Name __________________________________
Date ________________
Class Section ___________________________
Journal/Literature Log Assignment & Rubric
One of the most effective applications of the writing process is through literature
response activities. One way to invite children to respond to their reading of
books is to use a reading log or journal. No particular format is required for these
journals. Reading logs and journals should be bound and the date for each entry
should be registered. Each class period, the instructor or a candidate will read a
children’s book. You will date and document your response to that book in an
open-ended format. This will be your personal response to the book. As a result,
by the end of the semester, you will have an extensive list of children’s books
and your personal responses to these books.
1.
Is the journal complete with all children’s
books read in class?
0 1 2 3 4 5 6 7 8 9 10
(A4, NAEYC 4)
2.
Did the candidate select an appropriate
children’s book and read to the class
following suggested guidelines?
0 1 2 3 4 5 6 7 8 9 10
(A4, C6, NAEYC 4)
3.
Is the journal neat & professionally written?
(C6, D1, NAEYC 5)
TOTAL POINTS:
0 1 2 3 4 5
/25
Name __________________________________
Date ________________
Level of Child ___________________________
School ______________
Cooperating Teacher’s Name _______________________________________
Assessment Case Study Rubric (A5, C8, D4, D5, NAEYC 2, 3)
Appropriate Implementation & Scoring of Letter ID Test
0 1 2 3
Appropriate Implementation & Scoring of Word Test
0 1 2 3
Appropriate Implementation & Scoring of CAP
0 1 2 3
Appropriate Implementation & Scoring of Writing Vocab.
0 1 2 3
Appropriate Implementation & Scoring of Dictation
0 1 2 3
Appropriate Implementation & Scoring of Text Reading
(Running Record)
0 1 2 3
Inclusion of Interest Inventory
0 1 2
Summary & Recommendations
0 1 2 3 4 5
Total Points:
Comments:
/25 pts.
Name __________________________________
Date ________________
Grade Level ___________________________
School ______________
Cooperating Teacher’s Name _______________________________________
Storytelling Material/Lesson Evaluation Form
EVALUATION CRITERIA
Is the story selection appropriate for a
Storytelling activity? (A4, NAEYC 4)
Does the material adequately reflect the student
learning objective and appropriate grade level?
(A2, NAEYC 1 & 4)
Does the material and lesson plan reflect time,
thought, and CREATIVITY in preparation?
(A4, NAEYC 4 & 5)
Is the material and lesson plan developmentally
appropriate for early childhood education with
neat and legible handwriting?
(A4, C6, NAEYC 4)
Are student directions on or with the material
and clearly stated at the appropriate reading
level? Is material self-checking for students?
(A4, A5, NAEYC 3 & 4)
Is the material neat, attractive and free
from cultural or sexual stereotyping?
(A1, A4, NAEYC 2 & 4)
Does the lesson plan address use of material
in a meaningful and developmentally appropriate
way?
(A2, A3, A4, NAEYC 4)
Does the material reinforce retelling
and story sequence?
(A2, A4, NAEYC 4)
Does the lesson include an appropriate
assessment for retelling?
(A5, NAEYC 3)
Is the material durable and placed in an
appropriate container for center activities?
(A4, B5, NAEYC 4 & 5)
Comments:
0
1
2
3
4
5
0
1
2
3
4
5
0
1
2
3
4
5
0
1
2
3
4
5
0
1
2
3
4
5
0
1
2
3
4
5
0
1
2
3
4
5
0
1
2
3
4
5
0
1
2
3
4
5
0
1
2
3
4
5
Your score out of possible 50 points _______________________
Guided Reading Lesson Activity Rubric
Name __________________________________
Date ________________
Grade Level ___________________________
School ______________
Cooperating Teacher’s Name _______________________________________
Planning of Activity:
All materials (lesson plan and reflection, videotape, self-evaluation, peer
evaluation and rubric) must be turned in before activity will be graded.
BEFORE READING
1.
Text Selection – The candidate selected an appropriate level text for the
children to read based on: familiar concepts, familiar features, and
needed strategies for mini-language lesson (A1, NAEYC 1)
0 1 2 3 4 5
2.
Story Introduction – The candidate introduced the story using the following
framework: Draw the children’s attention to important ideas; discuss the pictures
of the entire book, given opportunities for the children to hear and say new words
and the language structure of the book; ask the children to find one or two
important words in the text (A3, A4, NAEYC 4)
0 1 2 3 4 5
DURING READING
3.
Student Independent Oral Reading – The candidate observed the reader’s
behaviors for evidence of strategy use; confirmed children’s problem solving
attempts and successes; interacted with individuals to assist with problem solving
(i.e. strategy prompting) at difficulty (when appropriate). (A 4, A5, NAEYC 3 & 4)
0 1 2 3 4 5
AFTER READING
3.
Student Response and Teaching Point and Paired Reading – The
candidate talked about the story with the children and invited personal
response; returned to the text for one or two teaching points; assessed the
children’s understanding of what they read; and engaged the children in
paired reading. (A2, A3, A4, A5, NAEYC 3 & 4)
0 1 2 3 4 5 6 7 8 9 10
DELIVERY OF THE LESSON
4.
Enthusiasm exhibited; Proper English (oral and written modeled); Absence
of verbal fillers; professional demeanor displayed; Delivery time was
appropriate (20-30 minutes). (C1, C3, C6, D7, NAEYC 4 & 5)
0 1 2 3 4 5
APPROPRIATE MATERIALS WERE PREPARED IN ADVANCE
5.
Lesson plan shared with cooperating teacher; appropriate materials
prepared for lesson; consent forms. D2, D3, D5, NAEYC 2, 4, & 5)
0 1 2 3 4 5
LESSON PLAN
6.
Complete PATHWISE lesson plan that follows the guided reading format;
reflections included. A1, A2, A3, A4, A5, D1, NAEYC 1 & 4)
0
1 2 3 4 5 6 7 8 9 10
EVALUATIONS
7.
Self- and peer evaluations turned in; all materials, including rubric and
videotape turned in with activity. (D1, D2, D6, NAEYC 3 & 5)
0 1 2 3 4 5
OVERALL EFFECTIVENESS OF THE LESSON
Comments:
Reading/Writing Connection Lesson Activity Rubric
Read Aloud, Think Aloud, Write Aloud Lesson
Criteria
The read aloud was a trade book of quality literature,
motivating, appropriate, and interesting.
(A1, A4, NAEYC 2 & 4)
The think aloud activity was appropriate to the text
selected and involved the student in reader response and
analysis of the author’s use of language.
(A1, A4, C6, NAEYC 1 & 4)
The write aloud activity was an appropriate extension of
the text and allowed for modeling of thinking and
mechanics of composition.
(A4, C6, NAEYC 4)
A sample of children’s work was turned in and the
candidate’s write aloud on chart paper.
(A5, C8, NAEYC 4)
The PATHWISE lesson plan was neat, professional
complete and developmentally appropriate.
(A1, A2, A3, A4, A5, D1, NAEYC 3, 4, & 5)
TOTAL
Points
Earned
Possible
Points
5
10
10
5
20
50