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SCIENCE SCORING RUBRICS AND SCORING SUMMARY FORMCircle the score given for each rubric.

PLANNING ASSESSMENT

Review these Task 1 & 2 sources for evidence to support score: Review these Task 4 sources for evidence to support score:Task 1 Context Form Evaluative Criteria or Rubric

Context Commentary Student Work SamplesTask 2 Lesson Plans Assessment Commentary

Instructional Materials (and consider previously reviewed Task 1, 2, & 3 sources)Planning Commentary

S1 Establishing a balanced instructional focus 1 2 3 4 S6 Analyzing student work from an assessment 1 2 3 4

S2 Making content accessible 1 2 3 4 S7 Using assessment to inform teaching 1 2 3 4

S3 Designing assessments 1 2 3 4 S8 Using feedback to promote student learning 1 2 3 4

INSTRUCTION REFLECTION

Review these Task 3 sources for evidence to support score: Review these Task 5 sources for evidence to support score:Video Clip(s) Daily ReflectionsLesson Plan Reflective CommentaryInstruction Commentary (and consider previously reviewed Task 1, 2, 3, & 4 sources)(and consider previously reviewed Task 1 & 2 sources)

S4 Engaging students in learning 1 2 3 4 S9 Monitoring student progress 1 2 3 4

S5 Monitoring student learning during instruction 1 2 3 4 S10 Reflecting on learning 1 2 3 4

ACADEMIC LANGUAGE

Consider evidence from all Teaching Event tasks to support score.

S11 Understanding language demands and resources 1 2 3 4

S12 Developing students’ academic language repertoire 1 2 3 4

Candidate ID: __#19307 Calibration 2011-12______________ Scorer ID: _____PACT Central__ February 28, 2012i

CONFIDENCE IN RATINGS

Overall, how confident are you in the ratings that you gave this candidate? (Circle one)

Not confident Somewhat confident Confident Very confident

HOLISTIC IMPRESSION OF PERFORMANCE IN TEACHING EVENT(Circle one)

We would like to collect your impression of the performance in the Teaching Event independent of the PACT scoring system. Please use your personal criteria for judging beginning teaching to answer the following question: If the evidence of teaching practice in this Teaching Event were typical of a candidate’s current level of practice, what would be your recommendation with respect to awarding them a teaching credential? (Circle one number)

1 2 3 4

Would not recommend Recommendation Strong recommendation for a Strong recommendation withfor a Teaching Credential for a Teaching Credential for a Teaching Credential distinction for a Teaching Credential at this time (candidate’s areas (has areas of strength that (solid foundation of beginning (exceptional performanceof weakness cause concerns will carry candidate while teaching skills) for a beginner)for being the teacher of record) s/he works on areas that

need improvement)

Comments/Concerns/Interesting Issues raised by this Teaching Event (record more general comments/concerns on your Scorer Feedback form):

Do you know this candidate? _____ Yes _____ No

If yes, in what role? (Check all that apply.) _____ Supervisor _____ Instructor _____ Other _________________________________(Please describe role)

Please check here if you recommend this Teaching Event as a potential benchmark for next year: _____

Candidate ID: __#19307 Calibration 2011-12______________ Scorer ID: _____PACT Central__ February 28, 2012ii

PLANNING ESTABLISHING A BALANCED INSTRUCTIONAL FOCUSS1: How do the plans support student learning of scientific concepts and inquiry skills? (TPEs 1,4,9)

Level 1 Level 2 Level 3 Level 4 The standards, learning objectives,

learning tasks, and assessments either have no central focus or a one-dimensional focus (e.g., solely on a scientific phenomenon, science concept, or investigation/ experimentation skills).

The standards, learning objectives, learning tasks, and assessments have an overall focus that is primarily one-dimensional (e.g., a scientific phenomenon, science concept, or investigation/experimentation skills).

The focus includes vague connections among science concepts, real world phenomena, and investigation/experimentation skills.

Learning tasks or the set of assessment tasks focus on multiple dimensions of science learning through clear connections among science concepts, real world phenomena, and investigation/ experimentation skills.

A progression of learning tasks and assessments is planned to build understanding of the central focus of the learning segment.

Both learning tasks and the set of assessment tasks focus on multiple dimensions of science learning through clear connections among science concepts, real world phenomena, and investigation/ experimentation skills.

A progression of learning tasks and assessments guides students to build deep understandings of the central focus of the learning segment.

Key evidence that supports the assigned score:

Learning tasks and the set of assessment tasks focus on multiple dimensions of science learning through clear connections among science concepts, real world phenomena, and investigation/ experimentation skills. The candidate focuses on tying the concepts of genetics to students’ traits, then, tying those experiences to the concepts of genotypes, phenotypes, alleles and finally pedigrees. Early on, student collect data based on their traits and determine the class frequency based on the data. Later, in the learning segment, students collect evidence from the murder mystery scenario and must analyze evidence and apply what they have learned from the scientific concept. The candidate also uses an inquiry-based approach when engaging students in defining terms and concepts, by first providing experiences that assist in conceptual development. A progression of learning tasks and assessments is planned to build understanding of the central focus of the learning segment as described above. Evidence is found in the LP1-5 and in the instructional materials as well as the commentaries. Evidence “…investigating how people receive their physical characteristics in addition to the underlying cause (genes) of those characteristics. Students will first explore the different forms of traits and their frequencies within the classroom. Without knowing it, students will have discovered dominant and recessive alleles. P1 “The importance of the learning segment is for students to understand inheritance as it applies to their own physical characteristics and the role genes play in that determination. The various combinations of alleles or forms of a gene dictate how every single person “looks.” “P1 “The Hooded Murderer PowerPoint, which should sufficiently generate interest in the activity. I will model what students already know by using an overhead transparency of The Hooded Murderer worksheet that will be provided to students.” P2 “On the second day, the engagement will continue and students will be given a made-up scenario of two celebrities (one with a widow’s peak hairline and one with a straight hairline) having a child together. Students will be asked to predict what type of hairline the child will have. No matter which form they choose, the answer will be incorrect and students will be asked to explain how this is possible through exploration of the “consider this” portion of the PowerPoint Genetic Discovery located on slides 6 and 7.” P2 “The tasks in the learning segment will build on one another by beginning with students exploring the two different forms of various traits. And we will use the notation 1 and 2 for the two forms which will be used later in the Genetic Discovery PowerPoint.” P2 “Finally, students will use punnett squares in a novel situation, a pedigree, to predict genotypes and phenotypes. Students will be expected to explain their prediction using the evidence from the punnett square(s), a facet of the academic language of the learning segment.”P2 “As the PowerPoint progresses, vocabulary will be explained after the concept is demonstrated.” LP. The candidate did not score a 2 because the progression of tasks was more than vague.The candidate did not score a 4 because the progression did not support a deep understanding of the central focus. Score: __3_____

Candidate ID: __#19307 Calibration 2011-12______________ Scorer ID: _____PACT Central__ February 28, 20121

PLANNING MAKING CONTENT ACCESSIBLES2: How do the plans make the curriculum accessible to the students in the class? (TPEs 1,4,5,6,7,8,9)

Level 1 Level 2 Level 3 Level 4 Plans refer to students’ experiential

backgrounds1, interests, or prior learning2 that have little or no relationship to the learning segment’s standards/objectives.

OR There are significant content

inaccuracies in plans that will lead to student misunderstandings.

Plans draw on students’ experiential backgrounds, interests, or prior learning to help students reach the learning segment’s standards/objectives.

Plans for the implementation of learning tasks include support3 to help students who often struggle with the content.

Plans draw on students’ prior learning as well as experiential backgrounds or interests to help students reach the learning segment’s standards/objectives.

Plans for learning tasks include scaffolding or other structured forms of support4 to provide access to grade-level standards/objectives.

All components of Level 3 plus: Plans include well-integrated

instructional strategies that are tailored to address a variety of specific student learning needs.


Plans draw on students’ experiential backgrounds, interests, or prior learning to help students reach the learning segment’s standards/objectivesPlans for implementation of learning tasks include some support (such as strategic groupings of students; circulating to monitor student understanding during independent or group work; checking on particular students) to help students who often struggle with the content.P. 11warm-up almost every day, and as such, warm-ups will be a significant source of learning to use academic language. I plan to use the time to review concepts and vocabulary explored the previous day.P. 11 Students are already able to use “fill in the blank” for note-taking, and I will build on that ability using a fill in the blank graphic representation of genotype and phenotype.P. 11 Students will explore and explain the use of punnett squares in Genetic Discovery first through demonstrations and then through practice.P. 13 Use visuals of each trait. Tables and calculations will be modeled, and I will first select my traits to show a “real-life” example of each.

Not a 3: Although it is clear that plans draw on prior learning and possible student interests, it is not clear that the plans draw on students’ prior learning and experiences or interests to help them meet standards and reach the learning objectives appropriate for their grade level. Support is provided to help students who struggle with the content, but it is not clear how the candidate structured the support strategies to help students gain access to the grade-level curriculum. In group work it is not made evident that there is a process to ensure that students do not just copy the work of others but actively engage in developing their own understanding.

Score: ____2___

1 Cultural, linguistic, social, economic2 In or out of school3 Such as strategic groupings of students; circulating to monitor student understanding during independent or group work; checking on particular students.4 Such as multiple ways of representing content; concrete models; modeling strategies of scientific inquiry; providing graphic organizers, rubrics, or sample work.Candidate ID: __#19307 Calibration 2011-12______________ Scorer ID: _____PACT Central__ February 28, 20122

PLANNING DESIGNING ASSESSMENTSS3: What opportunities do students have to demonstrate their understanding of the standards and learning objectives?

(TPEs 2,3)Level 1 Level 2 Level 3 Level 4

There are limited opportunities provided for students to learn what is measured by assessments.

OR There is a significant mismatch

between one or more assessment instruments or methods and the standards/objectives being assessed.

Opportunities are provided for students to learn what is assessed.

It is not clear that the assessment of one or more standards/objectives go beyond surface-level understandings.

Opportunities are provided for students to learn what is assessed.

The assessments allow students to show some depth of understanding or skill with respect to the standards/objectives.

The assessments access both productive (speaking/writing) and receptive (listening/reading) modalities to monitor student understanding.

All components of Level 3 plus: Assessments are modified,

adapted, and/or designed to allow students with special needs opportunities to demonstrate understandings and skills relative to the standards/objectives.

Key evidence that supports the assigned score:Opportunities are provided for students to learn what is assessed. The assessments include informal assessments such as checking in and questioning during student participation in the ppt. slide activities. The questions within the slide are varied in that they include multiple choice and some that are open ended. The assessments allow students to show some depth of understanding or skill with respect to the standards/objectives. Students think crucially about applying the concepts in the hooded murder simulation. The assessments in the form of questions scaffold the learning process toward the more complex assessment of the hooded murder simulation. The assessments access both productive (speaking/writing) and receptive (listening/reading) modalities to monitor student understanding. Students work in groups so they listen to one another, they write in the worksheets, and read ppt and worksheets as well as speak throughout the learning segment. The candidate formatively assesses their understanding during the ppts by asking students to represent concepts through the punnet squares and answer multiple-choice questions. Additionally, the candidate tries to address some misconceptions. The assessments are not sufficiently modified or adapted so it not a 4, but a 3. Evidence: “..by examining each set of questions from the Genetic Discovery PowerPoint….Finally, through multiple opportunities for practice, students will be assessed on application of the new concept and skill in a new situation (see slide 51 through 58 in Genetic Discovery), and ultimately in their application of the concept (punnett squares, genotype, and phenotype) in The Hooded Murderer.”P7

Score: ____3___


INSTRUCTION ENGAGING STUDENTS IN LEARNINGS4: How does the candidate actively engage students in their own understanding of collecting, analyzing, and interpreting

scientific data? (TPEs 1,5,11)Level 1 Level 2 Level 3 Level 4

Students have limited opportunities in the clips to engage with content in ways likely to improve their abilities to collect, analyze, and interpret scientific data.

OR The clips do not focus on collecting

and analyzing scientific data.OR

Classroom management is problematic and student behavior interferes with learning or there are safety violations visible on the videotape posing an immediate danger to students.

Strategies for intellectual engagement seen in the clips offer opportunities for students to collect, analyze, and interpret scientific data.

If needed for the activity, safety measures are taken.

Strategies for intellectual engagement seen in the clips offer structured opportunities for students to actively collect, analyze, and interpret scientific data.

These strategies reflect attention to student characteristics, learning needs, and/or language needs.

No potential safety problems are visible in the videotapes.

Strategies for intellectual engagement seen in the clips offer structured opportunities for students to actively collect, analyze, and interpret scientific data.

These strategies are explicit, and clearly reflect attention to students with diverse characteristics, learning needs, and/or language needs.

No potential safety problems are visible in the videotapes.


Video clip 1 shows evidence of the candidate leading students through the “genetics discovery worksheet” and corresponding PowerPoint. Students have limited opportunities to engage with content in ways likely to improve their abilities to collect, analyze and interpret scientific data. Data collection is not in evidence. Most interactions between candidate and students are task oriented. Candidate answers to Task 3 commentary prompt 3 do not at all address students collecting analyzing or interpreting data. In clip 2 there is also little evidence of student intellectual engagement, the candidate leads the discussion and solicits mostly surface level responses focused on the results of the Hooded Murderer activity.

Not a 2: Students do not have the opportunity to collect data. Most of candidate’s interactions with students in clip 1 are focused on completing the activity with little intellectual engagement.

Score: __1____


INSTRUCTION MONITORING STUDENT LEARNING DURING INSTRUCTIONS5: How does the candidate monitor student learning during instruction and respond to student questions, comments, and

needs? (TPEs 2,5)Level 1 Level 2 Level 3 Level 4

The candidate primarily monitors student understanding by asking surface-level questions and evaluating student responses as correct or incorrect.

Candidate responses are not likely to promote student thinking.

OR Materials or candidate responses

include significant content inaccuracies that will lead to student misunderstandings or misconceptions.

The candidate monitors student understanding by eliciting student responses that require thinking about science concepts and the quality of data.

Candidate responses represent reasonable attempts to improve student abilities to collect, analyze, and interpret scientific data.

The candidate monitors student understanding by eliciting student responses that require thinking about science concepts and the quality of data.

Candidate responses build on student input to guide improvement of students’ abilities to collect, analyze, and interpret scientific data.

All components of Level 3 plus: The candidate elicits explanations

of student thinking about science concepts and the quality of data, and uses these explanations to further the understanding of all students.


In clip 2 the candidate monitors student understanding by eliciting student responses that require thinking about science concepts and the analysis/interpretation of punnett squares and pedigrees.Candidate responses represent reasonable attempts to improve student abilities to collect, analyze, and interpret scientific data.P. 43 I walked around and asked what they were having difficulty with and used questions to help them progress through the activity rather than telling students the answers.P. 45 I monitored student learning in Video Clip 1 by observing different pairs of students and prompting them when they were struggling, didn’t understand the question, or if they had the correct answer, I asked them tell me how they came to choose that answer/expand on it. By asking the latter question, I was able to assess if students chose the correct answer because they understood it, guessed, or just clicked through the PowerPoint.P. 45 In Video Clip 2, students were able to demonstrate their learning and understandings through a whole-class discussion, which was another method I was able to monitor student progress and learning.

Not a 3: It is evident that the candidate is asking students to think to respond during the activities shown in the video clips and it is evident that the candidate is using student responses to guide further questions. It is also that the candidate is evaluating the students’ responses and making decisions accordingly to support students in developing the desired understanding. But it is not clear in the video or the commentary that candidate responses are effective at moving student understandings forward nor it is clear that the candidate responses build on what students are saying or doing to deepen student understanding of the content and/or thinking processes being taught.

Score: ___2____


ASSESSMENT ANALYZING STUDENT WORK FROM AN ASSESSMENTS6: How does the candidate demonstrate an understanding of student performance with respect to standards/objectives?

(TPEs 1,3)Level 1 Level 2 Level 3 Level 4

The criteria/rubric and analysis have little connection with the identified standards/objectives.

OR Student work samples do not

support the conclusions in the analysis.

The criteria/rubric and analysis focus on what students did right or wrong in relationship to identified standards/objectives.

The analysis of whole class performance describes some differences in levels of student learning for the content assessed.

The criteria/rubric and analysis focus on patterns of student errors, misconceptions, skills, and understanding to analyze student learning in relation to standards/objectives.

Specific patterns are identified for individuals or subgroup(s) in addition to the whole class.

All components of Level 3 plus: The criteria/rubric and analysis

focus on partial understandings as well.

The analysis is clear and detailed.


The candidate focuses on what students did right or wrong with minimal attention to patterns across whole class:

“I had intended to assess the entirety of the Genetic Discovery worksheet; however, what I was really interested in seeing was a progression of learning in each student of their knowledge of punnett squares (culminating in question 22 in the PowerPoint) and probability related to genotypes and phenotypes (questions 17, 19 and 23) as I began reading through responses. Many of the answers can be different for each question, so for those questions I was assessing for completeness and a “good faith” effort at completion, which most students did. Therefore, my rubric came to only include questions most relevant to the standards addressed”

There is some attention to differences in levels

“ Many students, including a high-achieving student, had difficulty at times distinguishing between genotype and phenotype as seen in question 21 in Work Sample 1. A different misunderstanding of the same question was apparent in both Work Sample 2 and Work Sample 3 where each student wrote the same answer for genotype and phenotype. (It should be noted that all three students whose work is submitted were not paired together in any way.) The majority of students, including those of all the student work samples, were able to demonstrate understanding through the work that built up to these questions (such as question 17); however, when the assessment asked for Bella’s phenotype (question 21), students were likely confused and did not recognize a difference in the two questions (genotype and phenotype) or were unsure and “just wrote something” to complete the question”

Not a 3 as specific patterns for individuals and subgroups are not addressed.

Score: ___2____


ASSESSMENT USING ASSESSMENT TO INFORM TEACHINGS7: How does the candidate use the analysis of student learning to propose next steps in instruction? (TPEs 3,4)

Level 1 Level 2 Level 3 Level 4 Next steps are vaguely related to

or not aligned with the identified student needs.

OR Next steps are not described in

sufficient detail to understand them.

OR Next steps are based on inaccurate

conclusions about student learning from the assessment analysis.

Next steps focus on improving student performance through general support that addresses some identified student needs.

Next steps are based on accurate conclusions about student performance on the assessment and are described in sufficient detail to understand them.

Next steps focus on improving student performance through targeted support to individuals and groups to address specific identified needs.

Next steps are based on whole class patterns of performance and some patterns for individuals and/or subgroups and are described in sufficient detail to understand them.

All components of Level 3 plus: Next steps demonstrate a strong

understanding of both the identified content and language standards/objectives and of individual students and/or subgroups.


Next steps focus on improving student performance through general support that addresses some identified student needsNext steps are based on accurate conclusions about student performance on the assessment and are described in sufficient detail to understand them.P. 49 For the entire class, my plan is to review the information that waspresented in the Genetic Discovery PowerPoint.P. 50 For review, I will likely begin with daily warm-ups to start studentsthinking about the Genetic Discovery activity, such as completing a few practice punnett squares. Not a 3: The candidate describes next steps that will be taken based on whole class performance but not on identified patterns for individuals and/or subgroups. Next steps focus on improving student performance through general support but that support is not targeted to individuals and groups to address specific identified needs.

Score: ___2____


ASSESSMENT USING FEEDBACK TO PROMOTE STUDENT LEARNINGS8: What is the quality of feedback to students? (TPEs 3,4)

Level 1 Level 2 Level 3 Level 4 Feedback is general and provides

little guidance for improvement related to learning objectives.

OR The feedback contains significant

inaccuracies.

Timely feedback identifies what was done well and areas for improvement related to specific learning objectives.

Specific and timely feedback helps the student understand what s/he has done well, and provides guidance for improvement.

Specific and timely comments are supportive and prompt analysis by the student of his/her own performance.

The feedback shows strong understanding of students as individuals in reference to the content and language objectives they are trying to meet.


Feedback identifies what was done well and areas for improvement related to specific learning objectives.p. 49 All returned student work had some type of feedback written, including telling students they did great work or were progressing well through the assessment.P. 49 I wrote the correct answer and the reason why it was correct.P. 49 I have individual goals for each student as well. If an ELL’s grammar is improving, I let him or her know through feedback on his or her written work.Guidance for improvement is present and general rather than tightly targeted with evidence in student work samples and commentary - “I wrote the correct answer and the reason why it was correct. I wanted to not only give the student the correct answer, which is often overlooked when an assignment is not graded in class, but also the explanation of the correct answer to further their academic development.”

Not a 2: Feedback focuses on what students have done well and includes suggestions to guide improvement.

Score: __3___


REFLECTION MONITORING STUDENT PROGRESSS9: How does the candidate monitor student learning and make appropriate adjustments in instruction during the learning

segment? (TPEs 2,10,12,13)Level 1 Level 2 Level 3 Level 4

Daily reflections indicate inconsistent monitoring of student performance.

There is limited evidence of adjusting instruction in response to observed problems, e.g., student confusion, a lack of challenge, time management.

Daily reflections identify what students could or could not do within each lesson.

Adjustments to instruction are focused on improving directions for learning tasks, time management, or reteaching.

Daily reflections indicate monitoring of student progress toward meeting the standards/objectives for the learning segment.

Adjustments to instruction are focused on addressing some individual and collective learning needs.

All components of Level 3 plus: Adjustments to instruction are

focused on deepening key skills and understandings related to using science concepts and inquiry skills to explain a scientific phenomenon.


Candidates daily reflections are primarily a narrative of the day’s event, what the students accomplished and adjustments made and those anticipated for next time. Daily reflections identify what students could or could not do within each lesson in a very thorough manner.

Not a level 3 because there was little focus on individual and collective learning needs.

Score: ____2___


REFLECTION REFLECTING ON LEARNINGS10: How does the candidate use research, theory, and reflections on teaching and learning to guide practice? (TPEs 10,11,12,13)

Level 1 Level 2 Level 3 Level 4 Reflections on teaching practice are

erroneously supported through a significant misapplication of theory or research principles.

OR Changes in teaching practice are not

based on reasonable assumptions about how student learning was affected by planning, instruction, or assessment decisions.

Reflections on teaching practice are consistent with principles from theory and research.

Changes in teaching practice are based on reasonable assumptions about how student learning was affected by planning, instruction, or assessment decisions.

Reflections on teaching practice are based on sound knowledge of research and theory linked to knowledge of students in the class.

Changes in teaching practice are based on reasonable assumptions about how student learning was affected by planning, instruction, or assessment decisions.

Reflections on teaching practice integrate sound knowledge of research and theory about effective teaching practice, knowledge of students in the class, and knowledge of content.

Changes in teaching practice are specific and strategic to improve individual and collective student understanding of standards/objectives.


Candidate cites Piaget in discussing students’ inability to grasp some of the concepts such as hypothetical situations. Candidate applies this theory to several interactions she has during the learning segment, which shows reflections consistent with theory. She further explores this with additional research that some operational stages don’t appear at the same times (or at all) in some non-western cultures. She further hypothesizes that another possible explanation could be students working outside their ZPD – which is quite possible given the lack of context for the students’ prior knowledge in this area. Finally, she also admits that her instructional model of self-guided PPTs could be an issue as well since it contained answers embedded in it and therefore students focused on getting things “right” as opposed to learning might seem more competent than they really were during what would have been the formative assessment stages. Her suggested changes address some of the logistics issues she focused on in her reflections – issues of time management, downloads, and so forth. She does note that frontloading pedigrees more might have been a help, but she does not connect this to her previous discussion of research and theory in deciding why this was a good idea. Overall, the candidate shows reflections that are thoughtful and consistent with accepted principles in attempting to understand her own practice. She does manage to suggest some changes that are based on some reasonable observations, but in not connecting those to her theory and research discussion, she does not show a SOUND understanding.

Score: ___2____


ACADEMIC LANGUAGE UNDERSTANDING LANGUAGE DEMANDS5 AND RESOURCESS11: How does the candidate identify the language demands of learning tasks and assessments relative to the students’

current levels of academic language proficiency?Level 1 Level 2 Level 3 Level 4

Candidate’s description of students’ academic language proficiency at lower levels is limited to what they CANNOT do.

Language genre (s)6 discussed is only tangentially related to the academic purposes of the learning segment.

Candidate identifies unfamiliar vocabulary without considering other linguistic features.

OR

Candidate did not identify any language demands within the learning and assessment tasks.

Candidate describes academic language strengths and needs of students at different levels of academic language proficiency.

The language genre(s) discussed are clearly related to the academic purposes of the learning segment and language demands are identified.

Candidate identifies vocabulary that may be problematic for students.

Candidate describes academic language strengths and needs of students at different levels of academic language proficiency.

The language genre(s) discussed are clearly related to the academic purpose of the learning segment and language demands are identified. One or more linguistic features and/or textual resources of the genre are explicitly identified.

Candidate identifies essential vocabulary for students to actively engage in specific language tasks.

Candidate describes academic language strengths and needs of students at the full range of academic language proficiency.

The language genre discussed is clearly related to the academic purpose of the learning segment and language demands are identified. One or more genre-related linguistic features or textual resources of the specific tasks/materials are explicitly identified and related to students’ varied levels of academic language proficiency.

Candidate identifies for instruction related clusters of vocabulary.


Candidate describes academic language strengths and needs of students at different levels of academic language proficiency.The language genre(s) discussed are related to the academic purposes of the learning segment and language demands are identified. Candidate identifies vocabulary that may be problematic for students.P. 9 Students will explain their prediction using the evidence from the punnett square(s), a facet of the academic language of the learning segmentP. 10 Using punnett squares in the future will require students to understand the vocabulary associated with them.P. 10 understand the vocabulary associated with the concepts.5 Language demands might include: translating words or sentences into symbolic formulas or formulas in to words and sentences; quickly decoding symbols into their abstract meanings; distinguishing scientific uses of words used in everyday language (e.g., balance, base; function); using technical language to explain intuitive understandings; using complex sentences to express hypotheses; using precise language to explain science concepts or reasoning; combining language and numbers to persuade an audience to accept an hypothesis.6 Key genres in science might include: interpreting or representing mathematical meanings represented symbolically, graphically or linguistically; recounting procedures for an experiment;; evaluating or constructing scientific arguments; explaining science concepts; defining technical terms; engaging in collaborative and oral scientific inquiry.Candidate ID: __#19307 Calibration 2011-12______________ Scorer ID: _____PACT Central__ February 28, 201211

P. 43 students needed to be instructed in how to retrieve the PowerPoint and were generally not accustomed to working through the PowerPoint as an activity. Students needed to explain and show proof of how they determined the murderer.P. 47 Many students, including a high-achieving student, had difficulty at times distinguishing between genotype and phenotype.P. 149 A specific difficulty that many students seemed to have was identifying the difference between genotype and phenotype.

Not a 3: Though the candidate does identify what students at different levels of language development are able to do as well as what they may struggle to do, the candidate minimally discusses students’ strengths and challenges in meeting language demands in different modalities in relation to their different linguistic backgrounds and/or prior educational experience. The candidate does not link organizational, stylistic, and/or grammatical features of the text types to disciplinary and/or cultural norms and expectations.

Score: __2___


ACADEMIC LANGUAGE DEVELOPING STUDENTS’ ACADEMIC LANGUAGE REPERTOIRES12: How do the candidate’s planning, instruction, and assessment support academic language development? (TPEs 1,4,7,8)

Level 1 Level 2 Level 3 Level 4 The candidate gives little or

sporadic support to students to meet the language demands of the learning tasks.

OR Language and/or content is

oversimplified to the point of limiting student access to the core content7 of the curriculum.

The candidate uses scaffolding or other support 8 to address identified gaps between students’ current language abilities and the language demands of the learning tasks and assessments, including selected genres and key linguistic features.

Candidate articulates why instructional strategies chosen are likely to support aspects of students’ language development.

The candidate’s use of scaffolding or other support provides access to core content while also providing explicit models, opportunities for practice, and feedback for students to develop further language proficiency for selected genres and key linguistic features.

Candidate articulates why the instructional strategies chosen are likely to support specific aspects of students’ language development for different levels of language proficiency.

The candidate’s use of scaffolding or other support provides access to core content while also providing explicit models, opportunities for practice, and feedback for students to develop further language proficiency for selected genres and key linguistic features.

Candidate articulates why the instructional strategies chosen are likely to support specific aspects of students’ language development for the full range of language proficiency and projects ways in which the scaffolds can be removed as proficiency increases.


The candidate uses scaffolding or other support to address identified gaps between students’ current language abilities and the language demands of the learning tasks and assessments by providing visuals, slowing language, working in pairs. The task also allows for some modification regarding pacing. In the feedback, the candidate noted some comments that may further academic development, but it was unclear how the candidate would assess if students addressed the feedback. She specifically cite the need to develop understanding around phenotype and genotype. These supports provide immediate access to core content without providing opportunities for students to develop further language proficiency.

Pg. 46 “Implicit in this activity are supports for students who are language learners. Over two thirds of my class are ELs and therefore lesson planning requires an academic language support aspect. For this activity, students were working with numbers and colors. Numbers and colors are consistent across different languages. This was one of the main reasons for choosing this activity for this specific group of students. Candidate articulates why instructional strategies chosen are likely to support aspects of students’ language development.

7 Core content is the set of facts, concepts, skills, and abilities that are absolutely necessary to participate at least minimally in the learning/assessment tasks in the learning segment.8 Such support might include one or more of the following: modeling strategies for comprehending or constructing texts such as lab reports; explicit communication of the expected features of oral or written texts (e.g., using rubrics, models, and frames); use of strategies that provide visual representations of content while promoting literacy development (e.g., graphic organizers); vocabulary development techniques (context cues, categorization, analysis of word parts, etc.); opportunities to work together with students with different language and literacy skills.Candidate ID: __#19307 Calibration 2011-12______________ Scorer ID: _____PACT Central__ February 28, 201213

Pg. 46 “Another language support that I provided the students was a worksheet with a prepared table on it which allowed them space to write their final plans. By having the students fill in a table, as opposed to creating their own document, ensured that students would be able to organize their writing while including all of the required information.

Pg. 19 “If students were left to read a scientific report on their own, most students would become frustrated and unengaged. Instead, the “showing thinking while reading” strategy, requires students to take notes while reading. The notes may consist of something the student learned, an important fact, or a question the student has. I tell my students that the important thing is that they are writing something down. I tell them that any type of thought about the writing is appropriate. I also encourage students to write down words that they are unfamiliar with and any questions that they might have. I find that this strategy works well with my class, and that even the students who are language proficient benefit from the activity. What I have found with my class, is that their note taking skills are very poor. I try to help them learn how to take better notes, and improve their listening / note-taking skills. This strategy helps me to improve their note taking skills, regardless of language proficiency.

“As for academic language vocabulary, students will first use their own words to describe why one trait might be seen while another trait might not even when alleles are inherited from both parents. Writing a description of their own before receiving the vocabulary reinforces the 5E Model of “encouraging students to explain concepts and definitions in their own words”5” P3

“Not only will the PowerPoint explore academic language vocabulary and concepts before explaining/defining them (encouraged by the exploration phase of the 5E Model), but it will clarify academic language, such as punnett squares, through practice.” P3

Not a 3: It is evident that the candidate’s use of scaffolding or other support provides access to core content but it is not evident that the candidate’s use of scaffolding or other support provides explicit models, opportunities for practice, and feedback for students to develop further language proficiency related to the demands of the learning tasks and assessments The candidate does not articulate why the instructional strategies chosen are likely to support specific aspects of students’ language development.

Score: ___2____


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