Ver. 4.

001 08/22/14
Mias Planning Commentary
1. Central Focus
a. Describe the central focus and purpose for the content you will teach in the
learning segment.
The focus of the lesson is to introduce the idea of describing the five senses in
writing as a way to paint a clearer picture for the reader.
b. Given the central focus, describe how the standards and learning objectives
within your learning segment address essential understandings, strategies, and
skills.
The standard of sensory details will be applied in that the students will learn words to
describe each sense and will participate in guided practice as well as individual
work to apply this skill.
c. Explain how your plans build on each other to help students make connections
between skills and strategies.
The students will be given a list of sensory words as a reference sheet to keep in
their writing folders. We will discuss and describe an object using sensory words.
The students will then choose their own item to describe with sensory words, to
apply the knowledge.
2. Knowledge of Students to Inform Teaching
For each of the prompts below (2ac), describe what you know about your students
with respect to the central focus of the learning segment.
Consider the variety of learners in your class who may require different strategies/
support (e.g., students with IEPs or 504 plans, English language learners, struggling
readers, underperforming students or those with gaps in academic knowledge, and/
or gifted students).
a. Prior academic learning and prerequisite skills related to the central focusCite
evidence of what students know, what they can do, and what they are
learning to do.
The students have learned about the five senses in a recent body research unit.
They are also familiar with word choice and descriptive writing.
b. Personal/cultural/community assets related to the central focusWhat do you
know about your students everyday experiences, cultural backgrounds
and practices, and interests?

Ver. 4.001 08/22/14

The students will be given ideas to write about things/places they are familiar
with such as pizza, ocean, pumpkins, which are all things theyve each
encountered, as children growing up in Hawaii.
3. Supporting Students Learning
Respond to prompts below (3ac). To support your justifications, refer to the
instructional materials and lesson plans you have included as part of Task 1. In
addition, use principles from research and/or theory to support your
explanations.
a. Justify how your understanding of your students prior academic learning and
personal/cultural/community assets (from prompts 2ab above) guided your
choice or adaptation of learning tasks and materials. Be explicit about the
connections between the learning tasks and students prior academic learning,
assets, and research/theory.
The students have just recently completed their body research unit in Science. One
of the body systems studied was the senses. A pair of students did research on
this system and presented it to the class.
I recently did a Word Choice lesson with them where we focused on learning to paint
a picture with our words and use good describing words.
I specifically chose the sensory words lesson because it ties directly into these two
previous lessons.
According to an article on edutopia.org, Constructivism proposes that new knowledge is
constructed from old. It holds the educational belief that as teachers, it's essential that we make
connections between what new is being presented with students' prior experiences.
The Swiss psychologist Jean Piaget believed educating children to be one of society's most
important tasks. And after much research, he concluded youngsters, like adults, combine prior
knowledge with experience. Learners make sense of their experiences (and learning) using their
own schemata. And there's John Dewey, a child-centered educator, as well as philosopher and
psychologist, considered one of the first educational reformers. Dewey focused on the growth of
a child's capabilities and interests more than the mandates of a curriculum. And both of these
early education researchers influenced the development of constructivism.

b. Describe and justify why your instructional strategies and planned supports are
appropriate for the whole class, individuals, and/or groups of students with
specific learning needs.
The students will have the visual examples on the board and the opportunity to
discuss, contribute and ask questions. They will participate in a guided activity
before applying the knowledge on their own. They will also have a list of sensory
words for reference to use during the individual activity.

Ver. 4.001 08/22/14

Consider students with IEPs or 504 plans, English language learners, struggling
readers, underperforming students or those with gaps in academic knowledge,
and/or gifted students.
c. Describe common preconceptions, errors, or misunderstandings within your
central focus and how you will address them.
There could possibly be confusion about the difference between colorful
words (word choice) and sensory words. If a student was having trouble with a
particular word I could discuss with them whether this word describes something
we see or hear, smell, see, feel (touch), or taste.
4. Supporting Development Through Language
a. Language Function. Choose one language function essential for student
learning within your central focus. Listed below are some sample language
functions. You may choose one of these or another language function more
appropriate for your learning segment:
Categorize

Compare/
contrast

Describe

Interpret

Analyze

Argue

Categoriz
e

Compare/
contrast

Describe

Interpret

Predict

Question

Retell

Summariz
e

Justify
Explain

c. Identify a key learning task from your plans that provides students with
opportunities to practice using the language function identified above. Identify the
lesson in which the learning task occurs.
When working independently they will choose and person, place or thing and
describe it using sensory words. They will also contribute sensory words to
describe a particular object (popcorn) during a group activity.
c. Additional Language Demands. Given the language function and learning task
identified above, describe the following associated language demands (written or
oral) students need to understand and/or use:
Vocabulary and/or symbols
The five senses: sight, sound, smell, taste, touch. Sensory words.
Plus at least one of the following:

Ver. 4.001 08/22/14

Syntax- The students will first organize their sensory words in a table
format, and will then transform them into sentence structure.
Discourse- They will be communicating through writing about their chosen
object. They will then discuss it in small groups (verbal communication).
Consider the range of students understandings of the language function and
other language demandswhat do students already know, what are they
struggling with, and/or what is new to them?
d. Language Supports. Refer to your lesson plans and instructional materials as
needed in your response to the prompt.
Describe the instructional supports (during and/or prior to the learning task)
that help students understand and successfully use the language function and
additional language demands identified in prompts 4ac.
They will receive a reference list of sensory words to gather ideas from. They will
participate in a guided activity. They will then be coached through each step of the
individual activity.
5. Monitoring Student Learning
In response to the prompts below, refer to the assessments you will submit as part of
the lesson plan.
a. Describe how your planned formal and informal assessments will provide direct
evidence of students learning throughout the learning segment.
During the group activity students will be able to contribute sensory words to
describe popcorn. The summative assessment will be on their piece of writing
where they chose an object to describe. The assessment rubric includes details
such as how many senses they described in their writing, and how clearly they
described their object.
b. Explain how the design or adaptation of your planned assessments allows
students with specific needs to demonstrate their learning.
If a student is struggling during the individual activity, I can coach them by asking
guiding questions to help them think of which senses can used to describe their
chosen object. Ex: What does this smell like, what color/shape is it?

Consider all students, including students with IEPs or 504 plans, English
language learners, struggling mathematics students, underperforming students
or those with gaps in academic knowledge, and/or gifted students.

Ver. 4.001 08/22/14

References
Are You Tapping into Prior Knowledge Often Enough in Your Classroom? Edutopia.
Accessed October 29, 2014. http://www.edutopia.org/blog/prior-knowledgetapping-into-often-classroom-rebecca-alber.

Planning Commentary Rubric

Criteria

Level 1 (We
Level 2
can do better) (Getting
there)

Level 3
(Good!)

Level 4
(Great!)

Level 5
(WOW!)

Ver. 4.001 08/22/14

A.
PLANNIN
G FOR
LITERACY
LEARNIN
G
How do the
candidates
plans build
students
literacy
skills and
an
essential
strategy for
comprehen
ding or
composing
text?

Candidates
plans lack
connections
to any
comprehensio
n or
composition
strategy

Plans for
instruction
support
student
learning of
skills.

Plans for
instruction
build on
each other
to support
learning of
skills with
Vague
clear
connections connections
Inaccurate
to strategies to the
content
for
essential
knowledge
comprehend literacy
leads to
ing or
strategy for
student
composing comprehend
misunderstand text.
ing
ings
or
composing
Standards,
text.
objectives,
and
learning tasks
and materials
are not
aligned

Candidate
creates a
meaningful
context
that supports
learning of
skills with
clear and
consistent
connections
to
the essential
literacy
strategy for
comprehendi
ng or
composing
text.

Level 4 plus:
Plans build
an authentic
connection
between
reading and
writing.
Candidate
explains how
s/he will use
learning
tasks
and
materials to
lead
students to
independentl
y apply the
essential
strategy and
identified
skills.

Ver. 4.001 08/22/14

B.
PLANNIN
G TO
MEET THE
NEEDS
OF
DIVERSE
STUDENT
S
How does
the
candidate
use
knowledge
of his/her
students to
target
support for
students
literacy
learning?

There is little
or no evidence
of
planned
supports.
OR
Candidate
does not know
of or attend to
requirements
in IEPs and
504 plans.

Planned
supports are
loosely tied
to
learning
objectives or
the central
focus of the
learning
segment.

Planned
supports are
tied to
learning
objectives
and the
central
focus with
attention to
the
characteristi
Candidate
cs of the
attends to
class as a
requirement whole.
s
in IEPs and Candidate
504 plans.
attends to
requirement
s in
IEPs and
504 plans.

Planned
supports are
tied to
learning
objectives
and the
central
focus.
Supports
address the
needs of
specific
individuals or
groups with
similar
needs.
Candidate
attends to
requirements
in
IEPs and
504 plans.

Level 4 plus:
Supports
include
specific
strategies to
identify and
respond
to common
development
al
approximatio
ns or
misconcepti
ons.

Ver. 4.001 08/22/14

C. USING
KNOWLE
DGE OF
STUDENT
S TO
INFORM
TEACHIN
G AND
LEARNIN
G
How does
the
candidate
use
knowledge
of his/her
students to
justify
instruction
al plans?

Candidates
justification of
learning
tasks is either
missing OR
represents a
deficit view of
students
and their
backgrounds.

Candidate
justifies
learning
tasks
with limited
attention to
students
prior
academic
learning OR
personal/
cultural/
community
assets.

Candidate
justifies why
learning
tasks (or
their
adaptations)
are
appropriate
using
examples
of students
prior
academic
learning
OR
examples
of personal/
cultural/
community
assets

Candidate
justifies why
learning
tasks
(or their
adaptations)
are
appropriate
using
examples
of students
prior
academic
learning
AND
examples
of personal/
cultural/
community
assets

Candidate
makes
superficial
connections
to research
and/or
theory.

Candidate
makes
connections
to
research
and/or
theory.

Level 4 plus:
Candidates
justification
is supported
by principles
from
research
and/or
theory.

Ver. 4.001 08/22/14

D.
IDENTIFYI
NG AND
SUPPORT
ING
LANGUAG
E
DEMANDS
How does
the
candidate
identify
and
support
language
demands
associated
with a key
literacy
learning
task?

Language
demands
identified by
the candidate
are not
consistent
with the
selected
language
function OR
task.
OR
Language
supports are
missing or are
not aligned
with the
language
demand(s) for
the learning
task.

Candidate
identifies
vocabulary
as
the major
language
demand
associated
with the
language
function.
Attention to
additional
demands is
superficial.
Language
supports
primarily
address
definitions of
vocabulary.

Candidate
identifies
vocabulary
and
additional
language
demand(s)
associated
with the
language
function.
Plans
include
general
support for
use of
vocabulary
as well as
additional
language
demand(s).

Candidate
identifies
vocabulary
and
additional
language
demand(s)
associated
with the
language
function.
Plans
include
targeted
support for
use of
vocabulary
as well as
additional
language
demand(s).

Level 4 plus:
Instructional
supports are
designed to
meet the
needs of
students
with
different
levels of
language
learning.

Ver. 4.001 08/22/14

E.
PLANNIN
G
ASSESSM
ENTS TO
MONITOR
AND
SUPPORT
STUDENT
LEARNIN
G
How are
the
informal
and formal
assessmen
ts selected
or
designed
to monitor
students
use of the
essential
strategy
and
requisite
skills to
comprehen
d or
compose
text?

The
assessments
only provide
evidence of
students' use
of skills.
Assessment
adaptations
required by
IEP or 504
plans are not
made.
Assessments
are not
aligned with
the central
focus and
standards/
objectives for
the learning
segment.

The
assessment
s provide
limited
evidence to
monitor
students
use
of the
essential
strategy OR
skills
during the
learning
segment.

The
assessment
s provide
evidence to
monitor
students
use of the
essential
strategy and
skills during
the learning
segment.

The
assessments
provide
multiple
forms of
evidence to
monitor
students
use of the
essential
strategy and
skills
throughout
Assessment the learning
adaptations segment.
required by Assessment
Assessment IEP or 504
adaptations
adaptations plans are
required by
required
made.
IEP or 504
by IEP or
plans are
504 plans
made.
are made.

Level 4 plus:
The
assessment
s are
strategically
designed to
allow
individuals
or groups
with specific
needs to
demonstrate
their
learning.

0---------7-----------------9-------------11----------13-----------------15------------------

Ver. 4.001 08/22/14

Sensory Words Lesson

First Name

Mia

Last Name

UH Email

mbrandon@hawaii.ed
u

Date

Semester

1 fall

Year

Grade Level/
Subject
Title

Murray
11/13/14
2014
45 minutes

4th/writing

Lesson Duration
Sensory Words

Lesson Overview
Briefly summarize your lesson plan in a few sentences.

Students will discuss the five different senses and learn about words that they
can use in their writing to describe something using sensory words. They will
participate in a guided activity where we will describe popcorn as a group. They
will then apply their knowledge by working individually to describe an object of
their choice. Last, they will share in a small group and take turns using the
descriptions to guess what their partners were describing.

Central Focus (Enduring Understandings)

A brief description of the important understanding(s) or key concept(s)

Ver. 4.001 08/22/14

Students will discover and analyze how the use of senses brings their writings
to life. They will understand new ways to describe things in their writing.

Essential Question(s)
The big idea of the lesson stated as a question or questions

Why do we want to include senses in our writing?

How can writers make their readers really feel like part of a story?

Ver. 4.001 08/22/14

Content Standard(s)/Benchmark
The Common Core State Standards (CCSS) or Hawaii Content & Performance
Standards III (HCPS III) that align with the central focus and address essential
understandings, concepts, and skills

CCSS.ELA-Literacy.W.4.3.d
Use concrete words and phrases and sensory details to convey experiences and
events precisely.

Prior Academic Knowledge and Student Assets

The students prior academic learning and personal/cultural/community assets that will
support their learning

Students have experience writing personal and fictional narratives. They also
have experience with the word choice trait. We have been discussing how to
paint a picture with our words and write in a way that allows the reader to feel as
if they are in the story. They have also learned about the different senses during
body research in Science.

Academic Language Demands

The language function essential for student learning (verb), additional language
demand(s) (vocabulary or symbols, syntax, discourse), and language supports
(helps the student understand and use language)

Ver. 4.001 08/22/14

Senses: touch, taste, smell, sight, hearing.
We will discuss some words that can be used to describe the senses.
Students will also each get a list of several sensory words to keep in their
writing folder.
Students must also understand what describe means. Students will also
know what a table or chart is. I will model how to draw the table on the
board then they will draw their own. They are familiar with drawing tables.
This could also be called a graphic organizer.

Instructional Strategies and Learning Tasks

A description of what the teacher will be doing and what the students will be doing
that 1) uses clear steps that convey the use of multiple strategies, resources, and
technology and 2) offers opportunities offered for inquiry, active learning,
individual work, and pairs/small group interactions

Give detailed, step-by-step instructions on how you will implement the

instructional plan.
Describe exactly what students will do during the lesson.

Ver. 4.001 08/22/14

Assessment
The tools/procedures to monitor students learning of lesson objective(s) to include
formative assessments applied throughout the lesson and a summative assessment of
what students learned by the end of the lesson (include checklist or rubric)

Emerging
Proficient
Excellent
Uses only one or two senses

Does not use clear descriptions

Writing lacks feeling, or is a list of facts

Uses three or four senses

Uses clear description

Writing is detailed but thing being described is not easily identified

Uses all five senses

Uses vivid and detailed descriptions

Writing is interesting and paints a picture with words

Ver. 4.001 08/22/14

Differentiation and Accommodations
Instructional strategies and planned supports for individuals, and/or groups of students
with specific learning needs that provide adaptations connected to instructional
strategies, the learning environment, content, and/or assessment/performance task for
individuals and/or small groups (e.g., ELL/MLL, struggling, accelerated, 504/IEP, etc.)

All learners will have the opportunity to participate in guided practice, group
activity and individual work. Examples and instruction will be available visually
and auditory.
Students will choose one place/thing to describe in their writing instead of
having to write a whole story.

TYPE OF LEARNER

ELL/MLL

Struggling

Accelerated

504/IEP

List the type of accommodation or differentiation (learning

environment, content, process, or performance task) and
describe how you will differentiate.
n/a

n/a

n/a

n/a

Ver. 4.001 08/22/14

Others (describe)

n/a

Materials (Optional)
Please note and/or paste any supporting materials (i.e., teaching materials, custom
lesson plans, etc.) into the space below. You may use as many pages as needed
beyond the space below to paste your materials.

List of sensory words for each student (optional)

Lesson Plan Reflection

An analysis of what worked, what could be changed, and the next steps for teaching.
edTPA Rubric 10 Analyzing Teaching Effectiveness: The candidate uses
evidence to evaluate and change teaching practice to meet students varied learning
needs.
edTPA Rubric 15 Using Assessment to Inform Instruction: The candidate
uses the analysis of what students know and are able to do to plan next steps in
instruction.
InTASC Standard 9. Professional Learning and Ethical Practice

What changes would you make to your instructionfor the whole class and/or
for students who need greater support or challengeto better support student
learning of the central focus (e.g., missed opportunities)?
Based on your reflection and your assessment of student learning, describe the
next steps to support students learning related to the central focus and student
learning objectives.

Ver. 4.001 08/22/14

There are a couple of things I would do differently. I would take more time
writing our popcorn sentences and make them flow together as a whole piece.
Then I would be clearer when telling them that their sentences for their object
should be described in such a way that the reader will know what theyre talking
about. The other thing I would change is at the end. A few people that shared
theirs with the class were not detailed enough that we could figure out what the
object was. This kept dragging on. One way to help this along (besides the
direction being clearer as mentioned above) would be to help the class focus on
the sensory words used by writing them on the board. This would help eliminate
the same thing being guessed more than once or something being guessed that
didnt match the description.
Going forward the students are going to use their list of descriptions to create a
concrete poem about their object. We will also encourage them in their everyday
writing to include senses.

Instruction Commentary
In Task 2: Instructing and Engaging Students in Learning, you will write a
commentary, responding to the prompts below. Your commentary should be no
more than 6 single-spaced pages, including the prompts.
1. Promoting a Positive Learning Environment
How did you demonstrate mutual respect for, rapport with, and responsiveness to
students with varied needs and backgrounds, and challenge students to engage in
learning?
I encouraged students to listen respectfully when other students were sharing ideas or
asking a question. I tried to make sure everyone had a turn to share their ideas.
2. Engaging Students in Learning
a. Explain how your instruction engaged students in developing an essential literacy
strategy and requisite skills.

Ver. 4.001 08/22/14

The lesson was built up in steps. First, we named the five senses. Then, we
described one object using words that told how that object looked, felt, smelt,
sounded, and tasted. Then, they each came up with their own and we went one
step at a time as a group.
b. Describe how your instruction linked students prior academic learning and
personal, cultural, and community assets with new learning.
The students previously learned a lot about the senses in a body unit in science.
They have also been working on painting a picture with words and word choice.
3. Deepening Student Learning during Instruction
a. Explain how you elicited and built on student responses to promote thinking and
apply the literacy strategy using requisite skills to comprehend or compose text.
During the popcorn describing activity a student named something for sight that had
already been listed under touch. So then we discovered that sometimes you can use
the same word for each. One student kept wanting to say the corn that popped, but we
werent allowed to say the name of the object, in this case popcorn. So I told her that I
liked her ideas but we cant use the words corn or pop.
c. Explain how you modeled the literacy strategy and supported students as they
practiced and applied the literacy strategy in a meaning-based context.
We did it first as a whole group. Then when it was their turn to make their own, I
guided with time limits each section: filling out each sense one by one and then
directed them to the sentence making.
4. Analyzing Teaching
a. What changes would you make to your instructionfor the whole class and/or for
students who need greater support or challengeto better support student learning of
the central focus (e.g., missed opportunities)?

Ver. 4.001 08/22/14

There are a couple of things I would do differently. I would take more time writing our
popcorn sentences and make them flow together as a whole piece. Then I would be
clearer when telling them that their sentences for their object should be described in
such a way that the reader will know what theyre talking about. The other thing I would
change is at the end. A few people that shared theirs with the class were not detailed
enough that we could figure out what the object was. This kept dragging on. One way to
help this along (besides the direction being clearer as mentioned above) would be to
help the class focus on the sensory words used by writing them on the board. This
would help eliminate the same thing being guessed more than once or something being
guessed that didnt match the description.

Consider the variety of learners in your class who may require different strategies/
support (e.g., students with IEPs, English language learners, struggling readers,
underperforming students or those with gaps in academic knowledge, and/or gifted
students).
b. Why do you think these changes would improve student learning? Support your
explanation with evidence of student learning and principles from theory and/or
research.
I dont have any special needs students in my class. This lesson was well suited for the
level of learners in my current placement. However, if I chose to use it again in a class
where I had students with a special need such as ELL, I would make adjustments. This
could be a very difficult lesson for younger students or ELL because there are just so
many words to look at, and that can be overwhelming.For ELL I think we would need a
previous lesson where we go over vocabulary and discuss the meanings of some of the
common sensory words. We could also read some mentor texts, such as Owl Moon,
and reflect on the senses used in the story. I wanted to read at least a few passages
from that book for this lesson but I didnt have time. We could also do an exercise with
tangible objects for the more visual learners and the ELL. This could consist of setting
up a sensory table and having a variety of objects to see and touch that are ranged from
soft and fluffy to rough and hard or scratchy. We could also do an activity where they
are blindfolded and have to figure out what a certain object is just by describing how it
smells.
I found a great article on teachnology.com that states, To enhance academic
achievement, teachers can: create a language-rich classroom; provide students with
advance organizers; label everything in the classroom to build vocabulary and help
students make connections to their native language; and have different media available
for student use (books, magazines, newspapers, audio-tapes, video tapes, computer
software) to address different learning styles and also help build connections. To help
students to use English in appropriate ways, teachers should teach what language is
appropriate in what setting so students can determine when to speak and in what way
(for example, formal speech or slang). Teachers should also recognize diversity and

Ver. 4.001 08/22/14

sameness in their classrooms, incorporate multicultural literature into the curriculum,
and invite parents/family members to share their cultures and talents with the class.
Students need to develop an understanding of and appreciation for others considering
the diversity of society.
As a part of building vocabulary we could do some of the activities listed above and then
leave them out in the classroom labeled as soft, rough, smooth, ect.
Resource:
Turning Frustration into Success for English Language Learners (Brice &
Roseberry-McKibbin, 1999) Teachnology.com

Instruction Commentary Rubric

Criteria

Level 1
Level 2
(We can do (Getting
better)
there)

Level 3
(Good!)

Level 4
(Great!)

Level 5
(WOW!)

A. LEARNING
ENVIRONME
NT
The candidate
demonstrates
a positive
learning
environment
that supports
student
engagement
in learning.

The
candidate
shows
evidence of
disrespectful
interactions
or candidate
allows
disruptive
behaviors to
interfere with
learning.

The
candidate
demonstrates
rapport and
respect for
students.
Candidate
provides a
low-risk,
social
environment
that promotes
mutual
respect.

The candidate
demonstrates
rapport with
and respect
for students.
Candidate
provides a
challenging
learning
environment
that
promotes
mutual
respect
among
students.

The
candidate
demonstrates
rapport with
and respect
for students.
Candidate
provides
opportunities
for students
to express
varied
perspectives
mutual
respect
among
students.

The candidate
demonstrates
respect for
students and
learning
environment
that serves to
control
student
behavior while
supporting
learning goals.

Ver. 4.001 08/22/14

B.
ENGAGING
STUDENTS
IN LEARNING
The candidate
actively
engages the
student in
integrating
strategies and
skills.

Students are
participating
in tasks
vaguely or
superficially
related to
lesson
focus. Little
evidence of
links to prior
knowledge,
or personal
cultural, or
community
assets. OR
links cause
confusion.

Students are
participating in
learning tasks
focusing on
skills.
Candidate
makes vague
or superficial
links between
prior learning
and new
learning.

Students are
engaged in
learning tasks
that address
understandin
gs & skills.
Candidate
links prior
academic
learning to
new learning

Students are
engaged in
learning tasks
that integrate
understanding
s & skills.
Candidate
links both
prior
academic
learning AND
personal,
cultural, or
community
assets to new
learning.

Students are
engaged in
tasks that
deepen and
extend
understandin
gs. Candidate
links prior
academic
learning AND
personal,
cultural, or
community
assets to
new learning.

C.
DEEPENING
STUDENT
LEARNING
The candidate
elicits student
responses to
promote
thinking and
the
development
of skills.

Candidate
does most of
the talking
and students
provide few
responses.
Or candidate
responses
include
significant
inaccuracies
.

Candidate
primarily asks
surface-level
questions and
evaluated
student
responses as
correct or
incorrect.

Candidate
elicits student
responses to
support use
of skills.

Candidate
elicits and
builds on
students
responses to
explicitly
portray,
extend, or
clarify
learning.

Candidate
facilitates
interactions
among
students so
they can
evaluate their
own abilities
to apply
learning in
meaningful
contexts.

D. SUBJECTSPECIFIC
PEDAGOGY
The candidate
supports
students to
apply
essential
learning
strategies.

Candidate
does not
teach
students
how to do
what they
are expected
to do.

Candidate
models the
key strategy
or skills
without
opportunities
for students
to practice or
apply them.

Candidate
models the
key strategy
with limited
opportunitie
s for
practice.

Candidate
explicitly
teaches
students how
to apply the
strategy and
provides
opportunities
for guided
practice.

Level 4 plus:
Candidate
explicitly
teaches
students
when to
apply the
strategy in
meaningful
contexts.

Ver. 4.001 08/22/14

E.
ANALYZING
TEACHER
EFFECTIVEN
ESS
Candidate
uses evidence
to evaluate
and change
teaching
practice to
meet students
varied learning
needs.

Candidate
suggests
changes
unrelated to
evidence of
student
learning.

Candidate
proposes
changes that
are focused
primarily on
improving
directions for
learning
tasks or task/
behavior
management.

Candidate
proposes
changes that
address
collective
learning
needs
related to the
central focus.
Makes
superficial
connections
to research/
theory.

Candidate
proposes
changes to
address
individual
and
collective
learning
needs related
to the central
focus. Makes
connections to
research/
theory.

Level 4 plus:
Candidate
justifies
changes
using
principles of
research and/
or theory.

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