UNSATISFACTORY

DEVELOPING

ACCOMPLISHED

EXCEPTIONAL

The students replicate a model of the solar system.

The teacher sends home a Student Information survey to the parents at the   beginning of the year but never refers to it.

The teacher knows which students have IEPs, but does an activity where everyone   is given the same assignment.

The students are allowed to work independently or with a peer when asked to read   the chapter and answer the questions.

The  students can choose whether to draw or make clay models of the solar system.

The teacher sends home a Student Information survey to the parents at the   beginning of the year and refers to it to see what her students’ favorite hobbies are.

The teacher assigns a reading buddy to a struggling reader.

The teacher shows how students can use Unifix cubes when adding with regrouping.

The teacher gives her athletic male student a chapter book about a football team   for silent reading time.

Teacher uses fractions pretest results to make center activities for the week… paying attention to visual, auditory and kinesthetic learners.

The teacher has the class play “Quiz-Quiz-Trade to practice spelling their   spelling words.”

When asked to read the chapter and answer the questions, the advanced readers have   a more challenging set of questions.

The students can share what they learned about the solar system by either making   a pamphlet, making a clay model, or writing a song.

The teacher sends home a Student Information survey to the parents at the   beginning of the year and refers to it periodically to help plan projects including their various learning style preferences.

The teacher has her visual learners reviewing some instructional charts while the   auditory learners listen to a taped lesson about atoms.

The teacher has Unifix cubes available for students’ use when they complete their   addition with regrouping worksheets.

The teacher gives her athletic male student several sports-themed chapter books   to choose from for silent reading time.

Teacher uses pretest results to create a challenging project with fractions for some   students in place of the center activities.

The teacher has the answers listed on the back of the “quiz” cards for   “Quiz-Quiz-Trade.”

The teacher is sure that all students know the content necessary to play “Talk a   Mile a Minute.” (M)

When the class is learning about the Revolutionary War, there are video clips,   books on varying levels, and artifacts available for students to review.

The students can share what they learned about the solar system by either making   a pamphlet, making a clay model, or writing a song or informing the teacher   of their own idea.

The writing samples used to model strong opening “hooks” are on varying reading   levels.

The teacher has an interactive website modeling regrouping for students to refer to when they are completing their worksheet on addition with regrouping.

The teacher asks her athletic male reluctant read what sport he likes best, then finds him a book on his independent reading level for silent reading time.

Teacher uses pretest results to create a challenging project and provide small group   instruction as an option to center activities.

The teacher assigns the less–strong students as the reporter when playing   Jeopardy to review scientific terms.

The teacher has some students create the “quiz” cards answers for “Quiz-Quiz-Trade.”

Teachers have two worksheets prepared for  the   same story…one with mostly retrieval questions and the other with predictive   questions. (M)