Evaluation Rubric #

Unacceptable (1) Acceptable (2) Exemplary (3)

Content Objectives 1

Content objectives do not show the content that Els are expected to learn in each lesson.

Most content objectives show the content that Els are expected to learn in each lesson.

All content objectives clearly show the content that Els are expected to learn in each lesson.

Content Objectives 2 Content objectives do not show how Els will demonstrate this knowledge.

Most content objectives show how Els will demonstrate this knowledge.

All content objectives clearly show how Els will demonstrate this knowledge.

Language Objectives 1

Language objectives do not show the academic language that Els are expected to learn in each lesson.

Most language objectives show the academic language that Els are expected to learn in each lesson.

All language objectives clearly show the academic language that Els are expected to learn in each lesson.

Language Objectives 2 Language objectives do not show how Els will demonstrate this knowledge.

Most language objectives do not show how Els will demonstrate this knowledge.

All Language objectives clearly show how Els will demonstrate this knowledge.

Warm-up 1

Teacher does not include a warm-up activity or the warm-up activity does not connect the point of the lesson to the Els’ background knowledge.

Teacher includes a warm-up activity that somewhat connects the point of the lesson to the Els’ background knowledge.

Teacher includes a warm-up activity that strongly connects the point of the lesson to the Els’ background knowledge.

Warm-up 2 Teacher rarely or never modifies the warm-up activity to make it accessible to Els.

Teacher almost always modifies the warm-up activity to make it accessible to Els.

Teacher always modifies the warm-up activity to make it accessible to Els.

Vocabulary instruction 1

Teacher leaves out many key vocabulary words or does not include a list of relevant key terms and vocabulary in the lesson.

Teacher includes a list of most key terms and vocabulary words for the lesson.

Teacher includes a list of all the key terms and the vocabulary words for the lesson.

Vocabulary instruction 2

Teacher does not include activities for Els to interact with/learn the new vocabulary.

Teacher includes activities for Els to interact with/learn the new vocabulary, but the activities could be more

Teacher includes activities for Els to interact with/learn the new vocabulary, and the activities are relevant and

relevant or appealing. interesting.

Interactive activity Teacher does not include a grouping strategy for Els to work.

Teacher includes a grouping strategy for Els to work with peers.

Teacher includes an articulate grouping strategy for Els to work.

Questioning Strategies

Teacher does not show awareness of Els’ language proficiency level and does not adapt the questions and requests to the students.

Teacher almost always demonstrates awareness of Els’ language proficiency level by often adapting questions and requests to the proficiency level of students.

Teacher always demonstrates being highly aware of Els’ language proficiency level by always adapting questions and requests to the proficiency level of students.

Modeling Language Teacher does not include any way of modeling language in the materials.

Teacher includes one way of modeling language in materials.

Teacher includes two different ways of modeling language in materials.

Assessment

Teacher does not include an assessment activity to get information on whether students met lesson content and language objectives.

Teacher includes an assessment activity that yields information on almost all content and language objectives.

Teacher includes an assessment activity that yields information on all content and language objectives.

Articulation and Balance of Lesson Design

The lesson appears unarticulated in its objectives and activities.

The lesson appears almost always articulated in its objectives and activities.

The lesson is very articulated in its objectives and activities.