Description
Your coursework preceding this project will have prepared you for the evaluation criteria of this project. Using the knowledge gained in the preceding coursework, revise and submit your plans for initial evaluation in this project. You MUST use the Teachers of Tomorrow template attached below. You must score at least 40 points out of 50 points on each submission to pass this assignment.
s before, this project is much more detailed than lesson plans typically used in the classroom. The performance-based assessments are designed to evaluate candidate skills in a comprehensive way; thus, candidates are asked to provide much more detail than in traditional plans so that the instructor is able to evaluate skills in these areas.
Questioning strategies and feedback
Accommodations and modifications
The extent to which the lesson is differentiated
Assessment for learning
The overall plan
For 700.5P, candidates submit two complete and original lesson plans for feedback and final evaluation. The parts of the lesson plan form that will be scored include Differentiation (Reteach and Extensions) Closure, Questions, Modifications and Accommodations, Assessments, and the Overall Plan.
While each lesson is designed to deliver the state-required content for the grade level, some students require additional learning supports to successfully access this content. Students who are learning the English language, or who have learning disabilities, are especially in need of these supports. There are multiple supports for learning that are available for all students; however, more intensive supports are often required for some learners with greater needs. These more intensive supports fall into two categories; accommodations and modifications.
The components scored in 700.4PBP should still be present here. When complete, these will represent two complete lesson plans.
Each lesson is evaluated on the extent to which it is differentiated to address these learning differences. The process of how students will learn the content can be differentiated for learning modalities, supports for English learners, and those with learning disabilities. We can differentiate the content – what students will learn. This is important because students all come to us with different levels of readiness. We need to plan activities that meet students where they are. Finally, we can differentiate the products that students produce to show us what they have learned. Consider learning styles, prior learning experiences, and any supports needed so that everyone can access the curriculum.
We evaluate the assessment to determine how well it provides information about student learning. Does the candidate include information on the type of assessment, and is the assessment adapted for diverse needs?
This class includes the following students from TCR 300. As you plan your modifications, accommodations and differentiation, be sure to address their needs. You will be scored on this.
Angelo – Angelo is a student with special needs. He has a learning disability and is slow to process information. He is usually happy and helpful.
Nancy – Nancy recently moved from Korea and is well-educated. She does not yet know English. She is at the beginning level for speaking and writing, but at the intermediate level for listening and reading.
Corinne – Corinne is a GT student. She was, however, suspended three times last year for fighting. In class, she is happy and easy-going, but can quickly escalate if she feels disrespected.
DIFFERENTIATION
Thoughtful and explicit differentiation in content or process for the following groups of students. Be sure to review what constitutes differentiation if needed. It is NOT accommodating or modifying, but – rather – delivering and assessing instruction in a manner that helps students access the content.
ELLs
Regular Education students who are struggling and possibly Special Education students
GT students
ASSESSMENT
Formative assessment – questioning. It should be clear throughout the plan that students are engaging with the materials and that the teacher is formatively assessing student learning with developmentally and instructionally appropriate questions that are aligned with the rigor of the learning objective. At least 6 specific questions should be scripted and included in the lesson plan. They do not have to be all in the same part of the plan. Embed them where they would fall in the lesson. For example, if you are checking for prior knowledge as an introduction to the lesson, a few questions may go at the beginning of the lesson. Other questions may come after initial instruction. Others may be part of the assessment. Just be sure to include at least 6 questions total and indicate them according to instructions (highlight them) so that your instructor can find them easily.
End of lesson assessment – can be formative or summative. The candidate should include detailed information about the type of assessment used (observation, multiple choice quiz, exit ticket with two constructed response questions, etc.)
Differentiated assessment for diverse student needs – the plan should include a brief description of how this assessment either is or can be differentiated for academically challenged and EL learners.
ACCOMMODATIONS AND MODIFICATIONS
Accommodations (learning aids, oral test administration, etc.) are detailed and explicitly designed for the needs of the student populations including GT, EL, Special Education.
Modifications – For the purpose of this lesson, you will consider the needs of Angelo, and explain where in the lesson any modifications would be used.
Label the modifications and accommodations separately so that we can see you understand the difference between the two. These are legal obligations for what you must provide for specific students in your class.
Everything is based out of Texas. You would have to use the TEKS for high school History.
Unformatted Attachment Preview
TEXAS TEACHERS LESSON PLAN TEMPLATE for 700.5PBP
INSTRUCTIONS: Fill out all portions of the lesson plan. Within the Instructional Steps, note the
following items as indicated below to facilitate identification of the required elements. Answer the
reflection questions that follow the plan
Create at least 6 formative questions you will ask throughout the lesson and highlight them in green.
NAME:
SUBJECT:
TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (Copy these word for word. This must include the grade
level, number, and letter of competency)
LEARNING OBJECTIVE(S): The student will
ASSESSMENT/PERFORMANCE MEASURE:
MATERIALS and SETTING
What materials do you need for this
lesson? What is the setting? Are
students in pairs, groups, stations,
floor, library, science lab?
KEY VOCABULARY and ACADEMIC
LANGUAGE
What vocabulary terms must students
know to understand the concept being
taught?
FOCUS ACTIVITY/ANTICIPATORY SET
What activity will students engage in
that will pique their interest about the
upcoming lesson? Think of this like a
preview for an upcoming movie –
something that ignites curiosity
CONNECTION TO PRIOR LEARNING OR
REAL WORLD
This is what you say to students about
what they have already learned and
how it prepares them for what they
are about to learn; review what they
have learned to prepare them for the
upcoming lesson.
OBJECTIVE STATEMENT (be sure to
include the performance measure)
This is what you say to students about
what students will learn today, and
how they will show they have learned
the content (that is the performance
measure)
PURPOSE OF LEARNING
Why do students need to learn this
today? This should be written in what
you will say to students and should
include both why it is important to the
content and why it is relevant in their
lives.
INSTRUCTIONAL STEPS
Include:
Step by Step Instructions
Key Points
Directions to give
Questions that you will ask,
highlighted in green.
LITERACY STRATEGIES USED
STUDENT USE OF TECHNOLOGY
While every lesson may not use
technology, you must create lessons
here that do use technology in order to
meet the technology standards. Use of
technology is defined as STUDENT use
of technology. Watching a video is not
student use of technology.
DIFFERENTIATION
Include differentiation in content or
process for the following groups of
students
• ELLS
• Regular Education students
who are struggling and
possibly some Special
Education students
• Gifted and Talented students
DIFFERENTIATED ASSESSMENT
If your assessment is already
differentiated, please explain how. If it
is not, please explain how you will
differentiate it for the learning needs
in your class.
MODIFICATIONS/ACCOMMODATIONS
Create at least 2 modifications AND 2
accommodations that address the
diverse needs of the students Angelo,
Nancy, and Corinne.
CLOSURE:
Review: How will you cement the
learning that has taken place in this
lesson?
Connect to future learning: How will
what students learned today help
them in upcoming lessons?
Reflection
1. Explain the prerequisite skills students need to be successful in this lesson.
2. Explain how your answer to the above question influenced your decisions regarding the
differentiation strategies used.
3.
Explain how your instructional strategies, accommodations, modifications, and assessments(s)
address the needs of English Learners, including Nancy.
TEXAS TEACHERS LESSON PLAN TEMPLATE for 700.5PBP
INSTRUCTIONS: Fill out all portions of the lesson plan. Within the Instructional Steps, note the
following items as indicated below to facilitate identification of the required elements. Answer the
reflection questions that follow the plan
Create at least 6 formative questions and highlight them in green.
NAME: New Teacher
SUBJECT: 2nd Grade ELA
TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (Copy this word for word. This must include the
grade level, number, and letter of competency)
(Grade 2) (11) Composition: listening, speaking, reading, writing, and thinking using multiple
texts–writing process. The student uses the writing process recursively to compose multiple
texts that are legible and uses appropriate conventions. The student is expected to:
(A) plan a first draft by generating ideas for writing such as drawing and brainstorming.
LEARNING OBJECTIVE(S): The student will plan a first draft by generating ideas for a personal
narrative using a brainstorming graphic organizer.
ASSESSMENT/PERFORMANCE MEASURE: Students will complete a brainstorming graphic
organizer to begin planning for a personal narrative. Students will be expected to fill out their
own organizers with details, illustrations and ideas for their narratives. Their brainstorming will
be turned in at the end of class and graded with a rubric based on these criteria.
MATERIALS and SETTING
What materials do you need for this
lesson? What is the setting? Are
students in pairs, groups, stations,
floor, library, science lab?
– Brainstorming webs
– Mentor text: “Jabari Jumps” by Gaia Cornwall
KEY VOCABULARY and ACADEMIC
LANGUAGE
What vocabulary terms must students
know to understand the concept being
taught?
-Main idea
-Details
-Brainstorm
-personal narrative
-character, setting, problem, solution
FOCUS ACTIVITY/ANTICIPATORY SET
What activity will students engage in
that will pique their interest about the
upcoming lesson? Think of this like a
preview for an upcoming movie –
something that ignites curiosity
Teacher has a giant cloud at the front of the room with
lightning bolts surrounding it. Each student has a blue piece
of paper on their desk. The teacher writes a main topic
inside the cloud, like “first day of school”, and the students
write one detail about the topic on their papers. Students
will ball up their papers and have a chance to toss them
towards the front of the room. The teacher will write down
all of the details for students to see how they’ve just
brainstormed together about the first day of school.
CONNECTION TO PRIOR LEARNING OR
REAL WORLD
This is what you say to students about
what they have already learned and
how it prepares them for what they
are about to learn; review what they
have learned to prepare them for the
upcoming lesson.
Brainstorming should be a piece of cake for us because we
are already familiar with sharing our ideas! Just like you guys
share your stories with me and our class or show your very
detailed drawings, brainstorming is another way to express
your stories. We will listen to a narrative and talk about it
together, brainstorm for my narrative as a class, then you
will start your own brainstorming on any personal story you
decide.
OBJECTIVE STATEMENT (be sure to
include the performance measure)
This is what you say to students about
what students will learn today, and
how they will show they have learned
the content (that is the performance
measure)
“Boys and girls, today we will be learning how to create our
own graphic organizers to brainstorm and begin planning for
our own personal narratives. We are going to read a
narrative story today to give you guys some ideas about
what your story could look like! Pay close attention to how
the author keeps us excited and interested during the story.
We’ll discuss what makes a good brainstorm as a class and
start planning for Miss Roberts’ narrative together, and then
you’ll have a chance to start planning for your own stories!”
PURPOSE OF LEARNING
Why do students need to learn this
today? This should be written in what
you will say to students and should
include both why it is important to the
content and why it is relevant in their
lives.
INSTRUCTIONAL STEPS
Include:
Step by Step Instructions
Key Points
Directions to give
Questions that you will ask – at least 6,
highlighted in green.
“It is very important for us to understand how to effectively
plan for our writing! Brainstorming helps us to get all of our
amazing thoughts out and on paper. We are able to organize
those ideas and keep our stories focused on the most
important parts. You will need this skill as you continue to
grow as writers, all the way into adulthood!”
1. Anticipatory set: Teacher has a giant cloud at the
front of the room with lightning bolts surrounding it.
Each student has a blue piece of paper on their
desk. The teacher writes a main topic inside the
cloud, like “first day of school”, and the students
write one detail about the topic on their papers.
Students will ball up their papers and have a chance
to toss them towards the front of the room. The
teacher will write down all of the details for
students to see how they’ve just brainstormed
together about the first day of school. “Students,
how are all of these awesome details about the first
day of school going to help make a story better?”
2.
“Boys and girls, today we will be learning how to
create our own graphic organizers to brainstorm
and begin planning for our own personal narratives.
We are going to read a narrative story today to give
you guys some ideas about what your stories could
look like! Pay close attention to how the author
keeps us excited and interested during the story.
We’ll discuss what makes a good brainstorm as a
class and start planning for Miss Roberts’ narrative
together, then you’ll have a chance to start planning
for your own stories!”
3. Before beginning, students will work as a class to
complete a Frayer model for the term “brainstorm”.
Students will need a concrete understanding of a
brainstorm and its purpose and this will help them
achieve that. “Boys and girls, do you think there is a
right or wrong way to brainstorm for your own
writing?
4. The teacher will invite students to the carpet for a
read-aloud of “Jabari Jumps” by Gaia Cornwall. The
teacher will model a think aloud to point out the
details an author can use in a story to keep their
audience engaged.
5. Students will also be prompted to discuss with their
neighbor about what details they’re noticing in the
story. “Students, what details have we noticed in
Jabari Jumps that helped keep us interested and
excited?”
6. After the story, “Okay boys and girls, now can you
help Miss Roberts brainstorm for her own
narrative? Let’s think about what details we saw in
“Jabari Jumps” that kept us excited! I think I am
going to write my story about my summer vacation
to Hawaii….”
7. The teacher will model filling out the brainstorming
graphic organizer with help from the students. The
teacher will choose his/her main topic, and students
will help come up with important details needed to
make a good story. “Someone tell me, what is one
detail you really want to know about my vacation?”
8. After finishing the example brainstorm the teacher
will review what details make a story great, (who,
what when, where, why), and send students off on
their own to start their own brainstorms.
9. Teacher will work with students around the room
and gauge their progress for an informal/formative
assessment. “Do you think your reader will have any
questions about your story? Are there any details
you can think of adding to answer those questions
someone might have?”
10. After 15/20 minutes, the teacher will dismiss
students to their writer’s workshop stations while
pulling small groups. The stations are:
•
•
Sentence fixing- students will work together to fix a
series of sentences. Sentences are pre-written on
laminated sentence strips and student’s use expo
markers to make corrections together. At this
station students work on grammar, capitalization,
punctuation and spelling.
Small group conferring- teacher will pull groups of
students to talk about what they’ve come up with
so far in their brainstorming process. Teacher will
encourage student ideas and push them to refine
their ideas. “Using the ideas and details you
•
•
•
currently have on your brainstorm; can you tell me
a little about your narrative?”
Typing club Jr.- students will practice their typing
skills independently on their chrome books. This
program is self-paced and will allow each student
to refine their fine motor skills and practice their
typing at the level that suits them.
Free writing- At this station, students choose from
a basket of writing prompts and can write a story
from their imagination using the prompt as a guide
to get them started. They can include pictures and
be as creative as they want. They must have a clear
setting, characters, problem and solution.
Listening station- students will listen to a book on
Epic! assigned to their reading group based on
level. Students will be listening for key details in
their assigned stories and writing them down on a
piece of paper. They will tell me why the details
they chose make the story great/interesting. They
will turn this in for an informal/formative
assessment.
LITERACY STRATEGIES USED
The literacy strategy being used in this lesson is
comprehension based. Students are expected to actively
listen to the read aloud of “Jabari Jumps” and identify the
key details in the story.
Frayer model for vocabulary
STUDENT USE OF TECHNOLOGY
Students will be using Typing Club Jr., the technology-based
learning program aimed at helping students master typing
on a keyboard. Students work in this program on their
chrome books with headphones and are challenged at their
own skill level. Typing can be beneficial for students as they
continue to strengthen their fine motor skills, which can also
help with handwriting.
DIFFERENTIATION
-Collaboration will be used when students are creating their
Frayer models and discussing with partners about details in
the story. Working together and talking through ideas will
benefit my wide range of learning needs and skills.
-Illustrations will be encouraged for some students, like
ELLS, to help them confidently flesh out their ideas for their
narratives. Drawing can be a good alternative for ELLS who
may still be struggling with written English.
-Tiering the assignment Sentence stems may be used to
guide some students (ELL, special ed., or other learning
Include differentiation in content or
process for the following groups of
students
• ELLS
• Regular Education students
who are struggling and
possibly some Special
Education students
•
Gifted and Talented students
DIFFERENTIATED ASSESSMENT
If your assessment is already
differentiated, please explain how. If it
is not, please explain how you will
differentiate it for the learning needs
in your class.
disabilities). Other students (gifted and talented) may be
ready to plan beyond initial ideas/details. For example, I
may ask a GT student to add more detail to their details (the
5 senses). Supporting each type of student without taking
away or adding to their workload is key.
I will take an end of lesson formative assessment through
class discussions and the brainstorming rubric.
Students will complete a brainstorming graphic organizer to
begin planning for a personal narrative. To introduce the
activity, I will read a short narrative to the class, then we’ll
discuss what details made the story great. Next, I will model
brainstorming for my own personal narrative. As a class, we
will discuss details to include in our narratives and how to
make our stories “come alive”. Students will be expected to fill
out their own organizers with details, illustrations and ideas for
their narratives. Their brainstorming will be turned in at the
end of class and graded with a rubric based on these criteria.
The assessment will be differentiated with collaboration,
tiering and the option to use illustrations. Students will have
the ability to choose how they want to show their
understanding of generating ideas for their writing through
brainstorming.
MODIFICATIONS/ACCOMODATIONS
Create at least 2 modifications AND 2
accommodations that address the
diverse needs of the students Angelo,
Nancy, and Corinne.
CLOSURE:
Review: How will you cement the
learning that has taken place in this
lesson?
Accommodations
-Class dictionaries for high frequency words
-brain beak to break up independent work
-notes given in advance, vocab with illustrations
-brainstorming with illustrations
-tier the assignment for GT
Modifications
-extended time to complete assignment
-simplified written and verbal instructions
-sentence stems
• For Angelo, I would modify this lesson by giving him
an extended amount of time to complete his
brainstorm. I would encourage him to draw out his
ideas if he gets frustrated. Simplifying the directions
may help him and including sentence stems could
help jumpstart his thinking. Based on his IEP, he may
also require a shortened assignment.
Students will return to the carpet after wrapping up
stations. We will review the importance of adding details
when brainstorming to guide our writing. Students will
Connect to future learning: How will
what students learned today help
them in upcoming lessons?
share their narrative ideas, and what details they plan on
including.
The teacher will go over his/her brainstorming graphic
organizer one last time, clearly stating why each detail they
chose to include will make the story better. The teacher will
preview what’s next, telling students they will move on to
adding even more details to make their writing even juicier.
“Using our 5 senses is a great way to make our stories come
alive for readers, and we will start working on that next!”
Reflection
1. Explain the prerequisite skills students need to be successful in this lesson.
Students will need to understand how to use their prior knowledge and experiences to tell a story.
Personal narratives are a great topic for students learning to generate ideas through brainstorming.
Narratives allow students to use a story they have personally experienced. Once the concept of
identifying and including details in a story is grasped, students will move on to adding even more details
curated by their imaginations.
Students will also need to be able to express their ideas through writing, making the transition from
their minds to the paper. If a student wants to write about their first time at Disneyland, they are going
to need to be able to express the events and emotions of their story through their writing. This lesson
will not require students to go very in-depth, but they should be able to write down key details that will
support their personal narratives.
Identifying what makes a detail important and necessary to tell a story is also important for students
to understand when learning to generate ideas. Students will need to choose what details to add to
their stories and what details may not be as important. This is something that can be fleshed out during
the planning process, so there is some room for students to be reminded of the skill.
2. Explain how your answer to the above question influenced your decisions regarding the
differentiation strategies used.
Some students may need a little more support in translating their prior knowledge and experiences
into thoughts and ideas for a narrative story. Collaboration will give students who are struggling the
opportunity to hear different ideas and examples to help them in their own brainstorming process. My
teacher modeling of completing a brainstorm can also show students how they should be thinking
during this process. They will have a concrete example of how to start their own brainstorm and plan
out their ideas. Sentence stems can also be used to help students jump start their minds and come up
with ideas to support their personal narratives.
It is possible for ELL students to struggle with writing down all of their ideas for the brainstorms.
The option to draw out ideas for their personal narrative will help them flesh out all of their ideas and
details without the stress. I will encourage them to try their best with their writing, but they will also be
able to support their writing with illustrations. Sentence stems can also be a helpful scaffold for ELLS and
other students to help them get their ideas out.
Our class discussions, collaboration, and my modeling will support students in their ability to
identify important details in a story. There will be many examples for students in Jabari Jumps and
during teacher led discussions. I will make sure they are being properly guided so they can be successful
in completing their brainstorming organizers. I want them to have a good foundation for when they
move onto the next step in the writing process.
3.
Explain how your instructional strategies, accommodations, modifications, and
assessments(s) address the needs of English Learners, including Nancy.
Nancy and other ELL students will be greatly supported in this lesson and assignment to ensure they
are successful. Class dictionaries for high frequency words will be available, brain breaks will be given to
relieve any stress, vocabulary notes will be given in advance, illustrations will be encouraged to support
their brainstorming process, and simplified instructions and sentence stems will be given.
The biggest support for ELL students in this lesson, I believe, will be the opportunity to generate
their ideas through illustrations. These students can greatly benefit from this because they won’t have
to worry so much about their ability to write in English. While I will encourage them to include written
details and ideas on their graphic organizers, I will make sure they know I want to SEE their ideas too!
This way, I can talk with them about their ideas during our conferring time and support them in writing
their ideas down correctly.
TEXAS TEACHERS OF TOMORROW LESSON PLAN TEMPLATE for 700.5PBP
INSTRUCTIONS: Fill out all portions of the lesson plan. Within the Instructional Steps, note the
following items as indicated below to facilitate identification of the required elements. Answer the
reflection questions that follow the plan
Create at least 6 formative questions you will ask throughout the lesson and highlight them in green.
NAME:
SUBJECT:
CERTIFICATION AREA:__________________________________________________
TEXAS ESSENTIAL KNOWLEDGE AND SKILLS: (Copy these word for word. This must include the grade
level, and any identifying title, number, and/or letter)
LEARNING OBJECTIVE(S): The student will
ASSESSMENT/PERFORMANCE MEASURE:
MATERIALS and SETTING
What materials do you need for this
lesson? What is the setting? Are
students in pairs, groups, stations,
floor, library, science lab?
KEY VOCABULARY and ACADEMIC
LANGUAGE
What vocabulary terms must students
know to understand the concept being
taught?
FOCUS ACTIVITY/ANTICIPATORY SET
What activity will students engage in
that will pique their interest about the
upcoming lesson? Think of this like a
preview for an upcoming movie –
something that ignites curiosity
CONNECTION TO PRIOR LEARNING OR
REAL WORLD
This is what you say to students about
what they have already learned and
how it prepares them for what they
are about to learn; review what they
have learned to prepare them for the
upcoming lesson.
OBJECTIVE STATEMENT (be sure to
include the performance measure)
This is what you say to students about
what students will learn today, and
how they will show they have learned
the content (that is the performance
measure)
PURPOSE OF LEARNING
Why do students need to learn this
today? This should be written in what
you will say to students and should
include both why it is important to the
content and why it is relevant in their
lives.
INSTRUCTIONAL STEPS
Include:
Step by Step Instructions
Key Points
Directions to give
DIFFERENTIATION
Include differentiation in content or
process for the following groups of
students
• English Language Learner
• Regular Education students
who are struggling and
possibly some Special
Education students
• Gifted and Talented students
DIFFERENTIATED ASSESSMENT
If your assessment is already
differentiated, please explain how. If it
is not, please explain how you will
differentiate it for the learning needs
in your class.
MODIFICATIONS/ACCOMODATIONS
Create at least 2 modifications AND 2
accommodations that address the
diverse needs of each of the students:
Angelo, Nancy, and Corinne.
CLOSURE:
Review: How will you cement the
learning that has taken place in this
lesson?
Connect to future learning: How will
what students learned today help
them in upcoming lessons?
Reflection
1. Explain the prerequisite skills students need to be successful in this lesson.
2. Explain how your answer to the above question influenced your decisions regarding the
differentiation strategies used.
3.
Explain how your instructional strategies, accommodations, modifications, and assessments(s)
address the needs of English Learners, including Nancy.
TNT 700.5P Planning Instruction, Part 3 RUBRIC
Criteria
Ratings
QUESTIONING
EXPERT: 10 pts
PROFICIENT: 8 pts
DEVELOPING: 6 pts
NOVICE: 4 pts
Standard 1: Instructional
Planning and Delivery
*Detailed evidence of
planning for effective
questioning
*Appropriate evidence of
planning for effective
questioning.
*Some evidence of
planning for effective
questioning.
*Little or no evidence of
planning for effective
questioning.
*Includes at least 6
questions.
*Includes at least 6
questions.
F. Teachers consistently
check for understanding,
give immediate feedback,
and make lesson
adjustments as necessary.
Standard 5: Data-Driven
Practice
*Specific goals for
questioning identified
(determination of prior
knowledge, feedback,
assessment, prompts for
problem solving, etc.)
A. Teachers implement both
formal and informal
methods of measuring
*Explicitly requires students
student progress.
to go beyond “recall
i. Teachers gauge student of facts” to engage in
higher order thinking
progress and ensure
(Bloom’s Taxonomy),
student mastery of
content knowledge and and creativity.
skills by providing
assessments aligned to
instructional objectives
and outcomes that are
accurate measures of
student learning.
ii. Teachers vary methods
of assessing learning to
accommodate students’
learning needs,
linguistic differences,
and/or varying levels of
background knowledge.
* Goals for questioning
identified and apparent
(determination of prior
knowledge, feedback,
assessment, prompts for
problem solving, etc.)
*Encourages students to
go beyond “recall of
facts” to engage
*May include fewer than 6
questions.
*Includes fewer than 6
questions.
* Goals for questioning are
appropriate but may not be
apparent (determination of
prior knowledge, feedback,
assessment, prompts for
problem solving, etc.)
*Goals for questioning are
uncertain (determination of
prior knowledge, feedback,
assessment, prompts for
problem solving, etc.)
*Some opportunity for
students to go beyond “recall
of facts” to engage in lesson
content.
*Limited opportunity for
students to go beyond “recall
of facts” to engage in lesson
content
ACCOMMODATIONS
MODIFICATIONS
Standard 1: Instructional
Planning and Delivery
C. Teachers design
lessons to meet the needs
of diverse learners,
adapting methods when
appropriate
Standard 2: Knowledge
of Students and Student
Learning
A. Teachers demonstrate
the belief that all students
have the potential to
achieve at high levels and
support all students in
their pursuit of socialemotional learning and
academic success.
iii. Teachers accept
responsibility for the
growth of all of their
students, persisting in
their efforts to ensure
high levels of growth
on the part of each
learner.
B. Teachers acquire,
analyze, and use
background information
(familial, cultural,
educational, linguistic,
and developmental
characteristics) to engage
students in learning
EXPERT: 10 pts
*All accommodation needs
for Angelo have been
specifically identified.
*Accommodations
(learning aids, graphic
organizers, oral
administration, etc.)
and/or modifications
(alternate material, activity
or grade level content) are
detailed and explicitly
designed for the needs of
the student population
(ELL, Sped, GT, etc.)
*Area for accommodation
or modification (content,
process, product, learning
environment) has been
specifically identified.
*Accommodations and
Modifications explicitly
match skill deficits.
*Technology is efficiently
utilized for
accommodation and
modification where
appropriate.
*Accommodation and/or
modification allows for
student learning of the
content at the highest level
appropriate for each
Individual
PROFICIENT: 8 pts
*Angelo’s needs are
adequately identified.
DEVELOPING: 6 pts
*Angelo’s needs are
loosely identified.
NOVICE: 4 pts
*Little or no evidence of
accommodations for Angelo
*Accommodations
(learning aids, graphic
organizers, oral
administration, etc.)
and/or modifications
(alternate material,
activity or grade level
content) are detailed
and appropriately
designed for the needs
of the student
population (ELL, Sped,
GT, etc.).
*Accommodations
(learning aids, graphic
organizers, oral
administration, etc.)
and/or modifications
(alternate material,
activity or grade level
content) are listed and
adequately based on the
needs of the student
population (ELL, Sped, GT,
etc.)
*Accommodations (learning
aids, graphic organizers,
oral administration, etc.), or
modifications (alternate
material, activity or grade
level content) are not
adequate for the needs of
the student population (ELL,
Sped, GT, etc.)
*Area for
accommodation or
modification (content,
process, product,
learning environment)
is apparent
*Accommodations/mod
-ifications mostly align
with skill deficits.
*Where appropriate,
technology may be
used for
accommodation/
modification.
*When possible,
accommodation
and/or modification
allows for student
learning of the content
at a level comparable
to peers.
*Area for accommodation
or modification (content,
process, product, learning
environment) is
identified, but may not be
specific
*Accommodations/modifications loosely match skill
deficits.
*Some evidence of
technology use for
accommodation/
modification may be
apparent.
ii. Teachers understand
the unique qualities of
students with
exceptional needs,
including disabilities
and giftedness, and
know how to
effectively address
these needs through
instructional
strategies and
resources.
iii. Teachers understand
the role of language
and culture in
learning and know
how to modify their
practices to support
language acquisition
so that language is
comprehensible and
instruction is fully
accessible.
CRITERIA
RATINGS
EXPERT: 10 pts
Differentiation explicitly
Standard 1: Instructional targets the various learning
Planning and Delivery
and environmental needs of
all students in the
C) Teachers design
classroom.
lessons to meet the needs Explicit evidence or
of diverse learners,
attempt to offer lesson
adapting methods when
content, questioning,
appropriate
activities, or outcomes at
varying levels of Bloom’s
i. Teachers
Taxonomy
differentiate
instruction, aligning
methods and
Alternate activities and
techniques to
student products, to
diverse student
support
needs, including
different Bloom’s levels,
acceleration,
may be indicated.
remediation, and
implementation of
Student learning style is
individual
specifically considered
education plans
in differentiated
content.
ii. Teachers plan
student groupings,
including pairings
Flexible grouping is
and individualized
efficiently utilized,
and small-group
where appropriate
instruction, to
facilitate student
DIFFERENTIATION
PROFICIENT: 8 pts
Differentiation adequately
targets the various learning
and environmental needs of
all students in the classroom.
Meaningful evidence or
attempt to offer lesson
content, questioning,
activities, or outcomes at
varying levels of Bloom’s
Taxonomy based on
specifically identified needs
and levels of students.
Some alternate activities,
products or assessment
to support varying levels
of Bloom’s Taxonomy are
offered.
Differentiation accounts for
differences in learning
styles of students.
Flexible grouping is
offered, where appropriate
DEVELOPING: 6 pts
Differentiation addresses
the various learning and
environmental needs of
all students in the
classroom.
Adequate
evidence
or
attempt to offer lesson
content,
activities,
or
outcomes at varying levels of
Bloom’s Taxonomy based
on generally identified
needs and levels of
students.
Alternate activities,
products or assessment
offered to support some
higher levels of Bloom’s
Taxonomy are offered.
Differentiation may
indirectly account for
differences in learning
styles of students, but
specific evidence may not
be present.
Grouping not utilized or static.
NOVICE: 4 pts
Differentiation minimally
addresses learning and
environmental needs of some
students in the classroom.
Minimal evidence or attempt
to offer lesson content,
questioning, activities, or
outcomes at varying levels of
Bloom’s Taxonomy based on
needs and levels of students.
Lesson may offer 1 or 2
alternatives for students of
different levels, but minimal
attempt for individualization
is made.
learning.
iii. Teachers integrate
the use of oral,
written, graphic
