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 plan from LearnNC http://www.learnnc.org/?standards for 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, that you 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: Eva Indiana Christoffel
Lesson Plan Title: Lets Become Chefs!
Lesson Plan URL: http://www.learnnc.org/lp/pages/3071
Characteristic

Developing

Proficient

Accomplished

Distinguished

Not
Demonstrate
d

Assessment
X
Notes/Evidence: This assessment is strong because it covers a diverse range of material. The
assessment not only covers all key parts of a recipe but also each question is worded
differently to ensure knowledge and comprehension rather than memorization.

Characteristic

Developing

Proficient

Accomplished

Distinguished

Not
Demonstrated

Explicit/Direct
X
Instruction
Notes/Evidence: This lesson plan does a great job of guiding students but allowing them to
discover recipe terms on their own. Students are given a couple of examples which are later
tested with the assessment.

Characteristic

Developing

Proficient

Accomplished

Distinguished

Not
Demonstrate
d

Opportunity
X
to Learn
Notes/Evidence: I loved the idea of dividing students into groups and having each group find
and define specific measurements and commonly used recipe terms. Having students share
with their classmates and present the words they have found is a great way to cover a wide
range of terms.

Characteristic

Developing

Proficient

Accomplished

Distinguished

Not
Demonstrated

Student
attention to
X
learning tasks
Notes/Evidence: When teaching this lesson the teacher may need to guide or engage students
to ensure the full attention of every student. Because all students learn in various ways and
have different interests we cannot assume every student will be interested and attentive during
this lesson. This could affect group participation and attentive presentations.

Created for EDU 3410.OL1 by D. Barringer

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

Characteristic

Developing

Proficient

Accomplished

Distinguished

Not
Demonstrated

Teacher
X
expectations
Notes/Evidence: expectations for each student are equal; however students who may have a
harder time identifying recipe terms or phrases can be put in groups who are identifying easier
words. For example, identifying wet or dry ingredients may be easier than identifying tietogether words. No matter the group every students is expected to participate, share what they
learned, and learn from others presentation.
Characteristic

Developing

Proficient

Accomplished

Distinguished

Not
Demonstrate
d

Classroom
X
Management
Notes/Evidence: Classroom management will be very important throughout this entire lesson
plan to ensure students are focused during their group brainstorming time and to respond to
possible misbehaviors. When preparing the milkshakes it may be necessary to have an
assistant that can help manage the activity, this time can be used as an informal assessment.
As students measure the ingredients needed to make the milkshakes the teacher can watch
and observe to make sure students are following the recipe correctly.

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 assignment for me was finding the lesson plan that I was going to
evaluate. I actually had a lot of fun with this while browsing for the lesson plan I evaluated
and found a very resourceful website that I can use in the future.
2. What was the most difficult part of the assignment?
The most difficult part of this assignment for me was rating each characteristic because it
tested my full understanding of each characteristics and I had to decide how proficient the
lesson plan was for each. I referred back to our text before rating to ensure a fair scoring.
3. What can you relate to for your own planning of instruction and lesson planning?
This assignment really opened my eyes to the questions I must ask myself when I am
lesson planning. I now have a great rubric I can use on my own lesson plans so that I can
create the most effective lesson plans.
4. Which characteristic did you feel the most comfortable with assessing? Why?
Assessment was the easiest characteristic for me to assess because I can clearly see
whether or not the assessment corresponds to the information taught/learned and the
learning objectives.
5. Which characteristic did you feel the least comfortable with assessing? Why?
I was least comfortable with assessing classroom management, I was not necessarily
uncomfortable with assessing this characteristic but it was not possible for me to assess this
characteristic just by reading the lesson plan. I had to imagine myself teaching every step
of the lesson plan to understand the potential classroom management issues that could
arise.

Created for EDU 3410.OL1 by D. Barringer

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