CHARACTERISTICS OF READING INSTRUCTION

LESSON PLAN EVALUATION

The six characteristics of reading instruction are:
1. Assessment
2. Explicit/direct instruction
3. Opportunity to learn
4. Student attention to learning tasks
5. Teacher expectations
6. Classroom management
1.

2.
3.
4.
5.

6.

INSTRUCTIONS
Search for a lesson planfrom LearnNChttp://www.learnnc.org/?standardsfor a grade level you
wish to teach, are currently teaching, have taught, or have an interest in learning more about.
The lesson must come from one of the three areas of Reading Literature, Informational Text,
or Foundational Skills.
Read the lesson plan and imagine that you are going to teach the lesson based off of what
was presented. You cannot edit the lesson.
Review the criteria mentioned in the weekly podcast overview and from your book for each
of the six characteristics of reading.
Evaluate the lesson for each of the (6) characteristics of reading providing a score (x) of
using the rating scale provided based off of what you see or do not see explicitly stated in the
lesson plan.
In each area, thatyou provide your evaluation of their lesson (mark with an x), indicating
whether or not they are Developing, Proficient, Accomplished, Distinguished, Not
Demonstrated (explanations are provided below) you will make notes and include the
evidence as to why you provided them with the score ranking.
At the completion of this evaluation you will respond to the following questions.
I.
What was the easiest part of this assignment?
II.
What was the most difficult part of the assignment?
III.
What can you relate to for your own planning of instruction and lesson planning?
IV. Which characteristic did you feel the most comfortable with assessing? Why?
V. Which characteristic did you feel the least comfortable with assessing? Why?

Rating Scale Description

Developing: Teacher demonstrated adequate growth toward achieving standard(s) during
the period of performance, but did not demonstrate competence on standard(s) of
performance.
Proficient: Teacher demonstrated basic competence on standard(s) of performance.
Accomplished: Teacher exceeded basic competence on standard(s) of performance most
of the time.
Distinguished: Teacher consistently and significantly exceeded basic competence on
standard(s) of performance.
Not Demonstrated: Teacher did not demonstrate competence on or adequate growth
toward achieving standard(s) of performance.

Created for EDU 3410.OL1 by D. Barringer

Evaluations Standards are from NC Teaching Evaluation Process http://bit.ly/NCTeacherEval

CHARACTERISTICS OF READING INSTRUCTION

EVALUATION RUBRIC
Name: (Brittany Bascombe) MARTHA DOBSON AND MARGARET MONDS
Lesson Plan Title: An integrated lesson comparing the butterfly and frog life cycles
Lesson Plan URL: http://www.learnnc.org/lp/pages/2867
Characteristic

Developing

Proficient

Accomplished

Distinguished

Not
Demonstrate
d

Assessment
x
Notes/Evidence: The assessment is just only on the frogs life cycle. Yes, the students are
suppose to label the life cycle in order without any hints, but this lesson plan was to compare
the butterfly and frog life cycle, maybe they could use a Venn diagram, or a group oral
report, or something to see that the students understand the similarities or differences in the
butterfly and frogs life cycle.

Characteristic

Developing

Proficient

Accomplished

Distinguished

Not
Demonstrate
d

Explicit/Direct
x
Instruction
Notes/Evidence: The instructor uses different references to get the students thinking about the
nature of the frog and a butterfly. The first lesson had a story that allows students to learn that
there are many different animals that lay eggs. Frogs and butterflies are good examples,
because they are two different species of animals and they reproduce the same way. I like the
fact that she included ELL. They may need to learn some higher order vocabulary words so
that they can understand the lesson better. She has also integrated math in this lesson.

Characteristic

Developing

Proficient

Accomplished

Distinguished

Not
Demonstrate
d

Opportunity
x
to Learn
Notes/Evidence: The instructor ask many questions throughout the lesson plan for students
to answer. There is also a discussion on day two and day three about the Venn diagram, and
about how math can help with this topic.

Characteristic

Developing

Proficient

Accomplished

Distinguished

Not
Demonstrate
d

Created for EDU 3410.OL1 by D. Barringer

Evaluations Standards are from NC Teaching Evaluation Process http://bit.ly/NCTeacherEval

Student
attention to
x
learning tasks
Notes/Evidence: Not demonstrated, but I would say this lesson would most definitely be
involved and interested.

Characteristic

Developing

Proficient

Accomplished

Distinguished

Not
Demonstrate
d

Teacher
x
expectations
Notes/Evidence: The instructors activities and classroom discussions show that teacher
have a high expectation for students to learn. There is plenty of information provide and
chances for students to further their learning if they have questions. Even the ELL students
are included. If there is an activity that may be uncertain for ELL students, she gives us an
alternative of what they can do instead.

Characteristic

Developing

Proficient

Accomplished

Distinguished

Not
Demonstrate
d

Classroom
x
Management
Notes/Evidence: The instructor most definitely ensures conditions that are conductive to
student learning. This lesson plan has great activities that help students to reach the objective
of this lesson plan.

Created for EDU 3410.OL1 by D. Barringer

Evaluations Standards are from NC Teaching Evaluation Process http://bit.ly/NCTeacherEval

Short Response Reflection

Answer the questions below inside of the box for each question.
1. What was the easiest part of this assignment? The easiest part of this lesson plan was
finding it on the Learning NC website.
2. What was the most difficult part of the assignment? Its not really difficult, but rating the
lesson plan.
3. What can you relate to for your own planning of instruction and lesson planning? Using
Common Core and Essential Standards as a foundation of the lesson plan is one thing, but
when creating activities, I try to be very creative without going off topic. Students can
learn anything from different platforms, but if they do not understand the concept of why
you are teaching the lesson, it would be a waste of time. The objective and standard is the
goal and a guideline.
4. Which characteristic did you feel the most comfortable with assessing? Why? Students
attention, because it was not applicable. But if I were in the classroom while one of the
lessons were being taught, there would have been more to say.
5. Which characteristic did you feel the least comfortable with assessing? Why? Assessment,
because Im thinking it could have been more that what the teacher had. I know its only
2nd grade, but I would like for them to exercise their brain and give me a project or
something that they could explain.

Created for EDU 3410.OL1 by D. Barringer

Evaluations Standards are from NC Teaching Evaluation Process http://bit.ly/NCTeacherEval