Description
Allocate at least 5 hours to complete this field experience.
Part 1: Revised Lesson Plan
Working with your certified general education teacher, analyze data
from the pre-assessment given to your identified small group as part of
your Field Experience C assignment.
Revise the writing portion of your completed lesson plan from your
Field Experience C assignment after determining how to use the data to
develop further strategies or interventions to support learning needs.
Share your revised writing activity with your certified general
education classroom teacher to discuss changes made based on
pre-assessment data. With your small group, review the previous lesson’s
reading comprehension and vocabulary concepts, and then teach the
writing activity. Upon completion of the writing portion of the lesson,
use the pre-assessment to post-assess students.
Part 2: Lesson Reflection
In 250-500 words, summarize and reflect upon instructional choices,
lesson delivery, as well as pre- and post- assessment data. Rationalize
your instructional choices and identify successes of lesson plan
delivery as well as areas of potential growth.
In addition, reflect on pre-assessment and your checks for
understanding to determine improvement of content based on delivery of
instruction. Identify results and changes you hope to make for future
assessments. Be sure to explain how you will use your findings in your
future professional practice.
Submit your revised lesson plan and reflection together.
Prepare this assignment according to the guidelines APA
Style.
You are required to submit this assignment to Turnitin and free of plagiarism.
I have attached the files that have already been completed from previous assignments thus far. I just need it all to come together because the lesson plan that I submitted last week I received a horrible grade on (another tutor had bid on it and the auto select thing had them answer the question). Please let me know if you have any questions! I love working with you!
Running head: LITERACY ASSESSMENT
Literacy Lesson Plan
Chelsea Burk
ELM-305
07/02/2018
Dr. Martino
1
LITERACY ASSESSMENT
Part 1: Literacy Lesson Plan
Teacher candidate:
Grade level:
Date:
Unit/subject:
Instructional Plan Title:
Chelsea Burk
1-4
July 2, 2018
Literacy Assessment and Framework
Literacy Assessment
1.PLANNING
Lesson summary and focus
The student will learn about literacy assessment and the
appropriate teaching techniques and strategies.
Classroom and student
1 student is a slow learner
factors
3 students are non-readers
10 students read ahead of the required level
National/State learning
International Society for Technology in Education (ISTE);
standards
students are allowed to access the different up-to-date learning
sources and programs.
Specific learning target / objective
Teacher notes
I will be able to use the technological tools and The student has learnt the literacy assessment
reading and writing sources, and identify
tools and strategies.
potential challenges among students.
Agenda:
Formative assessment:
i. Constantly use the technological tools
4-3-1
ii. Come up with an improvement chart to 4 new discoveries
identify level of improvement
3 interesting tools
iii. be on the look for potential challenges
1 unfulfilled question
Key vocabulary:
Literacy assessment
Strategy
Technological tools
Instructional Materials,
Equipment and Technology
Grouping
Academic language:
Functions:
Form:
Students will show their
The students are placed in
understanding by putting in
groups consisting of different
practice the new skills and
level learners so that they
strategies learnt through out,
assist each other in dealing
and employ the technological
with their weaknesses.
tools in their study.
Digital Blackboards, tablets, quizzes and tests, Hand-heldclickers, status indicators and whiteboards
The students from different levels will each perform the task
they are best at. For instance, the non-readers will use the
technological tools such as tablet, the above grade students will
create a simple strategic plan they can follow and the grade
students will use the provided information to produce the
required outcome.
2
LITERACY ASSESSMENT
2. INSTRUCTIONS
A. Opening
Prior knowledge connection: Students will be grouped in groups of three and advised to
produce a good and simple plan to be followed during the
literacy assessment and identify their weaknesses.
Anticipatory set:
Students will share their results so that a final plan that
identifies common weaknesses is formed.
B. Learning and Teaching Activities (Teaching and Guided Practice):
I do:
Student do:
Differentiation:
i. Identify the best
I.
assist in identifying Students can only work best
strategy and
the challenges
with their choice of tool.
technological tools.
among them
The different level of students
ii. Work on improving
II.
Identify the best
perform the tasks they are
my weaknesses
strategies and tools most familiar with; the noniii. Identify the challenges
they are
readers choose the best tools,
among the students
comfortable with.
the level students follow the
and work with them
III.
Create an
provided instructions while
improvement chart the above level students create
to enable the
plans than can benefit them in
teacher identify
their specific groups.
areas of
improvement.
3. ASSESSMENT:
Summative Assessment:
Differentiation:
Students will use the strategies and tools to
Students will partner up to assist each other
improve their literacy
and not compete against each other.
Closure:
The teacher reviews the literacy assessment strategies to find
out if the students understood or improved.
Homework:
The students are allowed to use different strategies and tools to
promote flexibility.
Part 2: Reflection
Through the provided strategies, the students are able to understand their current position
and identify their weaknesses as well as the best and favorable tools and strategies. Working
together from different levels enables the students to do what they are good at and feel
responsible. For instance, when the students are put in groups of three from different levels; nonreaders, level students and above level students; each is given a chance to participate in the group
by doing what they can (Gareis & Grant, 2015). They learn from each other in the process and at
3
LITERACY ASSESSMENT
the end of the lesson they improve on their skills by trying something new. Using the different
strategies in teaching such as allowing the students to read aloud, guiding them during the
reading sessions and giving them the chance to correct each other helps meet their needs and in
return they feel useful in the system.
The literacy assessment proved to be a rather tough task because the students are
supposed to make their own decisions and work towards them. Some of the students cannot
identify the best strategy or technological tool for them although it is clear that they have a
challenge. The students cannot come up with their own improvement plan because they find it
hard identifying their position after the lesson. For this reason therefore, they should be assisted
in knowing their position, guided through decision making and provided with the best resources
that can help them familiarize with their environment. By doing so, they will understand what is
required of them and work towards self-improvement.
4
LITERACY ASSESSMENT
References
Gareis, C. R., & Grant, L. W. (2015). Teacher-made assessments: How to connect curriculum,
instruction, and student learning.
Running head: LITERACY ASSESSMENT
1
Literacy Assessment and Framework
Chelsea Burk
ELM-305
Dr. Martino
06/27/2018
LITERACY ASSESSMENT
2
Literacy Assessment Interview Part A
One critical activity in child development is to make sure that they can understand and
develop different skills that are vital for later education. That is why the literacy assessment of
the ability of children to read is essential because a teacher will know the children that need
assistance to improve their skills and knowledge in reading, calculations among other things
(Cherubini 2018). I got an opportunity to interview an experienced 2nd-grade teacher in an ECD
center around the school for three hours after the end of his teaching session. During the meeting,
there were several things that I observed and learned about literacy assessment and what it takes
to create an effective literacy framework in a classroom.
According to the teacher, the best literacy assessment is the formative assessment
because it ensures that both the child and student continue to learn. The other literacy assessment
techniques like summative and interim assessment could be useful, but they fail to create an
environment where both the teacher and child learn and also interact freely. However, formative
literacy directs a teacher on how to collect data on the learning progress of the students, provide
feedback, provide areas that need adjustments, and to uncover opportunities in early childhood
education that can benefit both the teacher and student. The interaction between students and
teachers makes sure that the teacher learns of the different needs of students from cognitive,
social and emotional. The collection of data is used in the adaptation of instruction in a moment
to moment or day to day basis. The teacher said that the tools that are commonly used in an
informative assessment are individual whiteboards, hand-held clickers, status indicators, and
quizzes and test that a teacher creates (Fraser 2015).
LITERACY ASSESSMENT
3
The interview was very educative as I was able to learn a lot of things. In future, I will
always consider the different techniques of literacy assessment and choose the one that I am best
familiar with and can efficiently use in a classroom. Additionally, I will make sure I do extensive
research on technological tools that can help me using the technique to maximize benefits.
LITERACY ASSESSMENT
4
References
Cherubini, L. (2018, March). Prospective Teachers’ Perceptions: A Critical Literacy Framework.
In Proceedings of the 8th International RAIS Conference on Social Sciences (pp. 103109). Scientia Moralitas Research Institute.
Fraser, B. (2015). Classroom learning environments. In Encyclopedia of Science Education (pp.
154-157). Springer, Dordrecht.
Running head: LITERACY ASSESSMENT
1
Student Needs and Instructional Planning
Chelsea Burk
ELM-305
Dr. Martino
06/30/2018
LITERACY ASSESSMENT
2
Literacy Assessment Interview Part B
Apart from knowing literacy assessment and framework, it is also essential to understand
the needs of students as one comes up with an instructional plan of teaching in a classroom. One
needs to know how to connect the literacy assessement concepts to fit the need of different
children. During the interview with my mentor teacher at the local elementary school, that took
almost 6 hours, there were several things that I got to learn some strategies of meeting student’s
needs when forming an insturctional plan.
There were several strategies that the teacher used to make sure that his classroom attains
a culture of interaction and utilization of assessment tools. The teacher used several methods to
make sure diverse students understood his teaching like reading aloud, guided reading, sharing
reading among students and use of writing skills. During the sessions, the teacher helps the
children to correct themselves where they went wrong and gave directions where they
experienced difficulties. The teacher evaluates the students understanding through asking them to
point out places where they did not understand at the end of each session. Additionally, the
teacher pointed out the importance of using modern technology to enhance understanding by
students like digital blackboards and use of tablets because they help a lot in improving children
understanding (Cherubini 2018). Finally, the teacher showed the importance of recognizing the
safety of children in the field and classroom that would help to avoid cases of hurting
emotionally and physically injuries and at the same time promote a social environment.
LITERACY ASSESSMENT
The interview was enriched with various concepts that relate to literacy assessment and
creating a classroom that encourages regular evaluation of children in the classroom to meet
student’s need. I was able to learn several strategies that one can use to make sure they can
locate children who might have learning difficulties and how to help them cope up with other
children. Additionally, I was able to understand why literacy assessments important for children
and what I can do to make sure a classroom is fully equipped with different materials that
support literacy assessment in a class. One thing that I will utilize in future is the use of
technological tools and reading and writing strategies for testing students understanding. Also, I
will make sure that my classroom encourages the student to help each other out rather than
compete against each other to build up a more socially friendly environment and a teamwork
culture (Grant & Gareis 2015).
3
LITERACY ASSESSMENT
4
References
Cherubini, L. (2018, March). Prospective Teachers’ Perceptions: A Critical Literacy Framework.
In Proceedings of the 8th International RAIS Conference on Social Sciences (pp. 103109). Scientia Moralitas Research Institute.
Grant, L., & Gareis, C. (2015). Teacher-made assessments: How to connect curriculum,
instruction, and student learning. Routledge.
Purchase answer to see full
attachment
Literacy Lesson Plan
Chelsea Burk
ELM-305
07/02/2018
Dr. Martino
1
LITERACY ASSESSMENT
Part 1: Literacy Lesson Plan
Teacher candidate:
Grade level:
Date:
Unit/subject:
Instructional Plan Title:
Chelsea Burk
1-4
July 2, 2018
Literacy Assessment and Framework
Literacy Assessment
1.PLANNING
Lesson summary and focus
The student will learn about literacy assessment and the
appropriate teaching techniques and strategies.
Classroom and student
1 student is a slow learner
factors
3 students are non-readers
10 students read ahead of the required level
National/State learning
International Society for Technology in Education (ISTE);
standards
students are allowed to access the different up-to-date learning
sources and programs.
Specific learning target / objective
Teacher notes
I will be able to use the technological tools and The student has learnt the literacy assessment
reading and writing sources, and identify
tools and strategies.
potential challenges among students.
Agenda:
Formative assessment:
i. Constantly use the technological tools
4-3-1
ii. Come up with an improvement chart to 4 new discoveries
identify level of improvement
3 interesting tools
iii. be on the look for potential challenges
1 unfulfilled question
Key vocabulary:
Literacy assessment
Strategy
Technological tools
Instructional Materials,
Equipment and Technology
Grouping
Academic language:
Functions:
Form:
Students will show their
The students are placed in
understanding by putting in
groups consisting of different
practice the new skills and
level learners so that they
strategies learnt through out,
assist each other in dealing
and employ the technological
with their weaknesses.
tools in their study.
Digital Blackboards, tablets, quizzes and tests, Hand-heldclickers, status indicators and whiteboards
The students from different levels will each perform the task
they are best at. For instance, the non-readers will use the
technological tools such as tablet, the above grade students will
create a simple strategic plan they can follow and the grade
students will use the provided information to produce the
required outcome.
2
LITERACY ASSESSMENT
2. INSTRUCTIONS
A. Opening
Prior knowledge connection: Students will be grouped in groups of three and advised to
produce a good and simple plan to be followed during the
literacy assessment and identify their weaknesses.
Anticipatory set:
Students will share their results so that a final plan that
identifies common weaknesses is formed.
B. Learning and Teaching Activities (Teaching and Guided Practice):
I do:
Student do:
Differentiation:
i. Identify the best
I.
assist in identifying Students can only work best
strategy and
the challenges
with their choice of tool.
technological tools.
among them
The different level of students
ii. Work on improving
II.
Identify the best
perform the tasks they are
my weaknesses
strategies and tools most familiar with; the noniii. Identify the challenges
they are
readers choose the best tools,
among the students
comfortable with.
the level students follow the
and work with them
III.
Create an
provided instructions while
improvement chart the above level students create
to enable the
plans than can benefit them in
teacher identify
their specific groups.
areas of
improvement.
3. ASSESSMENT:
Summative Assessment:
Differentiation:
Students will use the strategies and tools to
Students will partner up to assist each other
improve their literacy
and not compete against each other.
Closure:
The teacher reviews the literacy assessment strategies to find
out if the students understood or improved.
Homework:
The students are allowed to use different strategies and tools to
promote flexibility.
Part 2: Reflection
Through the provided strategies, the students are able to understand their current position
and identify their weaknesses as well as the best and favorable tools and strategies. Working
together from different levels enables the students to do what they are good at and feel
responsible. For instance, when the students are put in groups of three from different levels; nonreaders, level students and above level students; each is given a chance to participate in the group
by doing what they can (Gareis & Grant, 2015). They learn from each other in the process and at
3
LITERACY ASSESSMENT
the end of the lesson they improve on their skills by trying something new. Using the different
strategies in teaching such as allowing the students to read aloud, guiding them during the
reading sessions and giving them the chance to correct each other helps meet their needs and in
return they feel useful in the system.
The literacy assessment proved to be a rather tough task because the students are
supposed to make their own decisions and work towards them. Some of the students cannot
identify the best strategy or technological tool for them although it is clear that they have a
challenge. The students cannot come up with their own improvement plan because they find it
hard identifying their position after the lesson. For this reason therefore, they should be assisted
in knowing their position, guided through decision making and provided with the best resources
that can help them familiarize with their environment. By doing so, they will understand what is
required of them and work towards self-improvement.
4
LITERACY ASSESSMENT
References
Gareis, C. R., & Grant, L. W. (2015). Teacher-made assessments: How to connect curriculum,
instruction, and student learning.
Running head: LITERACY ASSESSMENT
1
Literacy Assessment and Framework
Chelsea Burk
ELM-305
Dr. Martino
06/27/2018
LITERACY ASSESSMENT
2
Literacy Assessment Interview Part A
One critical activity in child development is to make sure that they can understand and
develop different skills that are vital for later education. That is why the literacy assessment of
the ability of children to read is essential because a teacher will know the children that need
assistance to improve their skills and knowledge in reading, calculations among other things
(Cherubini 2018). I got an opportunity to interview an experienced 2nd-grade teacher in an ECD
center around the school for three hours after the end of his teaching session. During the meeting,
there were several things that I observed and learned about literacy assessment and what it takes
to create an effective literacy framework in a classroom.
According to the teacher, the best literacy assessment is the formative assessment
because it ensures that both the child and student continue to learn. The other literacy assessment
techniques like summative and interim assessment could be useful, but they fail to create an
environment where both the teacher and child learn and also interact freely. However, formative
literacy directs a teacher on how to collect data on the learning progress of the students, provide
feedback, provide areas that need adjustments, and to uncover opportunities in early childhood
education that can benefit both the teacher and student. The interaction between students and
teachers makes sure that the teacher learns of the different needs of students from cognitive,
social and emotional. The collection of data is used in the adaptation of instruction in a moment
to moment or day to day basis. The teacher said that the tools that are commonly used in an
informative assessment are individual whiteboards, hand-held clickers, status indicators, and
quizzes and test that a teacher creates (Fraser 2015).
LITERACY ASSESSMENT
3
The interview was very educative as I was able to learn a lot of things. In future, I will
always consider the different techniques of literacy assessment and choose the one that I am best
familiar with and can efficiently use in a classroom. Additionally, I will make sure I do extensive
research on technological tools that can help me using the technique to maximize benefits.
LITERACY ASSESSMENT
4
References
Cherubini, L. (2018, March). Prospective Teachers’ Perceptions: A Critical Literacy Framework.
In Proceedings of the 8th International RAIS Conference on Social Sciences (pp. 103109). Scientia Moralitas Research Institute.
Fraser, B. (2015). Classroom learning environments. In Encyclopedia of Science Education (pp.
154-157). Springer, Dordrecht.
Running head: LITERACY ASSESSMENT
1
Student Needs and Instructional Planning
Chelsea Burk
ELM-305
Dr. Martino
06/30/2018
LITERACY ASSESSMENT
2
Literacy Assessment Interview Part B
Apart from knowing literacy assessment and framework, it is also essential to understand
the needs of students as one comes up with an instructional plan of teaching in a classroom. One
needs to know how to connect the literacy assessement concepts to fit the need of different
children. During the interview with my mentor teacher at the local elementary school, that took
almost 6 hours, there were several things that I got to learn some strategies of meeting student’s
needs when forming an insturctional plan.
There were several strategies that the teacher used to make sure that his classroom attains
a culture of interaction and utilization of assessment tools. The teacher used several methods to
make sure diverse students understood his teaching like reading aloud, guided reading, sharing
reading among students and use of writing skills. During the sessions, the teacher helps the
children to correct themselves where they went wrong and gave directions where they
experienced difficulties. The teacher evaluates the students understanding through asking them to
point out places where they did not understand at the end of each session. Additionally, the
teacher pointed out the importance of using modern technology to enhance understanding by
students like digital blackboards and use of tablets because they help a lot in improving children
understanding (Cherubini 2018). Finally, the teacher showed the importance of recognizing the
safety of children in the field and classroom that would help to avoid cases of hurting
emotionally and physically injuries and at the same time promote a social environment.
LITERACY ASSESSMENT
The interview was enriched with various concepts that relate to literacy assessment and
creating a classroom that encourages regular evaluation of children in the classroom to meet
student’s need. I was able to learn several strategies that one can use to make sure they can
locate children who might have learning difficulties and how to help them cope up with other
children. Additionally, I was able to understand why literacy assessments important for children
and what I can do to make sure a classroom is fully equipped with different materials that
support literacy assessment in a class. One thing that I will utilize in future is the use of
technological tools and reading and writing strategies for testing students understanding. Also, I
will make sure that my classroom encourages the student to help each other out rather than
compete against each other to build up a more socially friendly environment and a teamwork
culture (Grant & Gareis 2015).
3
LITERACY ASSESSMENT
4
References
Cherubini, L. (2018, March). Prospective Teachers’ Perceptions: A Critical Literacy Framework.
In Proceedings of the 8th International RAIS Conference on Social Sciences (pp. 103109). Scientia Moralitas Research Institute.
Grant, L., & Gareis, C. (2015). Teacher-made assessments: How to connect curriculum,
instruction, and student learning. Routledge.
Purchase answer to see full
attachment
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