EC-6 Generalist Course

Practicum Three Rubric 0 1 2 3 Assessment of student writing sample using Writing Rubric is complete.

• Student writing sample is not scored using the rubric provided.

• Some of the traits are scored (3 or less) but the scores are incorrect based on the student writing sample.

• Students writing sample is not scored for all the six traits (one or two of the traits are not scored).

AND/OR • The scores are not supported

with examples from the student’s writing.

• Student writing sample number is not written on paper.

• Sample is scored for all six traits.

• Student writing sample number is clearly marked on the paper.

• Student examples provided to support the score given.

Analysis of writing focus is complete with student’s strengths and weakness fully explained.

• Analysis is not included.

• Analysis is attempted but not aligned to the student’s areas of weakness based on the scores from the writing rubric.

• Analysis is provided but either the strength or weakness is missing.

• The instructional focus is aligned to student’s weakness as indicated by scores from the writing rubric.

• A complete analysis is provided indicating student’s strengths and weakness.

• Instructional focus is aligned to student’s weakness as indicated by the scores for traits of writing.

Lesson Plan: 1. Student writing sample is clearly

written on lesson plan. 2. Lesson resource list is complete. 3. Clear mini-lesson (I DO part should be

completed in 10 minutes or less) with: a. Mentor text example

included and explained completely.

b. Teacher modeling and think aloud written out.

c. Application of writing mini- lesson to student’s independent writing and not working on worksheets.

• Student writing sample number is not written on lesson plan.

• Lesson resources are not included.

• Mini-lesson does not align with the student’s writing weakness.

• Mini-lesson does not use mentor text 0R mentor text is used inappropriately.

• Lesson is not complete.

• Student writing sample number is written on lesson plan.

• Mini-lesson needs major reworking to make it fit the student’s area of weakness AND/OR

• Lesson is not a mini-lesson (would take more than 10 minutes to complete the “I DO” part of the lesson.)

• Student writing sample number is written on the lesson plan.

• Mini-lesson is complete and aligned to student’s area of weakness for the most part but may need some adjustments. For instance:

o Lesson resources list is missing.

o Mentor text use needs to be rethought.

• Student writing sample number is written on the lesson plan.

• Lesson resources are completely listed.

• Mini-lesson is complete with appropriate use of a mentor text AND teacher modeling and think aloud written out.

• Application of the mini- lesson is using student’s independent writing and not a worksheet.

Total 3 or less 4 5 6 7 8 9

Grade 65F 70D 75D 80B 85B 90A 100A