Peer Feedback Rubric Lesson # __2___
Teacher:____Madison Leiws Reviewer:___Madison Lewis____________________
Criteria Highly Developed
Fluency PLANNING: thorough; ind level text
identified TEACHING: Pacing/timeliness
of implementation; followed protocol
outlined in modules/class
Word PLANNING: thorough; ind level text
identified TEACHING: Pacing/timeliness
Knowledge of implementation; followed protocol
outlined in modules/class
Comp. Before Appropriate hook used to capture S
attention/interest for topic; vocabulary
identified; comp tool to be used in the
during introduced; appropriate before
reading activities in place
Comp. During Tool identified and used to "place hold"
S reading; comp tool identified for use
while reading aligns with the identified
comp strategy and outcome product
Developing Emerging Comments
Some of the key Attention to the Explicitly explained punctuation
elements are missing. planning and teaching
of this section is mostly before practicing prosody; good
lacking or inappropriate modeling of prosodic reading;
next time, I should pick up the
pace and make sure to provide a
better place to graph progress.
Some of the key Attention to the Read through words
elements are missing planning and teaching
of this section is mostly beforehand; asked questions
lacking or before sorting to get the student
inappropriate.
to explain his thinking; next
time, to help with pacing, I
should
cut down on number of words
and review the errors he made
in the blind sort.
Some of the key Attention to the Next time, I should do a better
elements are missing. planning and teaching
of this section is mostly job of explaining my thinking of
lacking or how the “hook” relates to the
inappropriate.
text. My train of thought was
unclear to the student and made
the hook seem random. The
hook was connected to present
day issues of Australian
wildfires, which was a plus.
Some of the key Attention to the Clearly marked stopping points;
elements are missing. planning and teaching
of this section is mostly Used anchor chart to aid with
comp strategy; might be helpful
 planned for the after reading; student is lacking or to go over important details
silent reading in DR-TA format; teacher inappropriate.
models reading silently with her own about the text like the title next
book/passage as student reads silently; time to help with setting the
appropriate questions/breaks are
identified on the plan; pacing is scene. Would also help to make
appropriate; reading selection is a better connection with the
appropriate to the S abilities and
engagement/motivation hook.
Comp. After S creates a graphic organizer (GO) Some of the key Attention to the This section goes along with the
from the place holders identified in the elements are missing. planning and teaching
During reading, "showing" new of this section is mostly writing section.
evidence of learning as a result of the lacking or inappropriate
reading; After GO is used as a
springboard to fulfilling the assessment
(which must come AFTER the reading
in order to assess what was learned AS
A RESULT of the reading); B-D-A flow
is logical in light of the overarching
lesson Obj., Outcome Assessment, and
identified comp strategy
Writing Writing is connected to reading/overall Some of the key Attention to the Writing seemed rush which
lesson obj; T takes care to infuse elements are missing. planning and teaching
explicit writing instruction as necessary of this section is mostly makes sense due to limited
to address areas of identified need (6 lacking or time; my pacing of this lesson
Traits/grammar/ mechanics/etc.) inappropriate.
very negatively impacted the
Writing portion of the lesson.
While I feel it was well-planned,
it was not executed.
Alignment: The lesson objectives and outcome The lesson objectives
assessment are aligned. and outcome
Lesson Goals to assessment are not
Assessment aligned.

Alignment: The lesson obj is a logical sub-question The lesson obj is not a
of the overarching EQ and points the logical sub-question of
Lesson to student back towards the larger the overarching EQ
Overarching EQ enduring understandings established for and/or fails to points
this unit.. the student back
towards the larger
enduring
understandings
established for this
unit..
 There is a clear sense that the weekly
Alignment:
lessons are building smaller outcome
Assessment assessments that can be ultimately
Product to used to answer the larger EQ in a more
all-encompassing end-of-unit authentic
Lesson and EQ EQ product.
goal
Progress Thorough PM of S outcomes is
evidenced throughout the lesson
Monitoring of planning and teaching.
Student
Responsiveness
to Instruction
Responsive T gives deep reflection to (1) planning
by providing justification statements to
Teaching ground instructional decision making,
Reflection and (2) student outcomes as a direct
result of the instruction provided, with
an eye towards student responsiveness
to instruction and how such will inform
future planning. The cyclical process of
planning--instruction--PM--reflection is
very apparent. T has clear
understanding that responsiveness in
RTI applies to both the teacher and the
student, and as such, both warrant
monitoring.
Explicitness of Explicit instruction is provided across all
lesson plan areas; appropriate
Instruction instructional scaffolds are provided by
the T before gradually releasing the
ownership of independent "work" to the
S; appropriate balance of T and S talk
and "heavy lifting" of the learning
There is not a clear sense
that the weekly lessons are
building smaller outcome
assessments that can be
ultimately used to answer
the larger EQ in a more all-
encompassing end-of-unit
authentic EQ product.
PM of S outcomes is
sometimes evidenced
throughout the lesson
planning and teaching.
Depth of reflection in
connection to the
cyclical process of
planning--instruction--
PM--reflection is not
readily apparent.
Some of the following
are missing: Explicit
instruction is provided
across all lesson plan
areas; appropriate
instructional scaffolds
are provided by the T
before gradually
releasing the
ownership of
independent "work" to
the S; appropriate
balance of T and S
talk and "heavy lifting"
of the learning
All activities observable were
aligned; there were some
planned that were rushed or
missing due to lack of time
PM of S outcomes is I collected all data for later
rarely evidenced
throughout the lesson review. All instructional
planning and teaching. decisions were made based
upon the student’s past
performance.
Watching this lesson not just by
myself like I normally do but also
with Bri helped me to reflect
even more deeply than usual
about not only my teaching, but
also the reasons behind my
student’s academic actions. It
was extraordinarily helpful to
have someone else offering
their perspective.
More attention to detail I would say that I was too
in these areas are
needed: Explicit explicit. I think I wasted a bunch
instruction is provided especially introducing fluency
across all lesson plan
areas; appropriate and word study. I believe it
instructional scaffolds helped my student’s
are provided by the T
before gradually performance, but I know I
releasing the ownership cannot continue to talk as much
of independent "work"
to the S; appropriate as I did during this lesson or we
balance of T and S talk will never get everything
and "heavy lifting" of
the learning accomplished.
Looking through the lens of a reading coach, what feedback would you provide to the teacher going forward? Be sure to
address the explicitness of instruction.
Strengths noted in the lesson:
Explicit—took time to ensure that the student understood what was being asked of him;
Provided visuals for the student as reminders of what his tasks were so he could reference what he was supposed to be doing;
Word knowledge instruction was clear; provided in depth explanations;
Explained purpose of activities/why it was important that we were doing them; enthusiastic

Opportunities for growth in the lesson:

PACING!!!
It is important that I keep an eye on the number of brand new ideas introduced in one session; the background knowledge my
student requires takes a lot of time, and introducing too much in one day takes up a lot of time.
Progress monitoring—showing him more of how he improved and what he gained from the experience will keep him motivated
going forward.