Mapa Estratégico

Target Acceptable Unacceptable

Accurate Representation of Content (1, 14%) IL-ISBE-RS.1 IRA- 2010.2.1 IRA-2010.2.2 IRA-

2010.2.2.5.a

Discusses at least two comprehension strategies. Instructional plans and discussion of strategies demonstrate an understanding of reading

instruction, including an in-depth understanding of comprehension strategy instruction that is supported by literature and research.

Discusses two comprehension strategies. Instructional plans and discussion of strategies demonstrate an understanding of reading

instruction, in general, and are accepted in current literature and/or research.

Discussion of comprehension strategies is limited. Instructional plans indicate inaccuracies in understanding of reading theory and practice. Reading

comprehension appears to be viewed primarily as a result of practice with isolated skills.

Grouping and Collaboration (1, 14%)

IRA-2010.5.4 IRA- 2010.5.4.5.a

A variety of classroom configurations and evidence-based grouping

practices are described that meet the needs of and provide meaningful strategy instruction for students. A variety of grouping options are addressed. Where the reading teacher is working with an individual student, suggestions are made for appropriate grouping during reading instruction outside of the tutoring session. Ideas for collaboration with the teacher or other professionals are appropriate.

Grouping strategies are described. Ideas for collaboration with the teacher or other professionals are appropriate.

Grouping strategies are limited or absent, or are inappropriate for instruction or the students. Ideas for collaboration are minimal or inappropriate.

Lesson Design & Gradual Release: Alignment with Learning Goals (1, 14%) IL-ISBE-RS.1 IL-LEWIS-

COE-2008.1aa IRA- 2010.2.1

All lessons are explicitly linked to learning goals. All learning activities, assignments and resources are aligned with learning goals. All learning goals are covered in the design across the span of tutoring plans.

Most lessons are explicitly linked to learning goals. Most learning

activities, assignments and resources are aligned with learning goals. Most learning goals are covered in the design.

Few lessons are explicitly linked to learning goals. Few learning activities, assignments and resources are aligned with learning goals. Not all learning goals are covered in the design.

Lesson Design & Gradual Release: Language

Tutoring plans indicate that the activities, materials, and language

Tutoring plans indicate that the activities, materials, and language

Little or no consideration of language proficiency or literacy

Objectives (1, 14%) IL-ISBE-RS.1F IL- LEWIS-COE-2008.1aa IL- LEWIS-COE-2008.1bb IL- LEWIS-COE-2008.2cc IRA-2010.1.1 IRA- 2010.1.1.5.e IRA-2010.4.2 IRA-2010.4.2.5.a WIDA.ELP.K-2.1 WIDA.ELP.K-2.2

used are well considered for the literacy and language proficiency of the student(s). Language objectives are included if appropriate for the context. All objectives are sound, well written, and fitting for student needs and growth.

used are appropriate for the literacy and language proficiency of the student(s). Language objectives are noted where appropriate. All objectives are achievable and well written.

level of the student is evident in the plans. If language objectives are included, they are not appropriate for the situation. Some objectives are ill suited to the student, context, or are poorly written.

Lesson Design & Gradual Release: Variety of Instructional Approaches (1, 14%) IL-ISBE-RS.1 IL-LEWIS- COE-2008.1bb IRA- 2010.2.1.5.b IRA-2010.2.2 IRA-2010.2.2.5.a IRA- 2010.5.1 IRA-2010.5.2 IRA- 2010.5.3 IRA-2010.5.3.5.b NETS-T-2008.1

All lessons are logically organized using routines and appear to be useful in moving the student(s) toward achieving the learning goals.

Instructional sessions include optimal use of resources and specific

modeling of reading and writing as valued lifelong activities.

A wide range of instructional

practices are included in instructional plans. Instructional approaches are supported by current research or literature. Instructional practices are appropriate for the learner's stage of development, cultural background, and language proficiency needs.

Lessons have some logical

organization (routine is evident) and appear to be appropriate for

achieving the learning goals. Some modeling of reading and writing as lifelong practices is included in the plans. Instructional practices are varied and appropriate. Some consideration of learners' literacy development and language proficiency needs is evident.

Lessons are not logically

organized (e.g., lack of routine is evident). Few or no modeling or motivational activities are used. Instructional practices are limited in variety and/or are unsupported or inappropriate for the learners.

Use of a Variety of Texts, Resources and Technology

(1, 14%)

IL-ISBE-RS.1 IL-ISBE- RS.7 IL-LEWIS-COE- 2008.1bb IL-LEWIS-COE-

A wide range of texts and materials are included in instructional plans. Texts and materials are appropriate for the learner's stage of development, cultural background, and language proficiency needs. Traditional print,

Some variety in texts and materials is included in instructional plans. Texts and materials are appropriate for the learner's stage of

development or cultural and

linguistic backgrounds, or language

Little variety of resources is evident. Heavy reliance on textbook or single resource (e.g., work sheets). No technology or diversity is mentioned, even if these are actually addressed

2008.1ee IL-LEWIS-COE- 2008.2cc IRA-2010.2.3 IRA-2010.4.1 NETS-T-

2008.1

positively impact students' engagement with diversity. Where applicable, incorporates appropriate technology in a

meaningful way to support learning. Discusses the use of technology to support learning.

considered in selection of traditional print, digital, and/or online

resources.

Where applicable, incorporates technology.

inappropriate for the students or negatively impact engagment with diversity.

Use of Contextual Information and Data to

Select Appropriate and Relevant Activities, Assignments and Resources

(1, 14%)

IL-ISBE-RS.1 IRA-2010.2 IRA-2010.2.1.5.b

Provided lesson planning format is used, with assessment data, contextual information, and reflections on

previous instruction included. It is clearly evident that the

curriculum/plans implemented are appropriate and meet the needs of the students in the sessions, especially those struggling with reading. Most instruction has been designed with reference to contextual factors and assessment data.

Provided lesson planning format is used, with some assessment data, and contextual factors considered. Most elements of the plans appear to be productive and appropriate for the students' needs as struggling readers.

Provided lesson planning format is not used or plans are

incomplete. Instruction has not been designed with reference to contextual factors and assessment data. Materials, activities and assignments do not appear

productive and appropriate for the student.