Scoring Tool/Guide (Rubric)

Lesson Planning With SIOP: A Theoretical Base

Criteria / 1: Unsatisfactory / 2: Less Than Satisfactory / 3: Satisfactory / 4: Good / 5: Excellent
Content 95%
Standards / No standards are mentioned in lesson. Lesson is not aligned to standards. / Standards are inconsistently alluded to in lesson. Lesson is minimally aligned to standards. Too many or too few standards are included. (Lesson may name many standards instead of focusing on important, key standards; alternately, lesson may not name relevant key standards). / Some relevant standards are referenced. Some
key standards are identified. Lesson
is mostly influenced by standards. / Relevant standards are referenced. Most key standards are identified. Lesson is clearly aligned to standards. / Key applicable standards are thoroughly referenced. Lesson is guided by and aligned to standards.
Content and Language Objectives / Content and language objectives are missing.Content vocabulary is not addressed. / Missing either content or language objectives. Content and language objectives do not provide a clear sense of what students will know and be able to do as a result of the lesson. Objectives areunclear, or
are unrelated to standards. Incomplete reference to vocabulary instruction. / Both language and content objectives are present, and most are aligned to standards. Stated language objectives provide a minimal sense of what students will be able to do as a result of the lesson. Adequate attention is provided to content vocabulary instruction. / Most objectives provide a path to what students will know and be able to do as a result of the lesson. Multiple strategies for addressing content vocabulary instruction are evident. / All objectives are aligned to standards. Extensive, well-planned focus on teaching and reviewing content vocabulary before, during, and after the lesson.
Learning Experiences / Activities are absent or unrelated to objectives. No differentiation of instruction is mentioned. / Many activities are extraneous and irrelevant. Limited or unsuccessful attempt is made to individualize activities for learning styles or strengths. / Activities relate to objectives, thoughsome are extraneous. Activities are mostly accessible to students with different learning styles and strengths.
Lesson plan includes differentiated instruction, limited to either gifted students, English language learners, or students with special needs. / Activities provide
a logical path to meeting objectives. Activities are accessible to students of more than one learning style or strength.
Lesson includes varied differentiated instruction for gifted students, English language learners, and students with special needs. / Students of many learning styles and strengths can benefit from activities.
Lesson clearly offers appropriate, creative, and well-integrated challenges for students of all levels, including gifted students, English language learners, and students with special needs.
Materials and Resources / Materials and resources needed for this lesson are not included in plan. / Materials and resources needed for this lesson are included, but
seem limited or incomplete. / A list of materials and resources needed for this lesson are included. / A detailed list of materials and resources needed
for this lesson are included in plan. / Methodical notes about assembling materials, contacting outside guests, or locating additional resources are also included.
Organization 5%
Mechanics of Writing
(includes spelling, punctuation, grammar) / Surface errors are pervasive enough
that they impede communication of meaning. / Frequent and repetitive mechanical errors distract the reader. / Some mechanical errors or typos are present, but are not overly distracting to the reader. / Prose is largely free of mechanical errors, although a few may be present. / Writer is clearly in control of standard, written American English.
Language Use and Audience Awareness (includes sentence construction, word choice, etc) / Inappropriate word choice and/or sentence construction, lack of variety in language use. Writer appears
to be unaware of audience. / There are some distracting and/or inconsistencies in language choice (register), sentence structure, and/or word choice. The writer exhibits some lack of control in using figures of speech appropriately. / Sentence structure
is correct and occasionally varies. Language is appropriate to the targeted audience
for the most part. / The writer is clearly aware of audience; uses a variety of sentence structures and appropriate vocabulary for the target audience; uses figures of speech to communicate clearly. / The writer uses a variety of sentence constructions, figures of speech, and word choice in unique and creative ways that are appropriate to purpose, discipline, and scope.
Essay Structure, Paragraph Development,
and Transitions / Paragraphs and transitions consistently lack unity and coherence; no apparent connections between paragraphs. Transitions are inappropriate to purpose and scope. Organization is disjointed. / Some paragraphs and transitions may lack logical progression
of ideas, unity, coherence, and/or cohesiveness.
Some degree of organization is evident. / Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. / A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are used as appropriate to purpose, discipline, and scope. / There is a sophisticated construction of
the essay. Ideas universally progress and relate to each other. The writer has been careful to use paragraph and transition construction to
guide the reader.