Early Childhood Education Lesson Plan Rubric
Candidate’s name_______________________________________
Age/Grade___________________________
Date/Time___________________________
Evaluator_________________________________________
Title of Lesson ___________________________________________________________________
Directions: Using the levels of accomplishment as your guide, mark the appropriate boxes after observing a teacher candidate in practicum or student teaching. Provide
written comments for each competency area.
4
Exceeds Expectations
Consistently performs the task.
Consistently demonstrates the knowledge, skills
and attitudes associated with the task.
Written
4
Written plan is clear, well organized,
professional, and free of grammatical and
spelling errors.
Verbal communication is audible, well-paced
and grammatically correct. Non-verbal
Observed
communication enhances verbal
communication.
Comments:
LEVELS OF ACCOMPLISHMENT
3
2
Proficiency
Moving toward Proficiency
Often performs the task and demonstrates Sometimes performs the task.
the knowledge, skills and attitudes
Sometimes demonstrates the knowledge,
associated with the task.
skills and attitudes associated with the
task.
OVERALL COMMUNICATION SKILLS (NAEYC 5c-d)
3
2
Writing is acceptable and professional.
Written plan contains some errors and is
Written plan contains one or more
unclear or uses unprofessional language.
grammatical or spelling errors.
Professional appearance is lacking.
Verbal presentation is acceptable and
professional. Non-verbal communication
is evident and appropriate.
Verbal and non-verbal communication is
sometimes lacking in professional
presentation.
SUMMARY OF CHILDREN’S CHARACTERISTICS AND NEEDS (NAEYC 1a-c)
3
2
Summary includes some information but
Summary lacks focus on the specific
lacks details about multiple areas like
group of students for which the lesson is
Written
developmental levels, special needs (IEPs), intended.
social/emotional issues, health conditions,
There is little information about the
diverse language abilities, and learning
children’s characteristics and needs.
styles.
Written summary clearly and accurately reflects Written summary closely represents the
Written summary somewhat represents
Observed
individual characteristics observable within the
children in the classroom.
the children in the classroom.
classroom.
Comments:
4
Detailed summary includes information about
the class like developmental levels, special
needs (IEPs), social/emotional issues, health
conditions, diverse language abilities, and
learning styles.
1
Unacceptable
Does not perform task. Does not
demonstrate the knowledge, skills
and attitudes associated with the
task.
1
Written plan does not follow required
lesson plan format.
Poor verbal and non-verbal
communication is evident.
1
Summary has no focus on the specific
group of students for which the lesson
is intended.
Written summary does not represent
the specific groups or individuals in
the classroom.
1
Early Childhood Education Lesson Plan Rubric
4
Specific, meaningful accommodations for
student differences, interests, and needs are
Written
listed (see above). These may include
differences in culture, gender, abilities, and
multiple intelligences.
Intended accommodations are implemented.
Observed
The outcome of these accommodations is
increased participation and success for learners.
Comments:
Written
Observed
4
A strong connection is made to child
development and theory and/or theorists.
The lesson is theoretically sound. An
explanation of why the lesson is
developmentally appropriate for these
students is provided.
The instructional strategies utilized are
consistent with the identified theories. OR
The theories identified in the written plan are
evident in the lesson implementation.
ACCOMMODATIONS (NAEYC 1a-b, 2a, 4b, 5d)
3
2
General accommodations are listed. Most
Few accommodations are listed. The
of these address student differences,
lesson does not appear to make
interests, and needs (see above). The
adjustments for diverse students.
accommodations seem to be effective.
Most accommodations listed are
implemented. Most accommodations
increased participation and success.
Few accommodations are implemented.
Accommodation did not increase
participation and success.
CONNECTIONS TO THEORY (NAEYC 1a-c)
3
The lesson is generally connected to child
Little connection is made to development
development theory and/or theorists. A
theory and/or theorists. The lesson is
simple of explanation of the
missing a clear theoretical basis.
appropriateness of the lesson is provided.
The instructional strategies utilized are
closely connected to the identified
theories. OR The theories identified in the
written plan are generally evident in the
lesson implementation.
The instructional strategies are loosely
connected to developmental theory or a
theorist.
1
No accommodations are listed.
No needed accommodations are
made.
1
No connection to theory is made.
The instructional strategies do not
connect to theory.
Comments:
Written
GUIDANCE: ROUTINES AND LEARNING ENVIRONMENT (NAEYC 1a-c, 4a-b)
4
3
2
Clear evidence about the classroom
General information is provided about
A little information is provided
environment includes creating respect for
creating respect for students and
concerning the management of
each student and supporting children in the
supporting them in the learning process.
materials, classroom routines, and
learning process. Classroom management
Major classroom management routines are dealing with challenging behaviors.
routines are listed and appropriate for young
listed but may not be appropriate for
There is no plan for supporting students
children. A detailed plan is provided for
young children. There is a plan that
or creating a respectful environment.
managing materials, resources, and dealing
provides for managing materials,
with challenging behaviors.
resources, or dealing with challenging
behaviors.
1
No information is provided
concerning the management of
materials, classroom routines, and
dealing with challenging behaviors.
2
Early Childhood Education Lesson Plan Rubric
Positive guidance techniques such as
redirection, problem solving, etc. are utilized.
Plans and routines identified in written plan
are implemented. As needed,
accommodations are made.
Comments:
Observed
Written
Observed
Often positive guidance techniques such as
redirection, problem solving, etc. are
utilized. Plans and routines identified in
written plan are generally implemented. As
needed, accommodations are made.
Little evidence of positive guidance
techniques exist. Accommodations are
inconsistently made and not followed
through.
NM EARLY LEARNING GUIDELINES (PREK) OR COMMON CORE STANDARDS (NAEYC 1a-b, 4b-d)
4
3
2
The state common core curriculum standards
The objectives are generally connected to
There is little connection between the
support and connect to the objectives and
the core curriculum standards and the
standards, objectives and the
the assessment.
assessment.
assessment.
The standards identified in the lesson plan
The standards, materials, and assessments There is little evidence of connections
are readily evident to the observer based on
identified in the lesson plan are often
made between practices based on
the teacher candidate’s actions, and the
represented in the teacher candidate’s
common core standards..
materials and assessment utilized.
actions.
Guidance routines and classroom
management techniques are not
utilized or are inappropriate for young
children.
1
The common core standards are
missing.
No evidence of common core
standards observed.
Comments:
Written
4
Clear and age appropriate objectives are
stated using measurable terms. These are
appropriately challenging for the children.
Language objectives are included.
The objectives identified in the lesson plan
are readily evident to the observer based on
Observed
the teacher candidate’s actions, and the
materials and assessment utilized.
Comments:
LEARNING OBJECTIVES/ INTENDED OUTCOMES (NAEYC 1a-b, 4b-d)
3
2
Objectives are listed but may not be the
The objectives are nearing appropriate for
most appropriate for the targeted skills.
young children. There is little connection
Measurable terms are used for the
between the objectives and the
objectives. Language objectives are
assessment. Weak inclusion of language
somewhat included.
objectives.
The stated objectives, materials, and
There is little evidence of connections
assessments identified in the lesson plan
made between appropriate practices
are often represented in the teacher
based on intended outcomes.
candidate’s actions.
1
The objectives/ intended outcomes
and language objectives are missing.
No evidence of learning objectives or
language objectives is observed.
3
Early Childhood Education Lesson Plan Rubric
Written
Observed
4
Detailed information about the student’s
prior knowledge is listed. This includes
connections to previously met objectives.
Connections to prior knowledge are explicitly
activated during lesson implementation.
PRIOR KNOWLEDGE (NAEYC 1a-b,4 a, c-d)
3
2
Information about the student’s prior
Prior knowledge information does not
knowledge is listed.
easily apply to the lesson.
Connections to prior knowledge are
acknowledged but not explicitly activated
during lesson implementation.
Very little prior knowledge is activated
during the lesson implementation.
1
Prior knowledge information is
missing.
No prior knowledge is activated
Comments:
4
Materials and resources take into account the
children’s ages, abilities, languages, and
Written
cultures. A detailed list of all needed
materials is provided. A variety of materials
are used to actively engage the children with
the content and each other.
Planned materials are present and
Observed
appropriate for the diversity within the
classroom.
Comments:
Written
4
Specific procedures are outlined that include
building excitement (anticipatory set),
purpose of the lesson, reviewing previous
learning, and lesson closure. The sequence is
logical and reflects appropriate pacing and
knowledge of student needs. Procedures
address early and late finishers. The
instruction is strongly aligned with the lesson
objectives /standards and assessment.
Content is accurate and actively engages
children in the learning process.
MATERIALS AND RESOURCES (NAEYC 1 a-c, 2a, 4b-c)
3
2
Essential materials and resources are
Some materials and/or resources are not
listed. Some of the materials take into
age appropriate.
account the children’s ages, abilities,
Materials/resources do not match the
languages, and cultures. Materials and
needs of the children for the lesson.
resources make the lesson content
interesting and engaging.
Planned materials are usually present and
Materials are lacking in appropriateness
appropriate for the diversity within the
and relevance for the diversity within the
classroom.
classroom.
INSTRUCTIONAL PROCEDURES (NAEYC 1a-b, 4a-d)
3
2
Procedures are outlined but one or more
Procedures are sometimes sketchy and
aspects of the procedures are missing. The lack details. Steps may be missing. The
sequence is logical, paced appropriately,
sequence is out of order and does not
and meets the needs of students.
meet the needs of students. There is no
Accommodating for early and late finishers plan for early or late finishers.
is missing or lacks meaning. The
procedures are tied to lesson objective,
standards and/or assessment.
1
Materials and resources are missing
for lesson.
Very little materials or resources are
evident.
1
There are no procedures to guide
instruction.
4
Early Childhood Education Lesson Plan Rubric
All elements of the instructional plan are
effectively implemented. Necessary
accommodations are made.
Comments:
Observed
4
Assessment rubrics, questions asked,
checklists, etc. are attached with criteria for
Written
evaluation. Informal observation
assessments include questions or
descriptions of student expectations (What is
being observed?). The assessment is tightly
linked to the objectives/standards.
Planned assessments are implemented.
Observed
Assessment feedback is utilized and
necessary adjustments are made.
Comments:
Most elements of the instructional plan are
implemented. Accommodations are
usually successful.
Elements of the instructional plan are
lacking and implementation is
unsuccessful.
ASSESSMENT (NAEYC 3a-c, 5d)
3
2
The assessment is generally linked to the
The assessment is somewhat
objectives/standards. The assessment is
developmentally or culturally
described and some evidence is attached.
appropriate. There is no connection to
the objectives/standards.
Planned assessments are implemented;
somewhat linked to objectives.
Assessments are inappropriate or do not
seem to measure student learning.
MULTICULTURAL AND DEVELOPMENTALLY EFFECTIVE APPROACHES (NAEYC 1a-c, 4a-d)
4
3
2
Plan includes strong multicultural anti-bias
Plan includes multicultural anti-bias
Plan offers very little connection to antieducational aims and approaches.
educational aims and approaches.
bias, multicultural education. The lesson
Developmentally effective approaches are
Most of the lesson utilizes developmentally is based on procedures or activities that
Written
listed and utilized with children. The
effective approaches but some aspects of
are inconsistently developmentally
approach to the lesson engages students in
the lesson are limited. Students are asked
appropriate. Students do not have
meaningful and active ways.
to be actively involved in the lesson.
enough of an active role in the lesson.
Instructional approaches identified in lesson
Most of the instructional approaches were
The instructional approaches were
plan are evident to the observer and enacted
developmentally effective. Students are
inconsistently developmentally
Observed
with fidelity to the approach. In the event the generally engaged in the lesson.
appropriate or often not culturally
approach is unsuccessful, alternative
A multicultural, anti-bias stance is often
relevant to the children.
approaches are attempted. A multicultural,
evident in the teaching. There were a few
A multicultural anti-bias stance is rarely
anti-bias stance is evident in the teaching.
missed opportunities.
evidenced.
Comments:
Average of points for written lesson plan: _____
No apparent instructional procedures
were implemented.
1
The assessment is missing.
No assessment was implemented.
1
Anti-bias, multicultural education is
not addressed. The lesson is based on
procedures and/or activities that are
not developmentally appropriate for
young children.
The instructional approaches were not
developmentally appropriate and
culturally relevant.
A multicultural, anti-bias stance is
missing in lesson implementation and
missed opportunities.
Average of points for observed lesson: ____
5
Early Childhood Education Lesson Plan Rubric
POST LESSON REFLECTION (NAEYC 1a-b, 3a-c, 4a-d, 5b-d)
Post Lesson Reflection
4
Comprehensive analysis includes a
thoughtful discussion of all the
following:
1) strengths and weaknesses of the
lesson’s implementation,
2) reflection about student
performance,
3) a plan for reteaching,
4) suggestions for improving
future teaching.
5) opportunities for discussion and
inclusion of social justice issues
such as racism, ageism, sexism,
classism, heterosexism; ESL/ SSL/
Bilingual Ed; religion;
tracking/ability grouping.
3
The analysis addresses at least three
important aspects of the reflection:
1) strengths and weaknesses of the lesson’s
implementation,
2) reflection about student performance,
3) a plan for reteaching,
4) suggestions for improving future
teaching.
5) opportunities for discussion and
inclusion of social justice issues such as
racism, ageism, sexism, classism,
heterosexism; ESL/ SSL/ Bilingual Ed;
religion; tracking/ability grouping.
2
The analysis is weak and addresses less
than three aspects of the post lesson
reflection.
1
No reflection was included.
There is no insight into future teaching
improvements.
Comments:
6