Clinical Field Experience C: Literacy Pre-Assessment and Lesson Plan
Part 1: Mini-Lesson Plan 4th Grade
Use the data received from the Clinical Field Experience B pre-assessment to complete the ELA Mini-Lesson Plan template. Be sure to incorporate the chosen book identified with your mentor teacher to create ELA activities in your mini lesson plan. This mini-lesson plan will be administered to the selected group of students to support instruction to meet the selected standards.
Your mini-lesson should include.
Grade level, ELA standards, learning objectives, description of the unit the field experience class is currently learning
Book that can be used to create ELA activities appropriate for the identified students.
Instructional strategies that encourage students to apply listening, speaking, and writing skills OR apply personal opinions toward the interpretation of texts.
A 100-150 word description of the ELA learning activity that is directly related to the data received from the pre-assessment
Formative Assessment (to be created and administered in Clinical Field Experience D)
Part 2: Mini-Lesson Plan Implementation
After completing the ELA Mini-Lesson Plan, share it with your mentor teacher for feedback. Provided permission, teach the mini-lesson plan to the small group of selected students. During your lesson, ensure you are answering questions from your students, asking questions that support critical thinking and problem solving, and observing the understanding from each student. (This might require formative assessments before, during, and after the lesson to determine understanding.)
If you are not able to implement the lesson, speak with your instructor for an alternate 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 3: Reflection
In 250-500 words, summarize and reflect upon mentor teacher feedback related to your lesson plan, as well as lesson delivery. Identify successes of your lesson plan delivery as well as areas of potential growth. What accommodations, if any would you implement during testing to meet the needs of diverse students? Be sure to explain how you will use your findings in your future professional practice.
Submit the ELA Mini-Lesson Plan and reflection as one deliverable.
APA format is not required, but solid academic writing is expected.
Please follow all directions.
ELA Mini-Lesson Plan
Part 1: Mini-Lesson Plan
Grade Level:
ELA Standards:
Learning Objectives:
Description of the unit the class is currently learning:
Book that can be used to create ELA learning activity:
Instructional Strategies:
ELA Learning Activity Description:
Assessment (to be created and administered in Clinical Field Experience D):
Part 2: Reflection
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Course Code Class Code Assignment Title Total Points
ELM-580 ELM-580-O500 Clinical Field Experience C: Literacy Pre-Assessment and Lesson Plan 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%
Mini-Lesson Plan 35.0% Not addressed. Mini-lesson plan has several errors. Learning objectives, instructional strategies, ELA learning activity, and formative assessment are poorly developed and inadequately aligned to chosen standards. Mini-lesson plan includes all components, with minimal errors. Learning objectives, instructional strategies, ELA learning activity, and formative assessment are overly simplistic and marginally align to chosen standards. Mini-lesson plan is proficiently designed with all components, including appropriate standards and grade level. Learning objectives, instructional strategies, ELA learning activity, and formative assessment are well developed and proficiently aligned to chosen standards. Mini-lesson plan is proficiently designed with all components, including appropriate standards and grade level. Learning objectives, instructional strategies, ELA learning activity, and formative assessment are well developed and proficiently aligned to chosen standards.
Reflection 35.0% Not addressed. Reflection is poorly written, is missing, and/or lacking in the description of feedback regarding lesson delivery and areas of potential growth. Reflection inadequately explains accommodations to meet the diverse needs of students and how you will use this in future professional practice. Reflection vaguely and superficially describes feedback regarding lesson delivery and areas of potential growth. Reflection is overly simplistic in explaining accommodations to meet the diverse needs of students and how you will use this in future professional practice. Reflection clearly and credibly describes feedback regarding lesson delivery and areas of potential growth. Reflection includes solid and appropriate details on accommodations to meet the diverse needs of students and how you will use this in future professional practice. Reflection proficiently describes how feedback regarding lesson delivery and areas of potential growth. Reflection includes thoughtful and extensive details on accommodations to meet the diverse needs of students and how you will use this in future professional practice.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use) 30.0% Not addressed. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. The writer is clearly in command of standard, written, academic English.
Total Weightage 100% LaMarcus Streeter
Clinical Field Experience B: ELA Pre-Assessment
Part 1: Pre-Assessment and Implementation
Grade level of mentor class: 4th
Standards being taught in mentor class: 4.RI.KID.2
Description of the unit being taught in mentor class: Determine the main idea of a text and explain how it is supported by key details; summarize a text.
Pre-assessment Description (100-250 words):
This pre-evaluation was intended to be a critical thinking experience. The pre-assessment was intended to analyze how well the scholars comprehend the main idea of a text. I arranged a short evaluation trial of 5 short paragraphs. The test was composed on a Word document and displayed on the smartboard, yet the scholars were required to compose their answers in their books independently. In every one of the paragraphs, the scholars were required to identify the main ideas of each paragraph and identify details from the text that support the main idea. The explanation behind creation this test was to allow scholars to rehearse the class exercises independently. This evaluation is increasingly individualized with the end goal that it looks at every scholar’s learning. This evaluation was intended to decide if every one of the scholars met the learning destinations. The end results of the assessment would be utilized to make reservations for future educating for scholars who had not accomplished or met the standard at the on grade level or mastery level.
This particular week I have observed a fourth-grade classroom throughout their lesson, my main goal during the observation of the classroom was to recognize those three scholars who were participating with different reasons during the lesson.
Edward was the first scholar I identify during the lesson or lecture he was very involved in the topic. He was asking the bulk of questions from the teacher that seemed like he wanted to ask every possible question from the teacher. He was nearly accurate in his every reply, but the teacher asked him to concentrate on the lecture silently for a while so that other scholars may also get the chance to ask relevant questions. He speaks at beyond usual level and is frequently helpful for scholars who may struggle a bit more
Alice was another scholar I identify during the lecture. Though other scholars were busy listening to the lesson she remained silent, even the whole class was participating or answering questions but was not giving any response. The teacher had to ask her question separately as she was not participating. She was silent in her answer, but she was also accurate in her response.
Jacob was the third scholar I notice during the lesson, it was impossible not to notice him as the teacher has to stop the lecture many times just to stop him or to ask him to sit quietly. Many times, when I was observing the class, I noticed that Jacob was not participating or giving attention to the lecture. On the other hand, he would be slanting back in his chair watching up at the ceiling, wondering everywhere in the classroom, or sharpening his pencil at a period that would not be right.
Mentor Teacher Feedback (100-250 words):
The coach/mentor teacher was on the side of this pre-assessment exercise. She remarked that it was an incredible procedure to test the learning for every scholar since every one of them individually will have to address the problems.
When I talked with the teacher about Edward, I got to know that he’s a very bright and smart scholar in the class. He also stated that as compared with other class fellows, Edward tends to complete his assignment at a faster rate, so he used to assign him more work to keep him busy during the class or lesson.
When I asked the teacher about Alice, I found out that she is quite a shy scholar of the class, she has only one friend in the whole class herself she spends time with, and in-class stays to herself. She is not very impressive or talkative like other scholars in the class. She is to some extent under usual in her reading abilities, even though she is very bright. As she obtains passing marks, she takes a little bit more time than other scholars to complete her assignments.
When I discussed Jacob’s performance with the teacher, I found out that Jacob is suffering from a mental health disorder, named Attention Deficit Hyperactivity Disorder (ADHD). The teacher has to focus on him so much to keep him on the track with other scholars. The teacher told me that he is tolerable to get up and walk everywhere or even play with things, as this would essentially help him focus.
Book to be used during ELA Mini-Lesson Plan:
The book that I have selected to emphasis on, which contains many reading commands, terminology, and writing accomplishments, as well as taking the ability to distinguish the object lesson for scholars is:
Earth by Jeffrey Zuehlke.
Part 2, Reflection
Through pre-assessment, I identified the strengths, weaknesses, skills, knowledge, and abilities of the scholars. In my opinion, if the knowledge obtained by pre-assessment is utilized accurately, this may help in recognizing the supports and need a scholar require in studies. With the detailed analysis of the assessment, we can identify the needs of the scholars and bridge the learning gaps for them.
There are some challenges as well when following pre-assessment, one of the most threatening challenges that I faced during the assessment was difficulty in deciding which scholar should I select. Scholar’s behavior always varies from day to day according to their moods. So, for a one-day assessment, it would be unfair for the scholar who is not feeling well on that particular assessment day. Other than this, I also found odd that when I was standing in the classroom for observing the scholars, many of them considered me awkward or out of routine. I think that scholars mightve found this action not suitable for them because some of them were shy or introverted. My presence in the class may also trigger their unusual response towards the teacher.
In my opinion, if the challenges are overcome, this assessment may help scholars in the future to identify their weak points as well as helps the teacher to recognize where the scholars are lacking. This will help the teacher to implement new strategies or to implement a new coursebook to keep the scholars on track. This assessment will help teachers to understand that which scholar requires more attention or guidance to achieve good marks.
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