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iRubric: Literacy Rubric K-12

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Literacy Rubric K-12 Literacy Rubric K-12 This rubric describes the expectations of literacy instruction K-12 in the School District of West Allis. It may be used to self assess current progress, set goals for improvement or to provide feedback from observation made by peers or administrators. Rubric Code: P73W6C By Irving4000 Ready to use Public Rubric Subject: Education Type: ePortfolio Grade Levels: Graduate

Literacy Rubric K-12 Enter rubric description
	Unsatisfactory 1 pts	Basic 2 pts	Proficient 3 pts	Distinguished (N/A)
Instruction Enter description	Unsatisfactory Instruction incorporated some district identified components of balanced literacy.	Basic Instruction incorporates all district identified components of balanced literacy (guided reading and writing, shared reading and writing, independent reading and writing, read-alouds, interactive writing, word study, listening and speaking and assessment).	Proficient Instruction incorporates all district identified components of balanced literacy over a period of time. Teachers make evidence-based judgments to deliver differentiated lessons that are flexible or adjusted to student needs; before, during, and after the lesson.	Distinguished Instruction incorporates all district identified components of balanced literacy over a period of time. Teachers make evidence-based judgments to deliver differentiated lessons that are flexible or adjusted to student needs and embedded in content area curriculum.
Instruction Enter description	Unsatisfactory Gradual release is not used for reading strategy instruction.	Basic Teacher occasionally demonstrates use of modeling, guided practice, collaborative practice, independent practice and authentic application. (gradual release)	Proficient Teacher frequently demonstrates use of modeling, guided practice, collaborative practice, independent practice and authentic application. (gradual release)	Distinguished Teacher consistently demonstrates use of modeling, guided practice, collaborative practice, independent practice and authentic application. (gradual release)
Instruction Enter description	Unsatisfactory No evidence of student collaboration or grouping	Basic There is some evidence of flexible grouping based on reading levels for mastery learning.	Proficient There is evidence of flexible grouping based on reading levels for mastery learning.	Distinguished There is significant evidence of flexible grouping based on reading levels for mastery learning.
Instruction	Unsatisfactory Options for reading are provided on a limited basis.	Basic Some leveled resources around a benchmark topic or unit of inquiry are offered. Students are occasionally given choice for readings.	Proficient A variety of leveled resources around a benchmark topic or unit of inquiry are offered. Students are frequently given choice for readings	Distinguished A variety of leveled resources around a benchmark topic or unit of inquiry are offered. Students are consistently and routinely given choice for readings. Students are encouraged to self-select text.
Instruction	Unsatisfactory Reading and comprehension strategies are taught on a limited basis with content area benchmarks.	Basic Fiction and non-fiction materials are used with an occasional integration of content area benchmarks in teaching reading and comprehension strategies.	Proficient A emphasis on content area benchmarks is evident through the use of non-fiction materials to routinely teach reading and comprehension strategies in all subject areas.	Distinguished A consistent/daily emphasis on content area benchmarks is evident through the use of non-fiction materials to routinely teach reading and comprehension strategies in all subject areas.
Instruction	Unsatisfactory Instruction is provided in writing and only emphasizes connections.	Basic There is limited explicit instruction demonstrating 6-traits. Instruction integrates the 6-traits into the writing process.	Proficient Instruction demonstrates explicit teaching of the 6-Traits and integrates the traits into the writing process across all genres (descriptive, expository, persuasive, and narrative).	Distinguished Teacher’s instruction demonstrates explicit instruction of 6-Traits and integrates the traits into the writing process. Students select the genre and content to match purpose for writing.
Instruction	Unsatisfactory Teacher inconsistently identifies learning targets.	Basic Teacher communicates the learning targets to students.	Proficient Teacher clearly communicates learning targets and students are able to articulate these targets	Distinguished Students begin to engage themselves using inquiry based learning. Students set goals, ask questions, and conduct research.
Instruction	Unsatisfactory Students have limited engagement in purposeful balanced literacy activities.	Basic Students are actively engaged in balanced literacy activities.	Proficient Students actively engage in all balanced literacy activities that are purposeful and meaningful to meet the specific needs of individual students. Learning focuses on reflection, communication of thinking, and making connections.	Distinguished There is strong evidence of a collaborative approach to learning. Ownership of learning is evident with student goal setting, self assessment and self monitoring.
Assessment
Assessment	Unsatisfactory Teacher does not check for understanding before, during or after reading. Rather checks for understanding at the end of the lesson or unit.	Basic Teacher occasionally checks for understanding during the lesson or after each step of the gradual release.	Proficient Teacher demonstrates frequent checks for understanding during the lesson or after each step of the gradual release	Distinguished Teacher demonstrates frequent checks for understanding during the lesson or after each step of the gradual release. Students demonstrate ownership of learning by questioning and verifying their understandings.
Assessment	Unsatisfactory Teacher administers assessments when directed.	Basic Teacher gives formal and informal assessments.	Proficient Teacher uses formal and informal assessments to monitor student progress and inform student instruction.	Distinguished Teacher uses formal and informal assessments to monitor student progress, inform student instruction, and confer with students in goal setting.
Assessment	Unsatisfactory Assessments rarely focus on specific targets, strategies, benchmarks, or the Descartes.	Basic Teachers occasionally collaborate to create common assessments, focusing on learning targets, strategies, benchmarks, and DesCartes.	Proficient Teachers frequently collaborate to create common assessments, focusing on learning targets, strategies, benchmarks, and DesCartes.	Distinguished Teachers consistently collaborate to create common assessments, focusing on learning targets, strategies, benchmarks, and DesCartes.
Assessment	Unsatisfactory Decisions are made with limited data analysis.	Basic Assessments and data are inconsistently analyzed to make instructional decisions.	Proficient Assessments and data are frequently analyzed to make instructional decisions.	Distinguished Assessments and data are analyzed to make instructional decisions.
Assessment	Unsatisfactory The teacher has little or no evidence of data related to student growth. MAP and classroom assessment data are not used to indicate growth.	Basic The teacher collects and records limited data that may or may not provide evidence of student growth related to student proficiency. This data may or may not be communicated to stakeholders. MAP or classroom assessment data are used to indicate growth.	Proficient The teacher collects and records data that provides evidence of student growth related to student proficiency and shares with stakeholders. MAP and classroom assessment data are used to indicate growth.	Distinguished The student and teacher collect and records data that provides evidence of student growth related to student proficiency and student shares data with stakeholders. MAP and classroom assessment data are used to indicate growth.
Assessment	Unsatisfactory Meaningful feedback is provided periodically.	Basic Meaningful feedback is provided on a daily basis.	Proficient Meaningful feedback that is specific and immediate is provided on a daily basis.	Distinguished Meaningful feedback that is specific and immediate is provided on a daily basis and used by the student to reflect upon performance.
Assessment	Unsatisfactory Opportunities for self assessment are not observed.	Basic The teacher provides limited opportunities for students to engage in self assessment.	Proficient The teacher provides frequent opportunities for students to engage in self assessment.	Distinguished Students demonstrate strategies to self monitor their own assessment.
Classroom Environment
Classroom Environment	Unsatisfactory The learning environment does not include a space for whole-group gathering.	Basic The learning environment includes a space for whole-group gathering.	Proficient The learning environment includes comfortable and practical spaces for whole-group gathering/sharing and for individual and group work.	Distinguished The learning environment is child centered which includes comfortable, inviting and practical gathering spaces for individual, small group and whole group learning.
Classroom Environment	Unsatisfactory Balanced literacy materials are limited and managed choice is not evident.	Basic Balanced literacy materials for some components are accessible and organized. Some managed choice is demonstrated.	Proficient Balanced literacy materials for all components of are readily accessible and organized. Managed choice in book selection is evident.	Distinguished Balanced literacy materials for all components reflect student’s interests and challenges. The materials are readily accessible and organized based on the students input.
Classroom Environment	Unsatisfactory The environment lacks authentic student samples.	Basic The environment includes some work samples and limited anchor charts to enhance learning.	Proficient The print rich environment includes a variety of student work samples and anchor charts to enhance learning.	Distinguished The print rich environment includes a variety of student work samples and anchor charts to enhance learning across all curricular areas. The work samples are shared and showcased throughout the building.

Keywords:

Balanced Literacy, Comprehension Strategies, leveled text

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