Benchmark Assessment and Rubric

Please use the lesson plan template # 2 located in the book on page 298 SIOP® Lesson Plan Template 2
The log-in for the eBook

Benchmark Assessment and Rubric
Benchmark Assessment and Rubric

Making Content Comprehensible for English Learners The SIOP Model by;
California State University, Long Beach
California State University, Long Beach
Center for Applied Linguistics, Washington, DC
Academic Language Research & Training, Arlington, VA
Please use the bok as a reference in the paper.
Review the Arizona K-12 Academic Standards, located on the Arizona Department of Education website. Please include standards for the lesson plan. Only use Arizona academic standards, please.
The lesson plan should be targeted for 7th-grade science.
1. Create an instructional plan for ELL students in a targeted grade level 7th grade science(APTS 1.3).
2. Demonstrate an understanding of language diversity as it informs the instructional design and planning process. 7th-grade science(APTS 1.3)
3. Create learning experiences that connect subject area knowledge to real life situations. 7th-grade science (APTS 7.5)
Create a SIOP lesson plan for 7th-grade science that includes:
1. Identified content and language objectives
2. Relevant resources and materials
3. Three to five varied best-practice learning experience
Then write a 500-750 word rationale for the lesson, comparing and contrasting two major language acquisition theories used to inform the lesson and noting any influence the observation of your mentor teachers have had on your lesson. Then make a Venn-diagram that summarizes your main points. Speculate as to the success of your lesson plan based on these theories.

Benchmark Assessment and Rubric Writing Guidelines

Next, complete a 250-500 word practicum reflection for each classroom highlighting your observation and interviews. The observation is provided.
The first observation
The class that I observed was an ELL class at Monaco Middle School. The teacher’s name was Mrs. Hunsaker. This is a 6th-grade class. This student is
considered a level three. They can read and speak some English. The classroom was surrounded by student’s work on several bulletin boards. One of the boards was titled the Communication Board. The teacher displayed class rules, school maps, emergency exit information, and calendar of events, student standard attire, progressive discipline plan, and no bullying information. There were several posters displaying literacy such as the parts of speech, rules for effective writing, reasons why students should read, and many other posters. The students have a word wall that they continue to develop weekly. The classroom was full of resourceful information for the students to see at a glance. The teacher wrote the lesson plan for the day on the whiteboard along with the objectives. Listed was the kick-off for the day, the DOK question for the day, the objective for the day, the agenda for the day and the homework assignment.
The first 10 minutes of class the students were to read a passage and answer the questions related to the passage. The passage was titled Plant Food. The
teacher advised me that they do this reading daily for the first 10 minutes of the class period. She advised the students to use their reading strategies and
read the questions first so they are familiar with the questions then they can locate their answers when reading. She advised the students to be sure to
highlight their answers in the passage. The teacher advised that this assignment was to be done independently at this time.
Once the students were done she asked the students to pull out their color coded cards. There were four cards on a ring. Red, green, orange and blue. Each
color represented a letter. The teacher told the students that they were going to go over the answers from the passage and to raise their cards with the
correct answer after reading the question. She asked the students to read along while she was reading. Then on the count of three, they were to lift their
cards up with the correct color corresponding to the answer. Such as red for the letter A, green for the letter B and so on. As she read the questions she
reminded the students to use their test taking strategies to eliminate the answers that were obviously wrong. The teacher continued this for all the questions. When the students got off track and talking a lot she would say, “class gives me 5” and the students would raise their hand and stop talking and look at the teacher. This daily lesson was helping the students to be prepared for their CRT by improving their reading strategies.
The day before my observation the students had a guest speaker from the community. The speaker was part of the community PAYBAC. This is when a member of the community comes to the school to speak to the students. The key message to the students is to continue their education, set goals, and plan for the future.

Benchmark Assessment and Rubric

Students were instructed to put away their reading packet. The teacher explained today’s assignment. She first reminded the students of the guest speaker the day before. She asked the students questions about the guest speaker such as the topic of his discussion. The teacher had the directions on the board regarding today’s assignment. The students were to write a three paragraph essay about their long term goals. She stated in the directions that the goals should be long-term such as going to college to get a degree and later getting a job in the area of your degree. She advised the students to use as many
details and explain how you are going to accomplish this goal. The teacher explained that this type of writing was expository. She reviewed what a expository paper should have in it. She then asked the students to raise their hand if they could tell what it should include. She called on a few students and they
were able to give an example. The teacher had a student to pass out books to all students. Told students to turn to page 318. There was an example essay of an expository essay. The teacher asked the students to read aloud with her. They all read the essay. The title of the essay was My Goals. She told the students to type this essay in their Alpha Smarts as an example of what their paper should look like. The students went to the cart and got their Alpha smart and start typing. She told them when they completed the sample essay to space 2 times and start their own essay on their long term goals in life. The students quietly worked on this assignment independently until the class period was over. The teacher advised the students that once they completed this assignment they would mail these letters to the presenter from the PAYBACK program.
I interviewed the teacher of this class and this is what she had to say.
ELL students need a lot of visual aids. They have to see what they are suppose to do. They need an example to look at. This makes it easier for them to
understand. This also helps them to use correct punctuation and proper indention of the paragraphs. Mrs. Hunsaker also stated that the general education
teachers should use this strategy in their classrooms for ELL students.
The second observation class was Mrs. Viar’s 7th grade science class.
There were 7 ELL students in this class period.
Today’s lesson was an introduction to fossils/ Evaluating Resources/ Anatomy of the Great Unconformity.
The teacher advised the students that they will be working on a project designing mobile interpretive materials for the Great Unconformity. She explained
that the final product must be both accessible and entertaining. She asked the students what the word accessible meant? A few students replied. She then gave examples of what the word meant. She asked the students what entertaining meant. A few students responded and she then explained the term along with an example. She also highlighted the words as they were displayed on the elmo for all students to see.
The daily review was were fossils have been found. The teacher gave several example of how fossils are found.
The daily objective for this assignment was for the students to explain that fossils form from living things. How fossils form in sedimentary rock. Students were to explore the different kinds of rocks that were found at the Great Unconformity. Students will evaluate sources of scientific information for
accessibility and entertainment. The student will work collaboratively during investigations.
The teacher explained to the students that they will be using strategies that can help them unlock texts so that they can become experts on anything. The
students were to review the passage regarding the Great Unconformity. The teacher and students agreed on text annotation as they read the passage. They were to put a question mark by things they did not know or want to know. Underline words that were unfamiliar. Place a star by things that surprised you. Copy the terms that you do not know into your notebook. Put a check mark over the things that they know. The class read this passage together making their annotations. The teacher then showed the students on the overhead how they were going to use the computers to access information on line. Students worked in groups of 3-4 on the computers. There assignment was to create a mobile website that is entertaining and accessible to those in the community. They were to choose 2 different resources available to explore. Create a list of features they could use in their mobile app for the Great Unconformity. They were to examine an example website of the Great Unconformity to get ideas. The last few minutes of class the teacher advised students they will continue where they left off on tomorrow. This was a two day project.
Interview with Mrs.Viar regarding how she accommodates ELL students in her class.
The first thing I do for our ELL students who have very limited proficiency is buddy them up with at least one bilingual student who can help translate
lectures and directions. I provide these students with copies of written materials in Spanish and allow them to take the exam in Spanish.
I also try to provide choice in how students demonstrate mastery of concepts. For instance, on the last exam students could choose to respond about an article we read as a bulleted list, in paragraph form as a letter to a friend or relative (in English, Spanish, or some of each), or as a comic strip
utilizing pictures and words.
When possible, we use Total Physical Response to include all learners. The teacher models physical actions that correspond to vocabulary or concepts and students repeat the motion. For example, we use hand motions to illustrate the three kinds of plate boundaries.
Finally, we create visuals to accompany all of our vocab words. These icons provide a link between the term and the meaning that is not language specific.
What method and techniques should be utilized when teaching English language learners?
Teachers should work to include visuals, movement, and realia into their lessons to allow ELL students access to the content. Opportunities for students to
engage in discussions with their peers should also be provided. ELL students may feel more comfortable discussing their ideas in small groups, rather than in
front of the entire class. These opportunities allow students to practice speaking in English in a safe environment and may build their confidence so they
can eventually feel comfortable sharing full group
Please summarize the two lessons observed along with the interview. Please follow the directions for the benchmark. Thank you
Resource 1: ESL 223N SEI English Language Teaching:
Foundations and Methodologies
Benchmark Assessment and Rubric
Targeted Essential Learning
Effective instructional design and planning related to language learning must be based on the standards, the learners, and research-based strategies and
practices. An effective ELL teacher has an in-depth knowledge of best practices, research-based methodologies for teaching English language learners. (APTS
1, 7; INTASC 1, 3, 7)

Benchmark Assessment and Rubric and the Assessment Tool Selected

1) SIOP Lesson Plan
2) Rationale Essay
Specific Performance/Task(s)
• Create an instructional plan for ELL students in a targeted grade level. (APTS 1.3)
• Demonstrate an understanding of language diversity as it informs the instructional design and planning process. (APTS 1.3)
• Create learning experiences that connect subject area knowledge to real life situations. (APTS 7.5)
Relevancy of Task to Teacher Candidate
By designing a SIOP lesson plan that focuses on all components of SIOP, teacher candidates will be able to teach content and language objectives to second
language learners in their classrooms.
Assessment: Student Prompts/Teacher Directions
1) Individual: Lesson Planning with SIOP: A Theoretical Base (Benchmark Assessment)
a) General Practicum Information:
i) Students’ practicum experiences should follow the practicum experience requirements, including the diversity and hour requirements for this course on the Practicum Placement Form.
ii) Students should fill out the Practicum Placement Form and Observation Record. Complete the form with the names of the schools and grade levels where the observations took place and document the hours spent in the classroom. Submit the form to the course instructor along with your benchmark assessment.
iii) Spend 5 hours each in two classrooms that service ELL students (10 hours total). Let each of your mentors know that you are observing lesson planning and implementation using the SIOP model. Throughout the practicum experience, observe and interview your mentors (2 total). Complete a 250-500-word practicum reflection (due in Module 6 with the benchmark assessment) for each classroom highlighting your observations and interviews. The two observations must be in different grade levels and one placement must be in a Title 1 school.
b) Benchmark Assessment
i) Create a SIOP lesson plan for a content area and/or grade level that includes:
(1) Identified content and language objectives.
(2) Relevant resources and materials.
(3) Three to five varied best-practice learning experiences.
(4) APA format is not required, but solid writing skill in APA style is expected.
ii) Write a 500-750-word rationale for the lesson, comparing and contrasting two major language acquisition theories used to inform the lesson and noting any influence the observations of your mentor teachers may have had on your lesson. You may add a Venn-diagram that summarizes your main points. Speculate as to the success of your lesson plan based on these theories.
(1) Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.
iii) Submit your assignment with a title page, along with the two Practicum Reflections, to the instructor in ANGEL by the end of Module 6.
Scoring Tool/Guide (Rubric)
Lesson Planning With SIOP: A Theoretical Base
Criteria 1: Unsatisfactory 2: Less Than Satisfactory 3: Satisfactory 4: Good 5: Excellent
Content 95%

Benchmark Assessment and Rubric Standards

No standards are mentioned in the lesson. Lesson is not aligned to standards. Standards are inconsistently alluded to in lesson. Lesson is minimally aligned to standards. Too many or too few standards are included. (Lesson may name many standards instead of focusing on important, key standards; alternately, the lesson may not name relevant key standards). Some relevant standards are referenced. Some key standards are identified. Lesson
is mostly influenced by standards. Relevant standards are referenced. Most key standards are identified. Lesson is clearly aligned to standards. Key
applicable standards are thoroughly referenced. Lesson is guided by and aligned to standards.
Content and Language Objectives Content and language objectives are missing. Content vocabulary is not addressed. Missing either content or language
objectives. Content and language objectives do not provide a clear sense of what students will know and be able to do as a result of the lesson. Objectives
are unclear or are unrelated to standards. Incomplete reference to vocabulary instruction. Both language and content objectives are present, and most are aligned to standards. Stated language objectives provide a minimal sense of what students will be able to do as a result of the lesson. Adequate attention is provided to content vocabulary instruction. Most objectives provide a path to what students will know and be able to do as a result of the lesson. Multiple strategies for addressing content vocabulary instruction are evident. All objectives are aligned to standards. Extensive, well-planned focus on teaching and reviewing content vocabulary before, during, and after the lesson.
Learning Experiences Activities are absent or unrelated to objectives. No differentiation of instruction is mentioned. Many activities are extraneous and irrelevant. Limited or unsuccessful attempt is made to individualize activities for learning styles or strengths.
Activities relate to objectives, though some are extraneous. Activities are mostly accessible to students with different learning styles and strengths.
Lesson plan includes differentiated instruction, limited to either gifted students, English language learners, or students with special needs. Activities
provide a logical path to meeting objectives. Activities are accessible to students of more than one learning style or strength.
Lesson includes varied differentiated instruction for gifted students, English language learners, and students with special needs. Students of many learning styles and strengths can benefit from activities.
Lesson clearly offers appropriate, creative, and well-integrated challenges for students of all levels, including gifted students, English language learners,
and students with special needs.
Materials and Resources
Materials and resources needed for this lesson are not included in the plan. Materials and resources needed for this lesson are included, but
seem limited or incomplete. A list of materials and resources needed for this lesson are included. A detailed list of materials and resources needed
for this lesson are included in the plan. Methodical notes about assembling materials, contacting outside guests, or locating additional resources are also
Organization 5%

Mechanics of Writing Benchmark Assessment and Rubric

(includes spelling, punctuation, grammar)
Surface errors are pervasive enough
that they impede communication of meaning.
Frequent and repetitive mechanical errors distract the reader.
Some mechanical errors or typos are present, but are not overly distracting to the reader.
Prose is largely free of mechanical errors, although a few may be present.
Writer is clearly in control of standard, written American English.
Language Use and Audience Awareness (includes sentence construction, word choice, etc)
Inappropriate word choice and/or sentence construction, lack of variety in language use. Writer appears to be unaware of the audience.
There are some distracting and/or inconsistencies in language choice (register), sentence structure, and/or word choice. The writer exhibits some lack of
control in using figures of speech appropriately.
Sentence structure is correct and occasionally varies. Language is appropriate to the targeted audience
for the most part.
The writer is clearly aware of the audience; uses a variety of sentence structures and appropriate vocabulary for the target audience; uses figures of speech to communicate clearly.
The writer uses a variety of sentence constructions, figures of speech, and word choice in unique and creative ways that are appropriate to purpose,
discipline, and scope.
Essay Structure, Paragraph Development,
and Transitions
Paragraphs and transitions consistently lack unity and coherence; no apparent connections between paragraphs. Transitions are inappropriate to purpose and scope. Organization is disjointed.
Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness.
Some degree of organization is evident.
Paragraphs are generally competent, but ideas may show some inconsistency in the organization and/or in their relationships to each other.
A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding
remarks are used as appropriate to purpose, discipline, and scope.
There is a sophisticated construction of
the essay. Ideas universally progress and relate to each other. The writer has been careful to use paragraph and transition construction to
guide the reader.

Benchmark Assessment and Rubric GCU Format and Style Requirements

No references page and no citations are included. References page is present, but citations are inconsistently used. References page is included. Sources are appropriately documented, although some errors may be present. References page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. In-text citations and a references page are complete. The documentation of cited sources is free of errors.

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