Advanced Methodologies of Structured English Instruction



Benchmark Assessment and Rubric

Targeted Essential Learning

Effective instructional design, implementation, planning, and assessment related to language learning must be based on the standards, the learners, and research-based strategies and practices. An effective English Language Learner (ELL) teacher is able to use best practices and research-based methodologies for teaching English language learners. (APTS 1, 3, 4; INTASC 1, 2, 4, 8)

Assessment Tools Selected

Lesson Plan, Implementation, and Assessment

Specific Performance/Task(s)

Create an instructional plan. (APTS 1.3)

Identify and utilize a variety of materials and resources in the instructional plan. (APTS 1.7)

Utilize varied best-practice learning experiences in the instructional plan. (APTS 1.8-12)

Implement differentiated strategies that address diverse learners. (APTS 3.8)

Identify andgenerate a variety of formal and informal assessment tools that align with instruction in order to measure student learning. (APTS 4.2)

Document and interpret evaluation data. (APTS 4.3)

Modify instruction based on student feedback. (APTS 4.4)

Relevancy of Tasks to Teacher Candidate

By developing and implementing content-specific curriculum explicitly geared toward diverse learners, degree-seeking students can address the needs of English language learners.

Assessment: Student Prompts/Teacher Directions

1. Individual: Lesson Planning in Sheltered Instruction Observation Protocol (SIOP): From Theory to Practice (Benchmark Assessment)

a) General practicum information:

✓ Follow the practicum experience requirements, including the diversity and hour requirements for this course on the Practicum Placement Form.

✓ Students should fill out the Practicum Placement Form and Observation Record. Complete the form with the names of the schools and grade levels where the observations took place, and document the hours spent in the classroom.

✓ Spend 15 hours (this one can be a 5th grade class) with a Structured English Immersion (SEI)-endorsed instructor within a Title I school setting. Let your instructor know that you are working on developing your SIOP lesson planning, implementation, and assessment skills.

1) In the first five hours of the practicum experience, observe and interview your instructor for strategies he or she uses to encourage the English language learners to further improve their English language skills. Write a 250-word Observation Reflection for inclusion with the Benchmark Assessment submission.

2) Spend two hours in one-on-one tutoring with an ELL reader. Use the experience to inform the lesson plan you are developing for the Benchmark Assessment. Write a 250-word Tutoring Reflection for inclusion with the Benchmark Assessment submission.

3) Spend eight hours planning, implementing, assessing, and reflecting on a SIOP lesson:

a) Create a content-specific SIOP lesson plan using the SIOP Lesson Plan document provided that includes the following:

i) Identified academic content and language objectives based on (Can we try Florida) state standards.

ii) Resources and materials.

iii) Three to five varied best-practice learning experiences.

iv) An assessment tool to measure the stated objective(s).

b) Teach the lesson and administer the assessment.

c) Review instructional decisions based on the results of those assessments and analyze student learning based on student feedback. Revise the original lesson plan based on your analysis, including new assessments.

b) Benchmark Assessment:

✓ Write a 1,250-1,500-word essay that is informed by the practicum experience, including all elements of the SIOP lesson, your instructor observation, and the tutoring session. Include a rationale for the learning theories that were used to support the instructional design.

✓ Use standard essay format in APA style, including an introduction, conclusion, and title page. An abstract is required. Attach both the original and revised lesson plans, and the Observation and Tutoring Reflections.

Scoring Tool/Guide (Rubric)

Lesson Planning in SIOP: From Theory to Practice

|Criteria |1: Unsatisfactory |2: Less than Satisfactory |3: Satisfactory |4: Good |5: Excellent |

|Content 95% |

|Standards  |No standards are mentioned in |Standards are inconsistently |Some relevant standards are |Relevant standards are referenced.|Key applicable standards are |

| |lesson. Lesson is not aligned to |alluded to in lesson. Lesson is |referenced. Some key standards are|Most key standards are identified.|thoroughly referenced. Lesson is |

| |standards.   |minimally aligned to standards. |identified. Lesson is mostly |Lesson is clearly aligned to |guided by and aligned to |

| | |Too many or too few standards are |influenced by standards. |standards. |standards.   |

| | |included. (Lesson may name many | | | |

| | |standards instead of focusing on | | | |

| | |important, key standards; | | | |

| | |alternately, lesson may not name | | | |

| | |relevant key standards).  | | | |

|Content and Language |Content and language objectives |Missing either content or language|Both language and content |Most objectives provide a path to |All objectives are aligned to |

|Objectives  |are missing. Content vocabulary is|objectives. Content and language |objectives are present, and most |what students will know and be |standards. Extensive, well-planned|

| |not addressed |objectives do not provide a clear |are aligned to standards. Stated |able to do as a result of the |focus on teaching and reviewing |

| | |sense of what students will know |language objectives provide a |lesson. Multiple strategies for |content vocabulary before, during,|

| | |and be able to do as a result of |minimal sense of what students |addressing content vocabulary |and after the lesson. |

| | |the lesson. Objectives |will be able to do as a result of |instruction are evident. | |

| | |are unclear, or are unrelated to |the lesson. Adequate attention is | | |

| | |standards. Incomplete reference to|provided to content vocabulary | | |

| | |vocabulary instruction. |instruction. | | |

|Learning Experiences |Activities are absent or unrelated|Many activities are extraneous and|Activities relate to objectives, |Activities provide a logical path |Students of many learning styles |

| |to objectives. No differentiation |irrelevant. Limited or |thoughsome are extraneous. |to meeting objectives. Activities |and strengths can benefit from |

| |of instruction is mentioned.  |unsuccessful attempt is made to |Activities are mostly accessible |are accessible to students of more|activities.  |

| | |individualize activities for |to students with different |than one learning style or |Lesson clearly offers appropriate,|

| | |learning styles or strengths.  |learning styles and strengths.  |strength.  |creative, and well-integrated |

| | | |Lesson plan includes |Lesson includes varied |challenges for students of all |

| | | |differentiated instruction, |differentiated instruction for |levels, including gifted students,|

| | | |limited to either gifted students,|gifted students, English language |English language learners, and |

| | | |English language learners, |learners, and students with |students with special needs.  |

| | | |orstudents with special needs.  |special needs.  | |

|Evaluates instruction based on|There is little evidence of |Instructional evaluation is |Uses a single data point to |Uses a minimum of 2 data points to|Evidence of triangulation of a |

|assessment results |instructional evaluation based on |negligible; teacher data is not |evaluate instruction. |evaluate instruction. Evaluative |variety of data points is used to |

| |assessment results. |used regularly in the evaluative |Best-practice instructional |process is reflective in nature. |evaluate instruction. |

| | |process. |strategies are highlighted by | | |

| | | |assessment results. | | |

|Analyzes student learning |Analysis is off-topic, incongruent|Some attempt is made to analyze |Analysis of student learning is |Analysis accounts for the need to |Feedback engages learners and they|

| |with assignment objectives. |student learning, but it is |reflective of a singledata point. |provide evaluative feedback to |develop a sense of ownership and |

| | |inconsistent and confusing. |Analysis is competent, detailed, |students. Evidence of |commitment to their learning. |

| | | |and focused. |opportunities that learners had |Evidence of triangulation of a |

| | | | |for trial and error, reflection, |variety of data points is used to |

| | | | |and revision. Uses a minimum of 2 |analyze student learning. |

| | | | |data points to analyze student | |

| | | | |learning. | |

|Materials & Resources |Materials and resources needed for|Materials and resources needed for|A list of materials and resources |A detailed list of materials and |Methodical notes about assembling |

|  |this lesson are not included in |this lesson are included, but seem|needed for this lesson are |resources needed for this lesson |materials, contacting outside |

| |plan.  |limited or incomplete.  |included.  |are included in plan.  |guests, or locating additional |

| | | | | |resources are also included.  |

|Organization 5% |

|Mechanics of Writing (includes|Surface errors are pervasive |Frequent and repetitive mechanical|Some mechanical errors or typos |Prose is largely free of |Writer is clearly in control of |

|spelling, punctuation, |enough that they impede |errors distract the reader. |are present, but are not overly |mechanical errors,although a few |standard, written American |

|grammar) |communication of meaning. | |distracting to the reader. |may be present. |English. |

|Language Use and Audience |Inappropriate word choice and/or |Some distracting and/or |Sentence structure is correct and |The writer is clearly aware of |The writer uses a variety of |

|Awareness (includes sentence |sentence construction, lack of |inconsistencies in language choice|occasionally varies. Language is |audience; uses a variety of |sentence constructions, figures of|

|construction, word choice, |variety in language use. Writer |(register), sentence structure, |appropriate to the targeted |sentence structures and |speech, and word choice in unique |

|etc) |appears to be unaware of audience.|and/or word choice are present. |audience for the most part. |appropriate vocabulary for the |and creative ways that are |

| | |The writer exhibits some lack of | |target audience; uses figures of |appropriate to purpose, |

| | |control in using figures of speech| |speech to communicate clearly. |discipline, and scope. |

| | |appropriately. | | | |

|Essay Structure, Paragraph |Paragraphs and transitions |Some paragraphs and transitions |Paragraphs are generally |A logical progression of ideas |There is a sophisticated |

|Development, and Transitions |consistently lack unity and |may lack logical progression of |competent, but ideas may show some|between paragraphs is apparent. |construction of the essay. Ideas |

| |coherence. No apparent connections|ideas, unity, coherence, and/or |inconsistency in organization |Paragraphs exhibit a unity, |universally progress and relate to|

| |between paragraphs. Transitions |cohesiveness. Some degree of |and/or in their relationships to |coherence, and cohesiveness. Topic|each other. The writer has been |

| |are inappropriate to purpose and |organization is evident. |each other. |sentences and concluding remarks |careful to use paragraph and |

| |scope. Organization is disjointed.| | |are used as appropriate to |transition construction to guide |

| | | | |purpose, discipline, and scope. |the reader. |

|APA Format and Style |APA format and style are not |Title page is present,though |All key elements of an APA title |Plan elements are theoretically |A broad understanding of APA |

|Requirements |evident. |missing APA elements; in-text |page are present; an abstract is |supported with accurate citations |format and style is evident in use|

| | |citations, where necessary, are |present and formatted correctly; |and references. |of level headings and lists, for |

| | |used though formatted |in-text citations and a reference | |example. |

| | |inaccurately, but not referenced. |section are present with few | | |

| | | |format errors. Mechanics of | | |

| | | |writing are reflective of APA | | |

| | | |style. | | |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download