Claflin University School of Education

EDUC 450: Professional Clinical Practice

Reflective Lesson Plan Model
Name: Elanna Worthy

Date: October 28, 2014

PART I: PLANNING
Place Value
Title of Lesson
Is this lesson original idea? If not, from what source did you borrow this lesson?

Source

This is not a original lesson. I pulled ideas from various lessons that I found off the
Internet and various lessons that I have previously done with other classes.

Math
Subject Area (s)
2nd Grade Gifted & Talented
Grade Level
Curriculum Standards

2.NBT.3 Read and write numbers to 1000 using base-ten

numerals, number names and expanded form.
2.NBT.5 Fluently add and subtract within 100 using
strategies based on place value, properties of operations
and/or the relationship between addition and subtraction.
2.NBT.7 Add and subtract within 1000, using concrete
models or drawings and strategies based on place value,
properties of operations, and/or the relationship between
addition and subtraction; relate the strategy to a written
method. Understand that in adding or subtracting three-digit
numbers, one adds or subtracts hundreds and hundreds,
tens and tens, ones and ones; and sometimes it is
necessary to compose or decompose tens or hundreds.
Describe the lessons activities and content to provide a clear overview of the lesson.

Description and
Background Information

The students will begin by playing Number Forms BINGO interactively to review place
value and the different ways to write a number. The game consists of the teacher calling
out different forms of numbers and the students have to decipher whether they have that
particular number on their BINGO card. The students will enjoy playing a game, but during
the game, the students are also getting a full review of the different ways to write a
number. The teacher will do various examples of the different ways to write a number on
the Smart Board. The teacher will break down and explain all the different ways to write a
number. The teacher will ask the students questions to ensure that they understand what
is expected of them during instruction today. To ensure that the students know the
different ways to write a number, the teacher will allow the students to get their iPads out
and open the app Learning Tools. Learning Tools has an interesting tool called
Whiteboard, which is like a personal white board. The teacher will say a number aloud and
ask the students to write one of the forms on their board. The students will raise their
white board facing the teacher. The teacher will walk around the room examining if the
students have knowledge or understanding of the different forms numbers can be written.
The teacher will say a few numbers and the students will have a chance to demonstrate
their knowledge on the Smart Board. The teacher will introduce a place value foldable to
the students. Each student will receive five sheets of paper, in which they will fold hot dog
style. The students will cut three slits through each paper, making four flaps on each
paper. On the outer flap, the students will write thousands on the first flap, hundreds on
the second flap, tens on the third flap, and ones on the last flap. The students will then
write the digits 0 through 9 on each flap. The students will get a chance to explore their

Revised Fall 2013 ACEI/NAEYC 2010 Standards

place value booklets. The teacher will then explain to the students exactly what they have
just made. The teacher will ask the students to make different numbers with their place
value booklets. This place values booklet will show the students the exact value of each
digit and place. In order for students to show what they have learned, the students will be
writing multiple numbers in all four forms. The students will roll the number cube to
determine the digits for a 3-digt or 4-digit number. Once the students write the number in
standard form on their paper, the students will have to write that same number in all four
forms. The students will be required make ten 3-digit and 4-digit numbers and complete all
forms of the numbers. This independent practice will give the students repetition with
making and writing numbers in various forms. Lastly, the teacher will allow the students
use their iPads once again in the closing of the lesson. The students will open up the app,
Learning Tools, to the white board. The teacher will say a number aloud and ask the
students to write one of the forms on their board. The students will raise their white board
facing the teacher. The teacher will walk around the room examining if the students have
knowledge or understanding of the different forms numbers can be written.

Lesson Objectives

What will students be able to do at the conclusion of this lesson? Make sure that your
objective(s) are measurable.
Students will be able to read and write numbers to 1000 and beyond using base-ten
numerals, number names, and expanded form. Students will be able to identify number s
to 1000 in all three different forms: base-ten numerals, standard form, expanded form, and
word form.
How will you vary these objectives for students who do not understand the material?

Varying Objectives for

Individuals Needs
(Differentiated Instruction-content;
Process; Product; or Environment)

For the students who do not understand the material, the teacher will use base-ten
manipulatives to give them some hands-on experience. The teacher will first show the
students each number using base-ten manipulatives; then the teacher will the students a
chance to make numbers themselves. Once the students understand the base-ten
manipulatives, they will be one step closer to understanding expanded form.
How will you vary these objectives for students who have already mastered the concept?
For students who have already mastered the concept, the teacher will give these students
advanced problems to work on themselves to enhance their skills even more. The teacher
will also allow these students to assist other students in the class in groups. Sometimes
students learn from hearing instruction from their peers because the discussion and
interaction is different in comparison to the teacher.
How will you vary these objectives for students who are presently learning English?
For students who are presently learning English, the teacher will use the base-ten
manipulatives immensely to break down the concept with strictly using manipulatives.
The students will have a hard time understanding the other forms until they get an idea of
the concept with the base-ten manipulatives.
Why is it important for the students to learn this content?

Statement of Purpose

Place value is very important for students because they need to understand the actual
value of the numbers and the actual value of each digit. Students need to apprehend that
numbers have meaning and value; students need to recognize that there are four
hundreds in the number 3425. This concept also relates to a future standard that the
students will learn in second grade. This future standard is subtraction with regrouping.
Students cannot subtract with regrouping until they understand that each digit in each
place has a certain value. Comprehending place value is very essential for students to
master and learn in math.
What materials and supplies are needed to help your students achieve the stated
objectives? What will the teacher need? What will the students need? What other
resources are needed? Will you use resource speakers?

Materials and Resources

There are various materials and supplies needed to help the students achieve place value.
The teacher will need a Smart Board and computer to display multiple 3 and 4-digit
numbers for the students to evaluate. Each student will need to have access to their iPad
in class, specifically the app, Learning Tools, during this lesson in attempt to mastering
place value. Each student will also need to have Place Value Bingo card that they will
make. The students will need access to scissors and glue throughout the process of
making their Place Value Bingo cards. For counters, the students can use beans, plastic
coins, or regular circle math manipulatives; any of these will suffice for their Place Value
Bingo game. In regards to the Place Value Booklet, the students will each need five sheets
of paper and a pair of scissors to make slits on the pages. The teacher will need a stapler
to bind the pages together to make a booklet. During the students independent practice
when they will be configuring their own 3 and 4-digit numbers, the students will need a
number cube (dice) with numbers 0-9. This lesson will require a lot of materials and
supplies, but most of these items are easy accessible in a classroom or school setting.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Anticipatory Set

What will you do to motivate the students and get their attention? What is the hook
that will serve as a focus for the lessons activities?
The students will play Number Forms BINGO. The students will create their own BINGO
board using cutouts. The teacher will give the students time to make their BINGO cards.
The game consists of the teacher calling out different forms of numbers and the students
have to decipher whether they have that particular number on their BINGO card. For
example, the teacher will say 459 in expanded form and the student will look for
400+50+9 on their BINGO card. This game is a review for all of the different forms to write
a number. The students will enjoy playing a game, but during the game, the students are
also getting a full review of the different ways to write a number.

Part II: IMPLEMENTATION

How will you find out what students already know about this topic?

Pre-assessment

The teacher will allow the students to get their iPads out and open the app Learning Tools.
Learning Tools has an interesting tool called Whiteboard, which is like a personal white
board. The teacher will say a number aloud and ask the students to write one of the forms
on their board. The students will raise their white board facing the teacher. The teacher
will walk around the room examining if the students have knowledge or understanding of
the different forms numbers can be written.
What will you do to show students what is expected?

Teacher Modeling or
Demonstration

The teacher will do various examples of the different ways to write a number on the Smart
Board. The teacher will break down and explain all the different ways to write a number.
The teacher will ask the students questions to ensure that they understand what is
expected of them during instruction today. The teacher will ask several students to come
to the Smart Board and write numbers in a specific form. The teacher will use what the
student writes on the Smart Board as an example of the correct way to write a number or
the teacher will examine what the student did incorrectly in a positive way. The teacher
will stress that we are disagreeing the incorrect students idea, not the actual person. The
teacher will then model the four ways to write a number on the Smart Board.
What will we do together as they learn how to succeed at the new task?

Guided Practice

Checking for
Understanding

The teacher will review the different ways to write a number on the Smart Board with the
students following along and participating. The teacher will say a few numbers and the
students will have a chance to demonstrate their knowledge on the Smart Board. The
teacher will introduce a place value foldable to the students. Each student will receive five
sheets of paper, in which they will fold hot dog style. The students will cut three slits
through each paper, making four flaps on each paper. On the outer flap, the students will
write thousands on the first flap, hundreds on the second flap, tens on the third flap, and
ones on the last flap. The students will then write the digits 0 through 9 on each flap. The
students will get a chance to explore their place value booklets. The teacher will then
explain to the students exactly what they have just made. The teacher will ask the
students to make different numbers with their place value booklets. This place values
booklet will show the students the exact value of each digit and place.
What questions will you ask to determine if students understand so far? What techniques
or strategies will be used to determine if students understand so far?
The teacher will walk around the room checking on all of the students progress to see if
they understand the values of each place value position. The teacher will ask the students
specific questions regarding the different ways to write a number. The students will have
to answer the teacher and explain the meaning of each number form. The teacher will use
the iPad strategy to ensure that the students understand the different number forms. The
teacher will ask the students to write the specific form on their iPad white board. The
students will show the teacher their answer on the board; this will allow the teacher to
check for understanding.
What will students do by themselves to show that they have internalized the knowledge?

Independent Practice

In order for the students to show what they have learned, the students will each receive a
number cube. The students will roll the number cube to determine the digits for a 3-digt or
4-digit number. Once the students write the number in standard form on their paper, the
students will have to write that same number in all four forms. The students will be
required make ten 3-digit and 4-digit numbers and complete all forms of the numbers.
Allowing the students to use the number cube will give the students some motivation and
enthusiasm while doing their work. Using the number cube will give the students the

Revised Fall 2013 ACEI/NAEYC 2010 Standards

illusion that they are playing and just having fun, but they will really be practicing the
different forms to write numbers. This independent practice will give the students
repetition with making and writing numbers in various forms.

Closure

How will you conclude the lesson and relate it to future experiences? How will you wrap
up the lesson to reinforce concepts taught during the lesson?
The teacher will allow the students use their iPads once again in the closing of the lesson.
The students will open up the app, Learning Tools, to the white board. The teacher will say
a number aloud and ask the students to write one of the forms on their board. The
students will raise their white board facing the teacher. The teacher will walk around the
room examining if the students have knowledge or understanding of the different forms
numbers can be written. The teacher will also write a number on the board in one of the
various forms, and the teacher will ask the class to write that number in a different form.
What will students do to demonstrate what they have learned?

Assessment
(Give a description and attach to
lesson plan)

Extension Activities

The students will be given a worksheet, in which the standard form of multiple 3-digit and
4-digit numbers are given and the students have to write that number in all the other
forms, such as expanded form, base ten form, and word form. The students will
demonstrate all that they learned from the lesson by writing all the numbers in the other
three number forms. The students will be given a grade for this assessment.
What can students do at home or in the classroom to apply the knowledge or skills? How
could you use your colleagues or community agencies to improve student performance?
Students can practice writing 3-digit and 4-digit numbers in various forms on their iPads
at home. The students can also make 3-digit and 4-digit numbers on their place value
booklet to continue with practice in attempt of full understanding of mastering the concept
of place value. Students can ask a parent/guardian, sibling, or friend to give them
numbers to display on their place value booklet and to ask them the value of the digits in
the number that they derive. This fun activity will give the students practice with
recognizing the value of each digit in a number.
How will you use technology to assist students with learning the concepts? What
technology will you use to enhance the delivery and comprehension of your content?

Technology

Connection Across the

Curriculum

The teacher will incorporate technology in the lesson by allowing the students to use their
iPads during the place value activity. The students will each have the opportunity to show
their knowledge regarding place value on their iPads. The teacher will ask the student to
write a certain number in a specific form on their iPads. The students will show the
teacher once finished. The students will use the white board on the Learning Tools app
that all of the students have downloaded on their iPads. Allowing the students to use their
iPads during instruction will definitely enhance the students comprehension of the
content because they are more engaged and excited to learn and master the concept.
How will you connect this lesson with other content areas across the curriculum?
Include the content areas as well as the arts, PE and Health.
This lesson will certainly connect with other lessons across the curriculum, such as Art,
P.E., and Health. The Place Value Bingo game that the students will be making and
constructing their own board will connect this lesson to Art. The students will get a
chance to use their artistic skills to cut, paste, and design their Place Value Bingo boards.
To connect this lesson to P.E., the teacher will allow the students to demonstrate the
value of the digit by counting the digits value aloud while doing jumping jacks. The
students will have to contemplate the digits value and then will display the digits value
during an exercise that most of them enjoy. This will be a fun, interactive, and active
activity for the students to partake in during the math lesson. In regards to Health, the
students will examine the amount of people with the Flu in Orangeburg. The students will
examine the amount and configure the value of several of the digits in the number, and
then partake in discussion about how important washing our hands and staying clean is a
factor in staying healthy. This activity will give the students an idea of how germs spread
among people in their community.

PART III: REFLECTION

Describe the strengths of your instructional techniques, strategies and classroom
management.

Strengths

This lesson had a lot of different parts, activities, and supplies, so I was worried about
managing the class while teaching content. Surprisingly, I felt very confident and
successful after teaching the lesson. The students were very responsive to my

Revised Fall 2013 ACEI/NAEYC 2010 Standards

instructions and not overwhelmingly talkative. The transitions from activity to activity
were very smooth; I made sure that the students understood what was expected from
them before actually transitioning. I explained with beyond thorough instructions to
prevent confusion, disruption, or problems. I allowed minimal talking on the topic while
the students interacted with their iPads because I understand some students assist their
peers while maneuvering the iPads. I made sure each table had access to glue and
scissors prior to the lesson beginning, so that the students did not ask never-ending
questions about getting their glue and/or scissors from their backpacks. Prior to students
beginning the number cube assignment, I ensured that the students knew where to turn in
the actual paper on the table when finished to prevent any disruption while other students
continue to work. I was very vocal throughout this lesson, but I allowed the students to
give their answers orally for their classmates to hear and learn from them. Overall, I
thought my instructional techniques, strategies, and classroom management were very
strong.
Describe the strengths of student engagement.
The students were very engaged all throughout the lesson. I was very pleased with their
enthusiasm and interest in place value and the different ways to write a number. The Place
Value Bingo game was an instant success; the students were excited to make their own
boards, but when the game started, the students were even more focused and attentive. I
was very enthused and excited myself, as the facilitator of the Bingo game, I had to match
their energy. The students were also very thrilled to use their iPads, just as they are
anytime they get usage throughout the school day. The students were very interested in
showing their knowledge through their iPad; I had full participation and answer
contribution throughout this part of the lesson. When the students began their
independent practice using the number cubes to devise their own 3 and 4-digit numbers,
the students were very excited to be active agents in their own learning. They expressed
that they enjoyed making their own numbers, instead of the usual teacher guided
assignment or worksheet. Overall, I thought the student engagement was superb.
Describe the weaknesses of your instructional techniques, strategies and classroom
management.

Weaknesses

Although I did think my instructional techniques, strategies, and classroom management

were strong, there were some points of weakness. The academic language was definitely
a weakness of mine. I understand the content, but sometimes I find myself with a lost for
words. I feel like I am not conveying the message appropriately or properly at times
throughout the lesson. I notice that some students are comprehending what I am saying,
but others have that blank, confused look on their face. I also notice that students are
always trying to talk to each other during my lesson. I do not know if that is because they
have already mastered this standard and content, my lesson is not advanced enough, or
they simply talk any chance they get. Academic conversation is absolutely appropriate
and encouraged, but there is a time and a place; I do not think I conveyed that message to
my students. They seem to sometimes get carried away when we do fun activities or
assignments where they interact with each other. As far as managing the class, I have
good control, but sometimes their talking can get out of hand.
Describe the weaknesses of student engagement.
Although I did think the students were heavily engaged throughout the entire lesson, there
were times throughout the lesson that the students may not have been as engaged as I
wanted or expected them to be. During the Number Form BINGO game, the students were
not being as attentive as I had expected. The students were excited for the BINGO aspect
of the game, but not as focused on listening to the proctor (myself) calling out the
different number forms. I was slightly disappointed that some students were not paying
attention. I think they were not fully paying attention because the oral-listening component
in conjunction with looking on the BINGO card was difficult for their seven and eight year
old minds. The students overall were excited with full attempt of paying attention. Another
time during the lesson when the students may have lost some engagement was when the
students were using their iPads. Whenever my class uses their iPads, they attention is
skewed a little because they are always so anxious and excited to use them. As usual, the
students took on average about three minutes to settle down and focus on the iPad
assignment. After the class got on track with their iPads, they were very attentive and
engaged in the activity.
What would you change when teaching this lesson again?

Suggestions for
Improvement

I felt like this lesson consisted of a lot of components and different activities. However, I
do not think I would change any aspect of this lesson. Since this lesson did have a lot of
different parts, I would change the way I facilitated the transition. The transitions between
activities at times were sometimes bumpy because the students would begin talking and
get off task. If I could change the transitions, I would give the students clear instructions
about what to do next prior to them moving on. Since I gave them the instructions as it
was time to switch, they had already begun talking and discussing what they had just
finished. I find that talking is ultimately my biggest obstacle with this class.

Revised 6-2013

Revised Fall 2013 ACEI/NAEYC 2010 Standards

THE CLAFLIN IMPERATIVE:

PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

Revised Fall 2013 ACEI/NAEYC 2010 Standards

CLAFLIN UNIVERSITY
SCHOOL OF EDUCATION
REFLECTIVE LESSON PLAN MODEL RUBRIC
Candidate____________________________________ Title of Lesson ________________________________________________ Date: ________________

INTRODUCTION
(Title, Source, Subject
Area, Grade Level)
ACEI .1.0
NAEYC 1a
CURRICULUM
STANDARDS
2.1-2.7
NAEYC 4c
DESCRIPTION AND
BACKGROUND
INFORMATION
ACEI 1.0; 3.1
NAEYC 1a
LESSON
OBJECTIVES
2.1-2.7
NAEYC 5c

DIFFERENTIATION
OF OBJECTIVES
ACEI 3.2
NAEYC 1b; 5c

Target
(5 Points)

Highly Acceptable
(4 Points)

Acceptable
(3 Points)

The candidate includes all

introductory components
and all components are
appropriate to the lesson

The candidate includes

most introductory
components that are
appropriate to the lesson

The candidate includes

some introductory
components that are
appropriate to the lesson

The candidate identifies all

appropriate standards for
the lesson.

The candidate identifies

some of the standards that
are appropriate for the
lesson.

The candidate lists

standards, but standards
are inappropriate for the
lesson.

The candidate describes

the lessons activities and
content in a detailed
manner.

The candidate describes

the lessons activities and
content in a manner that
provides a clear overview
of the lesson
The candidate includes
measurable performance
objectives, but objectives
are not clearly or concisely
written for the lesson
The candidate varies most
of the objectives to
promote rigor and a
challenge for all students,
including diverse students,
and identifies teacher
actions that accommodate
diverse students needs

The candidate identifies

some appropriate
standards and some
inappropriate standards
for the lesson.
The candidate identifies
the lessons activities
and content but fails to
provide a clear overview
of the lesson
The candidate includes
clearly written
objectives that are not
measurable

The candidate includes

objectives that are not
measurable or clearly
written

The candidate fails to

include objectives for
the lesson

The candidate varies

some of the objectives to
address diverse students
needs and includes some
teacher actions that
accommodate those
needs

The candidate does not

vary the objectives, but
the candidate identifies
teacher actions that
accommodate diverse
students needs.

The candidate fails to

differentiate objectives

The candidate includes

concise, clearly written,
measurable performance
objectives for all standards
The candidate varies all
objectives to promote rigor
and challenge for all
students, including diverse
students, , and identifies
teacher actions that
accommodate diverse
students needs

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Moderately
Acceptable
(2 Points)
The candidate includes
only one introductory
component that is
appropriate to the
lesson

The candidate identifies

the lessons activities or
the lessons content

Unacceptable
(1 Point)
The candidate fails to
include the
Introductory
components

The candidate fails to

identify curriculum
standards.

The candidate fails to

identify the lessons
activities and content

Score

STATEMENT OF
PURPOSE

The candidate clearly

explains the importance of
the content for the student.

The candidate
appropriately explains the
importance of the content
for the student, but more
information is needed.

The candidate makes an

adequate attempt to
explain the importance
of the content to for the
student.

The candidate does not

explain the relevance of
the content for the
student.

The candidate makes

no attempt to explain
the relevance of the
content for the student

The candidate provides

comprehensive lists of
lesson materials and
resources with
explanations of how they
will be used by the teacher
and students

The candidate provides

comprehensive lists of
lesson materials and
resources to be used by the
teacher and the students,
but no explanations

The candidate provides

lists of some of the
materials and resources
to be used by the teacher
and the students for the
lesson

The candidate provides

a list of lesson materials
and resources to be
used by the teacher or
the students, but not
both

The candidate fails to

provide a list of
materials and resources
for the lesson

The candidate clearly

describes a well-organized
student centered lesson that
reflects all organizational
issues: pre-assessment,
motivation (anticipatory
set), purpose,
modeling/demonstration,
guided and independent
practice, closure, extension
activities and other
instructional strategies.
The lesson plan reflects
differentiated instruction

The candidate clearly

describes a studentcentered lesson that
reflects most of the
organizational issues:
pre-assessment,
motivation, purpose,
modeling/demonstration,
guided and independent
practice, closure,
extension activities and
other instructional
strategies. The lesson plan
reflects differentiated
instruction

The candidate clearly

describes a studentcentered lesson that
contains few of the
organizational issues,
and addresses some
differentiated
instruction.

The candidate describes

a lesson that is
somewhat studentcentered with few of the
organizational issues,
with no differentiated
instruction

The candidate
describes an ill-planned
lesson that is not
student-centered or the
candidate fails to
describe the lesson

The candidate describes

specific assessments that
correlate to all of the
objectives and lesson

The candidate describes

assessments that correlate
to some of the objectives
and the lesson

The candidate includes

assessments that
correlate to the
objectives and the
lesson, but do not
describe them

The candidate includes

assessments that do not
correlate to the
objectives and the
lesson

The candidate fails to

include assessments

The candidate describes

and lists specific strategies
and techniques and/or lists
questions to be asked to
check for understanding

The candidate describes

and lists several strategies/
techniques and questions to
be asked to check for
understanding

The candidate lists and

describes strategies/
techniques, but does not
list any questions

The candidate lists

questions, but fails to
describe or list
strategies and
techniques

The candidate does not

list or describe any
strategies/techniques or
asks questions to check
for understanding

NAEYC 5c

MATERIALS AND
RESOURCES
ACEI 1.0
NAEYC 4b

LESSON DESIGN
ACEI 3.1-3.5
NAEYC 4b

KEY ASSESSMENTS
ACEI 4.0
NAEYC 3b-c

CHECKING FOR
UNDERSTANDING
ACEI 3.1-3.5
NAEYC 5c

Revised Fall 2013 ACEI/NAEYC 2010 Standards

TECHNOLOGY
ACEI 3.1-3.5
NAEYC 4b

PRESENTATIONS &
CONVENTIONS
ACEI 5.1
NAEYC 6b

EXTENSION
ACTIVITIES
ACEI 5.3-5.4
NAEYC 4c

CONNECTION
ACROSS THE
CURRICULUM
ACEI 2.8
NAEYC 5c

REFLECTIONS
ACEI 5.1
NAEYC 4d

The candidate
meaningfully incorporates
and describes student used
technology in the lesson or
explains why technology
cannot be meaningfully
incorporated

The candidate
meaningfully incorporates
and describes teacher used
technology in the lesson

The candidate
incorporates and
describes technology in
the lesson in superficial
ways.

The candidate
incorporates technology
in the lesson in
superficial ways;
candidate does not
describe the use of
technology

The candidate fails to

address the issue of
technology

The candidate
demonstrates a high level
of competence in spelling,
grammar and typing

The candidate
demonstrates competence
in spelling, grammar and
typing, but exhibits few
errors

The candidate
demonstrates sufficient
competence in spelling,
grammar and typing, but
exhibits several errors

The candidate
demonstrates little
competence in spelling,
grammar and typing,
through many errors

The candidate
demonstrates little
competence in spelling,
grammar and typing
through a significant
number of errors

The candidate provides

more than one extension
activity to connect the
lesson with the home,
community and
community agencies

The candidate provides at

least one extension activity
to connect the lesson with
the home and community,
but not community
agencies

The candidate provides

extension activities that
connect the home, but
not the community and
community agencies

The candidate provides

extension activities that
do not connect the
home, community and
community agencies

The candidate fails to

provide extension
activities

The candidate includes

connections to all of the
curriculum content areas
during the lesson.

The candidate includes

connections to at least 5 of
the 7 curriculum areas in
the lesson

The candidate includes

connections to the four
core content areas in the
lesson

The candidate connects

the lesson to at least
two curriculum content
areas

The candidate fails to

connect the lesson to
other curriculum
content areas

The candidate provides

thorough information that
shows an understanding of
the effectiveness and
ineffectiveness of the
lesson; gives information
regarding changes for
future implementation of
the lesson

The candidate somewhat

provides information that
shows an understanding of
the effectiveness of the
lesson; gives information
regarding changes for
future implementation of
the lesson

The candidate provides

information regarding
the effectiveness and
ineffectiveness of the
lesson, but gives no
information regarding
future implementation

The candidate provides

superficial information
regarding the
effectiveness and the
ineffectiveness of the
lesson, and gives no
information regarding
future implementation
of the lesson.

The candidate fails to

provide information
regarding reflections
from the
implementation of the
lesson

T OT A L
Revised 1-2

Revised Fall 2013 ACEI/NAEYC 2010 Standards