Common Course Assessment for EDR 631: Teaching Writing:
The Writing Lesson Demonstration addresses IRA standards 1.1, 1.2, 1.3, 4.1, 4.2, 4.3, & 5.3
Writing Lesson Demonstration— Candidates will create a writing lesson (or collection of lessons) that invite students to participate in the writing processes. Candidates will provide effective front-loading activities that establish a classroom environment conducive to writing. Candidates will need to demonstrate a deep understanding that writing happens through recursive processes that involve addressing the needs of an audience for a particular purpose. Candidates will also need to demonstrate ways to extend the writing lesson beyond the limits of the presentation time, why the lesson reflects best practice in writing pedagogy, and how the lesson can be adapted to various developmental and ability levels as well as ways in which the lesson supports students who come from diverse cultural and linguistic backgrounds. Candidates will be expected to provide all appropriate handouts and props for the lesson and should use the presentation time (45-60 minutes) to good advantage. Candidates should develop both small and large group interactions, provide for individual writing time, and discuss the ways in which students will make their writing public. Candidates will also want to discuss both formal and informal assessment issues related to their lesson including intersections with the Common Core State Standards.
Scoring Guide/Rubric for EDR 631 Common Course Assessment: Interdisciplinary Unit
Elements / Distinguished(3) / Proficient
(2) / Progressing
(1) / Unsatisfactory
(0)
1.1 / Candidates understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components / The candidate demonstrates a high degree of knowledge about major theories and empirical research in writing development, processes, and components / The candidate demonstrates adequate understanding of major theories and empirical research in writing development, processes, and components / The candidate demonstrates limited understanding of major theories and empirical research in writing development, processes, and components / The candidate does not demonstrate understanding of major theories and empirical research in writing development, processes, and components
1.2 / Candidates understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components / The candidate demonstrates an advanced understanding of the history of writing instruction and the changes over time in the perceptions of writing development, processes, and components / The candidate demonstrates understanding of the history of writing instruction and the changes over time in the perceptions of writing development, processes, and components / The candidate demonstrates limited understanding of the history of writing instruction and the changes over time in the perceptions of writing development, processes, and components / The candidate does not demonstrate understanding of the history of writing instruction and the changes over time in the perceptions of writing development, processes, and components
1.3 / Candidates understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement / The candidate demonstrates exceptional abilities to use professional judgment and practical knowledge for improving all students’ writing development and achievement / The candidate demonstrates abilities to use professional judgment and practical knowledge for improving all students’ writing development and achievement / The candidate demonstrateslimited abilities to use professional judgment and practical knowledge for improving all students’ writing development and achievement / The candidate does not demonstrate abilities to use professional judgment and practical knowledge for improving all students’ writing development and achievement
4.1 / Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write. / The candidate demonstrates exceptional skill in recognizing, understanding, and valuing forms of diversities that exist in society and their importance in learning to write / The candidate demonstrates the ability to recognize, understand, and value forms of diversity that exist in society and their important in learning to write / The candidate demonstrates limited ability to recognize, understand, and value forms of diversity that exist in society and their important in learning to write skills / The candidate does not demonstrate ability to recognize, understand, and value forms of diversity that exist in society and their important in learning to write skills
4.2 / Candidates use a literacy curriculum and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity / The candidate demonstrates exceptional ability to use literacy curriculum as it pertains to writing and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity / The candidate demonstrates adequate ability to use literacy curriculum as it pertains to writing and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity / The candidate demonstrates limited ability to use literacy curriculum as it pertains to writing and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity / The candidate does not demonstrate ability to use literacy curriculum as it pertains to writing and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity
4.3 / Candidates develop and implement strategies to advocate for equity / The candidate demonstrates exceptional ability to develop and implement strategies to advocate for equity / The candidate demonstrates adequate ability to develop and implement strategies to advocate for equity / The candidate demonstrates limited ability to develop and implement strategies to advocate for equity / The candidate does not demonstrate ability to develop and implement strategies to advocate for equity
5.3 / Candidates use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another, discussions, and peer feedback) / The candidate demonstrates exceptional abilities to establish routines to support writing instruction / The candidate demonstrates adequate abilities to establish routines to support writing instruction / The candidate demonstrates limited abilities to establish routines to support writing instruction / The candidate did not demonstrate abilities to establish routines to support writing instruction