Name___KarlaUsinger__Date__5/8/15_

Literacy Classroom & Bibliography Assessment

FollowingDirections
OriginalDefinitionofliteracythatincorporatessix
modes
Invents/Designsaplantoteachliteracyandcontent
Compilesmultiplegenrestodescribetheplan
Identifies/Addressescontentstandards
Identifiesstudentsandanalyzesstudentsgifts
Determinesorestablishesaplantodetermine
studentsskills,interests,knowledgetosomedegree
Identifiesspecificstrategiestoapply

3/1/2016

Identifiesstrategiesforassessment
Createsarelevantannotatedbibliographyofearly
adolescent/adolescentliterature(culturally
responsive)
Demonstratesanunderstandingofliteracyandits
relateddevelopmentalcomponents(modesof
communication)
BrainCompatibility
Addressesissuesofdiversityincludingspecialneeds
andEnglishlanguagelearners

OBJECTIV
E

Novice

Apprentice

Master

Modes of
Communica
tion
(Conceptual
ization)

Begins to
articulate and
elaborate an
understanding
of the modes of
communication
central to
literacy
development
(speaking,
listening,
writing,
readings,
viewing,
representing)

Articulates and
elaborates an
understanding of
the modes of
communication
central to literacy
development
(speaking,
listening,
writing, readings,
viewing,
representing)

Clearly
articulates and
elaborates an
understanding
of the modes of
communication
central to
literacy
development
(speaking,
listening,
writing,
readings,
viewing,
representing)

Definition
of Literacy
(Conceptual
ization)

Begins to state
a personal
definition of
literacy applied
to the teaching
of content.

States a personal
definition of
literacy applied
to the teaching of
content

Clearly states
and elaborates
a personal
definition of
literacy applied
to the teaching
of content.

Application
of
Standards
of Content
and
Literacy

Begins to
identify
content area
standards,
connects them
to the literacy
strategies.

Identifies content
area standards,
connecting the
literacy strategies
to the strengths
and weaknesses
of students.

Clearly
identifies key
content area
standards,
connecting key
literacy
strategies to
the strengths
and
weaknesses of
students.

Analysis of
Students

Begins to
identify the
characteristics
of students
related to their
strengths,
learning styles
and needs.

Identifies
students
characteristics
related to their
strengths,
learning styles
and needs.

Clearly
identifies
students
characteristics
related to their
strengths,
learning styles
and needs and
selects
appropriate
strategies to
address these
needs in the
classroom.

Comments/Evi
dence

Thoughtfull
y Apply
Factors
Related to
Literacy
Developme
nt
(Diagnosis,
Integrative
Interaction,
Coordinatio
n; Brain
Compatibili
ty)

Begins to
apply an
understanding
of linguistic,
cognitive,
psychological,
social, and
cultural factors
influencing
literacy
development in
planning for
group and
individual
needs.

States a clear
link between the
linguistic,
cognitive,
psychological,
social, and
cultural factors
influencing
literacy
development in
planning for
group and
individual needs.

Clearly applies
a cause and
effect
relationship
between the
linguistic,
cognitive,
psychological,
social, and
cultural factors
influencing
literacy
development in
planning for
targeted group
and individual
needs.

Use 2-3
Vocabulary
Strategies
(Conceptual
ization,
Diagnosis,
Coordinatio
n)

Identifies and
begins to apply
2-3
vocabulary
strategies.

Identifies and
applies 2 - 3
vocabulary
strategies.

Identifies,
applies and
elaborates on 2
- 3 key
vocabulary
strategies that
are targeted to
specific needs.

Use 2-3
Comprehen
sion
Strategies
(Conceptual
ization,
Diagnosis,
Coordinatio
n)

Identifies and
begins to apply
2-3
comprehension
strategies.

Identifies and
applies 2 - 3
comprehension
strategies.

Identifies,
applies and
elaborates on 2
- 3 key
comprehension
strategies that
are targeted to
specific needs.

Incorporate
a Range of
Literacy
Strategies
(Writing)
(Diagnosis,
Coordinatio
n,
Conceptuali
zation)

Begins to
articulate how
to incorporate
a range of
content area
literacy
strategies to
support student
learning and
writing.

Articulates how
to select and
incorporate
literacy strategies
from a range of
content area
literacy strategies
to support
student learning
and writing.

Articulates
how to
effectively
select and
apply key
literacy
strategies from
a range of
content area
literacy
strategies to
support student
learning and
writing.

Student
Friendly
Vocabulary
Explanations,
Frayer Model

KWL, MATH
AND
METAPHORS

RAFT, Logs

Incorporate
a Range of
Literacy
Strategies
(Viewing &
Representin
g)
(Diagnosis,
Coordinatio
n,
Conceptuali
zation)

Begins to
articulate how
to incorporate
a range of
content area
literacy
strategies to
support student
learning,
viewing and
representing.

Articulates how
to select and
incorporate
literacy strategies
from a range of
content area
literacy strategies
to support
student learning,
viewing and
representing.

Articulates
how to
effectively
select and
apply key
literacy
strategies from
a range of
content area
literacy
strategies to
support student
learning,
viewing and
representing.

Incorporate
a Range of
Literacy
Strategies
(Listening
&
Speaking)
(Diagnosis,
Coordinatio
n,
Conceptuali
zation)

Begins to
articulate how
to incorporate
a range of
content area
literacy
strategies to
support student
learning,
speaking and
listening.

Articulates how
to select and
incorporate
literacy strategies
from a range of
content area
literacy strategies
to support
student learning,
speaking and
listening..

Articulates
how to
effectively
select and
apply key
literacy
strategies from
a range of
content area
literacy
strategies to
support student
learning,
speaking and
listening..

Design
Meaningful
Performanc
e
Assessment
s
(Diagnosis,
Integrative
Interaction)

Begins to
design
performance
assessments to
engage
students in
content area
literacy
development.

Designs
meaningful
performance
assessments to
engage students
in content area
literacy
development.

Designs
meaningful key
performance
assessments to
engage
students in
content area
literacy
development.

Effectively
Use
Technology
(Coordinati
on,
Communica
tion)

Begins to
identify and
explain ways
to apply
technology to
enhance
literacy
instruction.

Identifies,
applies, and
explains ways to
apply technology
to enhance
literacy
instruction.

Clearly
identifies,
applies, and
explains
effective ways
to apply
technology to
enhance
literacy
instruction.

Mind
Mapping,
Follow the
Characters

Discussion
Web

RSQC2,
Admit Slips

Kahn
Academy,
BubbleUS,
SmartExchang
e

Annotated
Bibliograph
y

Identifies the
selection of 10
books to use to
supplement
classroom
materials.

Identifies and
justifies the
selection of 10
books to use to
supplement
classroom
materials.

Identifies and
justifies the
selection of 10
culturally
diverse books
to use to
supplement
classroom
materials.

Attached

Karla,
You have creatively put together a MGLP that will serve as the basis of having access to
information that you can use to plan how you will do literacy. You have chosen a number
of effective sources that you can use to address literacy and enable student to function in
your content area. You even made the leap to see how some of the strategies can address
different modes of communication. Except there are some others that will fit in with
Listening/Speaking besides the Discussion Web, i.e. Concept Maps or Literature Circles.