Scaffolded Reading Experience Lesson Plans for RED 567

Element

Not
Met

Met

Exceeded

Points

0 – 7

8 – 9

10

Candidates
demonstrate knowledge of the major theoretical, conceptual, historical and
evidence-based aspects of writing development, writing processes, and

foundational skills and their relationships with other
aspects of literacy (ILA

1.2)

The
candidate did not develop 3 adequate 50minute lesson plans for a topic that
integrated reading and writing in a secondary school classroom, and/or did
not use The Scaffolded Reading Experience strategy.

The
candidate developed 3 acceptable  50-minute
lesson plans for a topic that integrated reading and writing in a secondary
school classroom, using at The Scaffolded Reading Experience strategy.

The
candidate developed a superior 50-minute lesson plan for a subject area topic
that integrated reading and writing in a secondary school classroom, using
The Scaffolded Reading

Experience strategy.

Points

0 – 7

8 – 9

10

Candidates
use foundational knowledge to design, select, critique, adapt, and evaluate
evidence-based literacy curricula that meet the needs of all learners (ILA

2.1)

The
candidate did not design 3 lessons that included clear objectives, grade
level, prior knowledge, materials, procedures, and  assessment strategy.

The
candidate designed 3 lessons that included clear objectives, grade level,
prior knowledge, materials, procedures, and assessment strategy.

The
candidate designed 3 comprehensive lessons that included objectives, grade
level, prior knowledge, materials, procedures, and a detailed assessment
strategy and why it is being used.

Points

0 – 3

4

5

Candidates
demonstrate knowledge of foundational theories about diverse learners,
equity, and culturally responsive instruction. (ILA Standard 4.1).

The candidate did not
provide

accommodations
for ELL/special needs students.

The
candidate provided accommodations for ELL/special needs students.

The candidate provided
several

accommodations
for ELL/special needs students.

Points

0 – 3

4

5

Candidates
understand the purposes, attributes, formats, strengths/limitations
(including validity, reliability, inherent language, dialect, cultural bias),
and influences of various types of tools in a comprehensive literacy and
language assessment system and apply that knowledge to using assessment
tools. (ILA

Standard 3.1)

The
candidate did not provide an appropriate assessment strategy.

The
candidate provided an appropriate assessment strategy in detail.

The
candidate provided more than one appropriate assessment strategy and
discussed why it was chosen.

Total Possible Points

30