Peggy L. Snowden, Ph.D.

EVALUATION	Beginning 1 point	Developing: 2 points	Satisfactory: 3 points	Exemplary: 4 points	Needs Writing Assistance: 0
CATEGORY
Topic, Organization, and Coherence	Key words near beginning; ideas not ordered	Main idea in first sentence; some order of main ideas and details	Good main idea sentence; main ideas & details ordered and logical	Interesting, well-stated main idea; good flow of ideas from topic sentence & details
Paragraphs and Clarity	One paragraph, or text divided but not logically or by content	Supporting details mostly grouped in appropriate paragraphs	Ideas appropriately divided into paragraphs with supporting details	Strong paragraphs ordered to develop exposition or story
Sentences and Clarity	Mostly complete sentences; some fragments and run-ons; no transitions	Complete sentences; few run-on sentences; vague or unclear transitions	Complete sentences; no run-ons or fragments; some variety in length and type; some transitions	No sentence errors; variety in length and type; clear transitions; sentence types relate to style of writing
Vocabulary	Related words or ideas mentioned; limited basic vocabulary	Attempts to use new key words in description; goes beyond basic vocabulary	Uses new key/related words and ideas correctly; varies language	Uses new key/related words and ideas easily; colorful, interesting words suitable for topic and audience
Grammar, Punctuation, Spelling	Many errors in agreement and tense; several punctuation and spelling errors	Some errors in agreement and tense; a few punctuation and spelling errors	Few errors in agreement; minor errors in punctuation with variety used; few spelling errors	No errors in agreement and tense; correct punctuation with variety used; no spelling errors
	SCORE =	SCORE =	SCORE =	SCORE =	TOTAL SCORE = /20

COMMENTS FOR THE WRITER:

Rubric adapted from:

Fry, E. B., Kress, J. E., & Fountoukidis, D. L. (2000). The reading teacher’s book of lists (4^th ed.). Paramus, NJ: Prentice Hall.

II. SCORING SHEET FOR CHAPTER ESSAY

EXPOSITORY WRITING

SPRING 2003 SEMESTER:

Dr. Peggy L. Snowden

(Note: Copy the Comments page on the back of the evaluator's rubric)

	Evaluator: PLS	Evaluator # 4 ________	Evaluator # 3 ________	Evaluator # 2 ________	Evaluator # 1________
EVALUATION CATEGORY	Beginning 1 point	Developing 2 points	Satisfactory 3 points	Exemplary 4 points	Needs Writing Assistance: 0
Topic, Organization, and Coherence
Paragraphs and Clarity
Sentences and Clarity
Vocabulary
Grammar, Punctuation, Spelling
	TOTAL SCORE = /20	TOTAL SCORE = /20	TOTAL SCORE = /20	TOTAL SCORE = /20	TOTAL SCORE = /20

COMMENTS FOR THE WRITER:

EVALUATOR # __________:

EVALUATOR PLS:

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II. Peggy Snowden's HINTS ON LESSON PLANNING

You will be required to make hundreds of decisions each day. It could be as many as 1,500 or more (Berliner, no date available). You will make about ten non-trivial decisions per hour. The best way to become a better decision maker is to be a good planner.

PLANNING HINTS

1. Know and be able to state the purpose of the lesson. Why is it important for students to know what you are going to teach? You should be able to state the lessons using appropriate "language" (i.e., use education language for fellow teacher and principles and student language when explaining lesson objective to children).

2. Know what you want the students to be able to do after the lesson. Decide how you will know if and/or when students have achieved mastery.

3. Make major decisions about the lesson:

a. Content - What will be covered?

b. Time - How much time must be or can be allotted for the lesson?

c. Grouping - Use grouping to facilitate learning (whole class, large, small, peer, or single student grouping arrangements).

d. Activities - Diversify the activities used; provide a balance of activities.

e. Assessment and Evaluation devices- These measures should always be selected and planned for before the lesson is taught.

4. Decide on the strategies and techniques to be used to facilitate student performance.

5. Decide on the sequence in which the lesson will occur. Know what will lead up to (or led to) and what will follow the lesson.

6. Show the students what is expected of them. Modeling is much more effective than oral directions/explanations.

7. Plan for monitoring. How will learning be monitored - will verbal, visual, or written responses be used for monitoring purposes?

8. Incorporate guided practice in lesson to ensure student success. Use principle of scaffolding (providing instructional help, then gradually withdrawing assistance). Don't let students practice errors.

9. Plan to make adjustments to the selected strategies, techniques, and activities if necessary (if the chosen strategy, technique, and/or activity is not effective). You will be able to call on training plus experience to make productive adjustments.

10. Self-evaluation is an integral part of any lesson. You should ask yourself these questions:

a. What did I observe the students doing?

b. What did I do to cause the students to perform that way?

c. How did the observed behaviors correspond with the behaviors I had planned for the lesson?

d. How did my behavior compare with what I had planned to do?

e. Were the objective(s) achieved? What did I observe that causes me to think so?

f. Why do I think objective(s) were/were not achieved?

g. What might I do differently in the future?

h. If I do this lesson again, what changes will I make?

I. How effective and efficient was I in achieving the following:

a) Getting the children in?; b) Getting the children out?; c) Getting on with it?; and d) Getting along with them?

III. Peggy Snowden’s LESSON PLAN FORMAT

A. LESSON OBJECTIVE

(Performance, conditions, criteria, product-if applicable)

B. STRATEGY STATEMENT

(Brief, concise, includes preliminary preparations)

C. "HEART OF THE LESSON"

(Introduction, Development, Closure)

D. TIMETABLE/SCHEDULE

E. MONITORING & ASSESSMENT/EVALUATION

(Verbal, visual, written)

F. SELF-ASSESSMENT & EVALUATION

(Usually written)

Prepared by: Snowden, P. (2002). Department of Literacy Education. Plattsburgh State University of New York

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Reading Skills and Strategies

I. CLASSIFICATION OF READING STRATEGIES AND SKILLS: Major Categories and Specific Skills

WORD RECOGNITION SKILLS

Use of contextual skills

Phonic analysis

Structural analysis

Acquisition of sight words

Use of the dictionary

WORD MEANING SKILLS

Use of contextual clues

Structural analysis

Use of the dictionary

Acquisition of sight vocabulary

Recognition and use of multiple meanings

Recognition and use of figurative language

COMPREHENSION SKILLS

Recognition of literal meaning

Recognition of inferred meaning

Critical evaluation of material

Assimilation of material

Creative expression and interpretation

STUDY SKILLS

Location of information

Selection of material

Organization and retention of information

Use of graphic and typographical aids

Ability to preview

Flexibility

APPRECIATION SKILLS

Recognition of the language of literature

Recognition of the forms of literature

Reading for various purposes, such as pleasure and acquisition of information

Adapted from several sources by Snowden, P. L. (2002). Department of Literacy Education, Plattsburgh State University of New York

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This page last modified on 01/18/08.

This site is maintained by Peggy L. Snowden, Ph.D.

For further information, contact her at peggy.snowden@plattsburgh.edu.

Peggy L. Snowden, Ph.D.

FALL 2004

EVALUATION

CATEGORY

Paragraphs and Clarity

Sentences and Clarity

Vocabulary

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PLS