Name: _________________________________________________ Date: ____________________
Criteria
1 Central Focus
a. comprehension or composition
1 b. Describe how standards and objectives connect the essential language function, requisite skills and a reading/writing connection.
Unsatisfactory
1 point
Central focus is identified with a vague or no explanation of the purpose for the content to be taught.
Emerging
2 points
Central focus is identified with a marginal explanation of the purpose for the content to be taught.
Proficient
3 points
Central focus is identified with an adequate explanation of the purpose for the content to be taught.
Unclear explanation of the connection between reading and writing and the standards, objectives, and skills taught through the language function.
Limited explanation of the connection between reading and writing and the standards, objectives, and skills taught through the language function.
Reasonable explanation of the connection between reading and writing and the standards, objectives, and skills taught through the language function.
1 c. Explain how plans build on each other to help students make connections between skills and the language function to comprehend or compose text in meaningful context
Plans for instruction focus only on skills without connections to any language function.
Plans for instruction support student learning of skills with minimal connection to language function.
Plans for instruction build on each other to support learning of skills with clear connections to language function.
Exemplary
4 points
Central focus is identified with a clear and thorough explanation of the purpose for the content to be taught.
Comprehensive explanation of the connection between reading and writing and the standards, objectives, and skills taught through the language function.
Plans for instruction build to create meaningful context that supports learning of skills with clear and consistent connections to the language function.
Earned
Points

Criteria
2 Knowledge of
Students
a. Prior academic learning and prerequisite skills related to central focus.
Unsatisfactory
1 point
There is little or no evidence of planned supports and does not support the requirements in IEPs and 504 plans.
2 b.
Personal/cultural/comm unity assets related to the central focus
The response vaguely describes the experiences, cultural practices, and interests of students in relation to the content being taught
3. Supporting
Students’ Literacy
Learning
a. Explain how your understanding of prior learning and personal/cultural/comm unity assets guided your decisions in tasks and materials
Unclear explanation of how the learning supports were chosen based on the students’ experiences, prior knowledge and or interests
Emerging
2 points
Plans are designed to scaffold learning the characteristics of the class as a whole and requirements in IEPs and 504 plans.
The response provides a limited description of the experiences, cultural practices, and interests of students in relation to the content being taught
Limited explanation of how the learning supports were chosen based on the students’ experiences, prior knowledge and or interests
Proficient
3 points
Plan supports are designed to scaffold learning for a variety of students as well as requirements in IEPs and 504 plans.
The response adequately describes the experiences, cultural practices, and interests of students in relation to the content being taught.
Adequate explanation of how the learning supports were chosen based on the students’ experiences, prior knowledge and or interests
Exemplary
4 points
Plan supports are designed to scaffold learning for specific individuals or groups with similar needs, requirements in IEPs and 504 plans, and common developmental approximations or misconceptions.
The response clearly details the overall experiences, cultural practices, and interests of students in relation to the content being taught.
Comprehensive explanation of how the learning supports were chosen based on the students’ experiences, prior knowledge and or interests
Earned
Points

Criteria
3b. Describe and justify why your instructional strategies and planned supports are appropriate for the whole class, individuals, and/or groups of students with specific learning needs.
Unsatisfactory
1 point
Unclear rationale is provided for the connection between the learning strategies and supports specific to groups of learners. Not supported by research.
3 c. Describe common misconceptions or developmental approximations within the central focus and how you will address them.
Misconceptions and developmental approximations are not identified.
4. Supporting
Literacy Development through Language
a. Identify one language functional essential for students to learn the literacy strategy within the central focus. Choose from list or another appropriate one.
The language function is not identified.
Emerging
2 points
Limited rationale is provided for the connection between the learning strategies and supports specific to groups of learners is clearly described and supported by research.
Proficient
3 points
Adequate rationale is provided for the connection between the learning strategies and supports specific to groups of learners is clearly described and supported by relevant research.
Only a few possible misconceptions and developmental approximations are identified, but limited description is given.
The language functional is identified, but no explanation describing how it connects to student learning
Several possible misconceptions and developmental approximations are identified and described, but no explanation to how to address these is provided.
The language functional is clearly identified with an brief explanation describing how it connects to student learning
Exemplary
4 points
Comprehensive rationale is provided for the connection between the learning strategies and supports specific to groups of learners is clearly described and supported by relevant research.
Possible misconceptions and developmental approximations are identified, described and an explanation to address these is provided.
The language functional is clearly identified with an detailed explanation describing how it connects to student learning
Earned points

Criteria
4 b. Identify a key learning task from your plans that provide students opportunities to practice using the language function identified above.
Identify lesson number.
4 c. Additional
Language Demands
Describe additional language demands
(vocabulary/ key phrases, syntax and/or discourse) students need to understand and/or use.
4 d. Language
Supports
Describe the instructional supports
(during and/or prior to the learning task) that help students understand and successfully use the language function and additional language demands identified in prompts 4a- c.
Unsatisfactory
1 point
Irrelevant key learning task is identified with lesson number that does not allow opportunity to practice language function.
Language demands primarily address definitions of vocabulary, but syntax and discourse are missing.
Unclear explanation of how the instructional supports helped the students use vocabulary, syntax and discourse to perform the language function.
Emerging
2 points
Key learning task is identified with lesson number that provides students one opportunity to practice language function.
Vocabulary is primarily addressed with superficial attention given to syntax and/or discourse.
Limited explanation of how the instructional supports helped the students use vocabulary, syntax and discourse to perform the language function.
Proficient
3 points
Key learning task is identified with lesson number that provides students several opportunities to practice language function with a limited explanation.
General plans for vocabulary, syntax and/or discourse address the associated learning task identified.
Exemplary
4 points
Key learning tasks are identified with lesson number that provides students ample opportunities to practice language function with a logical explanation.
Plans are strategically designed to address all language demands for the variety of learners.
Adequate explanation of how the instructional supports helped the students use vocabulary, syntax and discourse to perform the language function.
Comprehensive explanation of how the instructional supports helped the students use vocabulary, syntax and discourse to perform the language function for the variety of learners.
Earned points

Criteria
5. Monitoring Student
Learning a. Describe how your planned formal and informal assessments will provide direct evidence that students can use the literacy strategy and requisite skills to comprehend or compose text throughout the learning segment. b. Explain how the design or adaption of your planned assessments allows students with specific needs to demonstrate their learning.
Unsatisfactory
1 point
Assessments only provide evidence of students’ use of skills
or the assessments are not aligned with central focus and standards.
Assessments adaptations required by
IEPs or 504 plans are not addressed.
Emerging
2 points
The assessments provide limited forms of evidence to allow students to demonstrate their use of the literacy strategy or skills during the learning segment.
Assessments adaptations required by
IEPs or 504 plans are addressed.
Proficient
3 points
The assessments provide adequate forms of evidence to allow students to demonstrate their use of the literacy strategy and skills during the learning segment.
Assessments adaptations required by
IEPs or 504 plans are designed to allow students to show understanding in various ways.
Exemplary
4 points
The assessments provide multiple forms of evidence to allow students to demonstrate their use and understanding of the literacy strategy and skills throughout the learning segment.
Earned
Points
Assessments adaptations required by
IEPs or 504 plans are strategically designed and placed throughout learning segment.