Course Title

Standard 2:
Demonstrates Knowledge of Content
The teacher demonstrates content knowledge within own discipline(s) and in application(s) to other disciplines.

Standard 3:
Designs/Plans Instruction
The teacher designs/plans instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

Standard 10:
Demonstrates Implementation of Technology
The teacher uses technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, parents, and the community; and conduct research.

� Contextual Factors: The teacher uses information about the learning-teaching context and student individual addresses to set learning goals, plan instruction and assessment.

� Design for Instruction: The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts.

The teacher recognizes her/his professional responsibility for engaging in and supporting appropriate professional practices for self and colleagues.

The teacher is committed to the continuous development of individual students� abilities and considers how different motivational strategies are likely to encourage this development for each student.

The teacher is committed to using assessment to identify student strengths and promotes student growth rather than to deny students access to learning opportunities.

The teacher has a well-grounded framework for understanding cultural and community diversity and knows how to learn about and incorporate student�s experiences, cultures, and community resources into instruction.

The teacher is committed to continuous learning and engages in professional discourse about subject matter knowledge and children�s learning of the discipline.

The purpose of this assignment is to allow you to take a piece of quality literature, connect it to a content area and include active learning strategies for pre/during/and post reading demonstrating that you can provide support diverse learners.

Develop a WebQuest that can use with students (science, social studies, etc.). The WebQuest should focus on aspects of literacy as they relate to active reading and supporting struggling and diverse learners.

You MUST provide appropriate instruction for struggling students and those with diverse backgrounds WITHIN this unit of study. Since ALL content area instruction involves print, your WebQuest will demonstrate your understanding of how to ENSURE that EVERY student receives the strategy and skill instruction they need to comprehend the print materials. This will involve ACTIVE learning strategies for PRE-reading, DURING reading, and POST-reading along with proper reflection of the writing process (pre-writing, drafting, revising, editing, publishing).

Criteria

Needs Improvement

Satisfactory

Good

Excellent

Overall Visual Appeal

Background and graphics aren't motivational and attractive. Hard to read.

Pleasing to the eye. Some clever visual elements.

Motivational background and graphics. Fonts easy to read; clear layout. Looks like fun!

Motivational background and graphics. Fonts easy to read; clear layout. Includes navigational functions that aid readers (buttons, bars, tables, etc.)

Introduction

Simply stated fact that students need to know something.

Introduction tries to relate to students and connect to student interests.

Engaging introduction! Draws reader into the lesson with a problem or clever scenario. Makes you WANT to know more.

Engaging introduction! Draws reader into the lesson with a problem or clever scenario. Makes you WANT to know more. Prompts for higher order thinking and relates to real-world applications.

Task

Factual information only is required. Fill-in-the-blank mentality.

Must analyze information from several sources.

Must not only analyze information from multiple sources, but must make a personal commitment regarding the topic of study. Creative process and products.

Must not only analyze information from multiple sources, but must make a personal commitment regarding the topic of study. Creative process and products. Ensures higher order thinking and relates to real-world applications.

Process

Not quite sure what the steps are that students should follow. No individual roles for students to take.

Some steps are explained, but may still confuse students. Roles are assigned, but may be unclear.

Every step is clearly explained in terms that students can understand. Roles are clever and allow students to truly "role play."

Every step is clearly explained in terms that students can understand. Roles are clever and allow students to truly "role play." Process is both challenging and engaging.

Resources

Few on-line resources used and most are low quality that do not connect directly to the topic.

Some on-line resources that are informative.

Rich depth in on-line and print resources. Links are HIGH quality with motivating displays and accurate information.

Rich depth in on-line and print resources. Links are HIGH quality with motivating displays and accurate information. Resources from reputable and verifiable authors.

Evaluation

It is unclear how students will be evaluated or the objectives are not able to be measured, i.e., "students will LEARN", etc.

Student criteria for success is somewhat described.

Clear rubric explains levels of success so that students can easily and accurately self-evaluate.

Clear rubric explains levels of success so that students can easily and accurately self-evaluate. Rubric is specific to overall objectives and learning goals.

Course Reflection

One or more the following are missing: demonstration of ability to provide literacy instruction; diversity as related to literacy instruction not addressed.

Fails to demonstrate a CLEAR understanding of exemplary literacy instruction; addresses issues of diversity as related to literacy instruction.

Demonstrates a somewhat CLEAR understanding of exemplary literacy instruction; addresses issues of diversity as related to literacy instruction.

Demonstrates a CLEAR understanding of exemplary literacy instruction; addresses issues of diversity as related to literacy instruction.

Total Score