Early Childhood Activity Plan Rubric Updated 8-2017

Exceeds Meets Expectations Not Demonstrated Score/Level

Emerging (2.0)
Expectations (4.0) (3.0) (1.0)

Identifying The required Most of the required Some of the required Required information 4
Information identifying information identifying information identifying information is not included.
is thoroughly and is adequately is inadequately
correctly completed. completed. completed.

Description The activity The description of the The description of the The description does 4- Excellent
description is written activity is activity is not provide a clear work!! Great
in a clear and concise professionally written. professionally written. picture of the activity. description!
NAEYC 1a manner, providing a The description The description
well-defined provides a clear provides an adequate
explanation of the picture of the activity picture of the activity
InTASC: 4, 7 activity including the that demonstrates the that somewhat
key elements and key elements of the demonstrates the key
activities. The activity. The elements of the
SC 4.0 (E- description is brief but description is longer activity.
ADEPT): SO, IP clear. than necessary but
includes the key
elements and
activities.

Standards
SC- South Carolina Teaching Standards (Expanded ADEPT)
Standard: Instruction
Indicator: Standards & Objectives (SO)
Standard: Planning
Indicator: Instructional Plans (IP)
USA- InTASC Model Core Teaching Standards (2011) - Standards Only
Standard:
Standard #04: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he
or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to
assure mastery of the content.
Standard:
Standard #07: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the
community context.
USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2010)
Standard: STANDARD 1. PROMOTING CHILD DEVELOPMENT AND LEARNING Candidates prepared in early childhood degree
programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and
 Exceeds Meets Expectations Not Demonstrated Score/Level
Emerging (2.0)
Expectations (4.0) (3.0) (1.0)
needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful,
supportive, and challenging for each child.
Key Element:
1a: Knowing and understanding young children’s characteristics and needs, from birth through age 8.

Space and The activity plan The activity plan The activity plan The setting is 4
Materials includes a clear includes an includes an adequate inadequately
explanation of the type explanation of the type explanation of the type explained or the list of
of setting needed for of setting needed for of setting needed for materials is
NAEYC 5a the activity (floor, the activity (floor, the activity (floor, incomplete.
table, etc.) and a table, etc.) and a table, etc.) and/or a
thorough list of thorough list of partial list of materials.
InTASC: 3, 4, 7, 8 materials in bulleted materials. The
form. The materials materials are specific
are specific and and include titles of
SC 4.0 (E- include titles of books books and songs and
ADEPT): EN, AM and songs and appropriate names for
appropriate names for other materials.
other materials.

Standards
SC- South Carolina Teaching Standards (Expanded ADEPT)
Standard: Instruction
Indicator: Activities & Materials (AM)
Standard: Environment
Indicator: Environment (EN)
USA- InTASC Model Core Teaching Standards (2011) - Standards Only
Standard:
Standard #03: Learning Environments. The teacher works with learners to create environments that support individual and collaborative
learning, encouraging positive social interaction, active engagement in learning, and self motivation.
Standard:
Standard #04: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he
or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to
assure mastery of the content.
Standard:
Standard #07: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the
community context.
Standard:
Standard #08: Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2010)
 Exceeds Meets Expectations Not Demonstrated Score/Level
Emerging (2.0)
Expectations (4.0) (3.0) (1.0)
Standard: STANDARD 5. USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM Candidates prepared in early
childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote
positive development and learning for each and every young child. Candidates understand the importance of developmental domains and
academic (or content) disciplines in early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content
areas, including academic subjects, and can identify resources to deepen their understanding. Candidates use their own knowledge and
other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and
learning outcomes for every young child.
Key Element:
5a: Understanding content knowledge and resources in academic disciplines: language and literacy; the arts – music, creative
movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies.

Academic/Learning The academic The academic The standards are The source of the 4
Standards standard(s) that are standards that are identified from the standards is not
identified are from the identified are from the appropriate source. appropriate for the
NAEYC 5c appropriate source for appropriate source for The source and age and grade level.
age or grade level and age or grade level and subject area are Academic standards
are clearly identified are clearly identified included in with the are not clearly
InTASC: 4, 7 with the source, with the source, standard. The correlated to the
subject, standard and subject, standard and standard and key activity.
key element key element elements (when
SC 4.0 (E- thoroughly presented. thoroughly presented. applicable) are
ADEPT): SO, IP The academic The academic included in their
standard(s) is clearly standard(s) are clearly entirety. The
and intentionally correlated to the academic standard(s)
correlated to the content of the activity. adequately correlated
content of the activity. to the content of the
lesson.

Standards
SC- South Carolina Teaching Standards (Expanded ADEPT)
Standard: Instruction
Indicator: Standards & Objectives (SO)
Standard: Planning
Indicator: Instructional Plans (IP)
USA- InTASC Model Core Teaching Standards (2011) - Standards Only
Standard:
Standard #04: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he
or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to
assure mastery of the content.
Standard:
 Exceeds Meets Expectations Not Demonstrated Score/Level
Emerging (2.0)
Expectations (4.0) (3.0) (1.0)
Standard #07: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the
community context.
USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2010)
Standard: STANDARD 5. USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM Candidates prepared in early
childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote
positive development and learning for each and every young child. Candidates understand the importance of developmental domains and
academic (or content) disciplines in early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content
areas, including academic subjects, and can identify resources to deepen their understanding. Candidates use their own knowledge and
other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and
learning outcomes for every young child.
Key Element:
5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally
meaningful and challenging curriculum for each child.

Professional The NAEYC The NAEYC The NAEYC The NAEYC 4

Learning Professional Professional Professional Professional
Standard(s) and key Standard(s) and key Standard(s) and key Standard(s) and key
elements are clearly elements apply to the elements are stated elements are stated
NAEYC Standard and thoroughly stated process of planning and there is some but there is
6c and distinctly apply to the lesson. correlation to the inadequate correlation
the process of process of planning to the lesson.
planning the lesson. Only one NAEYC the lesson.
InTASC: 7 Professional Learning If other program
More than one Standard is included. standards are given,
NAEYC Professional there will be no credit
SC 4.0 (E- Learning Standard is for this criterion.
ADEPT): SO, IP included.

Standards
SC- South Carolina Teaching Standards (Expanded ADEPT)
Standard: Instruction
Indicator: Standards & Objectives (SO)
Standard: Planning
Indicator: Instructional Plans (IP)
USA- InTASC Model Core Teaching Standards (2011) - Standards Only
Standard:
Standard #07: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the
community context.
 Exceeds Meets Expectations Not Demonstrated Score/Level
Emerging (2.0)
Expectations (4.0) (3.0) (1.0)

USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2010)
Standard: STANDARD 6. BECOMING A PROFESSIONAL Candidates prepared in early childhood degree programs identify and
conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional
standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective and
critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed
advocates for sound educational practices and policies.
Key Element:
6c: Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as
a professional resource.

Objectives Objective(s) are Objective(s) are Objective(s) are The standard and the 4-
clearly correlated to correlated to the somewhat correlated objective do not match Excellent!!!
the academic academic standard to the academic OR Very
NAEYC 5c standard. chosen for the lesson. standard. The objective is not appropriate!
Objectives are one Objectives are written Objectives are written written in behavioral,
sentence and in behavioral, in behavioral, observable terms.
InTASC: 4, 5 distinctively written in observable terms and observable terms but
behavioral, observable include the audience, do not include
terms that include the behavior, condition appropriate behavior,
SC 4.0 (E- audience, behavior, and degree. condition or degree.
ADEPT): SO, IP condition and degree. The degree must be The degree is not
The degree must be mathematically logical. logical mathematically.
mathematically logical.

Standards
SC- South Carolina Teaching Standards (Expanded ADEPT)
Standard: Instruction
Indicator: Standards & Objectives (SO)
Standard: Planning
Indicator: Instructional Plans (IP)
USA- InTASC Model Core Teaching Standards (2011) - Standards Only
Standard:
Standard #04: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he
or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to
assure mastery of the content.
Standard:
Standard #05: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage
learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2010)
Standard: STANDARD 5. USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM Candidates prepared in early
childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote
positive development and learning for each and every young child. Candidates understand the importance of developmental domains and
 Exceeds Meets Expectations Not Demonstrated Score/Level
Emerging (2.0)
Expectations (4.0) (3.0) (1.0)
academic (or content) disciplines in early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content
areas, including academic subjects, and can identify resources to deepen their understanding. Candidates use their own knowledge and
other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and
learning outcomes for every young child.
Key Element:
5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally
meaningful and challenging curriculum for each child.

21st Century Skills The teacher The teacher The teacher The teacher 4
– Profile of the SC references at least 11 references between 8 references between 4 references between 0
Graduate or more 21st Century and 10 - 21st Century and 7 - 21st Century and 3 – 21st Century
Skills on his/her Skills on his/her Skills on his/her Skills on his/her
lesson plan. lesson plan. lesson plan. lesson plan.
WCK, WCS, LCC

Essential Question The teacher’s The teacher’s The teacher’s The teacher has an N/A
strategies promote strategies promote strategies do not inappropriate essential
higher levels of somewhat higher promote higher levels question or none at
NAEYC: 5c thinking and/or levels of thinking of thinking and/or all.
performance and and/or performance performance and do
create opportunities and create some not create
InTASC: 4, 5 for both independent opportunities for both opportunities for either
and collaborative independent and independent or
learning experiences. collaborative learning collaborative learning
SC 4.0 (E- The essential experiences. experiences. The
ADEPT): SO, IP, question(s) has/have The essential question(s) is/are too
QU, TH, TCK, broad, global focus. question(s) is/are focused and may be
TKS, MS The question(s) broad, requiring convergent instead of
encourage(s) exploration, but not divergent. The
exploration. The necessarily real-world question(s) is/are too
question(s) applies(y) oriented. specific, requiring only
to real-world issues. The question(s) limited response.
The question(s) provide(s) forum for
provide(s) a forum for responding through
interpreting and oral and written forms.
evaluating ideas. The questions
The question(s) provide(s) a means for
 Exceeds Meets Expectations Not Demonstrated Score/Level
Emerging (2.0)
Expectations (4.0) (3.0) (1.0)

provide(s) forum for students to create

responding through meaning from a
oral and written forms. personal response
The question(s)
provide(s) a means for
students to create
meaning from
personal response.

Standards
SC- South Carolina Teaching Standards (Expanded ADEPT)
Standard: Instruction
Indicator: Standards & Objectives (SO)
Indicator: Motivating Students (MS)
Indicator: Questioning (QU)
Indicator: Teacher Content Knowledge (TCK)
Indicator: Teacher Knowledge of Students (TKS)
Indicator: Thinking (TH)
Standard: Planning
Indicator: Instructional Plans (IP)
USA- InTASC Model Core Teaching Standards (2011) - Standards Only
Standard:
Standard #04: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he
or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to
assure mastery of the content.
Standard:
Standard #05: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage
learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2010)
Standard: STANDARD 5. USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM Candidates prepared in early
childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote
positive development and learning for each and every young child. Candidates understand the importance of developmental domains and
academic (or content) disciplines in early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content
areas, including academic subjects, and can identify resources to deepen their understanding. Candidates use their own knowledge and
other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and
learning outcomes for every young child.
Key Element:
5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally
meaningful and challenging curriculum for each child.

Accommodations The accommodations The accommodations The accommodations Accommodations are 4- Excellent
included demonstrate included demonstrate included demonstrate inappropriate and do work on this
a thorough understanding of the an adequate not demonstrate an section! You
 Exceeds Meets Expectations Not Demonstrated Score/Level
Emerging (2.0)
Expectations (4.0) (3.0) (1.0)

NAEYC 1b understanding of the
needs of children with
exceptionalities. The
InTASC: 1, 2, 4 teacher candidate
provides appropriate
accommodations for
SC 4.0 (E- 1. different rates for
ADEPT): IP, TKS, completing tasks,
LSP, GS, EN 2. students at different
cognitive levels,
3. students with
special needs,
4. IEPs or 504 plans.
needs of children with understanding of the adequate did a great
exceptionalities. The needs of children with understanding of the job
teacher candidate exceptionalities. The needs of children with considering
provides appropriate teacher candidate exceptionalities. all of your
accommodations for provides appropriate *If this lesson is students.
three of the four accommodations for planned to be taught
required at least two of the four in a field placement,
accommodations required groups the accommodations
1. different rates for 1. different rates for should address the
completing tasks, completing tasks, needs of the children
2. students at different 2. students at different in the class. If this is a
cognitive levels, cognitive levels, model lesson,
3. students with 3. students with accommodations
special needs, special needs, should be developed
4. IEPs or 504 plans. 4. IEPs or 504 plans. to address special
needs that may exist
in a classroom at this
grade level.

Standards
SC- South Carolina Teaching Standards (Expanded ADEPT)
Standard: Instruction
Indicator: Lesson Structure & Pacing (LSP)
Indicator: Grouping Students (GS)
Indicator: Teacher Knowledge of Students (TKS)
Standard: Planning
Indicator: Instructional Plans (IP)
Standard: Environment
Indicator: Environment (EN)
USA- InTASC Model Core Teaching Standards (2011) - Standards Only
Standard:
Standard #01: Learner Development. The teacher understands how children learn and develop, recognizing that patterns of learning and
development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and
implements developmentally appropriate and challenging learning experiences.
Standard:
Standard #02: Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to
ensure inclusive learning environments that enable each learner to meet high standards.
Standard:
Standard #04: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he
or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to
assure mastery of the content.
 Exceeds Meets Expectations Not Demonstrated Score/Level
Emerging (2.0)
Expectations (4.0) (3.0) (1.0)

USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2010)
Standard: STANDARD 1. PROMOTING CHILD DEVELOPMENT AND LEARNING Candidates prepared in early childhood degree
programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and
needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful,
supportive, and challenging for each child.
Key Element:
1b: Knowing and understanding the multiple influences on early development and learning

Guidance The teacher candidate The teacher candidate The teacher candidate The guidance 4
provides strong provides evidence of provides evidence of considerations are
evidence of thorough consideration of the some consideration of obviously incomplete
NAEYC 1c consideration of the situations that might the situations that or demonstrate
situations that might occur during the might occur during the inappropriate
occur during the activity and plans to activity and plans to expectations for young
InTASC: 3 activity and plans to address those address those children.
address those occurrences that occurrences that
occurrences that might disrupt the might disrupt the
SC 4.0 (E- might disrupt the activity. activity, although
ADEPT): MSB, activity. Considerations are some foreseeable
MS, IP, EX, RC, Considerations are based upon the possibilities are not
LSP, TKS, GS based upon a high teacher candidates addressed.
level of understanding understanding of Considerations are
of appropriate appropriate based upon the
expectations of typical expectations of typical teacher candidates
children of this age children of this age understanding of
and the specific and specific appropriate
requirements of the requirements of the expectations of typical
activity. activity. children of this age.

Standards
SC- South Carolina Teaching Standards (Expanded ADEPT)
Standard: Instruction
Indicator: Motivating Students (MS)
Indicator: Lesson Structure & Pacing (LSP)
Indicator: Grouping Students (GS)
Indicator: Teacher Knowledge of Students (TKS)
Standard: Planning
Indicator: Instructional Plans (IP)
Standard: Environment
Indicator: Expectations (EX)
 Exceeds Meets Expectations Not Demonstrated Score/Level
Emerging (2.0)
Expectations (4.0) (3.0) (1.0)
Indicator: Managing Student Behavior (MSB)
Indicator: Respectful Culture (RC)
USA- InTASC Model Core Teaching Standards (2011) - Standards Only
Standard:
Standard #03: Learning Environments. The teacher works with learners to create environments that support individual and collaborative
learning, encouraging positive social interaction, active engagement in learning, and self motivation.
USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2010)
Standard: STANDARD 1. PROMOTING CHILD DEVELOPMENT AND LEARNING Candidates prepared in early childhood degree
programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and
needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful,
supportive, and challenging for each child.
Key Element:
1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children

Anticipatory Set The teacher candidate The teacher candidate The teacher candidate The teacher candidate 4- Excellent
demonstrates the demonstrates an demonstrates an does not demonstrate work on this
highest level of understanding of how adequate an adequate section! You
NAEYC 4c understanding of how young children learn understanding of how understanding of how did a great
young children learn by including young children learn young children learn job building
by including creative developmentally by including by including anticipation
InTASC: 1, 2, 3, 8 and developmentally appropriate developmentally instructional strategies for the
appropriate instructional strategies appropriate that are not lesson and
instructional strategies to instructional strategies developmentally activating
SC 4.0 (E- to 1. gain students to appropriate for young their prior
ADEPT): MS, PIC, 1. gain students attention, 1. gain students learners. knowledge!!!
IP, TKS, SO attention, 2. access pre-existing attention, All four areas are not
2. access pre-existing schema, 2. access pre-existing included in the
schema, 3. make the lesson schema, Anticipatory Set. The
3. make the lesson relevant and 3. make the lesson length of the
relevant and meaningful, and relevant and Anticipatory set is
meaningful, and 4. inform young meaningful, and inappropriate.
4. inform young learners of the 4. inform young
learners of the objective of the learners of the
objective of the lesson. objective of the
lesson. The anticipatory set is lesson.
The anticipatory set is brief and effective. The anticipatory set
brief and effective and includes teaching of
creative. the new content or is
 Exceeds Meets Expectations Not Demonstrated Score/Level
Emerging (2.0)
Expectations (4.0) (3.0) (1.0)

too long to be
effective.

Standards
SC- South Carolina Teaching Standards (Expanded ADEPT)
Standard: Instruction
Indicator: Standards & Objectives (SO)
Indicator: Motivating Students (MS)
Indicator: Presenting Instructional Content (PIC)
Indicator: Teacher Knowledge of Students (TKS)
Standard: Planning
Indicator: Instructional Plans (IP)
USA- InTASC Model Core Teaching Standards (2011) - Standards Only
Standard:
Standard #01: Learner Development. The teacher understands how children learn and develop, recognizing that patterns of learning and
development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and
implements developmentally appropriate and challenging learning experiences.
Standard:
Standard #02: Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to
ensure inclusive learning environments that enable each learner to meet high standards.
Standard:
Standard #03: Learning Environments. The teacher works with learners to create environments that support individual and collaborative
learning, encouraging positive social interaction, active engagement in learning, and self motivation.
Standard:
Standard #08: Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2010)
Standard: STANDARD 4. USING DEVELOPMENTALLY EFFECTIVE APPROACHES Candidates prepared in early childhood degree
programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s
ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and
supportive interactions as the foundation for their work with young children and families. Candidates know, understand, and use a wide
array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively
influence each child’s development and learning.
Key Element:
4c: Using a broad repertoire of developmentally appropriate teaching /learning approaches

Procedures X 2 Procedures are Procedures are Procedures are Procedures are 4- Excellent
thoroughly explained thoroughly explained adequately explained inadequately sequence
and include all of the and include all of the and include most of explained and do not for this
NAEYC 4c required parts of the required parts of the the required parts of include most of the lesson!! I
lesson. lesson. the lesson. required parts of the am REALLY
-Content Presentation -Content Presentation -Content Presentation lesson. Procedures do impressed
InTASC: 1, 2 ,6, 7, -Guided Practice -Guided Practice -Guided Practice not follow a logical with your
 Exceeds Meets Expectations Not Demonstrated Score/Level
Emerging (2.0)
Expectations (4.0) (3.0) (1.0)

8 -Independent Practice -Independent Practice -Independent Practice sequence or are not lesson
-Closure -Closure -Closure developmentally Olivia!!
Procedures follow a Procedures follow a Procedures follow a appropriate for the
SC 4.0 (E- logical sequence logical sequence logical sequence and age of the young
ADEPT): IP, TH, demonstrating the demonstrating the are somewhat learners.
PS, QU, MS, PIC, gradual release of gradual release of developmentally
SW, LSP, AM, AF, responsibility and are responsibility and are appropriate for the
SO, TCK, TKS, GS developmentally developmentally age of the young
appropriate for the appropriate for the learners.
age of the young age of the young
learners. learners.
The lesson includes a
variety of opportunities
for students to actively
engage in the lesson

Standards
SC- South Carolina Teaching Standards (Expanded ADEPT)
Standard: Instruction
Indicator: Standards & Objectives (SO)
Indicator: Motivating Students (MS)
Indicator: Presenting Instructional Content (PIC)
Indicator: Lesson Structure & Pacing (LSP)
Indicator: Activities & Materials (AM)
Indicator: Questioning (QU)
Indicator: Academic Feedback (AF)
Indicator: Grouping Students (GS)
Indicator: Teacher Content Knowledge (TCK)
Indicator: Teacher Knowledge of Students (TKS)
Indicator: Thinking (TH)
Indicator: Problem Solving (PS)
Standard: Planning
Indicator: Instructional Plans (IP)
Indicator: Student Work (SW)
USA- InTASC Model Core Teaching Standards (2011) - Standards Only
Standard:
Standard #01: Learner Development. The teacher understands how children learn and develop, recognizing that patterns of learning and
development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and
implements developmentally appropriate and challenging learning experiences.
Standard:
Standard #02: Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to
ensure inclusive learning environments that enable each learner to meet high standards.
 Exceeds Meets Expectations Not Demonstrated Score/Level
Emerging (2.0)
Expectations (4.0) (3.0) (1.0)
Standard:
Standard #06: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth,
to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Standard:
Standard #07: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the
community context.
Standard:
Standard #08: Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2010)
Standard: STANDARD 4. USING DEVELOPMENTALLY EFFECTIVE APPROACHES Candidates prepared in early childhood degree
programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s
ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and
supportive interactions as the foundation for their work with young children and families. Candidates know, understand, and use a wide
array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively
influence each child’s development and learning.
Key Element:
4c: Using a broad repertoire of developmentally appropriate teaching /learning approaches

Assessment The assessment The assessment The assessment The assessment 4- Thank
includes includes both includes both includes strategies you for
developmentally formative and formative and that are not being
NAEYC 3c appropriate formative summative summative developmentally specific!!
and summative assessment strategies assessment strategies appropriate, or
assessment that are that are inadequately describe
InTASC: 1, 6 strategies, and developmentally developmentally how the teacher will
thoroughly describes appropriate, and appropriate, and determine student
how the teacher will describe how the adequately describes progress.
SC 4.0 (E- determine student teacher will determine how the teacher will
ADEPT): AS, AF, progress and mastery student progress. determine student
SW, SO of the objective Both formative and progress. There is
through the summative little connection
summative assessments are between the lesson
assessment. correlated to the and the assessment.
Both formative and objective and standard
summative and are achievable
assessments are based upon the
clearly correlated to completion of the
the objective and lesson.
 Exceeds Meets Expectations Not Demonstrated Score/Level
Emerging (2.0)
Expectations (4.0) (3.0) (1.0)

standard and are The teacher candidate

achievable based demonstrates
upon the completion documentation of the
of the lesson. The assessment.
teacher candidate
demonstrates
documentation of the
assessment.

Standards
SC- South Carolina Teaching Standards (Expanded ADEPT)
Standard: Instruction
Indicator: Standards & Objectives (SO)
Indicator: Academic Feedback (AF)
Standard: Planning
Indicator: Student Work (SW)
Indicator: Assessment (AS)
USA- InTASC Model Core Teaching Standards (2011) - Standards Only
Standard:
Standard #01: Learner Development. The teacher understands how children learn and develop, recognizing that patterns of learning and
development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and
implements developmentally appropriate and challenging learning experiences.
Standard:
Standard #06: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth,
to monitor learner progress, and to guide the teacher’s and learner’s decision making.
USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2010)
Standard: STANDARD 3. OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES
Candidates prepared in early childhood degree programs understand that child observation, documentation, and other forms of
assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and
uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a
responsible way, in partnership with families and other professionals, to positively influence the development of every child.
Key Element:
3c: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive
technology for children with disabilities.

Reteaching The teacher candidate
provides a thorough
explanations of how
NAEYC 3a s/he plans to continue
to scaffold learners
who do not master the
The teacher candidate
provides explanations
of how s/he plans to
continue to scaffold
learners who do not
master the concept or
The teacher candidate Plans for scaffolding 4
provides a minimal learners are
explanation of how incomplete or
s/he plans to scaffold inappropriate.
learners who do not
master the concept or
 Exceeds Meets Expectations Not Demonstrated Score/Level
Emerging (2.0)
Expectations (4.0) (3.0) (1.0)

InTASC: 7 concept or objective of objective of the objective of the

the lesson. Plans are lesson. Plans are age, lesson. Plans are age,
age, culturally, and culturally, and culturally, and
SC 4.0 (E- individually individually individually
ADEPT): AS, SW, appropriate. Specific appropriate. appropriate.
AF, GS strategies for Strategies are Strategies are not
reteaching the content somewhat specific. specifically explained.
to those students who
do not master the
objective are included.

Standards
SC- South Carolina Teaching Standards (Expanded ADEPT)
Standard: Instruction
Indicator: Academic Feedback (AF)
Indicator: Grouping Students (GS)
Standard: Planning
Indicator: Student Work (SW)
Indicator: Assessment (AS)
USA- InTASC Model Core Teaching Standards (2011) - Standards Only
Standard:
Standard #07: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the
community context.
USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2010)
Standard: STANDARD 3. OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES
Candidates prepared in early childhood degree programs understand that child observation, documentation, and other forms of
assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and
uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a
responsible way, in partnership with families and other professionals, to positively influence the development of every child.
Key Element:
3a: Understanding the goals, benefits, and uses of assessment – including its use in development of appropriate goals, curriculum, and
teaching strategies for young children.

Reflection The teacher candidate
applies the theory of
constructivist learning
NAEYC 4d by appropriately
applying at least three
examples of learning
InTASC: 9 opportunities using
The teacher candidate The teacher candidate The teacher 4- You did a
applies the theory of applies the theory of candidate’s use of wonderful
constructivist learning constructivist learning constructivist job
by providing at least by correctly applying terminology does not providing
two examples of at least one examples demonstrate an specific
learning opportunities using constructivist understanding of the information
using constructivist terminology. theory. and
 Exceeds Meets Expectations Not Demonstrated Score/Level
Emerging (2.0)
Expectations (4.0) (3.0) (1.0)

constructivist terminology. The teacher candidate There is little reflective reflecting on

terminology.
SC 4.0 (E- The teacher candidate
ADEPT): GDP, RT provides evidence of
reflective thought by
describing changes or
improvements s/he
would make to the
lesson in the future.
The teacher candidate provides evidence of thought included in the your lesson.
provides evidence of reflective thought by response. Very proud
reflective thought by describing changes or of you
describing changes or improvements s/he Olivia!!
improvements s/he would make to the
would make to the lesson in the future.
lesson in the future.

Standards
SC- South Carolina Teaching Standards (Expanded ADEPT)
Standard: Professionalism
Indicator: Growing and Developing Professionally (GDP)
Indicator: Reflecting on Teaching (RT)
USA- InTASC Model Core Teaching Standards (2011) - Standards Only
Standard:
Standard #09: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to
continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other
professionals, and the community), and adapts practice to meet the needs of each learner.
USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2010)
Standard: STANDARD 4. USING DEVELOPMENTALLY EFFECTIVE APPROACHES Candidates prepared in early childhood degree
programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s
ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and
supportive interactions as the foundation for their work with young children and families. Candidates know, understand, and use a wide
array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively
influence each child’s development and learning.
Key Element:
4d: Reflecting on own practice to promote positive outcomes for each child