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iRubric: Content Area Reading Fall 2010 Final Project Rubric

iRubric: Content Area Reading Fall 2010 Final Project Rubric

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Content Area Reading Fall 2010 Final Project Rubric 
Content Area Reading Summer 2010 Final Pr Lesson Plan Rubric
Rubric Code: H49BW4
By cslobodnik
Ready to use
Public Rubric
Subject: Education  
Type: Project  
Grade Levels: 9-12, Undergraduate, Graduate

Powered by iRubric Evaluation
  Poor

1 pts

Fair

2 pts

Good

3 pts

Excellent

4 pts

Awesome!

5 pts

Score

(N/A)

Before, During & After Reading

Poor

The "teacher" fails to include before, during or after reading strategies in the lesson or workshop model.
Fair

The "teacher" minimally includes research based before, during and/or after reading activites in the lesson or workshop model.
Good

The "teacher" includes research based before, during and after reading activites in the lesson or workshop model, but does not include copies of or references to each strategy.
Excellent

The "teacher" includes research based before, during and after reading activities in the lesson or workshop model, and includes a copy of or text based reference to each strategy.
Awesome!

The "teacher" fully develops and utilizes research based before, during and after reading activities in the lesson or workshop model, and includes a copy of or text based reference to each strategy
Score
Engages in Explicit Instruction

This includes the in-class demonstration
Poor

The "teacher" does not include modeling, scaffolding or direct explanation of the strategy in the lesson plan or workshop model.
Fair

Modeling and explicit instruction of the strategy are minimally included in the lesson plan or workshop model.
Good

Modeling and some elements of explicit instruction are included in the lesson plan or workshop model, but the reading strategy handout is not provided.
Excellent

The "teacher" models and includes explicit instruction of one strategy in the lesson or workshop model, and includes a handout.
Awesome!

The "teacher" models the task at hand, scaffolding instruction, engages in direct explanation of the internal thinking they do to accomplish the task, provides guided practice, and independent application in the lesson or workshop model. The teacher includes a handout of the strategy.
Score
Vocabulary and Background Knowledge

Poor

The "teacher" fails to include a list of vocabulary and academic terms needed to navigate the text and does not build background knowledge.
Fair

The "teacher" fails to include a list of vocabulary or academic terms needed to navigate the text or does not build background knowledge.
Good

The "teacher" minimally includes a list of vocabulary and academic terms needed to navigate the text, and builds background knowledge, without connecting to the text.
Excellent

The "teacher" adequately includes a list of vocabulary and academic terms needed to navigate the text, but they may not be related to the instructional goals; teacher builds background knowledge.
Awesome!

The "teacher" includes a list of vocabulary and academic terms needed to navigate the text, and they are closely aligned to the instructional goals; teacher superbly builds background knowledge.
Score
Course Concepts

Motivation, Families, and Assessment
Poor

The "teacher" fails to include activities/strategies discussed this semester into the lesson plan or workshop model.
Fair

The "teacher" minimally includes activities/strategies discussed this semester into the lesson plan or workshop model.
Good

The "teacher" includes some activities/strategies discussed this semester into the lesson plan or workshop model, but does not address motivation, families, or assessment.
Excellent

The "teacher" includes activities/strategies discussed this semester into the lesson plan or workshop model, but they may not be appropriate for the age group or connected to the goals of the lesson.
Awesome!

The 'teacher" includes strategies/activities discussed this semester in class into the lesson or workshop model, and they are connected to the goals of the lesson.
Score
Differentiation & Writing

Differentiation for content, process, product, or environment.
Poor

The "teacher" fails to consider differentiation and does not integrate writing in the lesson or workshop model.
Fair

The "teacher" minimally differentiates instruction (content, process, product or environment) and/or does not incorporate writing into the lesson or workshop model.
Good

The "teacher" differentiates instruction, but not for all portions of the lesson, and incorporates writing into the lesson or workshop model.
Excellent

The "teacher" differentiates instruction, adequately indicates how students are grouped for reading, and incorporates writing into the lesson or workshop model.
Awesome!

The "teacher" differentiates instruction, demonstrates knowledge of multiple student grouping situations, and incorporates writing into the lesson or workshop model.
Score
References

Minimum of three: at least two from core class texts, and one web, research article, or other print source.
Poor

The "teacher" fails to include citations or references.
Fair

The "teacher" includes one or two citations or references, but does not reference core class text(s).
Good

The "teacher" includes three citations or references, but does not use APA style.
Excellent

The "teacher" includes three citations or references, including two to the core text(s).
Awesome!

The "teacher" includes three citations or references, at least two to the core text(s), and one recent journal article.
Score



Keywords:
  • During reading strategies, Explicit instruction, modeling, scaffolding, direct explanation, guided practice, independent application



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