LDC INSTRUCTIONAL LADDER SCORING GUIDE Category Work in Progress Good to Go Exemplary GQ6: Do the mini-tasks, instructional strategies, and materials provide students with opportunity to develop grade level CCSS reading and writing skills and sufficient support to complete the teaching task successfully? What ("Good to Go" characteristics and...) Some mini-tasks (product, prompt, and Mini-tasks (product, prompt, and scoring Instruction? scoring guide) do not relate to skills list. guide) relate to skills list. Mini-tasks and instructional strategies are coherent, tightly aligned to the skills, and Mini-tasks rely on general strategies that Mini-tasks support the teaching task well designed to support student success Score: provide weak support for the skills, texts, (including the prompt, content, discipline, on the teaching task. and teaching task OR provide too much text(s), and writing product). support, removing any challenge for Mini-tasks and instructional strategies Instructional strategies support the students. explicitly build student capacity to apply and completion of the teaching task, discipline-specific literacy skills to complex Instructional strategies are loosely (and are aligned to prompt, content, texts. connected to mini-tasks and completion discipline, text(s), and writing product). of the teaching task. Mini-tasks and instructional strategies Mini-tasks and instructional strategies explicitly build student capacity to produce Pacing is not realistic. provide opportunities for students to clear and coherent writing appropriate to learn specified grade level CCSS reading, Materials, references, and supports used discipline, task, purpose, and audience. writing, and thinking skills. in instruction are not available to other Mini-tasks are well placed to provide teachers. Pacing is realistic. formative feedback and give evidence Module does not present adequate Materials, references, and instructional about student progress. opportunity to teach writing in response strategies are included, linked, or cited in Materials, references, and instructional to reading. enough detail to allow other teachers to strategies are high quality, customized to obtain them. the purpose of the teaching task, and described in enough detail for another teacher to use them. Scoring guides for mini-tasks include clear criteria aligned to the skill being taught. Texts, mini-tasks, or instructional strategies are differentiated for diverse learners.
LDC INSTRUCTIONAL LADDER SCORING GUIDE Category Work in Progress Good to Go Exemplary GQ6: Do the mini-tasks, instructional strategies, and materials provide students with opportunity to develop grade level CCSS reading and writing skills and sufficient support to complete the teaching task successfully? What Instruction? Score: Some mini-tasks (product, prompt, and scoring guide) do not relate to skills list. Mini-tasks rely on general strategies that provide weak support for the skills, texts, and teaching task OR provide too much support, removing any challenge for students. Instructional strategies are loosely connected to mini-tasks and completion of the teaching task. Pacing is not realistic. Materials, references, and supports used in instruction are not available to other teachers. Module does not present adequate opportunity to teach writing in response to reading. Mini-tasks (product, prompt, and scoring guide) relate to skills list. Mini-tasks support the teaching task (including the prompt, content, discipline, text(s), and writing product). Instructional strategies support the and completion of the teaching task, (and are aligned to prompt, content, discipline, text(s), and writing product). Mini-tasks and instructional strategies provide opportunities for students to learn specified grade level CCSS reading, writing, and thinking skills. Pacing is realistic. Materials, references, and instructional strategies are included, linked, or cited in enough detail to allow other teachers to obtain them. ("Good to Go" characteristics and...) Mini-tasks and instructional strategies are coherent, tightly aligned to the skills, and well designed to support student success on the teaching task. Mini-tasks and instructional strategies explicitly build student capacity to apply discipline-specific literacy skills to complex texts. Mini-tasks and instructional strategies explicitly build student capacity to produce clear and coherent writing appropriate to discipline, task, purpose, and audience. Mini-tasks are well placed to provide formative feedback and give evidence about student progress. Materials, references, and instructional strategies are high quality, customized to the purpose of the teaching task, and described in enough detail for another teacher to use them. Scoring guides for mini-tasks include clear criteria aligned to the skill being taught. Texts, mini-tasks, or instructional strategies are differentiated for diverse learners.