TAP Indicator Standards & Objectives

1. TAP RUBRIC &
STANDARDS AND
OBJECTIVES

2. Why use the TAP rubric to evaluate our teaching?
Standard IV: The teacher fulfills professional roles and responsibilities and adheres to
legal and ethical requirements of the profession.
 The beginning knows the importance of participating in professional development
activities to enhance content knowledge and pedagogical skill
 The beginning teacher is able to enhance content and pedagogical knowledge
through a variety of activities (e.g. reading journals, joining professional
associations, attending conferences, engaging in coursework)
The state of Texas requires that Texas Tech University
prepares you as a professional. The use of the TAP rubric
helps our teacher candidates to further their pedagogical
skills and technical expertise. The specific PPR standard
below is a basis for this.

3. What is the TAP Rubric?
TAP Indicators
 Rubric of instructional behaviors
 Associated with higher student achievement
 A little about the rubric – in the middle is where
you want to be
 Indicator vs. Descriptor
Indicators are the 6 categories on the left side,
descriptors are the bullets under the categories:
exemplary, proficient and unsatisfactory.

4. Remember! In the middle is
where you want to be! A score of
proficient (3) is Rock Solid!

5. How is TAP used in TechTeach
 Relevance of the curriculum
 A&E assignments (every semester)
 Instructors model (or should)
 Instructors’ development
 Performance Assessments during student
teaching

6. Standards and Objectives:
 Using the HO of the TAP that you printed, look
under the category of 3. Highlight key words.
 Remember, we are staying in the middle, so
for right now, focus your attention on the 3
category.

7.  Most learning objectives and state content
standards are communicated.
 Sub-objectives are mostly aligned to the lesson’s
major objective.
 Learning objectives are connected to what
students have previously learned.
 Expectations for student performance are clear.
 State standards are displayed.
 There is evidence that most students demonstrate
mastery of the objective.

8. So how do we write the
Standards and
Objectives in our lesson
plans so that it meets at
least the proficient level
of the TAP rubric?

9. First, your objective must contain
content that is specific.
C Content is Explicit
A Ambitious and
Observable Verb
M Measurable
Specific content are ideally based on your state standards. Refer to the TEKS for ELAR
http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.html

10. Finding Standards
Once you identify the particular standard (from
the TEKS) you would like to address in your
lesson, you need to think about how that
standard will be taught.
So learn how to unpack a standard.

11. 3D Decode words with common spelling
patterns (e.g., -ink, -onk, -ick);
1. Create on a
sheet of paper the
graphic on the
right. Write this
example TEK in
the standard box.
2. Now let’s
decide what the
verb or verbs
are….for this TEK.
Write that under
verbs….
Did you write
decode?
3. Now we are
ready to think
about skill words…
Did you write

12. 3D Decode words with common spelling
patterns (e.g., -ink, -onk, -ick);
4. What concepts
to students need to
know in order to
work on this TEK?
Let’s write, they
need to know what
it means to decode
and to identify a
pattern.
5. What are the
students going to
do?
Let’s write,
“Recognize the
pattern/rime being
taught.
Understand how
to add an onset to

13. decode
3D Decode words with common spelling
patterns (e.g., -ink, -onk, -ick);
Spelling pattern
Understand what it means to decode?
Recognize a pattern.
Recognize the rime (pattern) being taught.
Understand how to add an onset to a rime
and read the new word.
Now we
know
what we
are
teaching:
our
Content is
explicit.

14. It’s also important that your objective
is an ambitious and observable verb.
C Content is Explicit
A Ambitious and
Observable Verb
M Measurable

15. Ambitious and Observable Verbs
Your objectives should be written with ambitions and
observable verbs!
 We cannot PROVE that a student has
accomplished covert actions.
 Analyze
 Understand
 Think about
 Think critically
15

16. EXAMPLE: Covert Verbs
 We cannot PROVE that a student has
accomplished covert actions unless we take it
a step further and determine a measurable
and observable way to prove it.
 Analyze then write a summary
 Understand by completing diagram
 Think about then solve the problem.
 Think critically then describe details in an
essay
67

17. YOUR TURN: IDENTIFY verbs that can be
difficult to use when formulating
observable objectives.
17
1. create
2. match
3. understand
4. summarize in writing
5. review
6. brainstorm
7. talk about

18. YOUR TURN: IDENTIFY verbs that can be
difficult to use when formulating
observable objectives.
18
1. create
2. match
3. understand
4. summarize in writing
5. review
6. brainstorm
7. talk about

19. YOUR TURN: Change the highlighted verbs
to be observable
19
1. create
2. match
3. understand
4. summarize in writing
5. review
6. brainstorm
7. talk about

20. YOUR TURN: Change the highlighted verbs
to be observable
20
1. create
2. match
3. Understand and write
4. summarize in writing
5. review by completing chart
6. brainstorm and list
7. talk about, then match….

21. IDENTIFY the Most Effective
Objective
21
Here is an example, think about these 2 differently-stated
objectives:
1. By the end of the lesson, students will understand -at
words.
2. By the end of the lesson, students will locate -at
words in a book, build -at words with magnetic letters
AND write three -at words on their word wall.

22. IDENTIFY the Most Effective
Objective
22
1. By the end of the lesson, students will understand -at
words.
2. By the end of the lesson, students will locate -at
words in a book, build -at words with magnetic letters
AND write three -at words on their word wall.
OR
I can find -at words, build -at words and
write -at words.

23. It’s also important that your objective
is measurable.
C Content is Explicit
A Ambitious and
Observable Verb
M Measurable

24. Possible ways to measure?
 Game (sort at and not at) OR
 Write (write 3 at words on my word wall) OR
 Build (use magnetic letters to build 3 at words)
OR
 Read (use flipbook to read 3 different at
words)
REMEMBER: You have to be able to measure
your objective in some way with some type of
formative assessment.

25. Another Example
 1. Look at Sarah’s running record (on the
next slide) and decide on a word pattern.
 2. Write an objective.
 3. Plan how you can measure that objective.
 4. Write it!

26. 1. Pick pattern
2. Write
objective.
3. Plan how to
measure.

27. TRY IT!
 Did you notice that Sarah missed wake and take? There is a
pattern! The objective might have to do with teaching the –
ake family.
 Using the TEK: 3D Decode words with common spelling
patterns (e.g., -ink, -onk, -ick); the next step is to write your
objective. It might look like this:
The student will be able to read and write at least 3
-ake words by the end of this lesson.
 Plan a way to measure the objective: Maybe the student is
going to locate ake words in his guided reading book, build
them with magnetic letters and then to end the lesson, he will
write 3 ake words on the white board . Through your
measurement, you can determine if your student can indeed
write 3 -ake words.

28. A & E Lesson 3351
• For you to be able to apply what you learned in this module about
how to communicate/ state your lesson’s standards and objectives
effectively, you will conduct a guided reading lesson with your case
study student. This is your A & E Assignment for this course, where
you are applying and evaluating what you learned in the previous
semester/s by actually teaching a lesson to actual student/s
• Keep in mind CAM as you identify and communicate your lesson’s
standards and objectives.
• Refer to the module to find a copy of the Guided Reading Lesson
Plan template for this A&E assignment.
• Before teaching the lesson, receive feedback from your instructor
regarding the lesson plan you designed.