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University of the Virgin Islands School of Education Bachelor of Arts in Education Spring 2016 Inclusive Early Childhood Education Lesson Plan Rubric Teaching Reading & Literacy; STT 2 Lesson Plan Elements Proficient Developing Beginning Unacceptable Unobserved Instructional Objectives (ACEI 3.1; CEC 7) Instructional objectives are clearly stated and descriptive of learning outcomes that are measurable, observable, and student oriented; includes condition, behavior and criterion. 50% Instructional objective is stated and descriptive of learning outcomes that are measurable, observable, and student oriented, but does not include condition and criterion. Instructional objective is included but is not descriptive of a learning outcome and does not include the condition and criterion. 50% Instructional objective is not stated clearly. Materials Needed A variety of materials that directly support learning objective are clearly listed and meet the needs of all students. 50% Most materials directly support learning objective (s), are clearly listed, and meet the needs of all students. 50% Few materials directly support the learning objective (s), are not listed, and few meet the needs of all students. Materials are missing or are used inappropriately. Technology Used (ACEI 3.1; 3.5; NAEYC 4 b, 6 c) Selection and application of technology are appropriate for the learning outcomes and the learning environment. Technologies applied enhance learning. 50% Some selections and applications of technology are appropriate for the learning environment and outcomes. - Technologies applied enhance learning. Some selections and applications of technology are not appropriate for the learning environment. Technologies selected do not enhance learning. Selection and application of technology is inappropriate or non- existent. 50% Lesson Introduction (ACEI 2.1; 3.2; 3.4) An introduction is used, directly related to the lesson, enhances student interest, and leads into the development of the lesson. An introduction is used, - directly related to the lesson and enhances student interest. 50% An introduction is used but not directly related to the lesson. 50% An introduction is missing. Lesson Plan Elements Proficient Developing Beginning Unacceptable Unobserved Content Knowledge (ACEI 2.1; 2.3; 2.3; 2.4; 2.6; 2.7; CEC 1; NAEYC 5 a,b,c) Thorough knowledge and understanding of content. Evidence is provided to indicate topic is well researched. Content is accurate but evidence of research is limited. 50% Weak content and inadequate evidence of research. Plan shows little evidence of knowledge of content and no evidence of research. 50% Instructional Strategies (ACEI 2.1; 3.3; 3.4; CEC 7; NAEYC 4 b,c, 5 c) Instructional strategies are appropriate for learning outcome (s). They are meaningful, varied, and differentiated. Most instructional strategies are appropriate for learning outcome (s); they are meaningful and varied, but evidence no differentiation 50% Some instructional strategies are appropriate for learning outcome (s) that are meaningful. 50% Instructional strategies are not appropriate and are not aligned with the learning outcome(s). Questioning Strategies (ACEI 3.2; 3.3; 4.0; NAEYC 4 b,c) Uses a variety of effective questioning techniques that promote critical thinking and problem solving. 50% Uses a variety of effective questioning techniques- that promote some critical thinking but no problem solving. Uses questioning techniques that are effective and promote some levels of thinking. Uses ineffective questions that do not promote critical thinking. 50% Lesson Development (ACEI 2.1; 3.2; CEC 7; NAEYC 5b) Lesson is adequately and sequentially developed building from simple to complex with opportunities for guided and independent practice. Lesson is adequately and sequentially developed building from simple to complex with opportunities for guided practice, but no independent practice. 50% Lesson is adequately and sequentially developed building from simple to complex with no opportunity for guided practice. 50% Lesson is not logically sequenced, nor does it provide opportunity for guided or independent practice. Closure Closure is evident and summarizes and solidifies the main points of the lesson. 100% Closure is evident and summarizes and solidifies some main points of the lesson. Closure is evident and summarizes and solidifies few main points of the lesson. Closure session is absent from plan. Assessment (ACEI 4.0; 5.1) Method for assessing student learning and evaluating instruction is clearly differentiated and delineated and aligned to lesson’s objective. Method for assessing student learning and evaluating instruction is clearly delineated and aligned to lesson’s objective but is not differentiated. 50% Method for assessing student learning and evaluating instruction is delineated but not differentiated and aligned to lesson’s objective. Method for assessing student learning and evaluating instruction is missing or inappropriate. 50%