Rubric for Comprehension Lesson Plan (16 Points Total)
Performance Indicators
Exceeds Standards
Level 4
Meets Standards
Level 3
Approaches
Standards
Level 2
Below Standards
Level 1
Standard 1 Development, learning, and
motivation -- Candidates know, understand,
and use the major concepts, principles,
theories, and research related to development
of children and young adolescents to construct
learning opportunities that support individual
students’ development, acquisition of
knowledge, and motivation.
Standard 2.1 English language arts—
Candidates demonstrate a high level of
competence in use of English language arts
and they know, understand, and use concepts
from reading, language and child
development, to teach reading, writing,
speaking, viewing, listening, and thinking
skills and to help students successfully apply
their developing skills to many different
situations, materials, and ideas.
Extensive inclusion of
a) appropriate lesson
objective, b) relevant
NYS standards, c)
engaging motivation
and/or hook
Sufficient inclusion
of a) appropriate
lesson objective, b)
relevant NYS
standards, c)
engaging motivation
and/or hook
Limited inclusion of
a) appropriate lesson
objective, b) relevant
NYS standards, c)
engaging motivation
and/or hook
Little or no inclusion of a)
appropriate lesson objective,
b) relevant NYS standards,
c) engaging motivation
and/or hook
Extensive inclusion of
a) relevant learning
materials, b) welldesigned
comprehension
instructional sequence
and procedure, and c)
opportunities for guided
and independent
practice
Extensive inclusion of
instructional
modifications provided
for diverse learners
(including ESL
students, struggling
readers, and students
with special needs)
Standard 4.0 Assessment for instruction -Assessment for instruction--Candidates
know, understand, and use formal and
informal assessment strategies to plan,
evaluate and strengthen instruction that will
promote continuous intellectual, social,
emotional, and physical development of each
elementary student.
Extensive inclusion of
a) informal assessment,
b) lesson closing and
follow-up, and c)
formal assessment of
student learning
Limited inclusion of
a) relevant learning
materials, b) welldesigned
comprehension
instructional
sequence and
procedure, and c)
opportunities for
guided and
independent practice
Limited inclusion of
instructional
modifications
provided for diverse
learners (including
ESL students,
struggling readers,
and students with
special needs)
Limited inclusion of
a) informal
assessment, b) lesson
closing and followup, and c) formal
assessment of student
learning
Little or no inclusion of a)
relevant learning materials,
b) well-designed
comprehension instructional
sequence and procedure,
and c) opportunities for
guided and independent
practice
Standard 3.2 Adaptation to diverse students
-- Candidates create instructional
opportunities that are adapted to diverse
students.
Sufficient inclusion
of a) relevant
learning materials, b)
well-designed
comprehension
instructional
sequence and
procedure, and c)
opportunities for
guided and
independent practice
Sufficient inclusion
of instructional
modifications
provided for diverse
learners (including
ESL students,
struggling readers,
and students with
special needs)
Sufficient inclusion
of a) informal
assessment, b) lesson
closing and followup, and c) formal
assessment of student
learning
Total Score and Final Comments:
Little or no inclusion of
instructional modifications
provided for diverse
learners (including ESL
students, struggling readers,
and students with special
needs)
Little or no inclusion of a)
informal assessment, b)
lesson closing and followup, and c) formal
assessment of student
learning
Score & Comments
Rubric for Vocabulary Lesson Plan (16 Points Total)
Performance Indicators
Exceeds Standards
Level 4
Meets Standards
Level 3
Approaches
Standards
Level 2
Below Standards
Level 1
Standard 1 Development, learning, and
motivation -- Candidates know, understand,
and use the major concepts, principles,
theories, and research related to development
of children and young adolescents to
construct learning opportunities that support
individual students’ development, acquisition
of knowledge, and motivation.of knowledge,
and motivation.
Standard 2.1 English language arts—
Candidates demonstrate a high level of
competence in use of English language arts
and they know, understand, and use concepts
from reading, language and child
development, to teach reading, writing,
speaking, viewing, listening, and thinking
skills and to help students successfully apply
their developing skills to many different
situations, materials, and ideas.
Extensive inclusion of
a) appropriate lesson
objective, b) relevant
NYS standards, c)
engaging motivation
and/or hook
Sufficient inclusion
of a) appropriate
lesson objective, b)
relevant NYS
standards, c)
engaging motivation
and/or hook
Limited inclusion of
a) appropriate lesson
objective, b) relevant
NYS standards, c)
engaging motivation
and/or hook
Little or no inclusion of a)
appropriate lesson objective,
b) relevant NYS standards,
c) engaging motivation
and/or hook
Extensive inclusion of
a) relevant learning
materials, b) wellchosen vocabulary
words c) well-designed
vocabulary instructional
sequence and
procedure, including
follow-up activities and
multiple exposures to
vocabulary words
Limited inclusion of
a) relevant learning
materials, b) wellchosen vocabulary
words c) welldesigned vocabulary
instructional
sequence and
procedure, including
follow-up activities
and multiple
exposures to
vocabulary words
Little or inclusion of a)
relevant learning materials,
b) well-chosen vocabulary
words c) well-designed
vocabulary instructional
sequence and procedure,
including follow-up
activities and multiple
exposures to vocabulary
words
Standard 3.2 Adaptation to diverse students
-- Candidates create instructional
opportunities that are adapted to diverse
students.
Extensive inclusion of
instructional
modifications provided
for diverse learners
(including ESL
students, struggling
readers, and students
with special needs)
Extensive inclusion of
a) informal assessment,
b) lesson closing and
follow-up, and c)
formal assessment of
student learning
Limited inclusion of
instructional
modifications
provided for diverse
learners (including
ESL students,
struggling readers,
and students with
special needs)
Limited inclusion of
a) informal
assessment, b) lesson
closing and followup, and c) formal
assessment of student
learning
Little or no inclusion of
instructional modifications
provided for diverse
learners (including ESL
students, struggling readers,
and students with special
needs)
Standard 4.0 Assessment for instruction -Assessment for instruction--Candidates
know, understand, and use formal and
informal assessment strategies to plan,
evaluate and strengthen instruction that will
promote continuous intellectual, social,
emotional, and physical development of each
elementary student.
Sufficient inclusion
of a) relevant
learning materials, b)
well-chosen
vocabulary words c)
well-designed
vocabulary
instructional
sequence and
procedure, including
follow-up activities
and multiple
exposures to
vocabulary words
Sufficient inclusion
of instructional
modifications
provided for diverse
learners (including
ESL students,
struggling readers,
and students with
special needs)
Sufficient inclusion
of a) informal
assessment, b) lesson
closing and followup, and c) formal
assessment of student
learning
Total Score and Final Comments:
Little or no inclusion of a)
informal assessment, b)
lesson closing and followup, and c) formal
assessment of student
learning
Score & Comments
Rubric for Part One - Lesson Overview & Planning (20 Points Total)
Performance Indicators
Exceeds Standards
Level 4
Meets Standards
Level 3
Standard 3.1 Integrating and applying
knowledge for instruction—Candidates
plan and implement instruction based on
knowledge of students, learning theory,
subject matter, curricular goals, and
community
Standard 2.1 English language arts—
Candidates demonstrate a high level of
competence in use of English language arts
and they know, understand, and use
concepts from reading, language and child
development, to teach reading, writing,
speaking, viewing, listening, and thinking
skills and to help students successfully apply
their developing skills to many different
situations, materials, and ideas.
Standard 2.1 English language arts—
Candidates demonstrate a high level of
competence in use of English language arts
and they know, understand, and use
concepts from reading, language and child
development, to teach reading, writing,
speaking, viewing, listening, and thinking
skills and to help students successfully apply
their developing skills to many different
situations, materials, and ideas.
3.4. Active engagement in learning-Candidates use their knowledge and
understanding of individual and group
motivation and behavior among students at
the K-6 level to foster active engagement in
learning, self motivation, and positive social
interaction and to create supportive learning
environments
5.1 Professionalism -- Practices and
behaviors of developing career teachers—
Candidates understand and apply practices
and behaviors that are characteristic of
developing career teachers
Extensive discussion of
instructional context
(including discussion of
students and classroom) and
instructional materials
(including selected text)
Extensive explanation of
comprehension instructional
sequence, including relevant
comprehension skills and
strategies, guided and
independent practice, and
connection between selected
text and instructional focus
Sufficient discussion of
instructional context
(including discussion of
students and classroom) and
instructional materials
(including selected text)
Sufficient explanation of
comprehension instructional
sequence, including relevant
comprehension skills and
strategies, guided and
independent practice, and
connection between selected
text and instructional focus
Limited discussion of
instructional context
(including discussion of
students and classroom) and
instructional materials
(including selected text)
Limited explanation of
comprehension instructional
sequence, including relevant
comprehension skills and
strategies, guided and
independent practice, and
connection between selected
text and instructional focus
Extensive explanation of
vocabulary instructional
sequence, including
appropriate vocabulary
words, student-friendly
definitions, and follow-up
reinforcement activities
Sufficient explanation of
vocabulary instructional
sequence, including
appropriate vocabulary
words, student-friendly
definitions, and follow-up
reinforcement activities
Limited explanation of
vocabulary instructional
sequence, including
appropriate vocabulary words,
student-friendly definitions,
and follow-up reinforcement
activities
Extensive consideration
given to how the lessons
will motivate young readers
and create a supportive
learning environments for
diverse learners
Sufficient consideration
given to how the lessons
will motivate young readers
and create a supportive
learning environments for
diverse learners
Limited consideration given to
how the lessons will motivate
young readers and create a
supportive learning
environments for diverse
learners
Little or no consideration
given to how the lessons
will motivate young
readers and create a
supportive learning
environments for diverse
learners
Extensive demonstration of
professional work, including
on-time submission of work,
writing free of grammatical
and mechanical errors, and
clear and concise writing in
APA style
Sufficient demonstration of
professional work, including
on-time submission of work,
writing free of grammatical
and mechanical errors, and
clear and concise writing in
APA style
Limited demonstration of
professional work, including
on-time submission of work,
writing free of grammatical
and mechanical errors, and
clear and concise writing in
APA style
Little or no demonstration
of professional work,
including on-time
submission of work,
writing free of
grammatical and
mechanical errors, and
clear and concise writing
in APA style
Total Score and Final Comments:
Approaches Standards
Level 2
Below Standards
Level 1
Little or no discussion of
instructional context
(including discussion of
students and classroom)
and instructional materials
(including selected text)
Little or no explanation of
comprehension
instructional sequence,
including relevant
comprehension skills and
strategies, guided and
independent practice, and
connection between
selected text and
instructional focus
Little or no explanation of
vocabulary instructional
sequence, including
appropriate vocabulary
words, student-friendly
definitions, and follow-up
reinforcement activities
Score &
Comments
Rubric for Part Two - Lesson Sequence & Reflection (20 Points Total)
Performance Indicators
Exceeds Standards
Level 4
Meets Standards
Level 3
3.1 Integrating and applying knowledge for
instruction—Candidates implement instruction
based on knowledge of students, learning
theory, subject matter, curricular goals, and
community
Extensive evidence of
instructional components,
including student / teacher
interaction and students’
responses to text and to
instruction
Sufficient evidence of
instructional components,
including student / teacher
interaction and students’
responses to text and to
instruction
Limited evidence of
instructional components,
including student / teacher
interaction and students’
responses to text and to
instruction
Extensive evaluation of
student learning,
including measures to
assess student learning,
evidence of students’
progress, and
interpretation of student
learning
5.2. Reflection and evaluation—Candidates
Extensive evidence of the
continually evaluate the effects of their
candidate as a reflective
professional decisions and actions on students,
practitioner, including
parents, and other professionals in the learning
his/her thoughts on
community and actively seek out opportunities to lessons’ strengths and
grow professionally;
weaknesses,
understandings gained
through instructional
experience, thoughts on
improving instruction,
and any lingering
questions
Sufficient evaluation of
student learning,
including measures to
assess student learning,
evidence of students’
progress, and
interpretation of student
learning
Sufficient evidence of the
candidate as a reflective
practitioner, including
his/her thoughts on
lessons’ strengths and
weaknesses,
understandings gained
through instructional
experience, thoughts on
improving instruction,
and any lingering
questions
Limited evaluation of student
learning, including measures
to assess student learning,
evidence of students’ progress,
and interpretation of student
learning
5.2 Professionalism - Reflection and
evaluation—Candidates are aware of and reflect
on their practice in light of research on teaching
and resources available for professional learning
Sufficient inclusion of
three references to course
readings, drawing
relevant and logical
connections between field
experience and outside
reading
Sufficient demonstration
of professional work,
including on-time
submission of work,
writing free of
grammatical and
mechanical errors, and
clear and concise writing
in APA style
Limited inclusion of three
references to course readings,
drawing relevant and logical
connections between field
experience and outside reading
4.0 Assessment for instruction--Candidates
know, understand, and use formal and informal
assessment strategies to plan, evaluate and
strengthen instruction that will promote
continuous intellectual, social, emotional, and
physical development of each elementary
student.
Extensive inclusion of
three references to course
readings, drawing
relevant and logical
connections between field
experience and outside
reading
5.1 Professionalism -- Practices and behaviors Extensive demonstration
of developing career teachers—Candidates
of professional work,
understand and apply practices and behaviors
including on-time
that are characteristic of developing career
submission of work, clear
teachers
and concise in APA style
(free of grammatical and
mechanical errors)
Total Score and Final Comments:
Approaches Standards
Level 2
Limited evidence of the
candidate as a reflective
practitioner, including his/her
thoughts on lessons’ strengths
and weaknesses,
understandings gained through
instructional experience,
thoughts on improving
instruction, and any lingering
questions
Limited demonstration of
professional work, including
on-time submission of work,
writing free of grammatical
and mechanical errors, and
clear and concise writing in
APA style
Below Standards
Level 1
Little or no evidence of
instructional
components, including
student / teacher
interaction and students’
responses to text and to
instruction
Little or no evaluation of
student learning,
including measures to
assess student learning,
evidence of students’
progress, and
interpretation of student
learning
Little or no evidence of
the candidate as a
reflective practitioner,
including his/her
thoughts on lessons’
strengths and
weaknesses,
understandings gained
through instructional
experience, thoughts on
improving instruction,
and any lingering
questions
Little or no inclusion of
three references to
course readings, drawing
relevant and logical
connections between
field experience and
outside reading
Little or no
demonstration of
professional work,
including on-time
submission of work,
writing free of
grammatical and
mechanical errors, and
clear and concise writing
in APA style
Score &
Comments