Rigor Rubric with EL Considerations - Cventhandouts16.modelschoolsconference.com/files/upload/RRE...High-Level Questioning 1 – Beginning 2 – Emerging 3 – Developed 4 – Well

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Rigor Rubric with EL Considerations

Support teachers in building effective instruction based on rigorous expectations for ALL students. The three indicators for rigor are: thoughtful work, high-level questioning, and academic

discussion.

EL Note: The following definitions will provide a basic understanding of the terms Cognitive, Linguistic, and Affective as used in the rubrics to support the understanding of second language

acquisition, language proficiency level descriptors, and linguistic accommodations. Cognition: the mental action or process of acquiring knowledge and understanding through thought,

experience, and the senses. Linguistic: of or relating to language or linguistics. Affective: relating to moods, feelings, and attitudes (Oxford Dictionary).

Thoughtful Work

1–Beginning

2–Emerging

3–Developed

4–Well Developed

Student Learning

Students demonstrate their

learning by completing recall and

retell tasks. Most tasks draw on

memorization and focus on

answering recall-type questions.

Students demonstrate their

learning by completing tasks

that require comprehension.

There are opportunities for

students to demonstrate

mastery through learning tasks that

require them to apply knowledge

and comprehend content.

Students demonstrate their learning by completing tasks that validate their ability to analyze, synthesize, and/or evaluate new instructional content.

Tasks include the opportunity for students to respond to content through inquiry and interpretation.

Students develop their own

learning tasks that stretch their

creativity, originality, design, or

adaptation.

Tasks include the opportunity for

students to assess their own

learning and move forward to

adapt their knowledge to new

activities.

Student Learning English Learner Considerations

EL students demonstrate a lack of

understanding of recall and retell

tasks, do not seek clarification,

and watch other students for

cues. Students’ cognition is trying

to make sense out of the English

language.

Tasks may include extensive

written and oral repetition as a

way to have students

demonstrate their understanding.

Language support are missing.

EL students demonstrate

comprehension of new content

using content-specific vocabulary in

specific contexts and/or limited

activities.

Tasks include some opportunities

and supports for EL students to

demonstrate application of

knowledge and comprehension of

content.

EL students demonstrate high levels of academic language learning/thinking by completing tasks that provide them with opportunities to analyze, synthesize, and/or evaluate new instructional content.

Tasks include opportunities and supports to help EL students respond to content through inquiry and interpretation.

EL students are able to adapt their learning tasks to access the academic and linguistic supports they need to successfully demonstrate high levels of content learning/thinking.

Tasks include the opportunity for EL students to fully access linguistic and cognitive supports, as needed, assess their own learning and move forward to adapt their knowledge to new content/learning.

Instructional Design

Learning tasks include one assigned way for students to demonstrate their thinking.

Learning tasks include one or

more assigned ways for

students to demonstrate their

thinking.

Learning tasks allow students to

self- select options to best

represent their thinking.

Learning tasks extend

students’ learning, inspiring

them to pursue self-discovery.


Thoughtful Work

1–Beginning

2–Emerging

3–Developed

4–Well Developed

Instructional Design English Learner Considerations

Learning tasks include one assigned way for students to demonstrate their thinking and include few opportunities for EL students to make connections to new concepts and to respond to recall, retell, and/or memorization.

Learning tasks include one or

more assigned ways for EL

students to demonstrate their

thinking and comprehension by

using content-specific

vocabulary in some contexts

and activities.

Learning tasks consider EL students’ individual cognitive and linguistic needs, allowing ELs to demonstrate high levels of thinking while engaging with on-grade level content.

Learning tasks are specifically created to ensure that EL students can fully access linguistic and cognitive supports, both internal and external, demonstrating and assessing their own content and language learning.


High-Level Questioning 1 – Beginning 2 – Emerging 3 – Developed 4 – Well Developed

Student Learning

Students respond to questions that mainly focus on basic recall and retell.

Few students ask questions, and most questions asked focus on basic recall or retelling of content.

Students respond to

questions that demonstrate

a comprehension of content.

Students have opportunities

to ask questions during the

lesson and most questions

focus on comparing and

contrasting information.

Students fully explain and justify

their thinking when responding to


different levels of thinking,

including questions that require

analysis, synthesis, and evaluation

of information.

During the lesson, students

generate questions about content

that demonstrate rigorous

independent thinking.

Students actively engage in

developing rigorous questions

to challenge the thinking of

their peers.

Students are able to respond

to rigorous questions

generated by peers with little

guidance from the teacher.

Student Learning - English Learner Considerations

EL students experience difficulty in understanding and responding to questions that mainly focus on basic recall and retell.

Most EL students remain silent when asked questions focused on basic recall or retelling of content. Students are trying to make sense out of the English language.

EL students respond to


a comprehension of content

using question stems and

other scaffolds as needed.

EL students have

opportunities to ask

questions and use cognitive

and linguistic supports during

the lesson, with most

questions focusing on

comparing and contrasting

information.

EL students use visuals or other

resources, as needed, to fully

explain and justify their own

thinking when responding to on-

grade level and content specific

questions that require analysis,

synthesis, and evaluation of

information.

During the lesson, EL students,

with supports as needed, generate

questions about content that

demonstrate rigorous

independent thinking. ELs

continue to develop their

cognition in English.

EL students actively engage

with their grade-level English

monolingual peers in

developing rigorous questions

to challenge the thinking of

their peers using a variety of

English language support

strategies.

EL students are able to

respond to rigorous questions

generated by their grade-level

English monolingual peers

using a variety of English

language support strategies.

ELs level of cognition in

English is greater and deeper.


Lesson mainly includes questions at the recall and retell level, and/or not all students are required to respond to each question.

Lesson includes questions at a

range of levels, but not all

students are required to

respond to each question.

Lesson uses questioning to

carefully support students in

moving to higher levels of

thinking, ensuring that all

students have an opportunity to

respond.

Lesson is designed to inspire

all students to engage in high-

level questioning around the

learning task with their

teachers and peers.


High-Level Questioning 1 – Beginning 2 – Emerging 3 – Developed 4 – Well Developed


Lesson mainly includes questions at the recall and retell level and there is minimal language support for EL students who are neither required to nor able to respond to each question.

Lesson includes questions

appropriate to EL students’

levels of English proficiency,

language support structures,

such as question stems,

sentence starters and

thinking maps elicit and

encourage EL student

responses at various levels.

Lesson uses question to carefully support students in moving to higher levels of thinking, ensuring that all students—including ELs who may select optional ways to explain and justify higher levels of thinking—have an opportunity to respond.


all students—including ELs

who are provided with a

variety of academic

language support

strategies—to engage in

high-level questioning around

the learning task with their

teachers and on-grade level

English-speaking peers.


Academic Discussion 1 – Beginning 2 – Emerging 3 – Developed 4 – Well Developed

Student Learning

Student discussion is driven

by the teacher and mainly

remains at the retell level,

mostly using everyday

language, with little to no

evidence of academic or

domain-specific vocabulary.

Student discussion focuses

on a variety of topics with

each student offering

his/her own thinking without

using ideas from peers.

Student discussion, structured by

prompts from the teacher,

includes a combination of retelling,

analysis, and/ or stating a claim

and defending it with evidence.

Students provide explanations or

evidence of their thinking and

respond to their peers’ comments.

Students engage with peers in teacher-guided academic discussions focused on analysis, synthesis, and evaluation of content-driven topics, using academic language to express their thinking regarding the major concepts studied.

Students support their ideas with concrete explanations and evidence, paraphrasing as appropriate, and build on or challenge the ideas of others.

Students primarily drive the

discussion, consistently

adding value to the dialogue

with their peers and teacher,

and respecting the opinion and

thoughts of both; the lesson shifts

to conversation rather than a

Q&A session regarding the

major concepts studied.

Students are able to stay

focused on the activities of

inquiry and engage in dialogue,

using content-rich vocabulary

with their peers.


Student discussion is

teacher-driven and EL

students have difficulty

expressing their ideas

and/or are isolated from

the discussion, with little

evidence of use of

academic language and

content specific

vocabulary.

Student discussion is structured by

prompts from the teacher,

however, EL students have

difficulty responding and struggle

to fully make or defend their

claims due to a lack of academic

language and supports.

EL students engage with peers in teacher-guided academic discussions using content-specific vocabulary strategies. Discussions are focused on analysis, synthesis, and evaluation using sentence structures and graphic organizers to help ELs express their thinking.

The content of the message rather than the form of the message help ELs express their ideas, Explanations match ELs levels of English proficiency.

EL students are able and

encouraged to lead student-

centered discussions and

are appropriately using

content-specific vocabulary

in a variety of contexts.

EL students are able to

express their thinking with

few linguistic supports but

have the option to use the

supports if needed to

engage in activities of

inquiry and dialogue. EL

students have the ability to

select the most effective

supports to scaffold their

academic discussions


Lesson mostly structures

discussion as teacher-led, with

the majority of interactions as

teacher to student.

Lesson structures discussion

as a mix of teacher-led and peer-

to-peer with the teacher

facilitating the majority of

discussions.

Lesson mostly structures

discussion as independent

peer-to-peer. The teacher

facilitates and redirects the

discussion as needed, while

evaluating the quality.


students to independently engage

in dialogue and add valuable

academic content around the

learning tasks.


Academic Discussion 1 – Beginning 2 – Emerging 3 – Developed 4 – Well Developed


Lesson and discussion is

mostly teacher led and

learning activities offer

limited opportunities for EL

students to use academic

language and content

specific vocabulary. The

classroom’s affective filter is

high discouraging ELs to take

risks in language production.

Lesson includes limited

scaffolding strategies to

enable EL students to partially

respond to their teacher’s

prompts or make and defend

their claims. There are some

opportunities for peer-to-peer

interactions but for the most

part, ELs are reluctant to

contribute to conversations.

Their level of involvement is

impacted by the level of the

affective filter in the

classroom

Lesson uses a variety of

sheltered instruction

strategies to engage EL

students in academic

conversations that

encourage peer-peer

interaction focused on

academic language.

ELs are strategically

partnered with stronger

English speaking role models

to support their academic

conversations. The affective

filter is low reducing ELs

anxiety while producing

academic English.

Lesson is designed to provide

EL students with strategies to

support their engagement in

dialogue using context-rich

vocabulary. The learning

environment is safe, highly-

interactive, and encourages

academic language

production.


Relevance Rubric with EL Considerations

Support teachers in building effective instruction based on relevance of experiences to English learners. The three indicators for relevance are: meaningful work, authentic

resources, and learning connections.




Meaningful Work

1 – Beginning

2 – Emerging

3 – Developed

4 – Well Developed

Student Learning

Student work is procedural

and structured, reflecting a

basic understanding of

information learned during the

lesson/unit.

Student work focuses on

class-specific content, with

an emphasis on building

skills, developing

comprehension or other

foundational skills.

Students think critically about

content and apply information

learned to address a specific task.

Student work demonstrates

originality.

Student work requires application

of knowledge learned during the

lesson/ unit.

Students think critically about

content and apply information

learned to address a range of

cross-disciplinary tasks. Student

work demonstrates creativity and

originality.

Student work requires real-world

predictable and/or unpredictable

application that has a direct

connection to a career in the

related field of study.

Students think and act critically

to curate content and apply

information learned to address a

range of cross-disciplinary tasks

which are both creative and

original.

Student work requires the ability

to select, organize, and present

content through relevant

products with multiple solutions.

Student Learning - English

Learner Considerations

EL students lack knowledge of

English to understand basic

information taught during the

lesson/unit. Instruction does not

account for students’ levels of

English proficiency.

EL students demonstrate limited

comprehension of class-specific

content, key words, and general

meaning of foundational skills

without visual clues and pre-

taught vocabulary.

EL student instruction is

scaffolded for individual

levels of English proficiency

and allows ELs the

opportunity to be involved in

the learning process. EL

student work demonstrates

their ability to find meaning

in their work.

EL student work

demonstrates the

application of knowledge

learned during the

lesson/unit by using readily

available visual and linguistic

supports.

EL students demonstrate critical

thinking about content by

applying processing time and

thinking aloud through use of

visuals, gestures, and content-

rich vocabulary, revealing

progress in understanding

concepts. ELs are encouraged to

demonstrate creativity and

originality.

EL student work requires real-

world predictable and/or

unpredictable application.

Through different visual mediums,

EL students are provided

opportunities to explore careers

and fields of study both known

and unknown.

With continued second language

supports as needed, EL students

think and act critically to curate

content and apply information to

cross-disciplinary tasks which are

creative, original, and nearly

comparable to native English

speakers.

EL student work requires the

ability to select, organize, and

present content through relevant

products with multiple solutions,

using additional processing time,

asking for clarification of

meaning, and utilizing visuals and

graphic organizers.


Meaningful Work

1 – Beginning

2 – Emerging

3 – Developed



Lesson provides students an

opportunity to demonstrate

foundational understanding of

content.

Lesson provides students

an opportunity to

complete a specific task

that requires application of

knowledge.

Lesson provides students

an opportunity to select

from a range of real-world,

relevant tasks, using critical

thinking about new learning

to complete the task.

Lesson inspires students with

an opportunity to think

critically about new learning to

create their own real- world,

relevant tasks.

Instructional Design - English


Lesson provides few

opportunities for EL students

to demonstrate understanding

of content and foundational skills.

Visual or linguistic supports are

missing.

Lesson uses visual and

linguistic supports to help EL

students demonstrate their

ability to find meaning in

their work and apply

knowledge during the lesson.

Lesson provides EL students an

opportunity to select from a

range of relevant, real- world

tasks that take into

consideration individual levels of

English proficiency, background,

and cultural experiences to

facilitate critical thinking about

their new learning to complete

the task.

Lesson inspires EL students with

an opportunity to think critically

about their new learning and

because of the visual, linguistic,

and cultural supports they have

been provided, they understand

the concepts and expectations,

which enables them to create

their own real-world, relevant

tasks.


Authentic Resources 1 – Beginning 2 – Emerging 3 – Developed 4 – Well Developed

Student Learning

Students mainly engage with

one source of information for

the lesson and/or unit.

Students use one source to

complete tasks focused on

making simple connections to

content.

Students engage with one

primary source of information

for the lesson and/or unit, and

use secondary resources to

support it.

Students use one or more

sources to complete real-

world tasks focused on making

simple connections to content.

Students engage with multiple

sources of information, both

primary and secondary, during

a lesson/unit.

Students use multiple sources

of information to complete

real-world tasks involving

comparisons, analysis,

argument, and research.

Students engage with multiple


primary and secondary, during

a lesson/unit, including multi-

format resources.

Students select and use a

variety of resources to solve

predictable or unpredictable

real-world scenarios.

Student Learning - English


EL students mainly engage in the

lesson with one source of

information without visuals or

linguistic resources to help them

comprehend the content of the

lesson and/or unit.

EL students cannot easily make

simple connections to content

due to lack of available visual

and linguistic resources to

scaffold their understanding.

EL students engage with one primary source of information for the lesson and/or unit and are beginning to use some secondary relevant resources to support it. Resources include visual and linguistic supports.

EL students use one or more sources with access to visual and linguistic supports to help them scaffold understanding of concepts and complete real-world tasks focused on making simple connections to content

EL students engage with various


primary and secondary, during a

lesson/unit. Background

knowledge has been provided, key

vocabulary emphasized, and

sources are relevant to EL’s lives.

EL students use multiple sources

of information including visual and

linguistic supports to assist them

in completing real-world tasks

with success involving

comparisons, analysis, argument,

and research.

EL students engage with multiple sources of information both primary and secondary, that are relevant to their background knowledge and cultural experiences during a lesson/unit, including multi-format sheltered instruction resources.

EL students select and use a variety of resources and visual and linguistic supports to solve predictable or unpredictable real-world scenarios.


Lesson relies on one source of

information. The unit/lesson

is organized around the

structure of the content-

specific text.

Lesson is structured around an

essential understanding/

question, uses primary and

secondary sources, and includes

opportunities for students to

connect content to a content-

specific text and an additional

resource.

Lesson is structured around an essential understanding/question and relies on multiple authentic texts and resources to conduct comparisons, analysis, arguments, research, and other relevant, real-world tasks.


essential understanding/

question and relies on students

to select multiple authentic

texts and resources to engage

in real-world problem solving.


Authentic Resources 1 – Beginning 2 – Emerging 3 – Developed 4 – Well Developed

Instructional Design - English


Lesson relies on one source of

information primarily understood

by fluent English speakers and

lacks visual and linguistic

supports that help EL students

make text connections.


essential understanding/question

using primary and secondary

sources supported with visual and

linguistic supports; EL students

have opportunities to connect to

content-specific text using

resources to help them

understand unfamiliar topics.


essential understanding/question

and relies on multiple visual and

linguistic supports to help

students understand authentic

texts and resources to enable

them to conduct comparisons,

analysis, arguments, research, and

other relevant, real-world tasks.

Academic background building

and emphasis on key vocabulary

help scaffold instruction for ELs.


essential understanding/question,

with background-building

structures and support, if needed,

and relies on EL students to select

multiple authentic texts and

resources to engage in real-world

problem solving with minimal

second language acquisition

support.


Learning Connections 1 – Beginning 2 – Emerging 3 – Developed 4 – Well Developed

Student Learning

Students seldom have the

opportunity to engage in content

that has explicit connection to

real-world application.

Some students may attempt to

make connections between

content learned and real-world

application, but these connections

are volunteered rather than

included as part of the lesson.

Students occasionally engage in

content that has explicit

connection to real-world

application.

Some students begin to articulate

the connections between content

learned and real-world application.

Students engage in content that

has explicit connections to real-

world applications.

Students clearly articulate the

connections between content

learned and real-world

application.

Students discover opportunities

to apply content to their lives as

well as real-world application.

Students independently make

thoughtful connections between

content learned and real-world

unpredictable situations.


EL students seldom have the

opportunity to engage in content

that has explicit connection to

their backgrounds and academic

experiences. EL students

experience difficulty in seeing a

connection between concepts

being taught, previous academic

experiences, and their real world.

EL students may attempt to make

connections between content

learned and real-world application

based on their levels of English

proficiency and prior real-world

experiences; however, these

connections are not supported as

part of the lesson, leaving most

ELs isolated from the learning

experience.

EL students occasionally engage in

content that has explicit

connections to real-world

application and previous academic

experiences.

Some EL students begin to

articulate the connections

between content learned and

real-world application using visual

and linguistic supports and when

given extra processing time. The

focus is primarily on the content

of the message and not in the

form of the message.

EL students engage in content

that has explicit connections to

real-world applications and

previous academic

experiences.

EL students continue to

articulate the connections

between content learned and

real-world application by using

visual and linguistic supports,

as needed. Level of articulation

aligns with students’ levels of

English proficiency.

EL students discover

opportunities to apply

content to their lives as well

as real-world application

when provided with relevant

opportunities and resources

they can understand

linguistically. EL students

seek immediate clarification

when failing to make

learning connections.

EL students independently

make thoughtful

connections between

content learned and real-

world unpredictable

situations after being

provided with access to

information they can

understand based on their

current levels of English

proficiency and past

academic/personal

experiences.



Lesson provides appropriate

content, but without explicit

connections to real-world

application.

Lesson provides some

opportunities to connect

content learned to real- world

application.

Lesson provides multiple

explicit opportunities for

students to connect content

learned to real-world

applications.

Lesson inspires students to

create their own

opportunities to connect

content learned to their lives,

as well as real-world

applications.

Learning Connections 1 – Beginning 2 – Emerging 3 – Developed 4 – Well Developed

Instructional Design - English Learner Considerations

Lesson provides appropriate

content , without explicit

connections needed by ELs such

as new concepts unique to

American education and ELs real-

world application

Lesson provides some

opportunities for EL students to

connect content learned to real-

world application based on their

prior experiences and suitable to

their understanding of content

based on their levels of English

proficiency.

Lesson provides multiple explicit

opportunities for EL students to

connect content learned to real-

world applications by front-

loading the lesson and building

the necessary background to the

opportunities presented to

students.

Lesson inspires EL students to

create their own opportunities

to connect content learned to

their lives, as well as real-world

applications because they have

full understanding of the

expectations and the availability

of relevant resources available to

them.


Learner Engagement Rubric with EL Considerations

Support teachers in creating and implementing an effective learner environment that is engaging and aligned to English learner needs. The three indicators for learner

engagement are: active participation, learning environment, and formative processes and tools.




Active Participation

1 – Beginning

2 – Emerging

3 – Developed


Student Learning

Limited student

engagement, with the

exception of hand-raising.

Some students are off-task

or have is engaged from the

lesson and not redirected.

Lesson is teacher led and

students progress through

new learning with some

challenges with productivity.

Most students remain focused and

on-task during the lesson. Students

answer questions when asked, but

not all students have the

opportunity to actively respond.

Lesson is led by the teacher, and

students productively progress

through new learning.

All students remain on-task,

responding to frequent

opportunities for active

engagement throughout the

lesson.

Lesson is led by both teacher and

students, and students

productively progress through

new learning.

All students remain on-task and

proactively engaged throughout

the lesson.

Students take ownership of

learning new content, actively

seeking ways to improve their

own performance.


The majority of ELs are

attentive but disengaged from

the learning process due to

hand-raising routines that

discourage student

contributions and the lack of

scaffolding attempts to involve

them in their own learning.

Lesson is teacher led and EL

students at times attempt to

make progress through new

learning with some frustration

primarily due to lack of English

proficiency and not enough

language support.

Most EL students remain

focused but at times are

confused during the lesson.

Some EL students take risks

in answering questions.

Depending on their levels of

English proficiency, not all

students have the

opportunity to actively

respond.

Lesson is led by the teacher,

and some EL students

productively progress

through new learning.

Participation opportunities

are limited.

All EL students remain on task,

responding to frequent

opportunities for active

engagement through

collaborative structures

throughout the lesson.

Collaborative structures are

strategically formed to partner

ELs with stronger English

speakers.

Lesson is led by both teacher and

students. EL students

productively progress through

new learning using visual,

linguistic, and peer support.

All EL students remain on-task and

proactively engaged throughout

the lesson with the support of

visual and linguistic supports as

needed.

EL students demonstrate a high

level of confidence as they take

ownership of learning new

content, actively seeking help as

needed and other ways to

improve their own linguistic and

content performance.


Active Participation

1 – Beginning

2 – Emerging

3 – Developed



Lesson relies mainly on

direct instruction with few

opportunities for student

engagement through

application.

Lesson relies on one or two

strategies designed to engage

students, with the lesson

focused more on direct

instruction than on student

engagement through

application.


strategies designed to

maximize student engagement,

and contribution is monitored

to ensure full participation.

Lesson achieves a focus on student-centered engagement where the students monitor and adjust their own participation.


Lesson relies mainly on direct

instruction with few

opportunities for EL student

engagement through

application of language and

content.

Lesson relies on one or two

English language acquisition

strategies designed to

encourage EL students to

participate and get engaged in

the lesson The lesson is

focused more on direct

instruction than on student

engagement through

application of language and

content.


strategies, including English

language acquisition strategies,

designed to maximize student

engagement. Contribution is

monitored to provide necessary

language scaffolds and ensure full

EL student participation.

Lesson achieves a focus on student-centered engagement and EL students monitor and adjust their own participation using linguistic and academic supports, as needed.


Learning Environment 1 – Beginning 2 – Emerging 3 – Developed 4 – Well Developed

Student Learning

Students rely on peers or teacher

for answers to questions. There is

a lack of evidence of students

being required to persevere in

responding to rigorous tasks or

questions.

Students demonstrate a lack of

respect for peers, teacher, and/or

learning environment.

Students exhibit some evidence

that they are beginning to take

risks and persevere in learning

rigorous content.

Students demonstrate respect for

the learning environment, but

challenges exist in demonstrating

respect for peers.

Students are encouraged to take

risks and persevere through

productive struggle. Students are

praised for demonstrating

commitment to learning.


peers, teacher, and the learning

environment.

Students are encouraged to take

risks and persevere through

productive struggle. Students are

provided with effective feedback

to guide them in their learning.


peers, teacher, and the learning

environment.


EL students rely on observation

and/or copying from peers to

answer questions they don’t

understand. There is a lack of

evidence of scaffolding such as

visuals, print rich environments, or

use of EL strategies to support and

encourage EL students to

persevere with rigorous tasks or

questions.

ELs appear to have a lack of

interest in the learning due to lack

of understanding of the learning

taking place.

EL students make use of

strategies and other language

supports to exhibit some evidence

that they are beginning to take

risks with the language and

demonstrate perseverance in

learning rigorous content when

linguistic and content support is

provided.

EL students demonstrate respect

for their learning environment,

but challenges exist in keeping

ELs fully focused in the learning

when linguistic support systems

are not provided and/or students

are isolated from their fluent

English-speaking peers.

EL students are encouraged to

take risks with English

language production and to

persevere through productive

struggle around their content

learning. EL students are

praised for every effort, as

small as it might be, and for

their commitment to learning.


respect for their peers, the

teacher, and the learning

environment.

EL students are encouraged to

take risks with English

language production and to

persevere through productive

struggle around their

academic learning. They

communicate their need for

support when they fail to

understand any part of the

lesson. EL students are

provided with effective

feedback to guide them in

their learning of both the

English language and the

content.

EL students demonstrate respect

for their peers, the teacher, and

the learning environment and

display confidence and willingness

to take risks as they feel successful

in the learning.


Classroom learning

procedures and routines are

inconsistently communicated

and/or implemented.

Classroom learning procedures and routines are visible, but are not consistently implemented.

Clear classroom learning


visible and are consistently

implemented.

Classroom learning procedures

and routines are clearly

established, but remain

flexible and fluid to adapt to

the learning task as needed.


Learning Environment 1 – Beginning 2 – Emerging 3 – Developed 4 – Well Developed



and routines lack support for

English learners and language

acquisition and are

inconsistently communicated

and/or implemented for all

students. There is a lack of

support and encouragement for

EL students to persevere through

their learning of the English

language and content.

Classroom learning procedures and routines are visible, but are not consistently implemented. There is some evidence that procedures support EL students, but they are not consistently implemented. Scaffolding content knowledge and promoting language acquisition opportunities are seldom used. The classroom is not inclusive of students’ cultures and diversities.

Clear classroom learning


visible, are consistently

implemented, and are fully

understood by EL students

regardless of their level of English

proficiency. Classroom artifacts

demonstrate students’ cultural

and language diversities.


and routines that support all

students are clearly established,

but remain flexible to

accommodate EL students’

needs and embrace cultural and

linguistic diversity.


Formative Processes and Tools

1 – Beginning

2 – Emerging

3 – Developed


Student Learning

Lesson includes few

instances of formative

assessment to evaluate

students’ mastery of

content. Assessment

results indicate that

student growth is minimal.

Students are partnered or

grouped, but all students

receive the same lesson

content, process, and

product.

Students demonstrate mastery of content by engaging in formative assessments that allow for reciprocal feedback. Assessment results indicate that student growth is progressing.


grouped and receive some

opportunities for differentiated

learning based on adjusting

content, process, and/or

product.

Students demonstrate

mastery of content by

completing a variety of

formative assessments that

allow for reciprocal

feedback. Assessment

results indicate that students

are meeting expectations.

Students are strategically

partnered or grouped based

on data. Lesson content,

process, and/or product is

clearly differentiated to

support varying and specific

student needs.

Students demonstrate

mastery of content through

opportunities to self-reflect,

set learning goals, and share

responsibility for their

learning.

Assessment results

indicate that students are

exceeding expected

outcomes.


Lesson includes few instances of

formative assessment to evaluate

EL students’ understanding and

mastery of content and progress

in language acquisition.

Assessment results indicate that

EL student growth is minimal both

in content and language.


grouped without consideration of

English proficiency levels. Some

groups are homogeneous, made

up of only EL students without

opportunities to interact with

English speaking role models. All

students receive the same lesson

without necessary scaffolding, EL

strategies, or visual and linguistic

support.

EL students begin to

demonstrate mastery of

content by engaging in

formative assessment that

allows for immediate feedback.

Assessment results indicate

student growth is progressing

in both language acquisition

and content.

EL students are partnered or

grouped strategically with

English-speaking peers and

receive differentiated

instruction based on needed

linguistic accommodations for

content, process, and/or

product.

EL students demonstrate mastery of language and content by completing a variety of formative assessments that allow for reciprocal and immediate feedback. Assessment results indicate EL students are meeting expectations in regards to language and academic expectations.

Students are strategically partnered and grouped based on language and content data. Lesson content, process, and/or product are clearly differentiated to support all levels of English proficiency in each language domain (listening, speaking, reading, and writing.)


mastery of language and

content through affective,

linguistic, and academic

opportunities to self-reflect

and communicate progress

made in language and

content acquisition, set

language and content

learning goals, and share

responsibility for their

learning by utilizing English

language support strategies

as needed.

Assessment results indicate

that EL students are

exceeding expected

outcomes in language

production and content

performance.


Formative Processes and Tools

1 – Beginning

2 – Emerging

3 – Developed



Results from formative processes

and tools are used to monitor

progress.


and tools are used to plan and

implement aspects of

differentiated instruction and

monitor progress.


and tools are used to

strategically adjust instructional

pacing, plan differentiated

instruction, and monitor progress.

Results from formative

processes and tools, along with

effective feedback, are used to

immediately adjust

instructional pacing, plan

differentiated instruction, and

monitor progress.



and tools are used to monitor

content progress only, without

regard to ELs’ language progress.

Few accommodations take place

to support ELs’ understanding of

content and language.


and tools are used to plan and

implement aspects of

differentiated instruction for

language and content and to

monitor progress of EL students.


and tools are used to strategically

adjust instructional pacing based

on EL students levels of English

proficiency, plan differentiated

instruction to meet the needs of EL

students, and continuously monitor

EL language and content progress.


and tools, along with effective

feedback, are used to immediately

adjust instructional pacing for EL

students, plan differentiated

instruction to address language

and content, and monitor

language acquisition and

academic progress.

Documents

Rigor Rubric with EL Considerations - Cventhandouts16.modelschoolsconference.com/files/upload/RRE...High-Level Questioning 1 – Beginning 2 – Emerging 3 – Developed 4 – Well