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: Megan Sholar #16
Lesson Plan Title: Mystery: Encyclopedia Brown, Boy Detective
Lesson Plan URL: http://www.learnnc.org/lp/pages/3031

Characteristic

Developing

Proficient

Accomplished

Distinguished

Not
Demonstrated

X
Assessment
Notes/Evidence: There are multiple methods of assessment. This will allow the teacher to
analyze student work both informally and formally. These methods will assess students
strengths and weaknesses in different areas. The only thing that is unanswered is whether there
is any accommodations or modifications.

Characteristic

Developing

Proficient

Accomplished

Distinguished

Not
Demonstrated

Explicit/Direct
X
Instruction
Notes/Evidence: Lesson is structured well for practicing reading skills. Teacher modeling in
the lesson places a positive emphasis on reading with inflection. The lesson would be better if
it included times for feedback during the learning process.

Characteristic

Developing

Proficient

Accomplished

Distinguished

Not
Demonstrated

Opportunity to
X
Learn
Notes/Evidence: Learning outcomes are clearly stated in the lesson plan. Students are given
sufficient time to complete activities and given opportunities to listen to reading and read
themselves.

Characteristic

Developing

Proficient

Accomplished

Distinguished

Not
Demonstrated

Student
X
attention to
learning tasks
Notes/Evidence: I felt that this characteristic was well addressed. The subject matter will be
very interesting to the students and keep their attention. Also the combination of whole group
instruction and small group work will keep them from getting bored.

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: I appreciated that the lesson clearly stated to accept all answers when
brainstorming. I feel as of this shows students that you believe in them and believe that what
they have to say is worthwhile. However, this lesson plan mentioned nothing about relating
decisions to diagnostic data.

Characteristic

Developing

Proficient

Accomplished

Distinguished

Not
Demonstrated

Classroom
X
Management
Notes/Evidence:
I found classroom management to be at a distinguished level. The lesson explicitly states what
papers to have copies of and what materials will be needed. This will reduce time in which the
teacher would be shuffling about for materials leading to classroom management issues. The
lesson is engaging and should keep the students attention further reducing the chance of
behavior problems. The only reason I did not give distinguished is because the lesson should
have been more particular on the small groups. Are they the groups already established in
class? Are they to be organized in a certain way? These questions are what held me back from
giving distinguished.

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 was
finding a lesson plan. I found the Learn NC website to be very organized and easy to
navigate.
2. What was the most difficult part of the assignment? The most difficult part was deciding
what level to place the lesson in for each characteristic.
3. What can you relate to for your own planning of instruction and lesson planning? I found
that by analyzing this lesson is made it easier for me to see things that I do wrong in my
own planning. It can be easier to critique work other than your own initially and then take
back the things that you learned to your own planning.
4. Which characteristic did you feel the most comfortable with assessing? Why? I felt most
comfortable assessing classroom management. I feel as if it is the most straightforward
characteristic.
5. Which characteristic did you feel the least comfortable with assessing? Why? I found that I
was least comfortable assessing opportunity to learn. For me, timing is really difficult and I
struggle to know whether students will have sufficient time or rather I have enough
materials to fill up the time.

Created for EDU 3410.OL1 by D. Barringer

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