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Electronic Evidence #1 Classroom Based Entry MAED Reading Candidate

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Electronic Evidence #1

Classroom Based Entry

MAED Reading Candidate

Contextual Information

Sheet

Briefly identify:

1. I currently teach 2nd

grade with a public school in the Guilford County School district.

My school is classified as an ARTs Magnet.

Grade- 2nd

Age level- 7-8

Number of students- 21 (Average number of students in classes 20-25) 1 EC, 2

speech, 2 ESL

Course: The Common Core curriculum for 2nd

grade (English Language Arts,

Mathematics, Science, Social Studies, and Health)

1 EC, 2 speech, 2 ESL

2. What information about our teaching context do you believe would be important for

assessors to know about your portfolio entries?

To understand my portfolio entry it is important to note the diversity among my students.

Out of 21 students 3 are Hispanic, 2 are Caucasian, and 4 are Muslim/African, and 12 are

African-American. Not only are the demographics of class scattered, their academics

range from (6) being above grade level, (9) working on grade level, and (6) working

significantly below grade level.

At times meeting all the needs of my students is a difficult task. To address this

challenge I attempt to include visual aids and hands-on experiences in my lessons. Visual

and hands-on experiences may include using graphic organizers, checklists, or

manipulatives. In addition, small group instruction is another significant method used to

meet students’ needs. Working in small groups is beneficial because it allows me to group

student homogeneously based on their needs and work with them on their levels.

Instructional

Materials

https://youtu.be/EJPLi1LZpms (video recording/Begin watching at 8:05 and end at 23:05. This is

the segment my write up is addressing)

Instruction Material #1 Otto’s Mess

1.) One thing important to thing to know about this book is that I chose it because it was both

girls reading level, it included many pictures, and students could relate to the characters

in the story. Chose a book that was on my students reading level was important because I

wanted the girls to able to pull information from the story. If the text had been too

difficult they would not be able to gather significant information. In addition, this book

had many pictures. Choosing a book with pictures because both girls are in the emergent

stage of reading, which means they still rely heavily on the pictures to aid with their

reading. Finally, the concept of this book was one that students could relate to. The main

character in this story was messy and he had to work with his brother to organize his

mess. Both students were able to share times when they had to work with someone to

achieve a goal.

2.) This book was used to have students practice their fluency and to gather information. To

fill out their graphic organizers the students in this group had to back in the text to find

information about each character.

Instructional Material #2 Venn Diagram

1.) It is important to know that I chose to use a Venn Diagram to help my students determine

how the characters in the story were alike and different. Also from the information

gather from the story and placed in the diagram students could students could draw

conclusions about each character. Using a graphic organizer gives students a visual way

to organize and gather information.

2.) In this lesson the graphic organizer was used to compare and contrast the characters in

the book. In addition, students used the information in the graphic organizer to draw

conclusions about each character.

Instructional Material #3 Fluency Checklist

1.) The fluency checklist was chosen because it was a rubric that presented reading traits that

fluent readers possess. Students were able to use this as an evaluation tool because it

gave examples of and list traits for each level of fluency. I also use this particular

checklist because it also made students really assess their partners. They could not just

say that a reading read well or poorly, they had to give specific examples of what the

reader did well or what the reader needed to improve upon.

2.) In this lesson the fluency checklist was used as an evaluation tool to help students

recognize behaviors of fluent readers. It also gave students the opportunity to give each

other positive and constructive feedback about their reading to improve.

Classroom Based

Entry

Instructional Content

This video is a small group guided reading lesson. The age range of this 2nd

grade class

is from 7 to 8 years old. All subject areas are taught in the class. Out of 21 students 12 are

African American, 3 are Hispanic, 1 is African, 3 are Arabic, and 2 are Caucasian. Seven of my

students speak a second language outside of school. These languages include: Spanish, Arabic,

and Waale. Based on ESL testing administer at the beginning of the year, two students are

identified as ESL. One student is identified as EC, two receive speech services, and 76% of my

class receives free or reduced lunch.

I consider my class to be a cultural, academic, and socioeconomically diverse group. At

times the dynamics of my class pose various instructional challenges. I have students that are

working significantly below grade level and students that are working considerably above grade

level. Another relevant point to note about my class is that I consider my class personality to be

active and social. The students in this class respond to using manipulatives that give lessons a

hands on experience. Using hands on materials and academic discussion is extremely beneficial

for not only my regular students but also for my struggling readers because it provides

motivation and experiences that they would not gain from a lecture alone. It affords them the

opportunity to expand their own thinking. The students in the video are classified ESL and EC.

Both of them have language and processing barriers which effects their reading and

comprehension.

Planning and Teaching

For this lesson I wanted to focus on the reading strategy compare and contrasting to learn

more about characters in the story (SG1- short term goal 1) and continue our work on fluency.

Furthermore, I wanted to address and put on emphasis two additional standards: RL 2.5. Use

information gained from the illustrations and words in a print or digital text to demonstrate

understanding of its characters, settings, or plot (LG1- long term goal 1) and RF 2.4. Read with

sufficient accuracy and fluency to support comprehension (LG2- long term goal 2). From the

girls’ TRC and DIBEL assessments I could see that they needed more support with using

information from the text to understand a story’s elements (characters, setting, and plot).

Fluency was another area that needed more focus. Reading for both of these girls is a laborious

task which has significantly impacted their ability to comprehend texts. In addition, the speaking

and listening standards that I addressed in this lesson where: LTG 2L 2.4. Tell a story or recount

an experience with appropriate facts and relevant descriptive details speaking audibly in coherent

sentences and SL 2.1. Participate in collaborative conversations with diverse partners about

grade 2 topics and texts with peers and adults in small and larger groups. I chose these two

standards from speaking and listening as long term goals because as students advance through

their education they will have to be able to communicate their thoughts coherently to other peers

and adults they may encounter. From the video you can see I address standard SL2.4 by having

both students verbally describe each character to me using the Venn diagram they created. From

using the graphic organizer students were able to tell me that Otto was a messy person or “Messy

boy” as student 1 put it, because his room was always cluttered. While his brother Fritz was a

clean and neat person because he kept his room organized and tidy. Coming to both of these

conclusions took much collaborative discussion between me (teacher) and the students in the

group. For example, in in the video I asked students questions to guide their thinking. I asked

both girls to share with me what they could tell someone that has never read this story about the

characters in the book. Several times in the video I noticed I used communication or questions to

help students draw appropriate conclusions.

To gain further insight into my students’ literacy abilities and plan effective instruction I

used the assessments chosen by the county, DIBELS (Dynamic Indicators of Basic Early

Literacy skills) and TRC (Text Reading and Comprehension). DIBELs assess students’ fluency,

decoding, and retelling capabilities. TRC assesses students’ fluency and comprehension skills.

With the leveled information provided from both of these assessments I am able to place students

in leveled guided reading groups and choose appropriate reading materials based on their

specific needs. Knowing my students strengths and weakness allows me to seek researched

based activities and methods that will make instruction more beneficial for them.

Knowing where my students are and where they need to be (based on assessment

guidelines), leads me to utilize strategies that would be advantageous and well-suited to their

learning styles and needs. That’s why I felt it imperative to include visual aids in this lesson

through graphic organizers. As visual scaffolds, graphic organizers are conducive on assisting

students in activating prior knowledge, gaining an insight into text structure, identifying as well

as connecting the main ideas of a text resulting in better recall and retention of information

(Manoli & Papadopoulou, 2012). The use of the Venn diagram and checklist in this lesson

provided the students with a way to organize their thoughts and present an outline of behaviors

that fluent reader possess. Furthermore, using visual aids and checklists are a way for me to

modify my instructions for my students. I can differentiate they types of organizers and resources

I use to fit the needs of my students. Students that are already fluent or advance readers may

need a different resource than a student that is transitional or emergent.

While planning I knew that this group would need much support. In the video I am

consistently guiding students through their thinking or modeling specific traits I want them to

learn and mimic. One of the main benefits of scaffolded instruction is that it provides a

supportive learning environment. Students are able to see their instructors are caring and

interested in helping them learn. Students are free to ask questions, provide feedback and support

their peers in learning new material.

I designed this guided reading lesson for my lowest reading group. Both girls in the

video are a level J. That is below grade for 2nd

grade. At this time of year students are expected

to be a level L. In this lesson I began by going over the vocabulary words in the story. I chose

words that I knew both girls would have difficulty decoding and some they would not know the

definition of. Once we went over the words and became familiar with the definitions of those

words we began reading. When I plan the reading segment for my guided reading group I

include 2 types of reading. The first time students read, the student whisper reads to themselves

and I listen in on them and give feedback or any assistance when necessary. This allows me to

closely monitor them and work with them one on one. During this time I take anecdotal notes

and use those as teaching points for my ensuing lessons. The final part of my lesson was

dedicated to modeling and going over identifiable traits of fluent readers. To differentiate my

lesson I chose a book that was on both girls reading level. In addition, I chose a fluency

checklist that was more suitable to their needs. The checklist I opted to use in this lesson used

language that both girls were able to understand. In addition it did not have as many areas to

evaluate as other checklists. This particular check list addressed the areas of concern for both

girls.

I felt this lesson was better suited for small group instruction because I wanted to give

both of these girls a safe environment to make mistakes and explore these topics. In addition,

working in a small group gives me the opportunity to work at their own level and meet their

specific needs in that moment. I notice that during whole group instruction both of these girls

tend to get lost in the mist of their peers. They do not volunteer very often and when they do

participate they are unsure of themselves and retreat back into their shells.

The culture of my students did not play a major role in shaping this lesson as much as

their individual needs. Having a student that is identified as EC and one that is an English

Language Learner in the same reading group was essentially beneficial. Strategies that are

practical for my ELL student are just as useful to my EC student and the same in reverse. In this

lesson and numerous lessons I attempt to integrate various graphic organizers or visual aids to

give my students something concrete they can reference while reading a text to build

comprehension.

To address the various language levels among this group I started out the lesson

together with both students. I go over any vocabulary, selected skills, and give them an

overview of the lesson. This gives students a purpose for their reading and prepares them for the

lesson. Once I am done teaching my mini lessons students work or read individually and I meet

and converse with both of them. During this time I am able to breakdown the material for that

particular student and help guide them through their thinking.

This guided reading lesson fits into my long-term goals because all parts of the lesson

address goals that students will need to be successful learners and progress through their

academic careers. All of the standards I chose fall into the college and career ready category of

the common core standards. All students have to be able to identify story structures and use

these structures to understand the text they are reading. In addition, students must become fluent

readers in order to help support their comprehension. As students move through their education,

texts will be increasingly difficult to read and students need to be taught strategies on how to

decode and navigate these texts.

Instructional Materials

Making certain that I chose the appropriate materials for this lesson was key to its

success. I looked for a book that was on their reading level but at the same time posed a

challenge for them. I also needed a book that had meaningful and expressive pictures. Both of

my students at this point in this group rely heavily on the pictures in a story to aid their reading.

That is a useful strategy to use while reading and I wanted to make sure they had a resource that

was compatible with this particular strength. I opted to use whiteboards instead of a graphic

organizer on a sheet a paper because dry erase boards appeal to just about every learner. They

are visually stimulating and offer a change of pace from worksheets and overhead projectors.

The hands-on approach offers tactile learners the chance to manipulate information to make it

easier for them to understand. Finally, I chose to use a checklist for fluency because it allows

students to not only see what is expected of them afterwards but beforehand. Before students

read I went over the criteria for each level of fluency and modeled an example of each for them. I

even read for them and had them evaluate my reading to give them practice with using the

fluency checklist.

The book I chose for this lesson connected to our social studies unit on being a

responsible citizen. In social studies my class has discussed themes such as caring for your

community and helping others in your community. In Otto’s mess, the girls noticed that Otto

was not a responsible citizen because he did not clean his room or care for the items in his room.

However, Fritz (his brother) was a responsible citizen because not only did he keep his room

neat and organized, he also helped his brother organize and clean his room. Both students even

shared a time when they were a responsible citizen at home.

Even though technology is an integral part of instruction, I chose not to include any in

this lesson. At virtually every level of education the use of technology is seen as a way to

increase the amount of information that is accessible (Kemp, Preston, Page, Harper, and Dillard,

2014. However, many would suggest the over-reliance on technology has caused people to

become deskilled in other areas (Kemp, Preston, Page, Harper, and Dillard, 2014). I wanted

students to focus on the materials provided and have meaningful conversation with me and each

other (this was one of the standards I wanted to address).

To establish a safe environment that encouraged speaking and listening we discussed

ways to communicate with each other (giving praise and giving constructive feedback). I also

explained to both girls that even though someone criticizes or points out something they need to

work on, that does not mean that person does not like you or is trying to be mean. It simply

means that they brought it to you attention for you to work on and they want you to do better.

Finally, we talked about giving nice constructive feedback, using nice words and specific

comments. For example, student 1 said that I read well when I read. I asked her to be more

specific, what about my reading was good (did I read with expression, did I read in complete

sentences, etc.). Having this discussion before students evaluated each other was helpful because

students felt comfortable enough to be honest with each other and give each other useful

feedback.

Video Recording Analysis

This segment of my video fits into the lesson as a whole because it shows how I

implemented the strategies I sought to teach. One goal for this lesson was to have both students

use their graphic organizer to aid in the description of the characters in the story. In the video I

often told students to refer back to their graphic organizer for information. For example when the

girls in the video had trouble telling me what Frtiz and Otto had in common I told them to look at

their chart. From looking at their charts student 1 and 2 both told me that they liked to have

breakfast at the same time and like sugar on their cereal. This video also shows how I interact

and converse with my students. After watching the video, I noticed that I often asked various

questions to get my students to think deeper about their answers. S2 had a hard time coming to

the conclusion about Otto. I asked her what it meant when the book said Otto’s things were not

exactly neat. From that she was able to say that he was messy.

At the beginning of the lesson (which is not shown in the segmented part) I went over the

vocabulary words. When I go over the vocabulary for the story I utilize the strategies from

Fundations. Fundations is the phonics program that Guilford County has chosen for all K-2 grade

classroom. During guided reading we practice the decoding strategies Fundations teaches the

students. This may mean we break a word into syllables to sound them out, look for prefixes or

suffixes to determine the meaning of an unfamiliar word, or determine if a word is considered a

trick word (trick words are similar to sight words). The integration of Fundations in my

vocabulary instruction gives them the opportunity to employ strategies that are familiar and

critical for decoding and word meaning. Also before the segment in the video both girls were

reading. They whisper read to themselves while I listened in on them. During this time I able to

see what the girls are having trouble with and ask them questions to monitor their

comprehension. In addition, during this time I was also taking anecdotal notes to use as teaching

points for the next lesson. After the segment shown, both students read while the other evaluated

their reading using the fluency checklist. Once they finished each student shares with each other

one thing they thought the reader did well and something that they could improve upon. There

are 3 substantial reasons to include a self-assessment tool in my lesson planning: it encourages

students to reflect on their learning by making them aware of what they have learned thoroughly

and what they have not learned well, review specific language items that students themselves

acknowledge being weak, and setting future goals on the basis of their self-evaluation. I chose

these strategies and methods for this lesson because I knew these students would need visual and

hand-on method for processing the information in front of them.

Good readers are able to summarize as they read. They are able to think about the text in

it’s entirely and review what it said. After a good reader evaluates what they read they use that

information to draw conclusions. I felt I achieved this goal because the students were able to use

the information they put in their Venn diagram to make conclusion about the characters in the

story which allows them to understand the story more. In the video, you can see that both girls

used the information gather come to the conclusion the Otto was a messy person (because he did

not keep his room clean) and Fritz was a neat person (because his room was clean and

organized). I also felt the checklist was a success. Both girls responded well to the checklist.

Their reading was more fluent because they knew the characteristics that the evaluator would be

looking for. In addition, they were able to give each other constructive feedback and praise to as

they were evaluating on another. Student 2 told student 1 that she read with expression but she

need to read in more 3 to 4 word phrases.

Reflection

This lesson revealed to me that I need to continue to help my students draw conclusions

about characters and events in the story. When readers are able to draw conclusions about what

they are reading, they are able to fill in holes the author leaves in the story which leads to a

deeper understanding of a text. The incorporation of the fluency checklist will be present in

many more of my lessons. Both girls responded positively to the checklist. They read better

because they knew the specific traits the evaluator would be looking for. In addition, they gave

each other useful feedback. I will also continue to utilize graphic organizers with my lessons. It

gives all readers a visual way to organize their thoughts. In the video both girls were able to

refer back to their Venn diagrams when they lost their train of thought.

One thing I am mindful of after watching my lesson is allowing students to share ideas

and discuss more among each other. Since I knew that both students would need much

scaffolding, I did not afford them the opportunity to share and build off each other’s thoughts.

Often I want to ensure my students understand the material, however that steals from their

experience with the text and they do not feel the need explore. This is a big weakness of mine.

Incorporating aides to assist with my instruction (graphic organizers, fluency checklist) is

strength of mine. I also feel that I chose appropriate materials that supported the lesson. Easy

enough for them to use, but at the same provided them with substantial challenges. Strengths my

students showed were going back and finding information in the text (when prompted). Both

girls we able to go back to particular pages in the book and find sentences that told about each

character. They also showed improved reading when introduced to the fluency checklist. After

using the checklist the girls began choosing the checklist as a free time activity with a partner.

Both students showed great weakness with drawing conclusions and summarizing what that they

read. When the text said Fritz kept his things neat, neither student could draw upon that sentence

and tell me that Fritz was an organized and neat person guiding them to the answer.

If I were to do this lesson again I would definitely have the students collaborate more

with each other and play more of a facilitator role. In addition I would include more writing and

brainstorming. Generally when students are given the opportunity to write or journal about what

they read, they are able to make connection to the characters and the texts. Over all, I felt I took

great care with planning this lesson to address my students’ needs. I will definitely use this

lesson again and add more discussion and writing to make certain students get the fully

experience of literacy.

References

Andrew Kemp, J. P. (2014). Technology and Teaching: A Conversation among Faculty

Regarding the Pros and Cons of Technology. The Qualitative Report, 1-23.

Learning, N. I. (2008). Instructional scaffolding to improve learning. spectrum newsletter, 1.

Manoli, P., & Papadopoulou, M. (2010). Graphic Organizers as a Reading Strategy. Creative

Education, 348-350.

Evaluation Results

Author:

Evaluated by: Nichole Smith (evaluator's name is not visible to author)

Date Evaluated: 03/26/2014 01:54:07 PM (EST)

DRF template: MAED Reading Education

Program: MAED Reading Education

Evaluation Method: Using Rubric

Evaluation Summary for Program Completion and Exit: EE Classroom Based Entry (Whole Group/Sm.Group Video & Reflection)

Final Score: 3.22 (out of 4)

Evaluator added files:  

Detailed Results (Rubric used: MAED Reading Classroom Based Whole­Group or Small Group VideoLesson and Reflection)

Elements­ Whole Group Literacy: Reading­Language Arts/Early and Middle Childhood The teacher provides accuraterecognition and acknowledgement of individual growth of students as it relates to social, verbal, and cognitivedevelopment and an insightful explanation of how these attributes affect the literacy development. 

(1) Developing 1 (2) Proficient 2 (3) Accomplished 3 (4) Distinguished 4

Little or No Evidence  Evidence Is limited  Evidence is Clear  Evidence is Clear, Consistent,and Convincing 

Criterion Score: Not Applicable

Elements­ Whole Group The teacher shows in­depth knowledge of how literacy develops and effective use of thisknowledge to help set attainable and appropriate learning goals for students. 

(1) Developing 1 (2) Proficient 2 (3) Accomplished 3 (4) Distinguished 4

Little or No Evidence  Limited Evidence  Evidence is Clear  Evidence is Clear, Consistent,and Convincing 

Criterion Score: Not Applicable

Elements­ Whole Group The teacher effectively uses a variety of assessment tools. 

(1) Developing 1 (2) Proficient 2 (3) Accomplished 3 (4) Distinguished 4

Little or No Evidence  Limited Evidence  Evidence is Clear  Evidence is Clear, Consistent,and Convincing 

Criterion Score: Not Applicable

Elements­ Whole Group The teacher uses thorough knowledge of current literature and reading theories to informplanning, implementation, and evaluation of a differentiated and purposeful lesson. 

(1) Developing 1 (2) Proficient 2 (3) Accomplished 3 (4) Distinguished 4

 

Printed on: 02/23/2015 05:54:18 PM (EST)

Little or No Evidence  Limited Evidence  Evidence is Clear  Evidence is Clear, Consistent,and Convincing 

Criterion Score: Not Applicable

Elements­ Whole Group The teacher insightfully utilizes a rich variety of developmentally appropriate resourcesincluding commercial, teacher, and student­generated materials. 

(1) Developing 1 (2) Proficient 2 (3) Accomplished 3 (4) Distinguished 4

Little or No Evidence  Limited Evidence  Evidence is Clear  Evidence is Clear, Consistent,and Convincing 

Criterion Score: Not Applicable

Elements­ Whole Group The teacher actively fosters a learning environment in which instructional resources aredevelopmentally appropriate and where all students feel welcomed, valued, and respected. 

(1) Developing 1 (2) Proficient 2 (3) Accomplished 3 (4) Distinguished 4

Little or No Evidence  Limited Evidence  Evidence is Clear  Evidence is Clear, Consistent,and Convincing 

Criterion Score: Not Applicable

Elements­ Small Group Literacy: Reading­Language Arts/Early and Middle Childhood The teacher is knowledgeableof students’ language and literacy background to appropriately incorporate instructional strategies to integratespeaking, listening, and viewing. 

(1) Developing 1 (2) Proficient 2 (3) Accomplished 3 (4) Distinguished 4

Little or No Evidence  Evidence Is limited  Evidence is Clear  Evidence is Clear, Consistent,and Convincing 

Criterion Score: 4.00 

Elements­ Small Group Literacy: Reading­Language Arts/Early and Middle Childhood The teacher uses observationand/or assessment to recognize the skills and abilities that students bring to their learning and to logically developgoals and thoughtfully plan ongoing instruction that is developmentally appropriate. 

(1) Developing 1 (2) Proficient 2 (3) Accomplished 3 (4) Distinguished 4

Little or No Evidence  Limited Evidence  Evidence is Clear  Evidence is Clear, Consistent,and Convincing 

Criterion Score: 4.00 

Elements­ Small Group Literacy: Reading­Language Arts/Early and Middle Childhood The teacher has a deepknowledge of speaking, listening, and viewing strategies and use of this knowledge to guide student development. 

(1) Developing 1 (2) Proficient 2 (3) Accomplished 3 (4) Distinguished 4

Little or No Evidence  Limited Evidence  Evidence is Clear  Evidence is Clear, Consistent,and Convincing 

Criterion Score: 3.00 

Elements­ Small Group Literacy: Reading­Language Arts/Early and Middle Childhood The teacher appropriatelyformulates instruction to help student(s) progress as speakers, listeners, and viewers. 

(1) Developing 1 (2) Proficient 2 (3) Accomplished 3 (4) Distinguished 4

 

Printed on: 02/23/2015 05:54:18 PM (EST)

Little or No Evidence  Limited Evidence  Evidence is Clear  Evidence is Clear, Consistent,and Convincing 

Criterion Score: 3.00 

Elements­ Small Group Literacy: Reading­Language Arts/Early and Middle Childhood The teacher effectivelydifferentiates to accommodate learners of diverse abilities, backgrounds, and/or experiences. 

(1) Developing 1 (2) Proficient 2 (3) Accomplished 3 (4) Distinguished 4

Little or No Evidence  Limited Evidence  Evidence is Clear  Evidence is Clear, Consistent,and Convincing 

Criterion Score: 3.00 

Elements­ Small Group Literacy: Reading­Language Arts/Early and Middle Childhood The teacher usesdevelopmentally appropriate technology and a variety of instructional resources to support student investigations oflanguage and the world. 

(1) Developing 1 (2) Proficient 2 (3) Accomplished 3 (4) Distinguished 4

Little or No Evidence  Limited Evidence  Evidence is Clear  Evidence is Clear, Consistent,and Convincing 

Criterion Score: 3.00 

Elements­ Small Group Literacy: Reading­Language Arts/Early and Middle Childhood The teacher creates a learningenvironment in which student(s) feel comfortable speaking and are respectful listeners. 

(1) Developing 1 (2) Proficient 2 (3) Accomplished 3 (4) Distinguished 4

Little or No Evidence  Limited Evidence  Evidence is Clear  Evidence is Clear, Consistent,and Convincing 

Criterion Score: 3.00 

Elements­ Small Group Literacy: Reading­Language Arts/Early and Middle Childhood The teacher provides dynamiclistening and viewing activities that encourage opportunities for students to demonstrate clarity, awareness ofaudience, purpose, and/or context in speaking. 

(1) Developing 1 (2) Proficient 2 (3) Accomplished 3 (4) Distinguished 4

Little or No Evidence  Limited Evidence  Evidence is Clear  Evidence is Clear, Consistent,and Convincing 

Criterion Score: 3.00 

Elements­ Small Group Literacy: Reading­Language Arts/Early and Middle Childhood The teacher providesthoughtful reflection and an active effort to improve teaching by honest examination of instruction and modificationsof that instruction for the future. 

(1) Developing 1 (2) Proficient 2 (3) Accomplished 3 (4) Distinguished 4

Little or No Evidence  Limited Evidence  Evidence is Clear  Evidence is Clear, Consistent,and Convincing 

Criterion Score: 3.00 

Elements­ Whole or Small Group English Language Arts/Early Adolescence, or English Language Arts/Adolescenceand Young Adulthood The teacher has established a safe, inclusive, and challenging environment that promotesactive student engagement in the activities and substance of English language arts instruction. 

(1) Developing 1 (2) Proficient 2 (3) Accomplished 3 (4) Distinguished 4

 

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Little or No Evidence  Limited Evidence  Evidence is Clear  Evidence is Clear, Consistent,and Convincing 

Criterion Score: Not Applicable

Elements­ Whole or Small Group English Language Arts/Early Adolescence, or English Language Arts/Adolescenceand Young Adulthood The teacher draws on a detailed knowledge of students’ backgrounds, needs, abilities,interests, and his or her knowledge of English language arts in selecting high, worthwhile, and attainable goals andin selecting instructional approaches that support those goals. 

(1) Developing 1 (2) Proficient 2 (3) Accomplished 3 (4) Distinguished 4

Little or No Evidence  Limited Evidence  Evidence is Clear  Evidence is Clear, Consistent,and Convincing 

Criterion Score: Not Applicable

Elements­ Whole or Small Group English Language Arts/Early Adolescence, or English Language Arts/Adolescenceand Young Adulthood The teacher integrates reading, writing, listening, speaking, and/or viewing activities that areconnected to the learning goals, and that the instruction is sequenced and structured so that students can achievethe goals. 

(1) Developing 1 (2) Proficient 2 (3) Accomplished 3 (4) Distinguished 4

Little or No Evidence  Limited Evidence  Evidence is Clear  Evidence is Clear, Consistent,and Convincing 

Criterion Score: Not Applicable

Elements­ Whole or Small Group English Language Arts/Early Adolescence, or English Language Arts/Adolescenceand Young Adulthood The teacher understands the dynamics of whole­class or small­group discussion 

(1) Developing 1 (2) Proficient 2 (3) Accomplished 3 (4) Distinguished 4

Little or No Evidence  Limited Evidence  Evidence is Clear  Evidence is Clear, Consistent,and Convincing 

Criterion Score: Not Applicable

Elements­ Whole or Small Group English Language Arts/Early Adolescence, or English Language Arts/Adolescenceand Young Adulthood The teacher shows the ability to foster student engagement and learning. 

(1) Developing 1 (2) Proficient 2 (3) Accomplished 3 (4) Distinguished 4

Little or No Evidence  Limited Evidence  Evidence is Clear  Evidence is Clear, Consistent,and Convincing 

Criterion Score: Not Applicable

Elements­ Whole or Small Group English Language Arts/Early Adolescence, or English Language Arts/Adolescenceand Young Adulthood The teacher shows skill in using open­ended questions, listening, and feedback to supportactive learning in a whole­class or small­group environment. 

(1) Developing 1 (2) Proficient 2 (3) Accomplished 3 (4) Distinguished 4

Little or No Evidence  Limited Evidence  Evidence is Clear  Evidence is Clear, Consistent,and Convincing 

Criterion Score: Not Applicable

Elements­ Whole or Small Group English Language Arts/Early Adolescence, or English Language Arts/Adolescenceand Young Adulthood The teacher encourages students to explore, clarify, and challenge each other’s ideas in arespectful and fair manner. 

 

Printed on: 02/23/2015 05:54:18 PM (EST)

(1) Developing 1 (2) Proficient 2 (3) Accomplished 3 (4) Distinguished 4

Little or No Evidence  Limited Evidence  Evidence is Clear  Evidence is Clear, Consistent,and Convincing 

Criterion Score: Not Applicable

Elements­ Whole or Small Group English Language Arts/Early Adolescence, or English Language Arts/Adolescenceand Young Adulthood The teacher uses appropriate, rich, and thought­provoking instructional resources to engagestudents in learning important English language arts content. 

(1) Developing 1 (2) Proficient 2 (3) Accomplished 3 (4) Distinguished 4

Little or No Evidence  Limited Evidence  Evidence is Clear  Evidence is Clear, Consistent,and Convincing 

Criterion Score: Not Applicable

Elements­ Whole or Small Group English Language Arts/Early Adolescence, or English Language Arts/Adolescenceand Young Adulthood The teacher is able to describe his or her practice accurately, analyze it fully and thoughtfully,and reflect insightfully on its implications for future teaching. 

(1) Developing 1 (2) Proficient 2 (3) Accomplished 3 (4) Distinguished 4

Little or No Evidence  Limited Evidence  Evidence is Clear  Evidence is Clear, Consistent,and Convincing 

Criterion Score: Not Applicable

 

Printed on: 02/23/2015 05:54:18 PM (EST)