Indicator
OVER TIME
Coherent
Planning
Lesson plans are
standards-based and
reflect work toward
annual student
achievement goals.
Common Core Planning – Analyzing Units & Lessons – Unit Analysis Tool – Literacy, Grades K-2
How can a unit or assessment help a teacher be more effective?
Unit:__________________________________________Focus Standards:______________________________________________________
Focused on key standards – Y/N
Evidence:
Materials include effective instruction for all aspects of foundational reading (including distributed practice).1 Materials that are aligned to the
standards should provide explicit and systematic instruction and diagnostic support in concepts of print, phonological awareness, phonics,
vocabulary development, syntax, and fluency. – Y/N
Evidence:
Fluency is a particular focus of instructional materials. – Y/N
Evidence:
Materials focus on academic vocabulary prevalent in complex texts throughout reading, writing, listening, and speaking instruction. – Y/N
Evidence:
Progression of
Instruction
Clear End Performance – Y/N
Evidence:
Lesson objectives fit
into a larger, coherent
sequence that leads to
student mastery of the
appropriate standards.
Careful sequence of tasks and texts allow students to be successful on culminating task. – Y/N
Evidence:
Depth of
Knowledge
Text selection is rich enough to provide opportunities for strategic and extended thinking .– Y/N
Evidence:
Lesson objectives,
tasks and materials
require students to
demonstrate the
following skills:
 Recall &
Reproduction,
 Basic Application of
Concepts,
 Strategic Thinking,
 Extended Thinking
High
Expectations
The teacher fosters a
classroom culture that
is consistently one of
high expectations and
hard work and the
teacher models
excellence.
Literacy programs shift the balance of texts and instructional time to include equal measures of literary and informational text.—Y/N
Evidence:
Promote High Expectations for All – Y/N
Evidence:
Understanding
of Growth
Teacher can articulate
specifically (and with
evidence) whether or
not each student has
internalized gradelevel standards and, if
not, what s/he still
needs to learn.
Using Data
Teacher tracks
assessment data to
understand each
student’s progress
toward mastery and
uses results to guide
planning and
instruction.
IN ONE LESSON
Questions &
Tasks
Questions and tasks
ensure student
comprehension and
ask for application,
analysis and/or
synthesis.
Ways to Measure Growth – Y/N
Evidence:
Materials offer assessment opportunities that measure progress in the foundation of reading. – Y/N
Evidence:
Use Data to Inform Instruction – Y/N
Evidence:
Opportunities for Multiple Reads – Y/N
Evidence:
Questions and tasks cultivate students’ abilities to ask and answer questions based on the text .– Y/N
Evidence:
Precision &
Evidence
Teacher and students
require precision and
evidence in tasks and
responses.
Tailored
Instruction
Teacher tailors
instruction to move all
students toward
mastery.
Instructional Supports & Scaffolds – Y/N
Evidence:
Appropriate supports in reading, writing, listening and speaking for students who are ELL, have disabilities, or read well below the grade level
band.—Y/N
Evidence:
Extensions and/or more advanced text for students who read well above the grade level text band.—Y/N
Evidence:
Evidence of Universal Design for Learning
Multiple options for how instruction is presented, Y/N
Multiple options for how students express their knowledge - Y/N
Multiple options for how teachers engage students in their learning, tailored to meet individual student needs. - Y/N
Evidence: