Montclair State University Tailoring Planning for Literacy Instruction to the Needs of an English Language Learner ELL READ 399 Scoring Rubric Criteria Does not meet expectations Meets expectations Exceeds expectations 1 Interpreting and reporting on an ELLs learning and development Standards for Initial Teacher Programs 2 3b 7 12a 12c Advanced Program Standards 3 4 5a 5b 7a NCATE SPA Standards 3 3 1 2 The candidate s explanation shows limited or inaccurate knowledge of language and literacy development in ELLs The candidate s initial description of the child ignores strengths and or inaccurately identifies literacy related learning needs The description may provide little detail lack clarity include inaccuracies or carries an implied criticism of ELL students linguistic differences 3 4 The candidate uses knowledge of language and literacy development and ELLs to describe what is known or can be deduced about the target student based upon the case study information provided The target student s level of English acquisition is identified The child s oral reading and question responses are used to identify literacy related strengths and needs The description is accurate relevant and respectful of linguistic differences though may need more clarity and or details Candidate s analysis of key issues in ELL literacy demonstrates satisfactory understanding of the cognitive linguistic cultural social emotional and instructional factors that may influence ELL students literacy learning The analysis is specific to the strengths and needs of the target child While logical the analysis may need more clarity detail or reflect minor misinterpretations of theory Candidate s analysis demonstrates satisfactory understanding of the challenges of the given text including linguistic demands prior knowledge and experiences that would support comprehension and the literacy skills required for the ELL student to succeed within the current structure of the assigned literacy tasks The student s errors are viewed as learning opportunities Analysis may require more thoroughness 5 The candidate uses knowledge of language and literacy development and ELLs to describe what is known or can be deduced about the target student given the case study information provided The target child s level of English acquisition is identified The child s oral reading and question responses are used to identify a range of literacy related strengths and needs The description is consistently clear accurate relevant detailed and respectful of linguistic differences Candidate s analysis of key issues in ELL literacy demonstrates deep understanding of the cognitive linguistic cultural socialemotional and instructional factors that may influence ELL students literacy learning The analysis is thorough clear theoretically grounded and specific to the strengths and needs of the target child 2 Understanding key issues in ELL literacy development and instruction Standards for Initial Teacher Programs 1a 2 3b 3d 4 12b Advanced Program Standards 3 4 5a 7 NCATE SPA Standard 1 3 Candidate s analysis of key issues in ELL literacy demonstrates limited understanding of the cognitive linguistic cultural socialemotional and instructional factors that may influence ELL students literacy learning The analysis is not specific to the strengths and needs of the target child The analysis may be lacking in logic clarity detail or reflect major misinterpretations of theory 3 Understanding task demands embedded in literacy activities for an ELL student Initial Teacher Program Standards 1a 3d 3f 12d Advanced Program Standards 1 4 NCATE SPA Standard 1 3 Candidate s analysis demonstrates limited understanding of the challenges of the given text including linguistic demands prior knowledge and experiences that would support comprehension and the literacy skills required for the ELL student to succeed within the current structure of the literacy tasks Analysis may be incomplete lack logic clarity and or details or major inaccuracies may be evident Candidate s analysis demonstrates deep thorough and accurate understanding of the challenges of a given text for the ELL student including linguistic demands e g vocabulary syntax discourse structures prior knowledge and experiences that would support comprehension and the skills required to for the ELL student to succeed within the current structure of the assigned literacy tasks The student s errors are viewed 4 Modifying learning activities to make them appropriate for an ELL student Initial Teacher Program Standards 1b 3d 3f 4 Advanced Program Standard 4 5 NCATE SPA Standards 2 2 Candidate presents an inadequate modified instructional plan for the ELL student The modifications may be inconsistent with the candidate s analysis of text demands and the target students needs An explanation of how the adapted plan is appropriate for the target student is provided only partially or not at all or is absent of logic and or theoretical clarity 5 Using learning materials appropriate to the needs of an ELL student Initial Teacher Program Standards 1b 3f Advanced Program Standard 4 NCATE SPA Standard 2 3 The candidate s modified instruction plan for the ELL student includes only limited or superficial use of supplemental materials or the selected materials do not adequately address linguistic and or cultural differences or the literacy learning needs of the ELL student clarity and or details or minor inaccuracies may be evident as learning opportunities Candidate presents a satisfactory modified instructional plan for the ELL student that includes use of both the original text and a range of supplemental materials The modifications are largely consistent with the candidate s analysis of the text demands and key issues in ELL literacy learning for the target student An explanation of how the adapted plan is appropriate for the target student is provided though more theoretical clarity and or details may be needed Candidate s modified instructional plan for the ELL student includes use of both the original text and some supplemental materials that meet the student s literacy learning needs The selected curriculum materials address linguistic and or cultural differences though the rationale for their use may require further clarification Candidate presents a clear and coherent modified instructional plan for the ELL student that includes use of both the original text and a range of supplemental materials The modifications are