Clinical Field Experience B: Student Needs and Instructional Planning
Use the Clinical Field Experience B- ELA Pre-Assessment template to complete this assignment.
Part 1: Pre-Assessment and Implementation
During your previous observation in your field experience classroom, you identified 3-5 students, above, at, or below standard achievement who would benefit from additional learning support. You also identified the standards and unit that your mentor class is currently learning.
With this information, develop a pre-assessment in the English Language Arts content area using the ELA Pre-Assessment template. The pre-assessment must align with the standards and unit that your mentor teacher shared with you during Clinical Field Experience A. This pre-assessment can be oral, written, or completed through technology. The pre-assessment should identify how well selected students know the concept, and provide data that would allow you to determine learning gaps and needs in order to develop an appropriate lesson to support learning needs.
Share the pre-assessment with your mentor teacher and ask for his or her feedback.
Administer the pre-assessment that you created to the selected group of students and use the data to prepare for the lesson plan in Clinical Field Experience C.
With your mentor teacher, identify a book that can be used to create ELA activities appropriate for the identified students. You will use this book for your upcoming Clinical Field Experience C: ELA Mini-Lesson Plan assignment.
Speak with your mentor teacher and, provided permission, use any remaining time to seek out opportunities to observe and/or assist your mentor teacher or another teacher and work with a small group of students on instruction in the classroom. Your mentor teacher must approve any hours spent observing another classroom environment.
Part 2: Reflection
In 250-500 words, summarize and reflect on your field experience and the steps you took to identify students for the pre-assessment. How did the pre-assessment provide data to determine the learning gaps and needs of students? What challenges did you face when developing and delivering the pre-assessment? Explain how you will use your findings in your future professional practice.
Submit the ELA Pre-Assessment and reflection as one deliverable.
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Clinical Field Experience A: Literacy Assessment and Framework
CFE A
GCU-ELM 580
LaMarcus Streeter
Prof Dauchert
August 19, 2020
CFE A: Literacy Assessment & Framework
Executing customary education assessment and having a solid proficiency system helps in instructor’s capacities to more readily separate to their scholars’ proficiency needs. Truth be told, education evaluation ought to be a liquid piece of proficiency guidanceincorporated with the structure that guidance is based upon. Through my meeting experience and perception with Ms. OConnor, a First Grade Teacher at Riverview Charter School, I discovered that evaluation and structure decisions are significantly affected by scholars, teachers, and school convictions. This paper diagrams and reflects upon proficiency assessment and structure that I accumulated through my time spent watching and talking Ms. OConnor.
Section One: Observation and Collaboration
Exercise Observation
I started by watching Ms. OConnor do a Fountas and Pinnell proficiency evaluation on a scholar selecting into first grade. The scholars watched were new to the Charter School and were being evaluated to best guarantee the classes are adjusted for the 2019-2020 school year. I think this is sublime, for it permits teachers the capacity to go into the school year with assessments on the entirety of their scholars. The up-in-coming Kindergarteners’ past assessment records will be passed along to their new teachers too. This will guarantee that the First Grade Team has pattern assessment on each youngster.
The assessment started with Ms. OConnor presenting the title of the book and Author’s name. At that point she passed the book along to the scholar. As the scholar read, Ms. OConnor followed what number of words the scholar missed by stamping them on a record sheet. Toward the finish of the reading, Ms. OConnor asked a progression of cognizance inquiries that were given. She followed if the scholar could respond to each address with detail. After the record was finished, Ms. OConnor utilized a rubric scale to pass judgment on the exactness of the scholar’s reading. In the event that the scholar scored 95% or above on precision and showed quality perception, she moved the kid up to the following reading level to perform a similar task. On the off chance that the kid scored to low in perception or excessively low in precision, that reading level was regarded the scholar’s instructional understanding level. I watched an aggregate of three scholars get surveyed.
Meeting
1. Which proficiency assessments have end up being effective in recognizing scholar needs? How were these assessments picked?
“Fountas and Pinnell Benchmark Assessment System is the evaluation instrument that the First Grade Team employments. This gives all teachers exact reading level data. What’s more, we continue running records of scholars’ Dolch Sight Word Assessments to follow site word progress. Our morning work every year is actualizing Words Their Way word study. We complete conventional Words Their Way word study evaluations quarterly. Moreover, our scholars take a MAP Reading Fluency Assessment on the iPads toward the start, center, and year’s end.”
2. What information assortment techniques are utilized to track and screen scholar progress?
“We take a great deal of running records during our little gathering guided understanding exercises. The entirety of our guided reading is done in turns and never incorporate more than 6 scholars in a solitary understanding gathering. We additionally continue running records for site words and word study inventories varying. On the off chance that we expect that a youngster has limitlessly improved, we regularly will survey the kid and move them up to where they will be tested as they progress through aptitudes.”
3. How does evaluation information drive educational plan and the proficiency system?
“Evaluation date drives everything. We utilize the entirety of the different evaluation information to separate guidance and address the issues of scholars exclusively. This is key for us as a school. We are Reggio Emilia Inspired, so we highly esteem playing on scholar premium and separating figuring out how to show our scholars at a profound and significant level.”
4. What advances are taken to build up an education structure that addresses the issues all things considered?
“Continuous assessments (developmental and summative) are a significant piece of our education structure. We likewise actualize education stations during ELA pivots and guided reading little gathering exercises. We value having a decent proficiency approach where children work in little gatherings for reading, composing and word study abilities. We don’t have a proper educational plan. Or maybe, we pull a great deal of solid thoughts that function admirably and adjust them to address our issues and needs.”
5. What does a thorough education structure incorporate?
“I don’t accept there is a thorough education structure that does exclude adjusted proficiency. Our structure is propelled by the ‘Every day 5′ system, yet we have adjusted it to meet our requirements. Also, I don’t accept there is an exhaustive education system that does exclude little gathering guided reading. Guided reading in little and reasonable gatherings is critical to following scholar progress and giving individualized thoughtfulness regarding all scholars.”
6. What innovation devices are utilized to concentrate on nonstop and successful information?
“We execute iPads for word work during ELA revolutions. We additionally have a tuning in to reading pivot where scholars read along to a recorded book while tuning in to it on headsets. We don’t utilize innovation to record information in any configuration or limit at Riverview. There is something indifferent about depending on innovation to produce you scores on first grade scholars. Innovation doesn’t give far reaching knowledge to their actual capacities.”
7. How is information data imparted to scholars and scholars’ families?
“We just speak with guardians about scholar progress during guardian instructor meetings and report card time. Notwithstanding, whenever guardians can demand a meeting. I likewise prefer to have exhaustive information to show development consistently. Whenever, we may need to reference that information, and it is basic to not have holes.”
8. What does a run of the mill education square of guidance incorporate?
“Our proficiency square incorporates ‘Day by day 5’ turns. These incorporate proficiency games, iPads, read to self, read to somebody, composing, and tuning in to reading pivot stations. Moreover, our everyday Writer’s Workshop leads into our ELA square. We detach composing since it requires a ton of mental exertion and core interest.”
9. How are the psychological, enthusiastic, social, and formative needs of scholars calculated into guidance decisions?
“Early daytime meeting causes us find out about the children and their social/enthusiastic requirements. Furthermore, we have break obligation with our scholars and have lunch with our group every day. We would then be able to utilize this data to anticipate guidance that will really intrigue them. This year young ladies were truly into unicorns, and young men were truly into National Geographic. Interests of my scholars and their characters change every year.”
10. What advances are taken to screen and change educational program dependent on scholar needs?
“Consistent developmental assessment, taking information/notes week after week on all scholar progress so we can search for patterns, and recording qualities and shortages are generally steps we take to screen scholars. In light of concerns, we can make changes on what we wish to concentrate on for additional time. I will likewise return to points in the event that they were not gotten a handle on the first run through or I locate a typical need understanding while at the same time evaluating scholars.”
11. What innovation instruments are used in the classroom to strengthen and create education curricular ideas laid out in the proficiency structure?
“We are Reggio enlivened in our instructing, so we don’t stress innovation much. We have 7 iPads per class (of 20 scholars) and use our EPSON intelligent white sheets every day. Other than that, we don’t pressure innovation or feel like there should be extra pressure put on utilizing innovation more.”
Extra Interview Questions
1. What are two proficiency principles that are being educated from the earliest starting point of the school year?
“Writing in complete sentences with capitalization and closure accentuation is genuinely our greatest test! That begins at the very first moment. We additionally invest a great deal of energy and exertion on perceiving and utilizing mixes and digraphs with the goal that we can hit the gathering running in reading and composing!”
2. Is there a particular norm or set of principles identified with proficiency that you see scholars battle with normally? Provided that this is true, what/which standard(s)?
“In particular, no. Composing guidelines will in general be the most troublesome on the grounds that it is additionally testing to extend thoughts and use subtleties when they are simply getting happy with composing.”
Section Two: Reflection
As I consider my time spent watching and talking Ms. OConnor, I see extraordinary incentive in the time I went through seeing with her. It was an extraordinary encounter to perceive how scholars are officially surveyed when entering another school. This isn’t an extravagance that numerous schools have, so it was fascinating to see. I genuinely trust it is best practice for teachers to be given classes that are adjusted scholastically and socially. Evaluating new scholars before the start of the school year is clever all alone, for I have not seen a kid officially surveyed for position thoughts.
I have seen and led Fountas and Pinnell running records and Words Your Way word study evaluations previously, for I am a K-1 Interventionist. The significant remove that I picked up from my time with Ms. OConnor is that there are numerous ways that assessments can control guidance and position. In view of understanding level, classes must be adjusted. The most minimal readers profit by having peers at their level so as to not drop their certainty, however. One of the scholars surveyed was beneath levelreading at an instructional C. This scholar will in all likelihood be set in a class that has a few C level readers. Be that as it may, on the off chance that one class is over-stacked with a huge low gathering, the gathering will be part into two gatherings and split among two teachers.
I like how Riverview sets their teachers and scholars up for progress. Preceding the year’s end, scholars with conduct identifiers were put into homerooms before thinking about the remainder of the socioeconomics. The instructor with minimal measure of conduct scholars will in all likelihood be given the scholar who performed well however indicated extraordinary absence of center and powerlessness to take part in significant discussion during the evaluation. I will utilize my discoveries in my own proficient practice to attempt to rouse change any place I may work straightaway. As a military life partner, I migrate as often as possible. We are because of move toward the finish of the school year. I will intend to motivate screenings preceding the start of the school year at my next school. It genuinely benefits scholars and the educators the same when classes are adjusted, and scholar’s characters and scholastic levels are thought of. So as to best worker scholars, educators should be arranged and plan as well as could be expected.
Having worked at a Reggio roused school has indicated me the significance of keeping an eye on scholar’s inclinations and adjusting exercises to make then all the more captivating. I will give a valiant effort to cover assessments for the sake of entertainment exercises also. Not all evaluations must be pencil-to-paper assessments or formal one-on-one readings. This school year will be a developing point for me, as I proceed to learn and watch educators showing adjusted proficiency. Riverview Charter School might be the main school I each get the chance to work at that doesn’t have a solitary actualized educational program. Each evaluation level is comprised of four homeroom educators that get the opportunity to plan their own units and exercises every year. They have total self-sufficiency of their instructional decisions, and that by itself is motivating! Definitely, I will gain proficiency with a great deal about enumerating educational program over every single branch of knowledge. What Ms. OConnor imparted to me inside her meeting is only a little look into what I will realize through seeing during the school year. Clinical Field Experience B: ELA Pre-Assessment
Part 1: Pre-Assessment and Implementation
Grade level of mentor class:
Standards being taught in mentor class:
Description of unit being taught in mentor class:
Pre-assessment Description (100-250 words):
Mentor Teacher Feedback (100-250 words):
Book to be used during ELA Mini-Lesson Plan:
Part 2: Reflection
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Course Code Class Code Assignment Title Total Points
ELM-580 ELM-580-O500 Clinical Field Experience B: Student Needs and Instructional Planning 25.0
Criteria Percentage No Submission (0.00%) Insufficient (69.00%) Approaching (74.00%) Acceptable (87.00%) Target (100.00%) Comments Points Earned
Content 100.0%
Pre-Assessment 30.0% Not addressed. Pre-assessment is incomplete and is poorly developed in the ELA content area, with weak alignment to standards. Pre-assessment does not determine learning gaps and needs of students. Pre-assessment is complete, but is underdeveloped in the ELA content area, somewhat aligned to appropriate standards. Pre-assessment inadequately determines learning gaps and needs of students. Included is an overly simplistic book for ELA activities in the upcoming mini lesson plan. Pre-assessment is adequately developed in the ELA content area, aligned to appropriate standards, in order to determine learning gaps and needs of students. Included is an appropriate book for ELA activities in the upcoming mini lesson plan. Pre-assessment is expertly and thoughtfully developed in the ELA content area, proficiently aligned to appropriate standards, in order to determine learning gaps and needs of students. Included is book insightful for ELA activity in the upcoming mini lesson plan.
Reflection 30.0% Not addressed. Summary and reflection are missing and/or lacking in the description of the process of identifying students and how the pre-assessment provided data to determine learning gaps and needs of students, with unrelated information about the challenges when developing and delivering the pre-assessment. Summary and reflection are complete, but includes an incomplete description of the process of identifying students and how the pre-assessment provided data to determine learning gaps and needs of students, with minimal information about the challenges when developing and delivering the pre-assessment. Summary and reflection include a sufficient description of the process of identifying students and how the pre-assessment provided adequate data to determine learning gaps and needs of students, including the challenges when developing and delivering the pre-assessment. Summary and reflection include a thorough and comprehensive description of the process of identifying students and how the pre-assessment proficiently provided data to determine learning gaps and needs of students, including the challenges when developing and delivering the pre-assessment.
Future Professional Practice Application 10.0% Not addressed. Summary poorly describes reflection of future professional practice application obtained during the observation and interview with the teacher during field experience. Summary inadequately describes reflection of future professional practice application obtained during the observation and interview with the teacher during field experience. Summary provides an advanced description reflecting on future professional practice application obtained during the observation and interview with the teacher during field experience. Summary insightfully and thoroughly describes reflection of future professional practice application obtained during the observation and interview with the teacher during field experience.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use) 30.0% Not addressed. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistent language or word choice is present. Sentence structure is lacking. Submission includes some mechanical errors, but they do not hinder comprehension. Varieties of effective sentence structures are used, as well as some practice and content-related language. Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
Total Weightage 100%
