Directions and Directions and procedures Provides directions and Directions and Uses all of the procedures are are initially confusing to procedures, in a variety procedures, in a variety of characteristics of confusing to students. students and are not of delivery modes, e.g., delivery modes, are clear Levels 3 and 4. clarified. verbal, modeling, to students. Anticipation Facilitates students in visual, demonstration, of possible student constructing their own etc., that are clearly misunderstanding and/or understanding of how stated / presented and confusion is incorporated the directions relate relate to the learning in the initial direction and to the learning objectives. clarified. objectives. Gives clear directions for transitions between Attempts to give students lessons and between Does not offer directions for transitions instructional activities alternative, clarifying students Plans for smooth, but does not plan for while optimizing directions. directions for structured transitions transitions. academic learning time. transitions and between lessons and Does not give includes transitioning instructional activities students directions in the planning process and gives clear, for transitions and to optimize academic concise directions to does not plan for Spoken and written learning time. accomplish same transitions. language is clear and while optimizing correct and conforms to academic learning Spoken language is audible Spoken language is Uses spoken and standard English. time. and written language is inaudible or written written language that Vocabulary is appropriate legible. Usage of both language is illegible. is clear and correct, to the students’ ages and Spoken and written demonstrates many basic Spoken or written conforms to standard interests. Teacher finds language is correct errors (mispronunciation, language contains English, vocabulary, opportunities to extend and conforms to misspelled words, etc.). errors of grammar or and is appropriate to students’ vocabularies. standard English. It is Vocabulary is correct, but syntax. Vocabulary students’ ages and also expressive with limited, or is not may be inappropriate, interests. well-chosen appropriate to the vague, or used vocabulary that students’ ages or incorrectly causing enriches the lesson backgrounds. students to be and extends students’ confused. vocabularies. Teacher seizes opportunities to enhance learning by building vocabulary skills and experiences based on student interests or a spontaneous event.
Directions and procedures are confusing to students. Does not offer alternative, clarifying directions. Does not give students directions for transitions and does not plan for transitions. Spoken language is inaudible or written language is illegible. Spoken or written language contains errors of grammar or syntax. Vocabulary may be inappropriate, vague, or used incorrectly causing students to be confused. Directions and procedures are initially confusing to students and are not clarified. Attempts to give students directions for transitions but does not plan for transitions. Spoken language is audible and written language is legible. Usage of both demonstrates many basic errors (mispronunciation, misspelled words, etc.). Vocabulary is correct, but limited, or is not appropriate to the students’ ages or backgrounds. Provides directions and procedures, in a variety of delivery modes, e.g., verbal, modeling, visual, demonstration, etc., that are clearly stated / presented and relate to the learning objectives. students directions for transitions and includes transitioning in the planning process to optimize academic learning time. Uses spoken and written language that is clear and correct, conforms to standard English, vocabulary, and is appropriate to students’ ages and interests. Directions and procedures, in a variety of delivery modes, are clear to students. Anticipation of possible student misunderstanding and/or confusion is incorporated in the initial direction and clarified. Gives clear directions for transitions between lessons and between instructional activities while optimizing academic learning time. Spoken and written language is clear and correct and conforms to standard English. Vocabulary is appropriate to the students’ ages and interests. Teacher finds opportunities to extend students’ vocabularies. Uses all of the characteristics of Levels 3 and 4. Facilitates students in constructing their own understanding of how the directions relate to the learning objectives. Plans for smooth, structured transitions between lessons and instructional activities and gives clear, concise directions to accomplish same while optimizing academic learning time. Spoken and written language is correct and conforms to standard English. It is also expressive with well-chosen vocabulary that enriches the lesson and extends students’ vocabularies. Teacher seizes opportunities to enhance learning by building vocabulary skills and experiences based on student interests or a spontaneous event.
Teacher-RUBRIC-SY-12-13.docx