READ4015: Field Placement Assignment (240 total points)

PLEASE SUBMIT THIS ASSIGNMENT AS ONE, SINGLE LARGE FILE

Part 1: Observation and Mentor Planning

In your field placement, you will collaborate with your mentor teacher to plan and implement an interactive
read aloud for a small group of students. This experience provides you with an opportunity to focus on ELA
standards associated with Reading: Literature, Informational Text, Foundational Skills, Speaking and Listening,
and Language. The first component of this assignment includes gathering information from your mentor
teacher, conducting observations, and collecting a reading interest inventory.

Components of this assignment include:

1. Your mentor teacher will assign you a small group of 2-3 children with similar literacy learning
needs that will be the focus of your lesson. The mentor teacher will share current progress
monitoring data for the students and current instructional aims (including conceptual
understandings targeted).
2. You will spend two sessions (Day 1 and Day 2) in the classroom observing and collecting data
about the students’ literacy behaviors, literacy skills, and other notable details about each student,
including information from a reading interest inventory of your choice. Example inventories can be
found here: http://edutechlulu.weebly.com/literacy-interest-
inventory.html#:~:text=Reading%20Interest%20Survey&text=This%20is%20an%20informal%20asse
ssment%20that%20can%20be%20used%20for,and%20how%20often%20they%20read. Or you may
use one of your own.
3. After all information is collected, you will summarize the data and complete a written
discussion about how the information will be used to inform the literacy instruction you plan.
 4. Identify one foundational skills goal for each student in the group based on the data summary.
The image below shows examples of foundational skills by grade level.

Part 1: Observation and Mentor Planning TEMPLATE

Introduction - Write a short overview about your class placement and group assignment.
[My group is first graders at Wilson Elementary School in Murfreesboro, TN. Their teacher has not
departmentalized, so she is teaching all the subjects to her class. My students were identified by the teacher
as being on grade-level readers, regardless of what the iReady results say, which were conducted online and at
the beginning of the school year. My group is comprised of one female and two males.]
Complete the assigned group chart below.
Student Progress Monitoring Current Observations of Other Notable Details
Name (first Data Instructional Aims Literacy Behaviors
only) (include lexile level (identified by the and Skills
here) teacher)
[Easton] [-Overall reading [-Easton needs more [Easton is eager to [Easton is very chatty and
level is identified as instruction in participate in excited to have other teachers
Kindergarten. decoding. Phonics is Heggerty and in class. He benefits from
-Identified in the a priority. He would literacy centers.] constant positivity.]
th
46 percentile also benefit from
-Lexile reading oral-language
measure is BR220L.] activities that target
Vocabulary.]
[Reece] [-Overall reading [-Easton has [Reece participates [He keeps to himself but is very
level is identified as difficulty decoding in classwide sweet!]
Kindergarten. simple words. He Heggerty activities
-Identified in the would benefit from and literacy
32nd percentile. oral-language centers.]
-Lexile reading activities that target
measure is Vocabulary.]
BR325L.]
[Landree] [-Overall reading [-Landree has [Landree [She is very quiet but does not
level is identified as difficulty decoding participates in get distracted by the craziness
kindergarten. simple words. Heggerty activities of the boys in my group!]
-Identified in the 15th Phonics is a priority. and literacy
percentile. She would benefit centers.]
-Lexile reading from oral-language
measure is activities that target
BR400L.] Vocabulary.]
Reading Interest Inventories (Insert Pictures here)
Summary Data Discussion – Write a summary of what you have learned about your group of students and how
this will be used to inform the literacy instruction you plan to implement.
[I have learned that Easton and Reece like to talk to each other, but Landree keeps to herself in the small
group. Landree also likes to read alone, where the boys enjoy reading out loud. I plan to have conversation
time, which the boys will enjoy, and will hopefully allow Landree to become more comfortable in the group.
All three children enjoy non-fiction, so I aim to keep this in consideration. All children would benefit from
practicing decoding and vocabulary knowledge, so it is likely that there will be words that I will ask them to
help me decode and we will practice using context clues to determine the meaning of new words.]

Complete the foundational goals chart below. Remember foundational skills are phonics, phonemic
awareness, fluency related skills.

Student Name (first only) Foundational Goals

[Easton] [Phonics, decoding, vocabulary knowledge]
[Reece] [Phonics, decoding, vocabulary knowledge]
[Landree] [Phonics, decoding, vocabulary knowledge]

Part 2: Analyzing Informational and Literature Texts

After observations, summarizing data, and determining foundational skills goals, you will begin planning
for your Interactive Read Aloud learning experience. The first step is to determine appropriate texts to use
in the learning experience. You will analyze one informational and one fiction literature text from the
Common Core Text Exemplars or other pre-selected high-quality texts identified as complex by the
instructor or mentor. Using Text Complexity Rubric: Qualitative Measures Rubric (Literature or
Informational Texts) and Evaluating Text Complexity Matrix, you will review the texts, summarize their
findings, and determine which one would be most appropriate for the Interactive Read Aloud learning
experience.

The components of this assignment include:

1. Gather one informational and one fictional literature text from the Common Core Text
Exemplars (http://www.corestandards.org/assets/Appendix_B.pdf) or other pre-selected high
quality texts identified as complex by the instructor or mentor
2. Using the following tools, determine whether the texts would support the targeted current
instructional aims (including conceptual understandings) identified by the mentor teacher and be
appropriately complex for the students.
a. Text Complexity Rubrics (See below)
b. Quantitative measures (e.g., https://fab.lexile.com/; ATOS, Degrees of Reading Power,
Flesch-Kincaid)
c. Evaluating Texts Complexity Matrix (attached)
3. From this analysis, determine which text would be the most appropriate for the Interactive
Read aloud learning experience. You also will provide a discussion outlining your rationale for the
selection of the text to support the students’ instructional aims and skills-based and knowledge-
based competencies.
4. You will submit the completed Text Complexity Rubrics, the Evaluating Text Matrix for each
reviewed text, and your discussion of the books chosen.
 Text Complexity: Qualitative Measures Rubric
INFORMATIONAL TEXTS

Text Title: The Proudest Blue Text Author: Ibtihaj Muhammad with S.K. Ali

Exceedingly Complex Very Complex Moderately Complex Slightly Complex

Organization: Connections Organization: Connections Organization: Connections Organization: Connections
between an extensive range of between an between some ideas or events are between ideas, processes or
ideas, processes or events are expanded range ideas, processes implicit or subtle; organization is events are explicit and clear;
dep, intricate and often or events are often implicit or evident and generally sequential organization of text is
ambiguous; organization is subtle; organization may contain or chronological chronological, sequential, or easy
intricate or discipline specific. multiple pathways or exhibit some to predict.
discipline-specific traits
Text Features: If used, are Text Features: If used, directly Text Features: If used enhance the Text Features: If used, help the
essential in understanding enhance the reader’s reader’s understanding of the reader navigate and understand
Text Structure content understanding of content content. content but are not essential to
understanding content.
Use of Graphics: If used, intricate, Use of Graphics: If used, graphics, Use of Graphics: If used, graphics, Use of Graphics: If used, graphics,
extensive graphics, tables, charts, tables, charts, etc., support or are pictures, tables, charts, etc., are pictures, tables, charts, etc., are
etc., are extensive, are integral to integral to understanding of the mostly supplemental to simple and unnecessary to
making meaning of the text; may text. understanding of the text. understanding the text but they m
provide information not otherwise support and assist readers in
conveyed in the text. understanding the written text.
Conventionality: Dense and Conventionality: Fairly complex; Conventionality: Largely Conventionality: Explicit, literal,
complex; contains considerable contains some abstract, ironic, explicit an easy to understand straightforward, easy to
abstract, ironic, and/or figurative and/or figurative language with some occasions for more understand
language complex meaning
Vocabulary: Complex, generally Vocabulary: Fairly Vocabulary: Mostly contemporary, Vocabulary: Contemporary,
unfamiliar, archaic, subject- complex language that is familiar, conversational; rarely familiar, conversational language.
Language specific, or overly academic sometimes unfamiliar, archaic, overly academic.
Features language; may be ambiguous or subject specific.
purposefully misleading.
Sentence Structure: Mainly Sentence Structure: Mainly Sentence Structure: Primarily Sentence Structure: Mainly simple
complex sentences with several complex sentences with several simple and compound, with some sentences
subordinate clauses or phrases subordinate phrases or clauses complex constructions
and transition words; sentences and transition words
often contains multiple concepts
Purpose: Subtle and intricate, Purpose: Implicit or subtle Purpose: Implied but easy to Purpose: Explicitly stated, clear,
difficult to determine; includes but fairly easy to infer; more identify based upon context or concrete, narrowly focused.
Purpose many theoretical or abstract theoretical or abstract than source.
elements. concrete.
 Subject Matter Knowledge: Relies
on extensive levels of discipline-
specific or theoretical knowledge;
includes a range of challenging
Knowledge
abstract concepts
Demands
Intertextuality: Many references
or allusions or other texts or
outside ideas, theories, etc.
Subject Matter Knowledge: Relies
on moderate levels of discipline-
specific or theoretical knowledge;
includes a mix of recognizable
ideas and challenging abstract
concepts
Intertextuality: Some references
or allusions or other texts or
outside ideas, theories, etc.
Subject Matter Knowledge: Relies Subject Matter Knowledge: Relies
on common practical knowledge on everyday, practical knowledge;
and some discipline-specific includes simple, concrete ideas
content knowledge; includes a mix
of simple and more complicated,
abstract ideas
Intertextuality: Few references or Intertextuality: No references or
allusions or other texts or outside allusions or other texts or outside
ideas, theories, etc. ideas, theories, etc.

Text Complexity: Qualitative Measures Rubric

LITERATURE

Text Title: The Camping Trip Text Author: Jennifer K. Mann

Exceedingly Complex Very Complex Moderately Complex Slightly Complex
Organization: Is intricate with Organization: May include Organization: May have two or Organization: Is clear,
regard to such elements as point subplots, time shifts and more more storylines occasionally be chronological or easy to predict.
of view, time shifts, multiple complex characters difficult to predict
characters, storylines and detail
Use of Graphics: If used, Use of Graphics: If used, Use of Graphics: If used, a range ofUse of Graphics: If used, either
Text Structure illustrations or graphics are illustrations or graphics support illustrations or graphics support illustrations directly support and
emotional for understanding the or extend the meaning of the selected parts of the text. assist in interpreting the text or
meaning of the text text are not necessary to
understanding the meaning of
the text.
Conventionality: Dense and Conventionality: Fairly complex; Conventionality: Largely explicit and Conventionality: Explicit, literal,
complex; contains abstract, ironic, contains some abstract, ironic, easy to understand with some straightforward, easy to
and/or figurative language and/or figurative language occasions for more complex understand
meaning
Vocabulary: Complex, generally Vocabulary: Fairly Vocabulary: Mostly contemporary, Vocabulary: Contemporary,
unfamiliar, archaic, subject- complex language that is familiar, conversational; rarely familiar, conversational language
Language specific, or overly academic sometimes unfamiliar, archaic, unfamiliar or overly academic
Features language; may be ambiguous or subject specific or overly
purposefully misleading academic language
Sentence Structure: Mainly Sentence Structure: Many Sentence Structure: Primarily Sentence Structure: Mainly
complex sentences with several complex sentences with several simple and compound sentences, simple sentences
subordinate clauses or phrases; subordinate phrases with some complex constructions
sentences often contain multiple or clauses and transition words
concepts
 Meaning: Multiple competing Meaning: Multiple levels of Meaning: Multiple levels of Meaning: One level of meaning;
levels of meaning that are difficult meaning that are difficult to meaning clearly distinguished from theme is obvious and revealed
to identify, separate, and identify or separate; theme is each other; theme is clear but may early in the text.
Meaning interpret; theme is implicit or implicit or subtle and may be be conveyed with some subtlety.
subtle, often ambiguous and revealed over the entirety of the
revealed over the entirety of the text.
text.
Life Experiences: Explores Life Experiences: Explores themes Life Experiences: Explores several Life Experiences: Explores a single
complex, sophisticated or abstract of varying levels of complexity or themes; experiences portrayed are theme; experiences portrayed
themes; experiences portrayed are abstraction; experiences common to many readers. are every day and common to
distinctly different from the portrayed are uncommon to most readers.
Knowledge common reader most readers
Demands Intertextuality and Cultural Intertextuality and Cultural Intertextuality and Cultural Intertextuality and Cultural
Knowledge: Many references or Knowledge: Some references or Knowledge: Few references or Knowledge: No references or
allusions to other texts or cultural allusions to other texts or cultural allusions to other texts or cultural allusions to other texts or cultural
elements elements elements elements

Adapted from Appendix A: Research Supporting Key Elements of eh Standards, Common Core State Standards for English Language Arts and Literacy
in History/Social Studies and Science and Technical Subjects (2010)
 Evaluating Text Complexity Matrix Text #1

Title of the Book: [The Proudest Blue] Author: [Ibtihaj Muhammad with S.K. Ali]

Type: (highlight one) Literature Informational

Quantitative Measure: Go to http://www.lexile.com/ and enter the title of your read aloud text in the Quick Book
Search in the upper right corner of the home page. Most texts will have a Lexile measure in this database. The texts that
we read aloud should be more complex than what students can read independently. It is recommended that
read alouds be 1-2 grade levels above students’ current grade. (K-1 grade band: Up to 530L; 2-3 grade band:420-820L)

Lexile Measure: [500L]

(Insert screenshot from internet with score here) [

Qualitative Features: Consider the four dimensions of text complexity. For each dimension, note some examples from
the text that make it more or less complex. Use the rubric as a guide.

Levels of Meaning/Purpose Structure

[The purpose of this text is to provide readers with [The written text is easily interpreted, with the
the sense of how important and beautiful hijabs exception of italics being used to represent words
are to some cultures. It can also show readers that that the sisters’ mother has said who is not physically
it is not nice to make fun of people who dress and present. The pictures provide powerful imagery to
act differently than you. It shows to anyone how it assist the reader in imaging the text, such as the older
makes people feel when others are not nice to
you, noted when the sister’s classmates are
making fun of her hijab, such as a boy yelling at
her, “I’m going to pull that tablecloth off your
head!”]
sister’s head with the blue hijab being the blue of the
sky and accompanying the words, “Asiya’s hijab is like
the sky on a sunny day.”]

Language Features (conventionality/clarity) Theme and Knowledge Demands

[With the exception of the word “hijab”, the
language is fairly straightforward. The words are
not typically easily decodable as they are multi-
syllabic and include prefixes and/or suffixes.]
[This book requires knowledge about what a hijab is
and the cultural importance to it. It may be complex
because the students may not understand why
people are making fun of the sister for wearing a
hijab. The teacher would need to explain the
significance of the hijab.]

Reader and Task Considerations for Text 1 (Answer each question)

What will challenge my students most in this text? What supports can I provide?
[The most challenging part of this text will be understanding the context of the hijab and why people are making fun of
the sister for wearing it. To support this, I can ask them if they know anything about hijabs and who wears them. After, I
can make sure they understand by explicitly explaining what the significance of the hijab is.]

How will this text help my students build knowledge about the world?
[Hopefully, it will prove to them that their words matter, and they should always be kind to others. It will teach them
about hijabs and what they signify, which they will see in the world.]

How can I connect this text to other texts we’ve read or will read?
[This text will be the only text we will read together, but I can ask them if they see any similarities in other texts they
have read.]

Will my students enjoy this text? Will they find it engaging?

[I believe so!]
Why do you think so?
[They all enjoy non-fiction books, which this is. I can explain that this is a true story about two sisters. They also will
enjoy the imagery the pictures provide for the text.]

Considering the quantitative measures of complexity, what kinds of tasks would be rigorous and appropriate for my
students?
[It may be difficult to practice decoding with this book because it has multi-syllabic words that they may not be ready for
quite yet. The themes are appropriate with explanation for these students.]

Evaluating Text Complexity Matrix Text #2

Title of the Book: [The Camping Trip] Author: [Jennifer K. Mann]

Type: (highlight one) Literature Informational

Quantitative Measure: Go to http://www.lexile.com/ and enter the title of your read aloud text in the Quick Book
Search in the upper right corner of the home page. Most texts will have a Lexile measure in this database. The texts that
we read aloud should be more complex than what students can read independently. It is recommended that
read alouds be 1-2 grade levels above students’ current grade. (K-1 grade band: Up to 530L; 2-3 grade band:420-820L)

Lexile Measure: [

]
(Insert screenshot from internet with score here) []

Qualitative Features: Consider the four dimensions of text complexity. For each dimension, note some examples from
the text that make it more or less complex. Use the rubric as a guide.

Levels of Meaning/Purpose Structure

[The purpose of this text is to tell the story of a girl [This text can be harder for some readers to
and her cousin who go on a camping trip. One girl, understand, especially if they are not paying close
Ernestine, is new to camping and is nervous about attention, because the dialogue is sometimes in text
the different things, such as swimming in a lake bubbles. There are also sometimes items in a list that
with fish. The story discusses bravery because just have a word describing the item at the bottom,
Ernestine eventually faces her fears and realizes which could also be confusing to young listeners.
that camping is awesome!] Overall, the text itself is easy to read and understand,
but the text structure could be difficult.]

Language Features (conventionality/clarity) Theme and Knowledge Demands

[This book features a lot of camping terms, such as [This book does not require much prior knowledge, as
sleeping bag. However, these are mainly used to the book explains shows different camping
describe the items with a picture so readers can terminology. If a student has gone camping, they may
learn new terms. Other than common camping find this book funny or relatable, but it would still be
terms, this book does not have any extensive a fun story for students who have not been
vocabulary.] camping.]

Reader and Task Considerations for Text #2 (Answer each question)

What will challenge my students most in this text? What supports can I provide?
[The speech bubbles would be the most challenging. I could explain how these work and use different voices for
different children as I am reading the story.]

How will this text help my students build knowledge about the world?
[This text will allow students to build knowledge about camping and about bravery and overcoming things that scare
them.]

How can I connect this text to other texts we’ve read or will read?
[This text would be the only text we read together, but I can ask if they see any similarities to other texts they have
read.]

Will my students enjoy this text? Will they find it engaging?

[They might.]
Why do you think so?
[I am not sure how engaged they would be, but I think it is a cute story with adorable illustrations.]

Considering the quantitative measures of complexity, what kinds of tasks would be rigorous and appropriate for my
students?
[It may be appropriate to have the students infer what each tool does by examining the illustrations. The teacher would
also ask questions throughout the text to check for comprehension, as well as have the students decode the words.]

Selection of the Read Aloud Text

(Answer each question)
From the analysis of the Reader and Task Consideration on both texts, which text would be the most appropriate for
each learning experience for the small group of children? (Which text are you going to pick to use with the students?)
[The Proudest Blue]

Discuss your rationale for the selection of the text and how the text will support the students’ foundational goals and
the instructional aims (including conceptual understandings).
[I believe if I begin the instruction time by explaining that this is a true story, their attention may be captured. We will
practice decoding words and understanding new vocabulary, such as the word “hijab.” The main instructional aim will be
to check for comprehension and understand the theme of it is not okay to bully or make fun of someone based on them
being different from us. I also want them to understand what a hijab is and the significance of it.]

Part 2: Analyzing Informational and Literature Texts Checklist TEMPLATE

Choose one Informational Text

• Text Complexity Rubric
 • Screenshot of Lexile Page
• Evaluating Text Matrix
• Reader and Task Considerations

Choose one Literature Text

• Text Complexity Rubric
• Screenshot of Lexile Page
• Evaluating Text Matrix
• Reader and Task Considerations

Selection of Text Discussion – Using the data above for each text, discuss your rationale for the final text
selection and how the text will support the students’ foundational goals.
[I selected the informational text of The Proudest Blue. The students selected they enjoy non-fiction books and
will aid in comprehension.]

Part 3: Planning for the Interactive Read Aloud

Interactive Read Alouds

You will plan one interactive read aloud using your pre-selected texts (from Part 2 of this assignment). This
experience will involve you planning a highly engaging interactive read aloud that focuses on the instructional
aims and development of students’ vocabulary and knowledge acquisition. The read alouds are designed to be
repeated readings of the same text to purposefully focus on building student knowledge of Tier II and Tier III
vocabulary.

1. Guidelines for the read aloud experiences:

2. The chosen text must be a literature or an informational text, selected from the texts chosen in
Part 2. A rationale for choosing the text for the read alouds must be provided.
3. Using the Selecting Vocabulary Words Matrix identify general academic and disciplinary specific
words and phrases necessary for students to comprehend and communicate about the text.
4. Within your lesson plans, you must:
a. Address all components of the lesson plan using the MTSU provided template.
b. Use an explicit vocabulary instruction routine, as well as implicit and embedded
strategies to teach vocabulary.
c. Formative Assessment: During the read aloud, you will need to informally engage with
your students along the way, evaluating their comprehension through planned turn and
talks. Plan specific text dependent questions to facilitate discussion during and after the
reading to build understanding of the text while supporting vocabulary acquisition. These
need to be listed in your lesson plan!
d. Summative Assessment: Your lesson plan will contain TWO responses to the
reading. One will be a SKILLS based response and one will be a KNOWLEDGE BASED
comprehension response. These responses should serve as a summative assessment to
determine if the students understood the reading, foundational skills work, and vocabulary.
More information on this part can be found in the next section.
5. Write a reflection on your read aloud experience. After teaching, think back on your lesson
attending specifically to your teaching of vocabulary, text dependent questioning, and modeling of
think alouds. Address each area and then address goals for future read alouds.
1. What went well? [Overall, the read aloud was a little difficult because the students were
distracted and were not paying great attention to me. However, the teaching of
vocabulary went well because I still had their attention at that time. They wanted to
 answer the text dependent questions with silly answers that did not make sense for the
story, just to be funny. Modeling the think alouds went well for me, personally, but I am
not sure how much they were actually paying attention to me.]
2. What would you change next time for these students? [For my second session with
them (the session after the read aloud), I had the students each sit in their own desk
instead of on the floor. I believe this aided with listening a lot, even though there were
still some areas that it could have improved. Therefore, I would begin by having them in
a specific seating area to begin with. I believe this wuld have made for a better
experience for all of us. In the future for my vocabulary, I might choose a book that has
more extensive vocabulary because I feel like the main word was “hijab,” which is
important, but it did not do much in regards to vocabulary learning. My text dependent
answers were good, but they just were not listening and taking me seriously when
answering them. I believe this would have been better in a different seating
arrangement. The think alouds are the same way.]

Selecting Vocabulary Words Matrix (#3 above)

*At least three vocabulary words should be chosen*
Text: [The Proudest Blue]

Words Tier Is this word significant Is the meaning Can students Are students What is the
2 or 3 to comprehending the of this word identify with the likely to best
plot or meaning of conveyed meaning of this encounter this instructional
the text? through word? word in other method for
context? settings? teaching
this word?

[hijab] [2] [yes] [yes] [yes] [yes] [Asking the

students
what they
think it is
based on
context
clues then
explicitly
telling
them]

[beautiful] [2] [yes] [yes] [yes] [yes] [Asking

them to
sound it out
and see if
they know
what it
means, then
giving
examples of
beautiful
things]
 [princess] [2] [yes] [yes] [yes] [yes] [Turn and
talk, “What
is a
princess?”
then asking
them to
share]

[] [] [] [] [] [] []

Part 3: Interactive Read Aloud Checklist TEMPLATE

• Selecting Vocabulary Words Matrix – see #3 from above

• Lesson Plan using MTSU Lesson Plan Template

• Reflection of the Read Aloud Lesson – Write a summary of the experience – see #5 from above

Part 4: Rereading and Responding Mini Lesson (Lesson Plan Assessment and Closure)

After completing part 3 of this assignment, you will pull the small group of students back together on a
separate day for a small group focus lesson based on the text and reading from part 3.

Components of this assignment include:

1. Reflect on part 3.
a. What portion of the text needs to be revisited? [I need to make sure they understand the plot
and the parts where the sister is being made fun of because she is wearing the hijab.]
b. What misunderstandings or misconceptions did the students have regarding the text? [They did
not understand the hijab was important at first, they just thought she was wearing something
on her head.]
c. Which sections could you take a deeper dive into for response and learning? [The sections the
sister is being bullied.]
2. Open the small group with a discussion of the text.
a. What do they remember? [They remembered that Asiya wears a scarf on her head, and with
prompting and decoding, were able to remember that it was called a “Hijab”. They
remembered that she was being bullied.]
b. What was their favorite part? [They liked where it looks like Asiya’s head is in a wave.]
3. Reread your pre-selected portion to the children, planning at least two text dependent questions
regarding that section.
4. Write a paragraph describing the pre-discussion and discussion after the reread. [I discussed with them
the section that Faizah overhears people talking about her sister. I asked them, “Is it ever okay to talk
about someone behind their back? How do you think that would make you feel?” We then reread the
part where Faizah is doing cartwheels and reexamined her facial features to see how they changed
from beginning to end. I also asked them what some kind words are they might have said instead of
mean words. “How would the kind words have made her feel?”]
 5. Plan an appropriate response to the text. What response would effectively demonstrate their
learning? This could be a written response, a whole group shared response, use of a comprehension
strategy, writing a summary, sequencing events, responding critically, using a graphic organizer to
organize thoughts, creating a video or piece of art, sequencing events in the story, creating word maps
for specific vocabulary, etc. The response needs to contain observable evidence. Think critically and
carefully before using a worksheet for the response.
6. Reflection on the experience using the following prompts.
a. Discuss how you prepared you felt you were for implementing this lesson. [I felt
prepared but it kind of got derailed when the students began to be really off task. After, I
felt nervous and discouraged that they might not have gotten anything out of my read-
aloud, but they ended up remembering more of the story than I thought they would.]
b. Reflect on how you addressed students’ foundational skills’ development,
comprehension skills, and vocabulary development. [We discussed some key vocabulary
terms and I had them help with decoding. There were many turn and talk opportunities that
were meant to assess comprehension, but they did not quite go as planned. However, the
recalling of the story at the beginning of the second session proved that they knew more
than I thought. They learned new, cultural words because of this read aloud.]
c. Discuss the engagement of students during each component of the lesson. Consider if
students were actively engaged, somewhat engaged, or not engaged. If students were
somewhat or not engaged during any component, discuss how engagement could be
improved. [As stated previously, there were some points that I believe they were not
engaged at all and some they were somewhat engaged. I would begin by putting forth my
expectations and placing them in specific seating.]
d. Attach evidence of your lesson. Document specific thoughts on the progress and
needs for each student in the group. As you review the documentation, consider if your
notes would help you know what to focus on with each student during the next small group
reading lesson. Discuss your thoughts. [They were very excited to color the picture but not
as excited to do the words that go along with the character xray. They also could not think
of a lot of words so this ended up being a group activity rather than an independent one.
However, they had fun decoding the words and were so proud when they spelled things
correctly!

]
e. As you plan for leading future small group/guided reading lessons, what goals for
improving have you set for yourself? [I feel like I should have been a little more confident
and prepared. They probably felt that I was somewhat nervous and that could have been
the reason they were acting out. I would also plan a little more vocabulary instruction time.]

Part 4: Rereading and Responding Mini Lesson Checklist TEMPLATE

• Check for thoroughness in assessment and closure portion of your lesson plan.

• Overview, Discussion, and Reflection of Mini Lesson - Write a summary of the experience – see #1, 2, 4,
and 6 above.

• Evidence (pictures of student work, etc.)

The following MTSU lesson plan template needs to be used for the interactive read aloud and the mini
lesson response. The response will serve as the main assessment for your interactive read aloud. Think
beyond questions and answers. What other ways can a student show they have understood the text?
Include your vocabulary selections in the academic vocabulary portion. Vocabulary definitions should not
serve as the primary assessment.

MTSU TEACHER CANDIDATE

LESSON PLAN FORMAT
TEACHER CANDIDATE Lacy Stroh
DATE 10/24/23, 10/26/23
GRADE / CLASS 1st Grade – Ms. Bargatze
UNIT Culture

LESSON TITLE The Proudest Blue Comprehension

DURATION Forty Minutes (Twenty Minutes Day 1, Twenty Minutes Day 2)
CO-TEACHING MODEL N/A

LESSON OVERVIEW
Identify the central focus and purpose of the lesson, as well as how it is addressed by the standards. Include the
content understandings/ core concepts and skills students will learn. Provide a summary of the lesson, length of
the lesson, and the scope and sequence (learning progression).

[The central focus and purpose of this lesson is to have an
interactive read aloud of the book The Proudest Blue by
Ibtihaj Muhammad with three first grade students. The
main goal is to work on vocabulary and comprehension
skills. This is addressed by the standard 1.RI.KID.2
Identify the main topic and retell key details of a text. The the Tennessee State Standards for ELA for first
students will learn what a hijab is and some cultural
significance of it, as well as using that new knowledge to
observe pictures and listen to words describing emotions
to understand key details and main ideas in the story.
This lesson will be taught in two parts: Day One will be
the interactive read aloud with comprehension questions
throughout the story, and Day Two will be a character
Xray with additional comprehension questions. Each
session will last approximately twenty minutes so they
students do not miss much instructional time.
Explain WHY this/these standard(s) are appropriate
for this lesson.
[This standard is appropriate because the main
purpose of this lesson is to practice comprehension,
which is directly related to the standard. This is from
graders.]
Explain HOW the standards address the central
focus.
[The central focus aligns with the standards because
comprehension is being assessed with an
informational text. The students will be recalling
details multiple times throughout the interactive read
aloud.]

Day One: Lesson Time is 20 Minutes

Activating Strategy (3 Minutes):

The teacher will begin by asking students to observe the
first page of The Proudest Blue, which features a store
labeled “Hijabs.” The teacher will ask the students if they
have any idea what a hijab is. The teacher will explain
what a hijab is and the cultural significance of it before
the story begins.
Instruction (15 Minutes):
The teacher will begin the read aloud while asking
questions to check for comprehension throughout. The
questions will be written on Sticky Notes and placed in
the book for ease during reading.

Closure (2 Minutes):
The teacher will ask students what they learned and what
happened in the story.

Day Two: Lesson Time is 20 Minutes

Activating Strategy (3 Minutes):

The teacher will begin by asking students what they
remembered about the read aloud. The teacher will ask
them if they remember what a hijab is. The teacher will
also recall the two sisters and ask the students how they
acted and what they did.

Instruction (15 Minutes):

The teacher will give each student a blank outline of a
body and ask the students to color in the outline to
represent the older sister who wears the hijab. After they
are finished, they will write, with teacher assistance,
words that they think describe her. They will be instructed
to think back to the text to complete this assignment.

Closure (2 Minutes):
The teacher will thank the students for working hard and
ask them what they have learned.]

CONTEXT FOR LEARNING

Describe to whom the lesson will be taught: students with specific learning needs, class demographics, cultural
and community assets, and special circumstances. Identify the data sources used to identify each student’s
needs.
[Wilson Elementary School in Murfreesboro, TN is a Pre- Explain HOW you used multiple types of data to
Kindergarten through fifth grade school. According to identify each student’s learning needs and to develop
GreatSchools, their test scores are above average in the differentiated learning experiences.
state of Tennessee. 80 percent of total students are White, [GreatSchools, an online website, was used to
7 percent are Hispanic, and 6 percent are Black. The discover information about Wilson Elementary as a
school is 47% female and 53% male. whole. The classroom teacher was able to provide
information about her class as a whole and iReady
In Mrs. Bargatze’s first grade class, there are nineteen test scores about the specific students she chose to be
students with ten boys and nine girls. Two students are a part of the interactive read aloud.]
English Language Learners. Two are African American
while the rest are White. Four students currently have
IEPs and three students are in the process of acquiring
IEPs to receive accommodations. In the small, interactive
read aloud group, there were two males and one female.
All are on grade level with their reading scores according
to Mrs. Bargatze and iReady testing. None have learning
disabilities or need extra accommodations. All three are
White and speak English.]

LESSON ALIGNMENT
List each component of your lesson below connecting across the row. This section will help you map out and
visualize direct alignment from Standards to Assessment. Consider this section as an umbrella, mapping the
next sections for alignment. Each component will be written again in subsequent sections to add
in justifications.
Standards (including
Assessment
subject, number and Objectives Learning Targets Criteria for Mastery
/Evaluation
wording)
[1.RI.KID.2 Identify [The student will be [I can retell the main [I know I am [The learner will
the main topic and able to retell the main idea and key details successful when I can answer questions
retell key details of a idea and key details of a true story. retell the main idea throughout, after, and
text.] of a true story. and key details of a the day aften an
I can describe a true story and describe interactive read aloud
The student will be main character in a a main character in the to show
able to describe a story.] story.] comprehension. The
main character in a learner will also
story.] complete a character
Xray of one of the
main characters to
share some
characteristics of
her.]

OBJECTIVES/LEARNING TARGETS /CRITERIA FOR MASTERY

Provide clear, specific, and measurable learning targets that are aligned to content/ competency standards. Use
student-friendly language - “I can” statements (not activities). Include the criteria for mastery.

[Objectives: Explain HOW the learning targets/objectives align

The student will be able to retell the main idea and key with the standards, are appropriate for the subject
details of a true story. area and developmental needs of the
students, HOW they are measurable, and HOW they
The student will be able to describe a main character in a communicate student mastery.
story. [The learning targets and objectives align with the
standard because they are related to the standard
Learning Targets: directly with retelling key details of a story and
I can retell the main idea and key details of a true story. identifying the main topic. Describing a main
character is also a part of retelling key details. They
I can describe a main character in a story. are appropriate for the English subject area for the
interactive read aloud. Developmentally, these
Criteria for Mastery: students are on track, but they could use assistance in
I know I am successful when I can retell the main idea vocabulary and comprehension. Vocabulary will be
and key details of a true story and describe a main touched upon to some extent, but comprehension
character in the story.] will be the main focus. They are measurable because
students will be able to communicate verbally and in
a written form their thoughts so the teacher can
determine mastery. The learning targets and
 objectives communicate student mastery because
they show the standard was understood.]

Articulate HOW the applicable domains of learning

are imbedded in the objectives
[The cognitive learning domain is imbedded into
these objectives because the students should be able
to recall key details and the main idea of a story.]

ASSESSMENT /EVALUATION
Explain your plan for formatively and summatively (if applicable) assessing using multiple ways for the
students to demonstrate their knowledge and skills in relation to the learning targets/objectives. Include the
assessment questions/tasks. Include the accommodations/modifications for the students with special learning
needs. Identify your plan to use a variety of data, independently and in collaboration with colleagues, to
evaluate the outcomes of teaching and learning and to adapt planning and practice.
[Day One: Articulate HOW the assessment is appropriate to
Formative assessment will be given to students through verify, document, and support student learning.
comprehension questions formatted by waiting a few [The students learning is measured upon how well
seconds before students engage in Turn and Talks during they can recall key details and the main idea of a text
the interactive read aloud of The Proudest Blue. Students according to the standard. This assessment verifies
will be asked the following questions: immediately if students can recall and understand
1. Before we begin, look at this picture. these ideas. The character xray completed in Day
Thinking to yourself first, what do you Two will be able to physically document how much
think a hijab is? Talk to your neighbors. the students learned from the story. Hearing their
2. Why do you think the boy is laughing at peers make comments about a book will aid in other
Asiya? students comprehension of a book, so the oral
3. Look at Faizah doing the cartwheels. How assessment is beneficial to all students.]
do her emotions change? How can you
tell? Why do they change? Identify HOW the assessment aligns with the
learning targets/objectives and allows students
Day Two: multiple ways to demonstrate their learning.
Formative assessment will be given to students through [The assessments directly align with being able to
asking them to recall the main idea and some key details retell key details of a story and communicate the
form the read aloud. Then, students will be given a piece main idea. Being able to describe a character is also
of paper with a blank outline of a body to do a character an important detail, which the assessment calls for.
xray. They will be instructed to illustrate the older sister in The multiple ways students are demonstrating their
the book who wears a hijab. Next, they will share in the learning are by orally retelling the key details and
small group words that they can think of to describe the artistically showing their learning.]
older sister. They will try to spell out the words on their
own, but then the teacher will assist with spelling the Explain HOW the accommodations/modifications
words with them. provided meet the needs of the students with special
learning needs.
Modifications should not be necessary for this group of [No special learning needs are mentioned within this
students. One student, Easton, benefits from positive group. Positive reinforcement will be given to
reinforcement, so he will be given that every opportunity Easton when applicable.]
that it is available and applicable. The data received from
Day One will show if more reading is required because Explain HOW biases are minimized in the
comprehension is lacking. Data received from the assessment.
beginning of Day Two about how well they remember the [Biases are minimized because students will have a
book will be used to evaluate if another read through is few seconds to think about their answers before they
necessary. None of this will be applicable to collaborate
with colleagues.]
ACTIVATING STRATEGY
Describe the activating strategy (set/hook/motivator or advance organizer). Include your plan to engage
students actively. Provide the driving question(s) that students will be able to answer after this lesson. Identify
how you will connect it to prior knowledge. Be sure that it aligns with the learning targets/objectives and
promotes anticipation and curiosity.
[Day One:
The main activating strategy of day one is that the teacher
will begin by asking students to observe the first page of
The Proudest Blue, which features a store labeled
“Hijabs.” The teacher will ask the students if they have
any idea what a hijab is. The teacher will explain what a
hijab is and the cultural significance of it before the story
begins. The students should be able to provide key details
engage in a Turn and Talk together. The students
will color their own character and share their words
out loud. Each student will receive teacher
assistance, if needed, when spelling their words.]
Articulate HOW you plan to examine the assessment
and other performance data to understand each
learner’s progress and to guide planning.
[As this session will be the last session that pertains
to this read aloud, the teacher will examine how
much students knew at the beginning versus how
much they learned from the text about cultural and
societal topics. Their progress will assist the teacher
in knowing what went well and perhaps what could
be modified the next time an interactive read aloud is
given to improve student success.]
If used, explain HOW technology is used to support
assessment practices, engages students,
and adds value to the assessment
[Technology is not used in this lesson.]
Articulate HOW you will use a variety of data,
independently and in collaboration with colleagues,
to evaluate the outcomes of teaching and learning
and to adapt planning and practice.
[The teacher will evaluate comprehension
formatively and summatively throughout both days
of the interactive read aloud. No collaboration will
be available for this, but the teacher will use data
from the first day to plan instruction for the second
day, and the summative assessment given at the end
of the second day will really evaluate student
success. Not much can be done after this second day,
but the data collected can be utilized by the teacher
for future lessons to improve instruction. ]
Articulate HOW the activating strategy is
imaginative, creative and how it raises anticipation
and connects with objective(s).
[The activating strategy is related to showing
students a picture and asking them to relate their
current knowledge about a topic with what they see
in front of them. It is imaginative because it takes
creativity to look at a picture that you do not know
and the main idea of the story at the end of this lesson. anything about and try to come up with what it is
Connection to prior knowledge will be accomplished about. Anticipation is raised because they know they
because students will share what they already know about will find out what it is by reading the story. It
hijabs and what they signify, if they have any idea at all. connects with the objectives because the hijab is a
At the end of the lesson, they should also know why very key detail in the story that needs to be
Faizah was so proud of her sister for wearing the hijab and understood before the lesson is continued.]
that other people should not be bullied just because they
are different from us.

Day Two:
The activating for day two will be asking students to
recall the main idea and key details from The Proudest
Blue from day one. The teacher will ask the students what
their favorite part of the book was. After today, the
students will be able to describe a main character in detail.
It will be connected to the knowledge that the students
learned a couple of days prior.
]
INSTRUCTION
Based on your knowledge of your students, provide specific procedures and strategies that you will use to
engage students in the learning tasks. Provide a detailed timeline for each part of your lesson, including
transitions. Include your plan to differentiate the learning for your students. Include essential questions you will
ask to promote thinking and check for understanding. Describe how you will engage students actively in the
lesson. Include where and how you will formatively assess students during the instruction.
[Day One: Articulate HOW the teaching strategies are
After taking three minutes for the activating strategy, the appropriate with respect to content, context, and the
next fifteen minutes will be dedicated to instruction. In students identified in the context for learning.
this fifteen minutes, the book The Proudest Blue by [There is a lot of focusing back on the main idea and
Ibtihaj Muhammad with S.K. Ali, illustrated by Hatem details. It is a first grade standard and these are first
Aly, will be read with questions throughout. The three grade students with no accommodations necessary,
questions are: so this is an appropriate strategy.]
1. Before we begin, look at this picture.
Thinking to yourself first, what do you Explain HOW the timeline is appropriate for all
think a hijab is? Talk to your neighbors. components of the lesson plan.
2. Why do you think the boy is laughing at [All-in-all, after practicing the read aloud at home
Asiya? and giving plenty of breaks for pauses, the fifteen
3. Look at Faizah doing the cartwheels. How minute timeline for reading the book on day one
do her emotions change? How can you should suffice. Taking three minutes to recall what
tell? Why do they change? happened in day one and get them focused back on
Some vocabulary words will also be examined and task should be great for their attention spans. Taking
decoded, such as princess and beautiful. The process will five minutes on day two to color will be good
be seeing the word, asking students if they can sound out because they will be engaged and artistic. The rest of
the word, and asking if they know what the word means. the time on day two will be spent with them thinking
For example, for the word princess, the teacher would say, and spelling, so it is appropriate that it has the
“Try to sound out this word. Let’s read the sentence it is longest time.]
in. ‘I’m walking with a princess.;’ What do you think this
word means? Think to yourself for a moment. Now, turn Articulate HOW the essential questions align with
and talk with the group about what you think it means. the objectives, promote critical thinking, and guide
Now tell me, what does princess mean? How do you rather than direct student thinking.
know?” This will be the format for all vocabulary words. [All of the questions directly pertain to the students
After reading the whole book, the teacher will ask, “What searching for the main idea through the details.
happened in this book? What was the main idea? What Therefore, they align with the objectives. All
details tell us this?” After sharing, the teacher may need to questions are open-ended and align with the text so
guide the students deeper into the details if necessary. they require critical thinking. In the same way, the
Students should understand what a hijab is, how being answer is not sometimes given directly to students in
bullied made the sisters feel, and that it is never okay to words. They may have to refer to illustrations to
bully someone. The teacher will thank them for listening answer some questions.]
and explain that we will do another activity with this book
the next time they meet. Explain HOW you will elicit students’ ideas so they
are visible to you and others in the class.
Day Two: [The turn and talks will be valuable in this way.
For the first three minutes, the teacher will ask the Students can see how others think to guide their own
students what they remembered from The Proudest Blue thinking as well. ]
and what their favorite part of the book was. Next, the
teacher will explain that there is a fun activity that they Explain HOW you will monitor students’ different
are going to do. “You all did a great job explaining the ways of thinking, and how you will select which
main idea of the story! Now, we are going to complete ideas to highlight in class.
what is called a character xray about Asiya, the older [Because there are only three students, all ideas will
sister. First, we are going to draw her with this worksheet. be highlighted. However, if there is an excellent
What is one important thing that we must include on her response, the teacher will share this with a bit more
and why?” To this, the students should reply a blue hijab enthusiasm and praise.]
because it is an important part about her. “You will have
five minutes to complete your drawing.” At the end of the Explain HOW you will build on students’ ideas
five minutes, the teacher will ask, “What words can we towards worthwhile disciplinary ideas
think of to describe Asiya? We are going to write these [The teacher may use language such as “I wonder
words around her. You will try to spell the words first, but why…” to certain ideas if students are not quite
I can help if you need.” Some words they might say could making the point. The teacher will also use a lot of
be “sister” or “brave”. The teacher may need to add some praise.]
words. At the end of this, the teacher will thank the
students for helping with something very important.]
CLOSURE
Explain your plan for reviewing the learning targets/objectives. Explain how you will actively engage the
students in reflection and articulation of their learning. Identify your plan for checking for understanding.
Indicate your plan for modeling and structuring a process for students to examine their own thinking as well as
the performance of others.
[Day One: Explain HOW the closure requires students to
At the end of this lesson, the main idea and details will reflect on and articulate their learning.
really be discussed because the read aloud is fresh on the [The closure requires the students to think back on
students’ minds. This will be an easy flow because the what they read and what they got from it. They are
book was just read. All students will be encouraged to sharing their learning verbally and creatively.]
think quietly and then turn and talk to their neighbors to
discuss their thoughts. They will then share with the Explain HOW you plan to model and structure a
teacher, who will check for understanding. The teacher process for students to examine their own thinking
may pull some thoughts and guide the students if as well as the performance of others.
additional assistance is needed to get all of the key details [Because this is a small group, the teacher may draw
of the story. Asiya on her own paper. She may also give ideas on
words that describe her if the students do not have
Day Two: anything at the beginning.]
The closure for this activity will be thanking the students
for their time as this whole activity is sort of a closer to
this interactive read aloud. The whole day will be
dedicated to expressing the main idea and details through
a creative outlet. All students will create their own
drawing and will be encouraged to say a word that
describes Asiya. All students will also be expected to try
to spell the word on their own before the teacher gives
assistance as well.]
JUSTIFICATION FOR EVIDENCE-BASED PRACTICES
Provide justification for using evidence-based practices in your lesson that are supported by theory and research
from 4 -5 course readings. Provide a justification for the assessment(s) chosen that is supported by theory and
research.
[The teacher will be heavily using a turn-and-talk Articulate HOW instruction is justified through
instructional method, which has been proven to be theory and research from course readings.
effective by The University of Texas at Austin. As this [Research backs up turn-and-talks as an effective
research says, “The turn-and-talk routine increases route for instruction because it provides more
students’ opportunities to respond. In traditional opportunities for student engagement. Introducing a
classrooms, the teacher asks a question and one student teachable word at the beginning of a text decreases
answers. When teachers use the turn-and-talk routine confusion and allows students to understand a book
instead, all students have an opportunity to answer from the beginning, if that is the main goal. The
questions or discuss key content.” This is especially useful Standards have been created by professionals.
because this read aloud only has three students. The Differentiating instruction will allow the students to
teacher will also utilize introducing a teachable word as be more engaged and allow them to express
described in the Teaching Reading Sourcebook Third themselves in whichever way is best for them.]
Edition on page 446. This is especially important for the
word “hijab” as this is what the whole story revolves Explain HOW the assessment is justified through
around. The Tennessee English Language Arts Standards theory and research from course readings.
are being used to create this lesson. Differentiated [This lesson is made up of mainly formative
instruction will be used because students have multiple assessments, which will utilize the turn-and-talk.]
modes in which they may articulate their learning, from
orally to creatively. The teacher has also chosen a book
based on the students specific interest inventories.]
MODIFICATIONS /GROUPING
Identify the accommodations, modifications, and/or interventions that will be provided to support the learning
needs of your diverse students (ELL, IEP, 504, struggling students, high performing, etc.), including
extensions. Identify your plan for preparing your students for and differentiating the assessment to meet the
needs of your diverse students.
[Because this group only contains three students, the Articulate HOW your plan for differentiating
classroom teacher chose students that do not require instruction meets the needs of the learners identified
additional modifications. One student, Easton, benefits in the context for learning.
from positive reinforcement, so he will receive that when [Giving positivity will allow Easton to stay on task
applicable. Other than that, modifications are not and willing to work.]
necessary but may be given if the lesson is not going as
planned.] Articulate HOW your plan for preparing the students
for and differentiating the assessment meets the
needs of the learners identified in the context for
learning.
[No modifications are necessary other than verbal
positivity.]
 ACADEMIC LANGUAGE
Identify the language function and academic language associated with this lesson (vocabulary, discourse, and
syntax). Explain the supports for learning academic language that you will provide. Include the language
function(s) that identify how the students will learn the content/skills.

[Language Function: Explain HOW the language supports will meet the
The language function will be for students to understand needs of the students with language learning needs.
and share the main idea and key details of a text, The [No students in this read aloud have language
Proudest Blue. learning needs. All students in this lesson, however,
need assistance with comprehension and decoding
Vocabulary: skills, which this will allow them to practice.]
The vocabulary will be words that may be tier 2 or tier 3
words to first graders, such as hijab, princess, and
beautiful.
Hijab- a head covering worn in public by some Muslim
women.
Princess- the real definition of princess, which is the
daughter of a king and queen, will be given. However, the
students and teacher will come up with a definition in this
context together, because the word does not quite mean
that.
Beautiful- having qualities of beauty

Discourse:
The discourse will include the teacher asking a question
and the students engaging in a turn and talk with each
other, then sharing with the teacher. Support will be used
from The Proudest Blue.

Syntax:
The term hijab will be taught explicitly at the beginning of
the lesson. Students will use simple sentences to explain
their thoughts.

The terms will be discovered and explained using context

clues from the book with teacher assistance.]

MATERIALS / RESOURCES / TECHNOLOGY

Identify the key instructional resources and materials that will be used to engage students in learning. Include
source of materials, reference list, and links.

[The main instructional materials are The Proudest Blue
by Ibtihaj Muhammad and a blank outline of a body
printout.
Link to printout-
https://www.pinterest.com/pin/55521007887826280/ ]
Explain HOW the multiple materials and resources
will be used to meet the needs of the students
identified in the context for learning.
[Because this is an interactive read aloud, the main
piece of material is the book needed for the read
aloud, which is The Proudest Blue. Whereas most of
the instruction and assessment will be oral, the
summative assessment will be given as a creative
assignment with the character xray. These students
should have no trouble completing these tasks.]
 Explain HOW technology use adds value to the
lesson.
[Technology will not be utilized in this lesson.]

ACADEMIC FEEDBACK
Explain your plan to provide feedback that is academically focused, aligns with the expectations for learning,
and includes both written and oral aspects.

[Positive reinforcement will be the main way of giving
feedback in this lesson. Even if students do not get a
concept quite right, they will still be thanked for their
response and effort. Feedback will be given consistently
through the lesson orally. Written feedback may be given
on the students’ character xrays on day two. If students
get off task, they will be redirected into discussing what it
happening in the story.]
Explain HOW the academic feedback you will
provide will promote student thinking, will be used
to assess individual students, and monitor and adjust
instruction.
[The students will promote their own thinking when
in the turn and talks and they receive feedback from
their peers as well. Positivity will allow them to
want to continue learning. If students are not quite
grasping a concept, the teacher may need to reread
certain parts of the text or ask more guided
questions.]

Address HOW students will be provided with

opportunities to provide feedback to one another.
[They will be engaged in turn and talks for the
majority of this discussion in which they can discuss
with each other.]

Articulate HOW you plan to engage learners in

understanding and identifying quality work and how
you will provide effective descriptive feedback to
guide student progress toward that work.
[Great work will be met with lots of enthusiasm and
praise in which all students should strive to receive.
Quality work will also be exemplified, and language
will be used such as, “I love how you got there! That
was good thinking!”]

REFERENCES
Use APA format to list and include references for justifications for instructional practices, assessment(s), and
instructional materials.
References for Instructional Practices and Assessments:

Differentiated instruction and how to implement it: Learning A. Z. (2022, July 27). https://www.learninga-
z.com/site/company/what-we-do/differentiated-
instruction#:~:text=Differentiated%20instruction%20is%20the%20process,and%20helps%20teachers%2
0personalize%20learning.
Domains of learning - centers for disease control and prevention. (n.d.-a).
https://www.cdc.gov/healthyschools/professional_development/videos/pd201/04-
domains_of_learning.pdf

Explore Wilson Elementary School in Murfreesboro, TN. GreatSchools.org. (n.d.).

https://www.greatschools.org/tennessee/murfreesboro/2174-Wilson-Elementary-School/

Tennessee English language arts standards - tn.gov. (n.d.-b).

https://www.tn.gov/content/dam/tn/stateboardofeducation/documents/massivemeetingsfolder/meetingfiles
4/10-20-17_III_J_Non-Substantive_Changes_to_Math_ELA__Science_Standards_Attachment_2_-
_ELA.pdf

Turn and talk: An evidence-based practice teacher’s guide. (2019). https://meadowscenter.org/wp-

content/uploads/2022/04/TurnAndTalk_TeacherGuide1.pdf

References for Instructional Materials:

Cartoon people template printable: Person outline: Felt stories: Person outline, Body Outline, person
drawing. Pinterest. (2017, March 31). https://www.pinterest.com/pin/55521007887826280/

Encyclopædia Britannica, inc. (2023, October 27). Hijab. Encyclopædia Britannica.

https://www.britannica.com/topic/hijab

Merriam-Webster. (n.d.). Beautiful definition & meaning. Merriam-Webster. https://www.merriam-

webster.com/dictionary/beautiful

Revised August 2021

 Assignment Rubrics
Part 1: Observation and Mentor Planning Rubric
Target (8-10)
Summary of Data • Thoroughly summarized
(10 Points) all data collected included
progress monitoring data, current
instructional aims, observations of
literacy behaviors and skills, other
notable details and reading
interest inventory
• Information for each child
was summarized
Foundational Skills • A foundational skills goal was
(10 Points) identified for each student in the
group.
• Data is clearly considered
when identifying foundational
skills goals.
/20 points
Part 2: Analyzing Informational and Literature Texts Rubric
Target (8-10)
Overview • Selected one literature and
(10 Points) one informational texts to review.
• Thoroughly completed the
appropriate qualitative Text
Complexity Rubric (literature or
informational) for each text.
• Identified the
Lexile measure for each text and
submitted associated
documentation.
Acceptable (5-7)
• Summarized data
collected including progress
monitoring data, current instructional
aims, observations of literacy
behaviors and skills, other notable
details, and reading interest
inventory. However, some details
were needed for clarity OR some
components were missing for a child.
• The foundational skills goals identified
for each student were somewhat
connected to the data summarized.
Acceptable (5-7)
• Qualitative Text Complexity
Rubrics were completed for each text,
but they lacked detail.
• Identified the Lexile measure
for each text.
Unacceptable (0-4)
• Summary was incomplete or lacked
adequate description for the reader to
understand.
• Information was not included for all
children in the group
• A foundational skills goal was not
identified for each student in the
group.
• Little or no connection between the
data and the foundational goals
identified for each student.
Unacceptable (0-4)
• Fewer than two texts were
reviewed.
• The Qualitative Text
Complexity Rubrics were not
completed for each text or they
lacked significant detail.
• Did not identify the Lexile
measure for some or all texts.
 Text Analysis – • Provided detailed analyses
Qualitative Factors for qualitative factors including
(10 Points) levels of meaning/purpose, text
structure, language features, and
theme/knowledge demands.
• Examples from the text
were included to support the
analyses for each component.
Text Analysis – Reader • Each prompt related to
and Task Factors reader and task factors was
(10 Points) thoroughly completed.
Selection of Texts • Two texts were clearly selected.
(10 Points) • Rationale details were clear,
appropriate, and connected to the
instructional aims and foundational
skills’ goals.
/40 Points
Part 3: Interactive Read Aloud Rubric
Components Target
Rationale for text • Text was reviewed in part 2 of
selection - 9 points the Using Complex Texts Assignment
and was identified as complex and
appropriate for the
targeted students.(2)
• A clear rationale for selecting
the text for the repeated
read alouds was provided. (3)
• The rationale provided clearly
articulated reasons the text supported
Tier II and II vocabulary acquisition and
was appropriate for
repeated interactive read alouds. (4)
Vocabulary – 8 points • General academic and
disciplinary specific words and phrases
necessary for students to comprehend
and communicate about the text were
• Analyses for texts are
included but details were needed for
some components.
• Some examples from the
text were included for some
components.
• Prompts related to reader
and task factors were completed but
details were needed.
• Details were connected to the
most of the following components:
instructional aims and foundational
skills’ goals.
Acceptable
• A rationale for selecting the text
was provided but details were needed to
clearly understand selection. (2).
• More details were needed about
how the text supported vocabulary
acquisition and/or was appropriate for
repeated interactive read alouds. (2-3)
• Words and phrases from the text
were identified, but they were not
accurately categorized or clearly aligned
with Tier 2 or 3.(2-3)
• Analyses lack completion
and/or accuracy.
• No examples were included.
• Prompts were not
adequately completed.
• Less than two texts were
selected.
• Rationale details were
unclear or lacked significant details.
Unacceptable
• Text was not reviewed in part 2
of the Using Complex Texts Assignment.
(0)
• A rationale for selecting the text
was not provided or lacked significant
details. (0-1).
• Details about how the text
supported vocabulary acquisition and
was appropriate for repeated interactive
read alouds was limited. (0-1)
• Words from the text were
identified but they lacked significance in
regard to student knowledge acquisition
. (0-1)
 identified and designated as Tier 2 or 3.
(4)
• The matrix components for
each word were thoroughly completed.
(4)
Reflection – 13 points • Reflection addressed teaching
of vocabulary, text dependent
questioning, and modeling of
think alouds (5)
• Responses to reflection
prompts were thoughtful and critical.
(4)
• Goals for future
read alouds were logical based on
student’s reflection. (4)
/30 Points
Part 4: Rereading and Responding Mini Lesson Rubric
Components Target
Student • Started the session with open
Discussion – 6 ended discussion about the text. (2)
points • A specific section of the text
was targeted for rereading and two or
more text dependent questions related
to that section were discussed with
students. (2)
• A detailed paragraph was
written documenting the discussion. (2)
Rationale • Text was reviewed in part 2 and
for response – 8 3 of the Using Complex Texts Assignment
points and was identified as complex and
appropriate for the targeted
students. (2)
• A clear rationale for selecting
the portion of the text for the reread was
provided. (3)
• The rationale provided clearly
articulated reasons why the text was
appropriate for students and
instructional strategy. (3)
• The matrix components for each
word were mostly completed. (2-3)
• Addressed most of the required
components of the reflection. (3-4)
• Responses to the reflection
prompts were somewhat thoughtful and
critical. (2)
• Goals for future read alouds were
somewhat connected to the student’s
reflection. (2-3)
Acceptable
• Started the session with a teacher
centered discussion about the text. (1)
• A specific section of the text was
targeted for rereading and less than 2 text
dependent questions related to that section
were discussed with students. (1)
• A paragraph was written documenting
the discussion, but more details were needed.
(2)
• A rationale for selecting the text was
provided but details were needed to clearly
understand selection. (2).
• More details were needed about why
the text was appropriate for students and
instructional strategy. (2)
• The matrix lacked significant
details. (0-1)
• Address few or no required
components of the reflection. (0-2)
• Responses to the reflection
prompts were general with little thought
and critical thinking applied. (0-1)
• Goals for future
read alouds were random or not
provided. (0-1)
Unacceptable
• Did not start the session with
open ended discussion about the text.
(0)
• Did not choose a specific
section of the text to target for
rereading and did not provide two or
more text dependent questions related
to that section. (0)
• No paragraph was written
documenting the discussion. (0)
• Text was not reviewed in part 2
of the Using Complex Texts Assignment.
(0)
• A rationale for selecting the
text was not provided or lacked
significant details. (0-1).
• Details about how the text
were appropriate for students and
instructional strategy was limited. (0-1)
Procedures – 26 • The teacher clearly established
points the purpose of the lesson response. (2)
• Foundational skills,
comprehension, and vocabulary were
addressed. (3)
• Activities and questions clearly
address targeted standards and unique
learning needs of students. (3)
• Clear and logical sequence of
activities. (3)
• Explicit models of targeted
skill(s) are provided. (3)
• All students are provided
opportunities to practice the targeted
skill(s). (3)
• Texts and tasks are
appropriately complex. (3)
• Students were held accountable
for participating during each part of the
lesson. (3)
• High quality feedback was
planned. (3)
Reflection – 20 • Clearly discussed
points preparation. (2)
• Reflected on how you
addressed students’ foundational skills
development, comprehension skills, and
vocabulary development. (8)
• Engagement was thoughtfully
discussed with examples. (3)
• Provided documentation
of response and evaluated how helpful it
was. (4)
• Goals for the future were logical
based on reflection. (3)
/60 Points
• The teacher discussed what will occur
during the lesson, but does not establish the
purpose. (1)
• Foundational skills, comprehension, or
vocabulary were addressed. (2)
• Activities and questions address
targeted standards or the unique learning
needs of students. Or, activities or questions
address targeted standards and unique learning
needs of students. (2)
• The sequence of activities was
somewhat logical and/or clear. (2)
• The teacher discussed the targeted
skill(s). (1-2)
• Some students are provided
opportunities to practice the targeted skill(s) or
practice opportunities were limited. (2)
• Texts or tasks are appropriately
complex. (2)
• Some students are held accountable
for participating during each part of the
lesson. Or, all students were held accountable
during some components. (1-2)
• Feedback was planned, but varied in
quality. (2)
• Preparation was discussed, but clarity
was needed. (1)
• Reflected somewhat on how students’
foundational skills development,
comprehension skills and vocabulary
development were addressed. (4-6)
• Discussed engagement but examples
were not provided. (2)
• Only discussed how helpful
documentation of progress was or only
provided documentation. Or, both were
provided and discussed, but details were
needed for clarity. (2-3)
• Goals for the future were somewhat
connected to the student’s reflection. (2)
• No discussion of purpose or
what will occur was provided. (0)
• Foundational skills or
comprehension, or vocabulary were
addressed. (0-1)
• Activities and questions seem
random and unrelated to standard and
unique learning needs of students. (0-1)
• The sequence of activities was
illogical or unclear. (0-1)
• The teacher did not model or
discuss the targeted skill(s). (0)
• Few or no students are
provided opportunities to practice the
targeted skill(s). (0-1)
• Texts and tasks are not
adequately complex. (0-1)
• Most students were not held
accountable for participating during
most of the lesson. (0)
• Feedback was not planned or
was low quality. (0-1)
• Preparation was not discussed.
(0)
• Limited reflection on
how students’ foundational skills
development, comprehension skills and
vocabulary development were
addressed (0-1)
• Discussed engagement in a
limited manner. (0-2)
• Did not provide documentation
of progress or evaluate its helpfulness.
(0-1)
• Goals for the future were
random or not provided. (0-1)
 MTSU Lesson Plan Rubric
Exceeds Expectations Meets Expectations Approaching Unacceptable or Points
Expectations Undefined
Lesson (10 pts) (7-5 pts) (4-3 pts) (2-0 pts)
Overview The central focus and purpose are The central focus and purpose The central focus and The central focus and
(10 points) clearly defined and addressed by are clearly defined. purpose is included but lacks purpose not included.
standards. clarity.
Includes an accurate
Includes an accurate description of description of content Description of content Description of content
content understanding(s) and core understanding(s) and core understanding, and core understanding, or core
concept(s) of the lesson. concept(s) of the lesson. concepts are included, but may concepts not included.
be inaccurate.
Includes a clear, brief summary of Includes a clear, brief summary
what will be taught, including length of what will be taught Includes a summary of what Summary of what will be
and scope and sequence. will be taught but lacks clarity. taught not included.

Candidate clearly articulates

why AND how the standards
are appropriate and address
the central focus.
Context for (5 pts)
Learning The class demographics, specific
(5 points) learning needs, special
circumstances, and cultural and
community assets are included.
Candidate explains why
AND how the standards are Candidate explanation of
appropriate and addresses why and how the Justification is
the central focus, but the standards are appropriate missing.
explanation is unclear. and address the central
focus is incomplete or
inappropriate.
(4-3 pts) (2 pts) (1-0 pts)
The class demographics, special The Class demographics and Context for learning is
learning needs, and special special learning needs are missing class demographics
circumstances are included. included. and special learning needs.

Language is accurate, detailed, and Language is accurate, detailed,

minimizes bias. and minimizes bias. Language may contain
inaccuracies, lack detail, or
Multiple types of data sources are At least one data source is reflect bias.
referenced and used to identify each referenced and used to identify No data sources are
student’s needs. each student’s needs. Data sources are referenced referenced.
but not used to identify each
Candidate clearly articulates Candidate explains HOW student’s needs.
HOW multiple types of data are data is utilized for each
utilized for each student’s student’s needs, but the Candidate explanation of
needs. explanation is unclear. HOW data is utilized for Justification is
each student’s needs is missing.

Lesson (5 pts)
Alignment
(5 points) All 5 components included,
complete, and clear.
Components are fully aligned.
Objectives, (10-8 pts)
Learning
Targets, Objectives are stated in measurable Objectives are stated in
Criteria for terms and include criteria for
Mastery mastery.
(10 points) Objectives are appropriate for the
subject area and developmental
level of learners.
Learning targets are in student
friendly language and communicate
clear standards for mastery.
Candidate clearly articulates
HOW the objectives are
measurable, appropriate for
the subject area and
developmental needs, and
communicates student
mastery.
incomplete or
inappropriate.
(4-3 pts) (2 pts) (1-0 pts)
Most components are included Some components are Components are missing.
and complete. included but may be missing
one or more aspects.
Components are somewhat
Components are mostly aligned. Components are not
aligned. aligned.
(7-5 pts) (4-3 pts) (2-0 pts)
Objectives are stated in Objectives are not included
measurable measurable terms but do and/or not stated in
terms and/or include criteria not include criteria for measurable terms.
for mastery. mastery.
Objectives are inappropriate
Objectives are appropriate for Objectives are appropriate for for the subject area and
the subject the subject area but not the developmental level of
area and/or developmental developmental level of learners.
level of learners. learners.
Learning targets are not
included.
Learning targets are in student Learning targets are
friendly included but are not clear to
language and/or communicate students or do
standards for mastery. not communicate standards
for mastery. Justifications are
missing.
Candidate explains HOW Candidate explanation of
the objectives are HOW the
measurable, appropriate objectives are measurable,
for the subject area and appropriate for the
 developmental needs, and subject area and
communicates student developmental needs, and
Candidate clearly articulates mastery, but explanation is communicates student
HOW domains of learning are unclear. mastery is incomplete or
embedded in the objectives. inappropriate.

Candidate explains HOW Candidate explanation of

domains of learning are
embedded in the
objectives, but the
explanation is unclear.
Assessment (10-8 pts) (7-5 pts)
and
Evaluation Formative and summative Formative and
assessment (if applicable) are summative assessment (if
(10 points) included and meet all of the applicable) are included but
following criteria: may be missing one or two
of the following:
HOW domains of learning
are embedded in the
objectives is incomplete or
inappropriate.
(4-3 pts) (2-0 pts)
Formative and summative Assessments are missing,
assessment (if applicable) are developmentally
included but may be inappropriate, or misaligned
missing three or more of with the lesson objective.
the following:

- Developmentally appropriate; -
- aligned with the lesson objective; Developmentally appropriate; -
- include all assessment questions - aligned with the Developmentally appropriate;
and task; lesson objective; - aligned with the
- include clear and measurable - include all assessment lesson objective;
criteria for mastery; questions and task; - include all assessment
- articulate a plan for academic - include clear and measurable questions and task;
feedback. criteria for mastery; - include clear and measurable
- articulate a plan for academic criteria for mastery;
feedback. - articulate a plan for academic
Candidate clearly articulates feedback.
HOW the assessment is
appropriate, aligned to the Candidate explains HOW
objectives, meets the needs ofthe assessment is Candidate explanation of Justifications are
all students, and minimizes appropriate, aligned to the HOW the assessment is missing.
biases. objectives, meets the needs appropriate, aligned to
of all students, and the objectives, meets the
minimizes biases, but needs of all students, and
explanation is unclear. minimizes biases is
Candidate clearly articulates incomplete or
HOW the data will be examined inappropriate.
and utilized for planning and
teaching. Candidate explains HOW Candidate explanation of
the data will be examined HOW the data will be
and utilized for planning examined and utilized for
and teaching, but the planning and teaching is
explanation is unclear.
 incomplete or
inappropriate.

Activating (10-8 pts) (7-5 pts) (4-3 pts) (2-0 pts)

Strategy
(10 points) Activating Strategy Activating Strategy Activating Strategy is included Activating Strategy
(set/hook/motivator or advance (set/hook/motivator or and connects with (set/hook/motivator or
organizer) is advance organizer) is objective(s) but does advance organizer) is
described and connects with lesson described but may be not raise anticipation or missing.
objective(s), raises anticipation, and missing one or more of the activate curiosity in relation to
activates curiosity in relation to following: connects with objective(s).
objective(s). lesson objective(s), raises
anticipation, and activates
curiosity in relation to
objective(s).

Activating Strategy includes driving Activating Strategy includes Activating Strategy includes
question(s) that students will be able driving question(s) that the I-cans or criteria for Activating Strategy does not
to answer after this lesson by stating students will be able to answer mastery, but do not align with include the driving
the I-cans or criteria for mastery. after this lesson by stating the the objectives. question(s) that students
I-cans or criteria for mastery. will be able to answer after
this lesson by stating the I-
Candidate clearly articulates cans or criteria for mastery.
HOW the activating strategy is Candidate explains HOW
imaginative, creative and how the activating strategy is Candidate explanation of
the set raises anticipation and imaginative, creative and HOW the activating Justifications are
connects with objective(s). how the set raises strategy is imaginative, missing.
anticipation and connects creative and how the set
with objective(s), but raises anticipation and
explanation is unclear. connects with objective(s)
Candidate clearly articulates is incomplete or
HOW the driving questions inappropriate.
 align with the goal of the Candidate explains HOW Candidate explanation of
lesson. the driving questions align HOW the driving
with the goal of the lesson, questions align with the
but the explanation is goal of the lesson is
unclear. incomplete or
inappropriate.
Instruction (10-8 pts) (7-5 pts) (4-3 pts) (2-0 pts)
(10 points)
Specific procedures and strategies to Specific procedures and Procedure is sequentially Procedure is sequentially
engage the students are provided strategies to engage the appropriate and includes a inappropriate or is
and are sequentially appropriate, are students are provided and are variety of teaching strategies. undefined; inappropriate
aligned with objectives and sequentially appropriate, are Teaching strategies are aligned teaching strategies used with
appropriate with respect to content aligned with objectives and with objectives, are respect to content and
and context. appropriate with respect to appropriate with respect to context. Teaching strategies
content and context. content, but not appropriate in are not aligned with
respect to context. objectives.
Timeline is developmentally
appropriate; accounts Timeline is developmentally Timeline is present
for all components of the lesson appropriate; accounts but represents an inadequate Timeline is missing.
plan with time stamps (including all for some components of the plan for management of
individual activities identified in the lesson plan (including instructional time.
instruction and assessment sections anticipatory set, instruction
of the lesson plan). and assessment).

Essential questions are included in

the plan and align with objectives.
They encourage critical thinking and
guide, rather than direct, student Essential questions are
thinking. included in the plan and align
with objectives. They encourage Essential questions are
critical thinking and guide, included in the plan and align No questions are included in
Content is accurate, aligns to rather than direct, student with objectives, but generate the lesson plan.
objectives, and promotes conceptual thinking. yes/no, or single word
understanding; is appropriate for responses and/or direct
diverse learners represented. student thinking.
Content is accurate, aligns to
Candidate clearly articulates objectives, and promotes
HOW the timeline is conceptual understanding; is Content is accurate, aligns to
appropriate for all components appropriate for diverse learners objectives, and promotes Content is inaccurate,
of the lesson plan. represented. conceptual understanding; is doesn’t align to objectives,
not appropriate for diverse or promotes
Candidate explains HOW learners represented. misconceptions; is not
Candidate clearly articulates the timeline is appropriate appropriate for diverse
HOW the essential questions for all components of the Candidate explanation of learners represented.
align with the objectives, lesson plan, but the HOW the timeline is
encourage critical thinking and explanation is unclear. appropriate for all
 guide, rather than direct,
student thinking.
Candidate clearly articulates
HOW the teaching strategies
are appropriate with respect to and guide, rather than
content and context.
components of the lesson Justifications are
plan is incomplete or missing.
Candidate explains HOW inappropriate.
the essential questions
align with the objectives, Candidate explanation of
encourage critical thinking HOW the essential
questions align with the
direct, student thinking, objectives, encourage
but explanation is unclear. critical thinking and
guide, rather than direct,
student thinking is
Candidate explains HOW incomplete or
the teaching strategies are inappropriate.
appropriate with respect to
content and context, but Candidate explanation of
the explanation is unclear. HOW the teaching
strategies are appropriate
with respect to content
and context is incomplete
or inappropriate.

Closure (10-8 pts) (7-5 pts) (4-3 pts) (2-0 pts)

(10 points)
Closure requires students to reflect
on and articulate their learning.
Closure requires students to Closure is teacher-centered No closure included.
reflect on and articulate their and does not require students
learning. to reflect on and articulate
their learning.

Candidate clearly articulates Candidate explanation of

HOW the closure requires
students to reflect on and
articulate their learning.
Candidate clearly articulates
HOW the plan allows for
students to examine their own
thinking as well as the
performance of others.
Justification (5 pts)
for Evidence
Candidate explains HOW
the closure requires
students to reflect on and
articulate their learning,
but the explanation is
unclear.
Candidate explains HOW
the plan allows for
students to examine their
own thinking as well as the
performance of others, but
explanation is unclear.
(4-3 pts)
HOW the closure requires Justifications are
students to reflect on and missing.
articulate their learning is
incomplete or
inappropriate.
Candidate explanation of
HOW the plan allows for
students to examine their
own thinking as well as
the performance of others
is incomplete or
inappropriate.
(2 pts) (1-0 pts)
Based Cites theory and research from 4-5 Cites theory and research from Cites theory and research from Justification is missing or
Practices course readings 2-3 course readings to justify 1 course reading. does not include theory and
(5 points) to justify choices for instruction and choices for instruction. research from course
assessment. readings.

Justification for instruction and Justification for instruction and

assessment through evidence-based assessment through evidence- Justification for instruction
practices supported by theory and based practices supported by and assessment supported by
research is present. theory and research is present. theory is present.

Candidate clearly articulates Candidate explains HOW

HOW the instruction and
assessment is justified through
evidence-based practices
supported by theory and
research.
Modifications (5 pts)
and Grouping
(5 points)
Lesson Plan includes instructional
strategies, materials, and
assessments that are
aligned, appropriate;
and
provide differentiation to meet the
specific needs of diverse learners
identified in the context
for learning;
and
includes appropriate reteaching
strategies for non
mastery of objectives;
and
includes appropriate extension
opportunities that promote higher
order thinking.
the instruction and
assessment is justified
through evidence-based
practices supported by
theory and research, but
explanation is unclear.
(4-3 pts)
Lesson Plan is missing one or
more elements regarding
instructional strategies,
materials, assessments,
reteaching strategies and/or
extension opportunities.
and/or
Some elements are
inappropriate for the diverse
learners identified in the
context for learning.
Candidate explanation of
HOW the instruction and Justification is missing.
assessment is justified
through evidence-based
practices supported by
theory and research is
incomplete or
inappropriate.
(2 pts) (1-0 pts)
Lesson Plan is missing two or Lesson Plan is missing
more elements regarding Instructional strategies,
instructional strategies, materials, assessments,
materials, assessments, reteaching strategies and
reteaching strategies and/or extension opportunities.
extension opportunities.
and/or
Most elements are
inappropriate for the diverse Plan for how instruction and
learners identified in the assessment differentiation
context for learning. will meet the needs of
diverse learners is missing.
Plan for how instruction and
assessment differentiation will
meet the needs of diverse
learners is incomplete.

Candidate clearly articulates Candidate explanation of

HOW the plan for Candidate explains HOW HOW the plan for Justification is missing.
differentiating instruction AND the plan for differentiating differentiating instruction
assessment meets the needs of instruction AND AND assessment meets
the diverse learners. assessment meets the the needs of the
needs of the diverse learners is
 diverse learners, but incomplete or
explanation is unclear. inappropriate.
Academic (5 pts) (4-3 pts) (2 pts) (1-0 pts)
Language
(5 points) Academic language and the language Academic language and the Academic language and Academic language and
function for learning is identified. language function for learning language function demands language function is not
is identified. are identified but not identified.
Clear support for language demands adequately supported in the
(vocabulary, discourse, and syntax) Clear support for language lesson.
are included. demands (vocabulary,
discourse, and/or syntax) are
Candidate clearly articulates included.
HOW the language supports
meet the needs of students with Candidate explains HOW
language learning needs. the language supports Candidate explanation of Justification is missing.
meet the needs of students HOW the language
with language learning supports meet the needs
needs, but the explanation of students with language
is unclear. learning needs is
incomplete or
inappropriate.
Materials, (5 pts) (4-3 pts) (2 pts) (1-0 pts)
Resources,
Technology Materials, resources, and technology Materials, resources, and Materials, resources and Materials, resources, and
(5 points) listed are instructionally and technology listed are either technology listed are technology listed are
developmentally appropriate that instructionally and/or instructionally and incomplete and/or
adds value to instruction and developmentally appropriate. developmentally instructionally or
assessment. Technology listed adds limited inappropriate. Technology is developmentally
value to instruction and/or listed but does not add value inappropriate. Technology is
assessment. to instruction and/or listed but reduces the value
assessment. of instruction and/or
A variety of formats are assessment.
represented. A couple of formats are
represented. A single format is represented A single or no format is
represented.
Candidate clearly articulates
HOW value is added to Candidate explains how Candidate explanation of
instruction and assessment, value is added to how value is added to Candidate is missing
and how diverse learner needs instruction instruction support for
are met. and assessment, and how and assessment, and how materials, resources and
diverse learner needs are diverse learner needs are technology.
met, but explanation is met is incomplete or
unclear. inappropriate.

Academic (5 pts) (4-3 pts) (2 pts) (1-0 pts)

Feedback
(5 points) Detailed plan for targeted academic Plan for targeted academic Plan for academic feedback Plan for academic feedback
feedback, including specific feedback, including specific lacks details and is unclear. is unclear or missing.
examples of language that will examples of language that will Missing specific examples,
be used, aligned with clear criteria be used, aligned with clear and/or not aligned with
for mastery and includes both criteria for mastery that criteria for mastery and/or
written and oral aspects that includes written OR oral written/oral. Does not
promote aspects that promote student promote student thinking or
student thinking, student ownership thinking, student ownership ownership. No opportunity for
and opportunities for students to and opportunities for students students to give feedback to
give feedback to each other. to give feedback to each other. each other.

Candidate clearly articulates Candidate explains HOW

HOW academic feedback academic feedback Candidate explanation of
promotes student thinking, promotes student thinking, HOW academic feedback Justifications are
assesses individual learning, assesses individual promotes student missing.
and is used to monitor and learning, and used to thinking, assesses
adjust instruction. monitor and adjust individual learning, and
instruction, but used to monitor and
explanation is unclear. adjust instruction is
incomplete or
Candidate clearly articulates inappropriate.
HOW academic feedback Candidate explains HOW
engages learners in identifying academic feedback engages Candidate explanation of
quality work and provides learners in identifying HOW academic feedback
feedback to guide students quality work and provides engages learners in
toward that work. feedback to guide students identifying quality work
toward that work, but and provides feedback to
explanation is unclear. guide students toward
that work is incomplete or
inappropriate.
References (5 pts) (4-3 pts) (2 pts) (1-0 pts)
(5 points)
All document-based resources, links, Most document-based Missing some document-based References not included on
and reference listings are listed in resources, links, and reference resources, links and reference the lesson plan.
APA format. listings are included but are not listings.
listed in APA format.
/100 Points