. Teacher uses the debrief                 Pacing inappropriate to meet learning demands of students.         topic teacher/student talk may be frequent
                               throughout the room during the lesson. S/he uses proximity for an                 process to review lesson and check for understanding.                                                                                       and dilute focus on lesson objective.
Organization   Lesson Delivery
                               engagement strategy as well as for skillful classroom management.                 Teacher is fairly skilled at keeping lesson focus on objective                                                                              Students sit without learning task while
                               Teacher models enthusiasm, curiosity, and interest for the lesson content         with minimal off topic “Bird Walking.”                                                                                                      teacher searches for manual and/or lesson
                               and uses a varied voice tone. Teacher promotes application /transfer of                                                                                                                                                       plans.
                               skills and strategies taught. Teacher is skilled at using teachable
                               moments and making meaningful connections to student comments and
                               interests without diluting teaching time with “Bird Walks.”




                                Student engagement strategies . Integral to each lesson. Students,               Student engagement strategies Some use of participation                  Student engagement strategies .Teacher relies on 1 or 2            Student engagement strategies Teacher has
                                when cued by teacher, seamlessly participate in the manner prescribed by         protocols. Teacher is developing a repertoire of strategies to           participation protocols, and students and teacher are not yet      few strategies to increase and equalize
  Student         Student       a particular participation protocol. There is a balance between teacher talk     increase and equalize student engagement. Strategies are not             fluent in their use. Some students consistently drop out of the    participation. S/he loses instructional time to
                engagement      and student talk with student talk clearly focused on the work at hand.          always matched to students and lesson. Most of the students              lesson, some students consistently dominate.                       reprimand students for calling out or for being off-
Engagement       strategies                                                                                      participate most of the time.                                                                                                               task.




                                                                                                                                                  Page 6
                                                                                                              Oakland Unified School District Elementary
                                                                                                                   Reading/Language Arts Rubric
                                                                                         (NOT TO BE USED FOR EVALUATIVE PURPOSES ~ THIS IS A NON-EVALUATIVE DOCUMENT)
                                Workshop is organized to address specific student needs. Students work         Workshop includes a wide variety of student centered activities and       Workshop includes a variety of activities and organized to             Workshop includes activities to meet a variety of
                                independently with clear understanding of rules and procedures. Teacher        is organized to address specific student needs. Students work             address student needs. Must Dos and May Dos are somewhat               needs. Teacher works with one group but spends
                                works with strategically selected small groups using targeted instruction      independently with clear understanding of rules and procedures.           differentiated. Teacher works with at least two groups with            most of time working one on one reinforcing
                                that meets student needs. Evidence of interventions during teacher-led         Teacher works with small groups throughout workshop time with little      some interruptions. Students are somewhat clear about rules            directions or assisting students. Students are
                                small groups as well as ongoing diagnosis. Reading Roundtable                  interruption. Benchmark and above students are encouraged to read         and procedures but may need some reinforcement. Not all                somewhat clear about rules and procedures.
                                (Literature Studies) in place and connected to the theme under study           widely (both about the theme and about their individual interests).       activities are tied to student need or to the specific skills of the   Must Dos and May Dos are limited.
                                and/or involves author study. Students are able to articulate their use of     Teacher assures that all students receive small group or individual       lesson or unit. All students may circulate through the same
Differentiated                  comprehension strategies and application of reading comprehension              instruction at some time during the week. Teacher pulls multiple          activities. A few students may not experience choice on a
                  Workshop
 Instruction                    skills. Discussion techniques evident in students. Time is designated for      groups on a given day. Must Do/May Do activities are balanced to          regular basis. Students may not have the requisite skills in all
                                benchmark and above students to read widely (both about the theme and          allow for some choice for most students during the week. Activities       cases to work independently on an assigned task.
                                about their individual interests); sometimes with the expectation of           meet specific student needs, are related to the unit/lesson, make
                                producing written responses. Teacher assures that all students receive         cross-curricular connections. Activities meet specific student needs,
                                small group or individual instruction at some time during the week.            are related to the unit/lesson, make cross-curricular connections.




                                Teacher pulls multiple groups on a given day. Must Do/May Do activities        Emphasis is placed on preteaching/frontloading (scaffolding) to
                                are balanced to allow for some choice for all students during the week.        maximize # of opportunities students get to be right. Reteach is           SEE ABOVE                                                             SEE ABOVE
                                Activities meet specific student needs, are related to the unit/lesson, make   used judiciously and with careful attention to varying the presentation
                                cross-curricular connections, and make provisions for daily                    – to avoid “drill and kill.” Formal/informal assessment is used to
                                writing.Activities meet specific student needs, are related to the             monitor effectiveness of preteach/reteach activities
                                unit/lesson, make cross-curricular connections, and make provisions for
                                daily writing. Students use academic language and discussion strategies
                                independently. Workshop may occur during various times (to capture
Differentiated                  opportunities – teachable moments.) Literature circles are in place and
                  Workshop      run with minimal teacher support because they are carefully planned with
 Instruction
                                structures and procedures taught beforehand. Emphasis is placed on
                                preteaching/frontloading (scaffolding) to maximize # of opportunities
                                students get to be right. Reteach is used judiciously and with careful
                                attention to varying the presentation – to avoid “drill and kill.”
                                Formal/informal assessment is used to monitor effectiveness of
                                preteach/reteach activities.



                                 Pre-teaching/ re-teaching occurs whenever needed and based on               Pre-teaching/ re-teaching occurs whenever needed and based on               Pre-teaching and reteaching occur, but are not fine-tuned.             Preteaching and reteaching do not occur
Differentiated                  monitoring and assessment systems. Groupings are flexible. ELSG,            monitoring and assessment systems. Groupings are flexible. ELSG,             For example, the teacher may pull ELL students regularly, but          regularly.
                 Pre-Teaching
 Instruction                    Intervention Guide, and other materials are used regularly and effectively. Intervention Guide, and other materials are used regularly and               not get to other groups consistently.
                                                                                                            effectively.
                                Scaffolds instruction accordingly , as well as removes when                 Usually scaffolds instruction accordingly , as well as removes               Sometimes scaffolds instruction accordingly , as well as               Sometimes scaffolds instruction accordingly .
                                appropriate. Instruction proceeds smoothly through the direct instruction scaffolding when appropriate. Instruction proceeds through the                 removes scaffolding when appropriate. Instruction generally            Instruction sometimes proceeds through the
                                continuum from direct instruction to independent practice.                  direct instruction continuum from direct instruction to independent          proceeds through the direct instruction continuum from direct          direct instruction continuum from direct
                                                                                                            practice. Sometimes too much or too little time is spent on each             instruction to independent practice, but sometimes steps are           instruction to independent practice. Often
Differentiated
                                                                                                            phase of DI.                                                                 skipped or belabored.                                                  struggles with appropriate gradual release of
                  Scaffolds                                                                                                                                                                                                                                     responsibility to students: may either leave
 Instruction
                                                                                                                                                                                                                                                                supports in place too long, fostering dependence
                                                                                                                                                                                                                                                                on the teacher; or may release responsibility too
                                                                                                                                                                                                                                                                soon, resulting in student frustration.




                                                                                                                                                Page 7
                                                                                                                   Oakland Unified School District Elementary
                                                                                                                        Reading/Language Arts Rubric
                                                                                              (NOT TO BE USED FOR EVALUATIVE PURPOSES ~ THIS IS A NON-EVALUATIVE DOCUMENT)
                                   AED, ELL's, Special Ed GATE are accessing the core curriculum                   Teacher provides differentiated instruction based on cultural         Classroom posters, books, and displays reflect some of the       There is little or no differentiation taking into
                                   through activities that are differentiated to meet their needs based upon       and learning needs awareness. Teacher expresses high                  home cultures of ELL students. Teacher sometimes clarifies       account student needs. Teacher accepts non-
                                   continuous formal and informal assessment. Teacher provides equal               standards performance for ALL students. S/he provides scaffolds       concepts or vocabulary that may be challenging for Special Ed.   standard language forms without corrective
                                   access, differentiated based on awareness of students’ culture and              and is respectful of student needs. Key strategies in teaching        Or ELL students. Academic English is sometimes clarified ,       feedback. Student engagement is limited to one
                                   learning needs. Teacher holds ALL students accountable for high                 repertoire include: 1) Frontloading/ preteaching for vocabulary; 2)   explained, and expected for ALL students. GATE students are      student at a time responding to teacher basic
                                   standards performance. S/he assures attainability by providing scaffolds,       Use of some participation protocols that are culturally responsive    not challenged with differentiated questioning or assignments.   recall questions. Assessment/monitoring is not
 Differentiated     AED, ELLS,     a “do-able” step-by-step path, tailored to and respectful of student needs.     (Think-Pair-Share, Tea Party, etc.); 3) Use of sentence frames,                                                                        evident. Little or no attention is paid to
  Instruction      SPED, GATE      Key strategies in teaching repertoire include: 1) Frontloading/ preteaching;    linguistic patterns, etc.; 4) Use of graphic organizers along with                                                                     connecting lessons to student
                                   2) Code-switching with copious practice opportunities; 3) Participation         handing these off to student practice and independent use.; 5)                                                                         background/experience.
                                   protocols that are culturally responsive (Think-Pair-Share, Shout Out,          Show, not tell
                                   etc.); 4) Deliberate use of sentence frames, linguistic patterns, etc.
                                   CONTINUED BELOW


                                   5) Regular intensive vocabulary building with multiple exposure/ practice
                                   opportunities; 6) Extensive use of graphic organizers along with handing                  SEE ABOVE                                                   SEE ABOVE                                                        SEE ABOVE
                                   these off to student practice and independent use;       7) Extensive use of
                                   graphic organizers along with handing these off to student practice and
                                   independent use; 8) Show, not tell.
 Differentiated     AED, ELLS,     The masterful teacher exhibits: 1) Enthusiasm for students –belief that
  Instruction      SPED, GATE      everyone is a learner capable of performing/achieving at high standards
                                   levels; 2) Enthusiasm for subject matter- belief that what students are
                                   learning is interesting and useful; 3) Respect – manifested in setting high
                                   expectations and supporting students in the attainment of those
                                   expectations

                                     All phases of direct instruction clearly understood and masterfully used to
 Instructional                       develop skills. Teacher is aware of when students are ready for more
                                     responsibility on the continuum of Direct Instruction.
 Procedures       Direct Instruction
and Strategies

                                   Workbook used appropriately as part of guided instruction. All materials        There are clear procedures and routines in place for completing the   Workbook pages are introduced per the T.E.. instructions.        Workbook activities are most often assigned as
                                   (e.g. overhead transparencies) prepared in advance to maximize                  workbook pages according to the direct instruction model. Teacher     There is some teacher modeling, but minimal corrective           independent work with minimal teacher
                                   teaching/practice time. Systems routines minimize wasted time, e.g.             modeling precedes student practice, and teacher walks around the      feedback. There are some procedures for handling materials.      monitoring. Many student errors are made with
 Instructional                     passing out/collecting workbooks, keeping current page location with post-      room to monitor and give immediate corrective feedback to             The purpose of the workbook page may not be clear to             no immediate corrective feedback. No clear
 Procedures         Workbooks      its as bookmarks. Grouping/seating for maximum peer support or                  individual students..                                                 students.                                                        routines exist for handling materials, finding the
and Strategies                     students in need seated strategically.                                                                                                                                                                                 appropriate page in the workbook, etc.



                                   Teacher regularly: 1) Engages in reflective conversations with                  Having more experience/greater understanding of the program           As teacher familiarity with the program increases and            Teacher is learning the program and relies
                                   colleagues (invites and initiates reflective conversations); 2) Engages in      and its purposes, teacher begins to devote more time to the results   lesson delivery is becoming smoother (with less dependence       heavily during the lesson on reading from the
                                   reflective conversations with colleagues (invites/ initiates reflective         of lessons, thinking about how well the outcome matched the           on reading from the manual during lessons), teacher begins to    manual. Implementation of program is very
                                   conversations); 3) Sets personal goals, models reflective thinking and          objective. During grade level meetings, teacher actively seeks        discuss lesson outcomes with colleagues connecting               literal. Though teacher follows the T.E.., there is
                                   curiosity for students; 4) Models and sets aside time for                       greater understanding of effective strategies when outcomes are not   successes with teacher efficacy.                                 little attention paid to connecting lessons to
                                   metacognitive/reflective tasks for students (and clearly expects this to        what expected.                                                                                                                         students’ thinking. Lessons are delivered –
 Instructional
                                   happen). Teacher promotes student reflection in a deliberate way.                                                                                                                                                      students receive the lessons. Most of teacher
 Procedures        Metacognitive
                                                                                                                                                                                                                                                          time, energy, and focus is on delivery of the
                                   Teacher frequently interacts with students as a facilitator while allowing,
and Strategies                     promoting, and encouraging student leadership in discussion. Teacher                                                                                                                                                   lessons.
                                   demonstrates enthusiastic interest in student thinking by asking a lot of
                                   questions: 1) Tell us how you figured that out; 2) Tell me why you think so;
                                   3) Show us how you came up with that; 4) What in the text supports that
                                   idea?




                                                                                                                                                   Page 8

				
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