Advanced ESL Language Coaching Rubric
Student: __________________________________________
Week of: __________________________________________
Language Coach: Please grade all required sections and other relevant sections that apply based on the
student’s performance throughout the week.
Performance
Criteria
Professionalism
(Participate &
Reflect)
(Required)
Listening
Comprehension
(Comprehend &
Respond)
(Required)
Exceeding
Meeting
Developing
Beginning
-Very professional.
Student shows
exceptional initiative
and enthusiasm to
learn, and time is
used very well.
-Largely
professional. Student
shows good initiative
and enthusiasm to
learn, and time is
used relatively well.
-Somewhat
professional. Student
shows some initiative
and enthusiasm to
learn, but time is not
always used well.
-Not professional.
Student shows little
initiative and
enthusiasm to learn,
and time is used
poorly.
-Material is relevant
and fully meets the
time requirement.
-Material is relevant
and largely meets the
time requirement.
-Material is not
relevant and/or is
substantially under
the time requirement.
-Student is fully
attentive and
engaged.
-Student is largely
attentive and
engaged.
-Material is not
always relevant
and/or is somewhat
under the time
requirement.
-Student is somewhat
attentive and
engaged.
-Almost always
understands keywords
and the main point of
detailed instructions
and answers during
class time, even when
they are long,
complex, and/or
-Usually understands
keywords and the
main point of detailed
instructions and
answers during class
time, even when they
are long and/or
complex.
-Often understands
keywords and the
main point of detailed
instructions and
answers during class
time, even when they
are long and/or
complex.
-Sometimes
understands keywords
and the main point of
instructions and
answers during class
time, including when
they are long and/or
complex.
Notes/Grade
-Student is not
attentive and
engaged.
1
include idioms or
another register.
-Student usually
improves her/his
comprehension by
asking the language
coach to expand on
ideas that are
complex and asking
questions to check
his/her understanding.
Reading
Comprehension
(Comprehend &
Respond)
(Required)
-As a result,
misunderstandings
rarely occur.
-Shows good
comprehension and
insightful analysis of
text(s).
-Student summarises
the important
information from the
text(s) accurately in
her/his own words
and, with prompting
from the language
coach, is usually able
to move beyond the
basic content to
identify and comment
on the use of some
literary elements and
devices, different
points of view, and/or
-Student often
improves her/his
comprehension by
asking the language
coach to expand on
ideas that are
confusing and asking
questions to check
his/her understanding.
-Student sometimes
improves her/his
comprehension by
asking the language
coach to expand on
ideas that are
confusing and asking
questions to check
his/her understanding.
-Student seldom
improves her/his
comprehension by
asking the language
coach to expand on
ideas that are
confusing and asking
questions to check
his/her understanding.
-As a result,
misunderstandings
don’t often occur.
-As a result,
misunderstandings
may sometimes
occur.
-Shows reasonable
comprehension of the
text(s) but lacks
analysis.
-As a result,
misunderstandings
may often occur.
-Student almost
always summarises
most of the important
information from the
text(s) accurately in
her/his own words, at
times with prompting
from the teacher.
-Student usually
summarises most
important information
from the text(s)
accurately, sometimes
with help from the
teacher.
-With prompting
from the language
coach, s/he is often
able to move beyond
the basic content to
identify and comment
on the use of some
-With prompting
from the language
coach, s/he is
sometimes able to
move beyond the
basic content to
identify and comment
-Student sometimes
summarises important
information from the
text(s) accurately but
is seldom able to
move beyond the
basic content to
identify and comment
on the use of literary
elements and/or
devices, different
points of view, and/or
information that is
implied, even with
prompting from the
language coach.
-Shows reasonable
comprehension and
some analysis of
text(s).
-Shows
incomprehension of
the text(s).
2
Reading Strategies
(Required)
Conversation
(Participate &
Reflect; Recognise,
Edit, & Correct)
(Required)
information that is
implied.
literary elements
and/or devices,
different points of
view, and/or
information that is
implied.
-Student has
consistently used
annotation and note
taking to deepen
comprehension.
-Her/His notes are
very clear and
thorough and often
demonstrate
insightful thoughts.
-Student has usually
used annotation and
note taking to deepen
comprehension.
-Her/His notes are
fairly clear and
thorough and
demonstrate some
insightful thoughts.
on the use of a few
literary elements
and/or devices,
different points of
view, and/or
information that is
implied.
-Student has
sometimes used
annotation and note
taking to deepen
comprehension.
-Her/His notes are
somewhat clear but
need more detail,
demonstrating few
insightful thoughts.
-S/he has
consistently used
supplementary
handouts, glossaries,
dictionaries, and/or
other reading
comprehension
strategies studied to
improve his/her own
understanding.
-Student is able to
engage in longer
conversations on
nearly all topics
fluently and with few
pauses. Student is
able to joke and
allude to events
-S/he has usually
used supplementary
handouts, glossaries,
dictionaries, and/or
other reading
comprehension
strategies studied to
improve his/her own
understanding.
-S/he has sometimes
used supplementary
handouts, glossaries,
dictionaries, and/or
other reading
comprehension
strategies studied to
improve his/her own
understanding.
-S/he has seldom
used supplementary
handouts, glossaries,
dictionaries, and/or
other reading
comprehension
strategies studied to
improve his/her own
understanding.
-Student is able to
engage in longer
conversations about
more complex topics
fairly fluently and
with few noticeably
long pauses.
-Student is able to
engage in longer
conversations about
familiar topics with
some long pauses.
Student is able to
participate in short,
relatively simple
conversations about
daily topics.
-Student has seldom
used annotation and
note taking to deepen
comprehension.
-Her/His notes are
unclear and lack
detail and insight.
3
without directly
mentioning them.
-Spoken grammar is
very accurate, and
mistakes almost
never cause
misunderstandings.
-Student often avoids
grammatical mistakes
by changing to a
different structure.
-Spoken grammar is
fairly accurate, and
mistakes seldom
cause
misunderstandings.
-Student often notices
and corrects
grammatical mistakes
on his/her own or
when the teacher
points them out.
-Volume, tone, and
speed are
appropriate.
-Spoken grammar is
somewhat accurate,
and mistakes
occasionally cause
misunderstandings.
-Student sometimes
corrects grammatical
mistakes when s/he
notices them or the
teacher points them
out.
-Volume, tone, and
speed need some
improvement.
-Student almost
always shows
familiarity with key
vocabulary from
study materials.
-Student usually
shows familiarity
with key vocabulary
from study materials.
-Student sometimes
shows familiarity
with key vocabulary
from study materials.
-Seldom needs to
search for words, and
makes very
few mistakes in the
meaning or use of
common vocabulary
from class or day-today life, and
occasional minor
mistakes with new or
more difficult
vocabulary.
-It is always clear
what s/he is trying to
say.
-Occasionally needs
to search for words,
but makes few
mistakes in the
meaning or use of
common vocabulary
from class or day-today life, and
occasional mistakes
with new or more
difficult vocabulary.
-Volume, tone, and
speed are excellent.
Vocabulary
(Recognise, Edit, &
Correct)
(Required)
-It is almost always
clear what s/he is
trying to say.
-Sometimes needs to
search for words, and
makes occasional
mistakes in the
meaning or use of
common vocabulary
from class or day-today life, and some
mistakes with new or
more difficult
vocabulary.
-It is usually clear
what s/he is trying to
say.
Spoken grammar is
not very accurate,
and mistakes often
cause
misunderstandings.
-Student seldom
corrects grammatical
mistakes, even when
the teacher points
them out.
-Volume, tone, and
speed need
substantial
improvement.
-Student seldom
shows familiarity
with key vocabulary
from study materials.
-Often needs to
search for words, and
makes some
mistakes in the
meaning or use of
common vocabulary
from class or day-today life, and frequent
mistakes with new or
more difficult
vocabulary.
-It is sometimes clear
what s/he is trying to
say.
4
Argument
(Create & Structure
Argument)
(When relevantHaving demonstrated
good comprehension,
students should be
prompted to provide
and justify their
interpretations of
course readings and
topics)
Student-Specific
Criteria:
_________________
____
Through discussion,
choose one or two
specific areas for
improvement, and
assess the follow-up.
Examples may
-Student’s bi-weekly
-Student’s bi-weekly -Student’s bi-weekly vocabulary list
vocabulary list
vocabulary list
reflects less than 30
reflects at least 30
reflects at least 30
appropriate
appropriate
appropriate
vocabulary words
vocabulary words
vocabulary words
related to her/his
related to her/his
related to her/his
academics and life at
academics and life at academics and life at Luther. S/he shows
Luther. S/he shows
Luther. S/he shows
some evidence of
excellent evidence of sufficient evidence of having studied the
having studied the
having studied the
terms in the list but
terms in the list.
terms in the list.
hasn’t studied them
carefully or
consistently.
-Student explains and -Student explains and -Student explains and
justifies ideas using
justifies ideas using
justifies ideas using
clear statements.
some statements.
relatively clear
statements.
-With moderate
-With some effort
-With a good deal of
effort and/or guidance and/or guidance from effort and/or guidance
from the language
the language coach,
from the language
coach, s/he usually
s/he often supports
coach, s/he
supports ideas with
ideas with appropriate sometimes supports
evidence from texts
ideas with appropriate
well-chosen,
appropriate evidence or class discussions.
evidence from texts
from texts or class
or class discussions.
discussions.
-Student demonstrates -Student demonstrates -Student demonstrates
or testifies that s/he
or testifies that s/he
or testifies that s/he
has thoroughly
has largely followed
has somewhat
followed through
through with the steps followed through
with the steps that
that have been
with the steps that
have been identified
identified in a specific have been identified
in a specific area in
area in need of
in a specific area in
need of development. development.
need of development.
-Student’s bi-weekly
vocabulary list
reflects little
appropriate
vocabulary related to
her/his academics and
life at Luther. S/he
shows little evidence
of having studied the
terms in the list.
-Student struggles to
explain and justify
ideas and provides no
appropriate evidence
from texts or class
discussions to support
them.
-Student demonstrates
or testifies that s/he
has hardly followed
through with the steps
that have been
identified in a specific
area in need of
development.
5
include grammatical
issues, like sentence
structure, etc; essay
organisation; time
management; study
strategies; notetaking; or other
specific techniques
and strategies that
the student needs to
significantly improve)
-Student demonstrates
or attests to very
good progress in
developing the
skill(s) identified.
(The amount of
progress that can
reasonably be
expected will vary
depending on the
specific goal).
-Student demonstrates
or attests to
reasonable progress
in developing the
skill(s) identified.
(The amount of
progress that can
reasonably be
expected will vary
depending on the
specific goal).
-Student demonstrates
or attests to some
progress in
developing the
skill(s) identified.
(The amount of
progress that can
reasonably be
expected will vary
depending on the
specific goal).
-Student demonstrates
or attests to little
progress in
developing the
skill(s) identified.
(The amount of
progress that can
reasonably be
expected will vary
depending on the
specific goal).
Total: __________/__1 = _______/10
Updated March, 2021
1
Adjust for number of categories graded
6