Minilesson Performance Rubric

Dimension Advanced Proficient Developing Undeveloped

Establishing Meets all criteria for “proficient”
and AND
maintaining ● Conveys and reinforces
norms expectations with warmth AND
● Resets expectations before new
transitions, materials, or
components of the lesson (as
necessary)
● Demonstrates flexibility in
meeting individual behavior needs
without disruption to the lesson
(as necessary)
Launching Meets all criteria for “proficient”
the AND
lesson ● Introduces the lesson in a way
(connection that effectively hooks students’
& teaching attention and interest.
point)
Explicit Meets all criteria for “proficient”
teaching AND
(teach) ● Provides one or more multimodal
supports to make the strategy and
steps memorable (gestures, rhyme
or song, choral repetition, anchor
chart with visuals, or worksheet).
Student Meets all criteria for “proficient”
engagement AND
(active ● Almost all students visibly
practice) participating in learning during
active practice.
● Opportunity for practice is
meaningful/engaging to students.
● Provides modifications that enable
all students to practice.
● Efficiently transitions students and distributes ● Transition is safe but inefficient, ● Does not set
materials (as necessary). or their is no clear moment of expectations AND/OR
● Uses strategic seating to ensure that each student transitioning into the new ● Responds
is able to access the lesson (focus, sit comfortably, activity AND/OR inappropriately -- or
see and hear clearly) and has a partner. ● Sets expectations BUT Fails to repeatedly does not
● Sets expectations for students’ bodies, voices, anticipate some behavior respond --when students
materials, and brains before the lesson challenges AND/OR do not follow
● Effectively and efficiently redirects students ● Redirects students BUT is not expectations.
throughout the lesson, reminding them of consistently effective in doing
routines and expectations (as necessary) so AND/OR
● Completes lesson in 10-15 minutes. ● Lesson goes on longer than 15
minutes.
● Contextualizes the lesson in terms of broader ● Only spare/passing mention of ● No context given
learning and authentic purpose (WHY). context AND/OR AND/OR
● Names the teaching point in clear, student-facing ● Teaching point is present but ● No teaching point
language (WHAT). not named clearly named.
● Explicitly describes HOW students can apply the ● Explanation of the strategy is Does not teach a strategy
strategy (2-4 steps). unclear or self-referential (eg. (Observer is unable to
● Demonstrates using the strategy with a familiar or find the main idea by identify a single, clear
accessible text, thinking aloud while completing identifying the main idea) strategy that was taught in
each step. AND/OR this lesson).
● Demonstrates via narration
rather than modeling/thinking
aloud.
● Gives students an opportunity to engage in ● Practice is set up so that only Does not provide an
practice of the skill. some students can participate opportunity for active
● Sets clear procedures resulting in most students AND/OR practice of the target skill.
visibly participating in learning during active ● Many students actively
practice. participate but many do not.
● Observes students’ practice to inform next steps.

Connection Meets all criteria for “proficient” ● Ends the lesson by situating the target strategy ● Does not situate the strategy Lesson “just ends” without
to learning AND within broader learning goal(s). within broader goals OR does a link.
(link) ● Includes clear points of ● Reminds students to continue to practice in their not remind students to
accountability for future practice. reading and writing work. continue practicing
 Minilesson Performance Rubric

Grading Scheme

Proficient/Advanced
A+: Advanced in four or five categories, proficient in all other categories
A: Proficient or advanced in all categories
A-: Proficient or advanced in four categories; developing in one category.
Proficient/Developing
B+: Proficient or advanced in three categories; developing in two categories
B: Proficient or advanced in two categories; developing in three categories
Developing
B-: Proficient or advanced in two categories; may be undeveloped in one category
C: Proficient or advanced in one or two categories; may be undeveloped in two categories
Undeveloped
D: Undeveloped in three or more categories
F: Unacceptable submission

Establishing and maintaining norms

Strength:
- students came to the carpet quietly when their group was called and knew where to sit
- reminder of how to act on the carpet during a lesson
- lesson was completed in less than 15 minutes
Area of growth:
- use a warmer tone
- make sure all students are paying attention when groups are called

Launching the lesson (connection and teaching point)

Strength:
- mentioned to students what they have done so far (activating prior knowledge)
Area of growth:
- teaching point named only a few times, with a clear but not “catchy” name (I say “good conclusion” first, and then switch to “strong
conclusion”
 Minilesson Performance Rubric
Explicit teaching (teach)
Strength:
- used three steps and provided an anchor chart
- modeled with a familiar and accessible text
Area of growth:
- used the narrate strategy rather than the think-aloud strategy
Student engagement (active practice)
Strength:
- allowed students to turn and talk to share their ideas with partners
Area of growth:
- only gave students a few minutes to talk, which might not have allowed all students to share
- did not walk around and listen to student thinking so did not have a clear idea of who to call on to share (who had an engaging conversation
that was worth sharing to the whole class)
Connection to learning (link)
Strength:
- allowed students to begin working right after the mini lesson, making the content accessible
Area of growth:
- some students were not ready to start working on their conclusion, so the lesson was not as accessible to them