Learning objectives (not simply an agenda or an activity description) for the day’s lesson are evident. Applicable language objectives are evident for English language learners. Learning objective(s) The teacher explains and posts the Students connect to standards-based models and/or standards are lesson objective(s) in age-appropriate, of proficiency or exemplary products and can posted as number student-friendly language. identify learning goals that have been met. references The teacher relays the objective(s) of the lesson, Students the relevance of what they are or in full text from the connects objective(s) to one or more big from learning, and can make real-world connections. MA Frameworks. previous learning, provides students with a Objectives are posted rationale for learning, and revisits lesson goals at but are either not in view the end of the lesson. of all students, not in Students easily locate learning objectives (e.g., student-friendly language, an agenda, poster, handout, tape), not related to key understand the objective(s), and work toward concepts or big ideas, or meeting the objective(s). not aligned to the Students are able to express their understanding standard(s). of a lesson’s learning objectives. Verbal reference Appropriate language objectives for LEP students to the objective(s) or are evident along with identified content standard(s) is not objectives from the MA Frameworks. made by the teacher or the students. The teacher ensures that all components of the lesson (e.g., learning activities, assessment, homework) contribute to the lesson objectives and to student mastery of the standard(s). Universal Design for Learning (UDL) provides a framework for the maximization of learning opportunities for students with special needs as well as all students and their different learning needs. Download UDL Guidelines at . N/A No Developing Providing Sustaining Examples of Practice Examples of Practice Examples of Practice Evidence
Learning objectives (not simply an agenda or an activity description) for the day’s lesson are evident. Applicable language objectives are evident for English language learners. Learning objective(s) and/or standards are posted as number references or in full text from the MA Frameworks. Objectives are posted but are either not in view of all students, not in student-friendly language, not related to key concepts or big ideas, or not aligned to the standard(s). Verbal reference to the objective(s) or standard(s) is not made by the teacher or the students. The teacher explains and posts the lesson objective(s) in age-appropriate, student-friendly language. The teacher relays the objective(s) of the lesson, connects objective(s) to one or more big from previous learning, provides students with a rationale for learning, and revisits lesson goals at the end of the lesson. Students easily locate learning objectives (e.g., an agenda, poster, handout, tape), understand the objective(s), and work toward meeting the objective(s). Students are able to express their understanding of a lesson’s learning objectives. Appropriate language objectives for LEP students are evident along with identified content objectives from the MA Frameworks. The teacher ensures that all components of the lesson (e.g., learning activities, assessment, homework) contribute to the lesson objectives and to student mastery of the standard(s). Students connect to standards-based models of proficiency or exemplary products and can identify learning goals that have been met. Students the relevance of what they are learning, and can make real-world connections. Universal Design for Learning (UDL) provides a framework for the maximization of learning opportunities for students with special needs as well as all students and their different learning needs. Download UDL Guidelines at . N/A No Evidence Developing Examples of Practice Providing Examples of Practice Sustaining Examples of Practice