Mini Pact

Mini-PACT:
Context for Learning, Planning, Instruction

Complete each task and its accompanying commentary.
Context for Learning Provide the following information about the course you are teaching:
Type of school, class
Name of course, grade level(s)
Number of students
Number of students that are: ___ English Learners, ___ Redesignated Fluent English, English Only ___
For English Learners, how many at each CELDT level?
How many students have IEPs or 504s?
What textbook does the class use?
What other materials or equipment are used for instruction?

Commentary.
1. Academic Performance. Describe students prior knowledge and key skills related to the lesson you will teach.
Describe students developmental levels. Describe any learning strengths and special needs.
2. Language Development. Describe the oral and written English language proficiency of your students as it relates
to the lesson you will teach. Describe the range in vocabulary and levels of complexity of language use within the
entire class. Describe English Learner proficiency in terms of what student can and cannot yet do in relation to the
language demands of the lesson you will teach.
3. Social Development. Describe students abilities and experience in expressing themselves in constructive ways,
negotiating and solving problems, and getting along with others.
4. Family and Community Contexts. Describe key factors from your students cultural context, knowledge acquired
outside of school, socio-economic background, access to technology, and home/community resources as they relate to
the lesson you will teach.
5. Describe any school or lead teacher requirements or expectations that might impact your planning or lesson
delivery, such as required curricula, pacing, use of specific instructional strategies or standardized tests.
Planning Instruction
1. Create a lesson plan for the lesson you will record. Your lesson plan must include at least:
& Assessment
Content Standards (list the complete text of the relevant parts of each standard)
ELD Standards (if applicable)
Content Objective and Language Objective
Formal and Informal Assessments (what evidence will you collect of the lessons effectiveness?). Be sure
to include an assessment that you can quantify.
Instructional Strategies and Learning Tasks (what you and students will be doing)
Resources and Materials

2. Commentary. Write a 1-2 page commentary that addresses the following prompts:
What is the central focus of the lesson? Why is this content important for your students to learn (apart
from being part of the curriculum, or in the standards or on the assessment)?
How does your lesson plan use what you know about students experiential backgrounds, interests, and
prior learning to help students reach your lesson objectives?
Explain why you made these specific choices of assessments and instructional strategies. Why do you
expect these strategies and assessments to be effective with these students? How do these assessments
provide students with the opportunity to show what they learned?
How does your lesson plan use what you know about students academic, social, and language
development to help them be successful in your lesson? Where do you provide students with the
opportunity to listen, talk, read, and write about the central focus of your lesson?
How does your lesson plan scaffold, or provide supports, for students to be successful in the lesson, in
terms of both content and language?
Instruction
1. Record yourself teaching. For this task, select a 10-minute, unedited segment that shows you either delivering
instruction, interacting with students or both. Submit the video clip with your task.
2. Commentary. Write a 1-2 page commentary that addresses the following prompts:
Please provide any information needed to interpret the events and interactions in the video clip (e.g.,
describe where the clip is in the lesson, tell what an inaudible student says, etc.).
In the instruction seen in the clip, how did offer students opportunities to develop and/or apply specific
content skills and strategies? How did those strategies reflect attention to what you know about these
particular students?
How did you provide opportunities for students to engage in thinking?
What did you do to help students use their language or content knowledge and skills?
What scaffolds did you provide for students to meet the language demands of the lesson?
What scaffolds did you provide to help students engage in the core content (central focus)?
***Upload the completed tasks for the Mini-PACT to TaskStream by the due date indicated by your instructor.
***No late work accepted.
***You must pass the Mini-PACT in order to pass the course.
Mini-PACT http://www.taskstream.com/Context for Learning 453

Does Not Meet Standard
Novice
Academic
Academic development
Performance
lacks detail and insufficient
commentary is detail rich
indications that will
and contains a few (1 to 2)
influence your students'
abilities in learning the
content.
content.
Language
Development
Social Development
Family and
community contexts
Language development
commentary is contains
some of the following:
* Attention to all levels of
previously reported CELDT
scores
*Describes each level score
the skills and language
demands the students will
need to complete the
assignment and to
participate in all classroom
work, class activities, and
homework.
what the students may
struggle with to complete
the assignment and to
participate in the classroom
activities.
Social development
commentary is lacking
details that will enable the
reader to understand the
social development of the
classroom
commentary is contains
most of the following:
scores
assignment and to
homework.
activities.
Social development
commentary contains a few
(2 to 3) indications that will
content (e.g., expressing
themselves in constructive
ways, negotiating and
solving problems, ability to
get along with others,
ability/desire to participate
in class discussions, etc.)
Family and community

contexts lack key factors
that affect students' ability
to participate in classroom
activites, complete class
assignments, or complete
homework (e.g., cultural
knowledge, socio-economic
background, access to
technology,
home/community
resources.)

contexts contains a few (2 to
3) key factors that affect
students' ability to
participate in classroom
technology,
home/community
resources.)
Adequate
and contains several (2 to 3)
content.
and contains the following:
scores
assignment and to
homework.
activities.
Social development
and contains a few (2 to 3)
contexts commentary is
detail rich and contains a
few (2 to 3) key factors that
affect students' ability to
participate in classroom
technology,
home/community
resources.)
Proficient
and contains several (4 or
more) indications that will
content (gaps in knowledge,
experience, and prior
learning)
and contains the following:
scores
*Describes in detail for each
level score the skills and
language demands the
students will need to
complete the assignment
and to participate in all
classroom work, class
activities, and homework.
*Describes in detail for each
level score what the
students may struggle with
to complete the assignment
and to participate in the
classroom activities.
Social development
and contains several (4 or
more) indications that will
contexts commentary is
detail rich and contains
several (4 or more) key
factors that affect students'
ability to participate in
classroom activites,
complete class assignments,
or complete homework
(e.g., cultural knowledge,
socio-economic background,
access to technology,
home/community
resources.)
http://www.taskstream.comMini-PACT Planning Rubric 453

Novice
Adequate
Proficient
ESTABLISHING A BALANCED
INSTRUCTIONAL FOCUS
EL1: How do the plans
support student learning of
skills and strategies to
comprehend and/or
compose text? (TPEs 1,4,9)
The standards, learning The standards, learning

objectives, learning tasks, objectives, learning tasks,
and assessments either
and assessments have an
have no central literacy
overall literacy focus that is
focus or a one-dimensional primarily one-dimensional
literacy focus (e.g., solely on (e.g.,
facts/conventions/skills or facts/conventions/skills or
strategies for
strategies for
comprehending or
comprehending or
composing text, but not
composing text).
both).

OR
The focus includes vague
The literacy focus is on
connections between facts,
applications in another
conventions, skills, and
content area, but the plans strategies for interpreting
do little to continue to
or conveying meaning in
develop students abilities literacy.
to comprehend and/or
compose text.
Learning tasks or the set

of assessment tasks focus
on multiple dimensions of
literacy learning through
clear connections among
facts/conventions/skills,
and strategies for
comprehending and/or
composing text.

A progression of learning
tasks and assessments is
planned to build
understanding of the
central literacy focus of the
learning segment.
Both learning tasks and

the set of assessment
tasks focus on multiple
dimensions of literacy
learning through clear
connections among
facts/conventions/skills,
and strategies for
comprehending and/or
composing text.

A progression of
learning tasks and
assessments guides
students to build deep
understandings of the
central literacy focus of
the learning segment.
PLANNING MAKING
CONTENT ACCESSIBLE

EL2: How do the plans
make the curriculum
accessible to the students
in the class? (TPEs
1,4,5,6,7,8,9)
Plans refer to students

experiential backgrounds ,
interests, or prior learning
that have little or no
relationship to the learning
segments literacy
standards/objectives.
OR

There are significant
content inaccuracies in
plans that will lead to
student misunderstandings.
Plans draw on students

experiential backgrounds,
interests, or prior learning
to help students reach the
learning segments literacy

Plans for the
implementation of learning
tasks include support to
help students who often
struggle with the content.
Plans draw on students

prior learning as well as
experiential backgrounds or
interests to help students
reach the learning
segments literacy

Plans for implementation
of learning tasks include
scaffolding or other
structured forms of support
to provide access to grade-
level literacy
All components of Level 3

plus:

Plans include well-
integrated instructional
strategies that are tailored
to address a variety of
specific student learning
needs.
PLANNING DESIGNING
There are limited
ASSESSMENTS
opportunities provided for

students to learn what is
EL3: What opportunities do measured by one or more
students have to
assessments.
demonstrate their
OR
understanding of the

standards/objectives? (TPEs There is a significant
2,3)
mismatch between one or
more assessment
instruments or methods
and the literacy
standards/objectives being
assessed.
Opportunities are
provided for students to
learn what is assessed.

It is not clear that the
assessment of one or more
literacy
standards/objectives go
beyond surface-level
understandings.
Opportunities are
provided for students to
learn what is assessed.

The assessments allow
students to show some
depth of understanding or
skill with respect to the
literacy

The assessments of
literacy access both
productive
(speaking/writing) and
receptive
(listening/reading)
modalities to monitor
student understanding.

plus:

Assessments are
modified, adapted, and/or
designed to allow students
with special needs
opportunities to
demonstrate
understandings and skills
relative to the literacy
ACADEMIC LANGUAGE
UNDERSTANDING
LANGUAGE DEMANDS

EL11: How does the
The candidate identifies

what students at different
levels of language
development are ABLE to
do as well as what they may
The candidate discusses

students strengths and
challenges in meeting
language demands in
different modalities in
The candidate discusses

students strengths and
challenges in meeting
language demands in
different modalities in

few demands related to the
four language modalities
(speaking, listening,
reading, writing) and the
Novice
Adequate
Proficient
candidate describe student

language development in
relation to the language
demands of the learning
tasks and assessments?
(TPEs 1,4,7,8)
discussion is limited to what

students CANNOT do.

some of the key oral and
written text types in the
learning segment, but does
not describe the features of
the text types.

The candidate lists key
terms associated with a
topic without identifying
other vocabulary demands
related to the linguistic or
educational experiences of
students.
struggle to do to meet the

language demands in
different modalities
(speaking, listening,
reading, and writing).

key oral and written text
types and describes
organizational, stylistic,
and/or grammatical
features of each.

The candidate goes
beyond listing key terms
associated with a topic by
identifying words and
phrases that students from
different backgrounds may
find challenging
relation to their different

linguistic backgrounds
and/or prior educational
experience.

The candidate links
and/or grammatical
features of the text types to
disciplinary and/or cultural
norms and expectations.

The candidate goes
associated with a topic by
find challenging, and
articulates the importance
of these terms for specific
learning or assessment
tasks.
relation to their different

linguistic backgrounds
and/or prior educational
experiences, representing
the full range of students in
the class.

The candidate links
and/or grammatical
features of the text types to
disciplinary and/or cultural
norms and expectations,
and identifies the learning
opportunities offered by
the texts.

The candidate goes
associated with a topic in
find challenging, and
articulates the importance
of these terms for specific
learning or assessment
tasks.
ACADEMIC LANGUAGE
SUPPORTING ACADEMIC
LANGUAGE DEVELOPMENT

EL12: How do the
candidates planning,
instruction, and assessment
support academic language
development? (TPEs
1,4,7,8)
The candidate gives little

or sporadic support to
students to meet the
language demands of the
learning tasks.
OR

Language and/or content
is oversimplified to the
point of limiting student
access to the core content
of the curriculum.
The candidate uses

scaffolding or other support
to address identified gaps
between students current
language abilities and the
learning tasks and
assessments.

These supports provide
immediate access to core
content without providing
opportunities for students
to develop further language
proficiency.
The candidates use of

scaffolding or other support scaffolding or other support
provides access to core
content while also providing content while also
explicit models,
providing explicit models,
opportunities for practice, opportunities for practice,
and feedback for students and feedback for students
to develop further language to develop further language
proficiency related to the proficiency related to the
tasks and assessments.

The candidate articulates Candidate articulates why
why the instructional
the instructional strategies
strategies chosen are likely chosen are likely to support
to support specific aspects specific aspects of students
of students language
language development and
development.
projects ways in which the
scaffolds can be removed
as proficiency increases.
http://www.taskstream.comMini-PACT Instruction Rubric 453

Novice
Adequate
Proficient
INSTRUCTION ENGAGING
STUDENTS IN LEARNING

EL4: How does the
candidate actively engage
students in their own
understanding of skills and
strategies to comprehend
and/or compose text? (TPEs
1,5,11)
Students have limited

opportunities in the clip(s)
to engage with content in
ways likely to improve their
literacy skills and strategies.
OR

The clip(s) do not focus on
specific literacy skills and
strategies to comprehend
and/or compose text.
OR

Classroom management is
problematic and student
behavior interferes with
learning.
Strategies for intellectual

engagement seen in the
clip(s) offer opportunities
for students to develop
and/or apply specific
literacy skills and strategies
to comprehend and/or
compose text.

clip(s) offer structured
to actively develop and/or
apply specific literacy skills
and strategies to
comprehend and/or
compose text.

These strategies reflect
attention to student
characteristics, learning
needs, and/or language
needs.

clip(s) offer structured
to actively develop and/or
apply specific literacy skills
and strategies.

These strategies are
explicit, and clearly reflect
attention to students with
diverse characteristics,
learning needs, and/or
language needs.
INSTRUCTION MONITORING The candidate primarily

STUDENT LEARNING
monitors student
DURING INSTRUCTION
understanding of literacy by

asking surface-level
EL5:How does the
questions and evaluating
candidate monitor student student responses as
learning during instruction correct or incorrect.
and respond to student

questions, comments, and Candidate responses are
needs? (TPEs 2,5)
not likely to promote
student thinking.
OR

Materials or candidate
responses include
significant inaccuracies in
literacy content that will
lead to student
misunderstandings.
The candidate monitors

student understanding of
literacy by eliciting student
responses that require
thinking.

Candidate responses
represent reasonable
attempts to improve
student use of literacy skills
and strategies.
The candidate monitors

student understanding of
literacy by eliciting student
responses that require
thinking.

Candidate responses build
on student input to guide
improvement of students
use of literacy skills or
strategies

plus:

The candidate elicits
explanations of student
thinking, and uses these
explanations to further the
understanding of all
students.
ACADEMIC LANGUAGE
SUPPORTING ACADEMIC
LANGUAGE DEVELOPMENT

EL12: How do the
candidates planning,
instruction, and assessment
support academic language
development? (TPEs
1,4,7,8)
The candidate uses

to address identified gaps
between students current
language abilities and the
learning tasks and
assessments.

These supports provide
immediate access to core
content without providing
proficiency.

content while also providing
explicit models,
opportunities for practice,
and feedback for students
proficiency related to the

The candidate articulates
why the instructional
strategies chosen are likely
to support specific aspects
of students language
development.

content while also providing
explicit models,
opportunities for practice,
and feedback for students
proficiency related to the

Candidate articulates why
the instructional strategies
chosen are likely to support
specific aspects of students
language development and
projects ways in which the
scaffolds can be removed as
proficiency increases.
The candidate gives little

or sporadic support to
students to meet the
learning tasks.
OR

Language and/or content
is oversimplified to the
point of limiting student
access to the core content
of the curriculum.

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Mini-PACT:

Context for Learning, Planning, Instruction

Type of school, class

Name of course, grade level(s)

For English Learners, how many at each CELDT level?

How many students have IEPs or 504s?

What textbook does the class use?

What other materials or equipment are used for instruction?

ELD Standards (if applicable)

Content Objective and Language Objective

Resources and Materials

How did you provide opportunities for students to engage in thinking?

Mini-PACT http://www.taskstream.com/Context for Learning 453

Family and community

Family and community

http://www.taskstream.comMini-PACT Planning Rubric 453

Does Not Meet Standard

The standards, learning The standards, learning

Learning tasks or the set

Both learning tasks and

Plans refer to students

Plans draw on students

Plans draw on students

All components of Level 3

All components of Level 3

The candidate identifies

The candidate discusses

The candidate discusses

The candidate identifies

Does Not Meet Standard

candidate describe student

discussion is limited to what

struggle to do to meet the

relation to their different

relation to their different

The candidate gives little

The candidate uses

The candidates use of

http://www.taskstream.comMini-PACT Instruction Rubric 453

Does Not Meet Standard

Students have limited

Strategies for intellectual

Strategies for intellectual

Strategies for intellectual

INSTRUCTION MONITORING The candidate primarily

The candidate monitors

The candidate monitors

All components of Level 3

The candidate uses

The candidates use of

The candidates use of

The candidate gives little

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