READ 3262 Learning Segment Assignment Rubric
Name: ____ ___________________________________________ Section ______________
Criteria
Level 1 Unsatisfactory
1 point
Candidate displays minimal
knowledge as evidenced by
his/her description of the
characteristics of the
community, school, and
classroom.
Level 2 Emerging
2 point
Candidate displays some
knowledge as evidenced by
his/her description of the
characteristics of the
community, school, and
classroom that may affect
learning.
Provides superficial
description of learners and
adaptations to instruction
and assessment or no
description provided.
Lesson plan does not
address grade level/student
level appropriate standards
or no standards are
identified.
Learning Segment
Assessments
Learning Segment
Instructional strategies and
learning tasks
Context for Learning
Knowledge of
Community, School,
and Classroom,
Context for Learning
Knowledge of Students
Learning Segment
Learning standards,
objectives and goals are
identified
Provides general
description of learners and
generic adaptations to
instruction and assessment.
Level 3 Satisfactory
3 point
Candidate displays an
adequate understanding
as evidenced by his/her
description of the
characteristics of the
community, school, and
classroom that may
affect learning.
Provides an adequate
description of learners and
specific adaptations to
instruction and assessment.
Level 4 Exemplary
4 points
Candidate displays a
comprehensive
understanding as evidenced
by his/her description of the
characteristics of the
community, school, and
classroom that may affect
learning.
Provides detailed
description of learners and
specific adaptations to
instruction and assessment.
The lesson plan addresses
grade level/student level
standards and is in
sequence with targeted
audience.
The lesson plan addresses
appropriate standards, in
sequence and includes
opportunities for higherlevel thinking.
No assessment is included
or assessment is not related
to standards(s).
Assessment is related to
standards, but does not
attend to requirements in
IEPs and 504 plans for all
students. The assessment is
attached.
Assessment is specific to
all standards, and attends to
all requirements in IEPs
and 504 plans for all
students. The assessment is
attached.
Instructional strategies,
tasks and procedures do not
align with central focus.
Anticipated questions and
closure activity are not
clear.
Instructional strategies,
tasks and procedures
generally align with central
focus. Anticipated
questions to review lesson
and closure activity are
generally related to lessons.
Instructional strategies,
tasks and procedures
adequately align with
central focus. Anticipated
questions and closure are
adequately related to the
The lesson plan addresses
appropriate standards,
sequence, includes
opportunities for higherlevel thinking, and access
for all students.
Assessment is specific to
all standards, and attends to
all requirements in IEPs
and 504 plans for all
students, and the other
students identified in
Context for Learning. The
assessment is attached.
Instructional strategies,
tasks and procedures fully
align with central focus.
Anticipated questions and
closure activity actively
engage the students in
Score
Learning Segment
Diverse Learners
Differentiation does not
meet the needs of diverse
learners (IEPs, 504s or
other groups identified on
Context for Learning.
General differentiation and
learner supports are utilized
for some individuals or
small groups, and follows
most requirements in IEPs
and 504 plans.
lesson with some planned
students responses
Appropriate differentiation
and learner supports are
utilized throughout the
entire lesson for some
individuals and small
groups, and attends to all
requirements in IEPs and
504 plans.
Planning Commentary
Understanding of Prompts
Not all prompts required
for this task were answered
and descriptions showed
very little understanding
concerning students and
pedagogy.
All prompts required for
this task were answered
and descriptions showed
some understanding in
regard to students and
pedagogy
All prompts required for
this task were answered
and descriptions showed
an adequate understanding
in regard to students and
pedagogy
All prompts required for
this task were answered
and descriptions showed
as comprehensive
understanding in regard to
students and pedagogy
The language function is
not identified.
Unclear explanation of how
the instructional supports
helped the students use
vocabulary, syntax and
discourse to perform the
language function.
The language function is
identified, but there is no
explanation describing how
it connects to student
learning
Limited explanation of how
the instructional supports
helped the students use
vocabulary, syntax and
discourse to perform the
language function
5 or more errors noted in
spelling and /or grammar
3-4 errors noted in spelling
and /or grammar
The language function is
clearly identified with a
brief explanation describing
how it connects to student
learning
Adequate explanation of
how the instructional
supports helped the
students use vocabulary,
syntax and discourse to
perform the language
function.
1-2 errors noted in spelling
and /or grammar
The language function is
clearly identified with a
detailed explanation
describing how it connects
to student learning
Comprehensive explanation
of how the instructional
supports helped the
students use vocabulary,
syntax and discourse to
perform the language
function.
No errors in spelling and
grammar
Planning Commentary
Describe and explain
language function
Planning Commentary
Instructional supports and
demands
Conventions
All documents
summarizing, reviewing
and applying content.
Differentiation and learner
supports are utilized
throughout the entire lesson
for whole class, all specific
individuals or groups and
attends to all requirements
in IEPs and 504 plans.