About the School Where You Are Teaching - Weeblybrittneyprimes.weebly.com/uploads/2/5/9/3/25930668/pri… · Web viewCat, dogs, rabbit, mouse ... Tell students to look at their

Brittney Primes

Mock EdTPA

EDS 3320

Task 1

Context for Learning:

Context for Learning Information Directions: Respond to the prompts below (no more than 3 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or alter the prompts; both the prompts and your responses are included in the total page count allowed. Refer to the evidence chart in the handbook to ensure that this document complies with all format specifications. Pages exceeding the maximum will not be scored.

About the School Where You Are Teaching

1. In what type of school do you teach?

Preschool: [ ] Elementary school: [X]Other (please describe): [ ]

Urban: [ ]Suburban: [ X ]Rural: [ X ]

2. List any special features of your school or classroom setting (e.g., charter, co-teaching, themed magnet, classroom aide, bilingual, team taught with a special education teacher) that will affect your teaching in this learning segment.

[Rushmore Elementary is a Title 1 school. From 1:30pm-2:10pm Students who are considered struggling readers, attend a fast forward program. During that time period 6 students leave the classroom and then return during that time period.]

3. Describe any district, school, or cooperating teacher requirements, or expectations that might affect your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests.

[Rushmore follows one required curricula plans. Second grade educators are required to teach math using the enVision math program.]

About the Class Featured in This Assessment

1. How much time is devoted each day to language and literacy instruction in your classroom?

[Everyday, Monday through Friday, 2hours and 15 minutes is devoted to language literacy in the classroom. Students spend an hour on reading in the morning. Later in the afternoon, students spend 45 minutes on writing and 30 minutes doing self-selected reading. During self-selected reading students can independently read, partner read, or read to the teacher. During this time, students (struggling readers) also do Earobics on the computer. Earboics is an adaptive, research-based reading intervention program built on the Common Core. Individualized, adaptive learning provides targeted instruction in phonemic awareness, phonics, comprehension, vocabulary, fluency, and writing.]

2. Is there any ability grouping or tracking in language and literacy? If so, please describe how it affects your class.

[In the classroom, we use dibeling and running records to track language and literacy. Along with themed test scores and diagnostic screeners. All of which helps improve literacy, build reading fluency and comprehension skills.]

3. Identify any textbook or instructional program you primarily use for language and literacy instruction. If a textbook, please provide the title, publisher, and date of publication.

[Everyday during language arts students use Houghton Mifflin reading. Grade 2

Author: J David Cooper; John J Pikulski; Houghton Mifflin Company.; et al

Publisher: Boston : Houghton Mifflin, ©2005.]

4. List other resources (e.g., electronic whiteboard, hands-on materials, online resources) you use for language and literacy instruction in this class.

Fast ForWord- The Fast ForWord program develops and strengthens memory, attention, processing rate, and sequencing—the cognitive skills essential for reading intervention program success. The strengthening of these skills results in a wide range of improved critical language and reading skills such as phonological awareness, phonemic awareness, fluency, vocabulary, comprehension, decoding, working memory, syntax, grammar, and other skills necessary to learn how to read or to become a better reader.

Earboics is an adaptive, research-based reading intervention program built on the Common Core. Individualized, adaptive learning provides targeted instruction in phonemic awareness, phonics, comprehension, vocabulary, fluency, and writing.

Themed Test Diagnostic Screeners

About the Children in the Class Featured in This Assessment

1. Grade level(s): [Second]

2. Age range: [7-8]

3. Number of

children in the class [20]

males [10] females [10]

4. Complete the chart below to summarize required or needed supports, accommodations or modifications for your children that will affect your instruction in this learning segment. As needed, consult with your cooperating teacher to complete the chart. Some rows have been completed in italics as examples. Use as many rows as you need.

Consider the variety of learners in your class who may require different strategies/supports or accommodations/modifications to instruction or assessment (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students needing greater support or challenge).

Children with Specific Learning NeedsIEP/504 Plans: Classifications/Needs

Number of Children

Supports, Accommodations, Modifications, Pertinent IEP Goals

Example: Visual processing 2 Close monitoring, large print text, window card to isolate text

Struggling readers 6 Provide oral explanations for directions

Using pictures to represent writing Sit at the front of the class

Extra time to complete assignments or tests

Allowing answers to be given orally

Other Learning Needs Number of Children

Supports, Accommodations, Modifications

Example: Struggling readers 5 Provide oral explanations for directions, guiding/scaffolding language, and literacy experiences (e.g., breaking down tasks)

Retention 1 Work one-on-one with the teacher Extra time to complete assignments or

tests

Plans for Learning Segment:Segment 1

Lesson and Title: Lesson 1-All about nouns

Central Focus: Comprehension

Standards: Writing conventions-use nouns, verbs and adjectives correctly

Essential Questions: 1. What is a noun?2. How can I identify a noun?3. How can I recognize a noun in a sentence?4. Why are nouns important in a sentence?

Teaching Strategies:1. Direct Instruction

Demonstrations, Guided & Shared - reading, listening and thinking2. Interactive Instruction

Cooperative Learning Groups3. Instructional Skills

Explaining, Demonstrating, and Questioning

Associated Vocabulary: Noun Person Place Thing Animal

Pre-Assessment:

Teacher Time Student/sQuestioningWhat is a noun?

Who can give me an example of a noun you can smell?

Who can give me an example of a noun you can touch?Who can give me an example of a noun you can see with your eyes?

5minutesA person, place, or thing

You can smell touch or see a noun

Flower, animal, pizza,

Person, boat, book, house

Zoo, school, clouds, sun

Build Background: Teacher Time Student/s

Read the title of the book, “A Mink, a Fink, a Skating Rink”. Ask students what kind of book they think it the book will be?

Open to the first page of the book and read it. Ask students what do you notice about the words on this page? Guide students to look at the big colored words. Ask them “what do you think all the nouns in this book are going to look like?

Read A Mink, a Fink, a Skating Rink What Is a Noun?Author: Brian P. Cleary Illustrator: Jenya Prosmitsky

Talk to students about animals being nouns (every student in the class has at least one pet)

Ask students to raise their hand and tell you examples of animals that are nouns.

Ask students “why do you think nouns are important in a sentence”?

10minutes A rhyming book.

Colored or they rhyme

Listening

Cat, dogs, rabbit, mouse, lion, bear

Nouns tell what the sentence is talking about

Learning Activities: Teacher Time Student/s

Ask students “what is a noun”? As they tell you, put up a dog house with words (person, place, thing, or animal) when a student correctly

identifies a noun as being a (person, place, thing, or animal)

Pass out a noun card to each student and have them put his or her name anywhere of their choice, on the front of the card.

Tell students to look at their word, and quietly to themselves, think about if the card they received is a (person, place, thing, or animal)

Model/demonstrate for students how to think about if their noun is a (person, place, thing, or animal) using the noun card school and show them how to correctly sort their word on the board. Ask students what they think school is, a (person, place, thing, or animal). Try to trick

20minutes Person, place, thing, or animal

Reading their noun card

Say “No! school is a place”

students and sort school under person or animal. After holding a discussion about school being a place, sort the noun card school underneath place on the board.

Using the noun card Ms. Primes, again show students how to correctly sort a word on the board. Ask students what they think Ms. Primes is, a (person, place, thing, or animal). Try to trick students and sort Ms. Primes under place or thing. After holding a discussion about Ms. Primes being a person and each student in the class being a person, sort the noun card Ms. Primes underneath person on the board.

Allow each student to come up to the front board and sort their noun card as being a (person, place, thing, or animal). Ask students to give thumbs up if a student sorts their card correctly. Ask students to put their hands on their head if a student sorts their card incorrectly. If a student sorts their card incorrectly, talk about the correct place to sort the noun card as a class.

After each student has come to the board and sorted their noun card as a (person, place, thing, or animal), allow children time to work in small groups. The student’s desks are already placed in ability groups. Explain to the class that they will be working in small groups to sort noun cards as a (person, place, thing, or animal). Tell students that they must work together to figure out where to correctly sort their word.

1. Each group of students will be given a stack of noun cards and a word card that reads “noun” and a word card that reads “not a noun”. Each individual student will receive a noun, not a noun worksheet

2. Students will take turns drawing a card. Once a student has drawn a card, they must read their card aloud to the group, and sort their card as either a noun or not a noun. If a student sorts their card incorrectly, it is up to their group’s members to discuss with that student, why their card is either a noun or not a noun.

3. When a group agrees that a card pulled is a noun, then students can all write that word in the noun section of their worksheet. When a group agrees that a card pulled is not a noun, then students can all write that word in the not a noun section of their worksheet.

4. Students will repeat the following steps until all cards have been sorted

20minutes

Say “No! Ms. Primes you are a person”

Putting their thumbs up if they agree with where the student sorted their noun card.Putting their hands on their head if they don’t agree with where a student sorts their noun card.

Working collaboratively in small groups

Formative Assessments: Teacher Time Student/s

For morning work the following day

Explain to students that they are to read each sentence and circle all the nouns in that sentence. Then write the

noun they identified and circled in the box provided.

15minutesQuietly completing their morning work and turning it in to the completed work

basket when they are finished.

Summative Assessments: Teache

rTime Student/s

N/a N/a N/a

Accommodations & Modifications:Each student is provided with a paper containing 6 sentences, 1 sentence per box. Each sentence will contain a picture, which represents what the sentence is describing for my struggling readers. Struggling readers will also be provide with papers which contain lines to write their nouns on. For example, if a sentence has 3 nouns in it, then there will be 3 blank lines for students to write each noun on. While other students will not be provided with lines to write their nouns on, and will have to write the nouns they identified in the sentence, in the box provided.

Materials and Resources: Book: A Mink, a Fink, a Skating Rink What Is a Noun? By Brian P. Cleary and Illustrated by Jenya

Prosmitsky Noun (person, place, thing or animal) sort by Rachelle Watkins Noun, not a noun sort and worksheet by Rachelle Watkins

Segment 2

Lesson and Title: Lesson 2-All about Verbs



Essential Questions: 5. What is a verb?6. How can I identify a verb?7. How can I recognize a verb in a sentence?8. Why are verbs important in a sentence?


Demonstrations, Guided & Shared - reading, listening and thinking5. Interactive Instruction

Cooperative Learning Groups6. Instructional Skills

Explaining, Demonstrating, and QuestioningExperiential Learning

Game

Associated Vocabulary: Verb Action word Doing word Can someone or something _______?

Pre-Assessment: Teacher Time Student/s

Questioning

Write 3 words up on the board (Sit, Hit, and Tap)Ask students what the 3 words have in common.

What is a verb?What is an action

10minutes

“Something you do”“You can sit, you can hit and you cam

tap”

An action wordSomething you are about to do or can

Explain to students that verbs tell you what the noun is doing.

do


Explain to students that if they want to know whether a word is a verb or not, they can ask themselves “can someone or something

________? Filling in the blank with the word they are trying to figure out is a verb or not. Explain to students that if they can answer yes to the question then that word is a verb. Then tell students that if the can

answer no to the question, then that word is not a verb.

Say “can someone or something ________”? and have student repeat after you (repeat 3 times) filing in the words on the board in the blank,

and then answer the question they said aloud.1. “Can someone or something sit”?2. “Can someone or something hit”?3. “Can someone or something tap”?

Gather students to read To Root to Toot to Parachute What Is a Verb?Author: Brian P. Cleary Illustrator: Jenya Prosmitsky

Refer to the book read the day before about nouns. Ask students if they remember about the nouns seen the book?

Ask students what they think the Verbs in the book will look like.

Read To Root to Toot to Parachute What Is a Verb?By Brian P. Cleary and Illustrated by Jenya Prosmitsky. When you come across verbs that you know students do almost everyday, point that out to them, to relate them to the story and show them that they perform verbs everyday.

Ask students “why do you think verbs are important in a sentence”?

20minutes

1. “Can someone or something sit”? YES

2. “Can someone or something hit”? YES

3. “Can someone or something tap”? YES

Yes! They rhymedAnd they were colorful

They will be colorful and rhyme too.

Students will be listening and relating to the book “I can run, skip, hop, talk, etc.

They tell you what the noun is doing.


Next students will play Verb race 20minutes

1. Students will be separated in two group based on ability (high and low)

2. Each group will be given a white board, dry erase marker, and an eraser.

3. At the front of the classroom, put a desk in front of the white board. And place 2 sets of cards on the desk. One deck of sorting cards for one team, and another separate deck of sorting cards for the other group. Also place a card that read verb and not a verb on the front board.

4. Number students 1-10 in each group, and tell students they will go in order based on their assigned number (1’s go first, 2’s go second and so on)

5. Students only write on the white board when it is their turn

6. To start, the students assigned number 1, will start at the game by standing next to each other

7. Students will walk backwards to the front board to choose a sorting card from their assigned pile, then walk backwards back to their groups. Then each student is to read their card aloud to their group. As a group, the students should discuss if their word is a verb or not. Once a group has decided if their card represents a verb or not, the student who turn it is will write yes (if the group thinks it’s a verb) or no (if the group does not think it’s a verb) on the white board and show it to me, for me to signal them that its ok to continue with the activity. If a student thinks the card they choose represents a verb, then they are to hop on 1 leg to the front board and sort their card under the card that reads verb. If a student thinks the card they choose does not represent a verb, then they are to crawl to the front board and sort their card under the card that reads not a verb.

8. Theses steps will repeat until both groups of students have sorted all their cards and after each student has had a chance to participate.

9. Students only write on the white board when it is their assigned turn.

10. After each group has sorted their cards as either a verb or not a verb, we will discuss what was sorted on the board as a whole class

11. Before allowing children to do the activity themselves, model how to correctly play the game, by showing students what’s need to be done by sorting the words (run and door). Run would be sorted as a verb, so you would model hopping on 1 leg to the board to sort the word and door would be sorted as not a verb, so you would model crawling to the board to sort the word as not a verb.

Students should be listening

During the activity students will be talking and collaborating with their peers, to determine if the card selected is a verb or not.

Students should be watching/observing you


For morning work the following day 20 minutes

Quietly completing their morning work and turning it in

Explain to students that they are to sort words as being a verb or not a verb independently. After they are done completing the verb

sort, students are to choose one verb and write a sentence, underlining the noun and circling the verb in their sentence.

to the completed work basket when they are finished

Summative Assessments: Teache

rTime Student/s

N/a N/a N/a

Accommodations & Modifications:Each student is provided with a verb not a verb sort. To accommodate my struggling readers, I will walk around the class and assist children with reading words if assistance is needed.

Materials and Resources: Book: To Root to Toot to Parachute What Is a Verb? By Brian P. Cleary and Illustrated by Jenya

Prosmitsky Verb sort #1 by Rachelle Watkins Verb sort #2 by Rachelle Watkins 2 White boards 2 dry erase markers Eraser Desk or small table

Segment 3

Lesson and Title: Lesson 3-All about adjectives



Essential Questions: 9. What is an adjective?10. How can I identify an adjective?11. How can I recognize an adjective in a sentence?12. Why are adjectives important in a sentence?


Didactic Questions, Demonstrations, Guided & Shared - reading, listening, viewing, thinking2. Interactive Instruction

Brainstorming, Discussion, Cooperative Learning Groups3. Experiential Learning

Simulations (costumes, bunny rabbit, music)4. Instructional Skills

Explaining, Demonstrating, Questioning

Associated Vocabulary: Adjective Describing word

Pre-Assessment:

Teacher Time Student/sQuestioningTell students that an adjective describes a noun and can be called a describing word. Then ask students,What is an adjective?Ask students “what are some things that we describe?

5minutes Student are listening

“A describing word”

“You can describe somebody, you can describe the way something feels, you can describe the way

something sounds, and etc”.


Refer to the books read about nouns and verbs. Ask students if they remember about the nouns and verbs seen in the book?Ask students what they think the Adjectives in the book will look like.Read Hairy, Scary, Ordinary What Is an Adjective? By: Brian P. Cleary and Illustrated by Jenya ProsmitskyAsk students “why do you think adjectives are important in a sentence”?

Write a 2 sentences on the board 1. The loud girl is talking too much2. The boy is silly

Ask students to take a look at the sentences and think about which words are the adjectives. Tell students you want to circle the adjective in each sentence. Choose 2 volunteers to tell you which word to circle in each sentence.Ask students what do they notice about where the adjectives are placed in the sentence.Talk with students about adjective placement in a sentence.

15minutes Yes! They rhymedAnd they were colorful

They will be colorful and rhyme too.

Students will be listening

They give your sentence detail, and describes the noun

Reading the sentences and thinking about which words are the adjectives. (Loud and

silly)

“Adjective come before or after the noun in the sentence”

Holding a class discussion with the teacher


Pass out a piece of construction paper for students to write on. Advise students to fold their paper like a hotdog and then like a hamburger, while demonstrating in front of the class how to fold their piece of paper. Then have student label their boxes 1-4.

Tell students we are going to practice using adjectives to describe the way something looks, sounds and feels. Advise students to put their pencil in they box they marked #1. (I put on Egyptian costume normally worn during Halloween). Ask students to use adjectives or describing words to describe Ms. Garner and they way she looked in box #1. Then as a class we will discuss the answers the students came up with and write them on the front board.

Advise students to put their pencil in they box they marked #2. (Play music loudly, I played kids bop) Ask students to use adjectives or describing words to describe the way the music sounded in box #2. Then as a class we will discuss the answers the students came up with and write them on the front board.

20minutes Folding their piece of paper

Laughing and writing in box #1 and sharing their answers with some of their peers

Covering their ears, some will dance, some will sing along with the song

Advise students to put their pencil in they box they marked #3 (Get bunny rabbit from the cage). Explain to students that you will walk around the class and that each student will get a chance to pet the

bunny rabbit. Then tell students that after they have had a chance to pet the bunny rabbit that they need to use adjectives or describing

words to describe the way the bunny rabbit feels in box #3. Then as a class we will discuss the answers the students came up with and write them on the front board. (Students will put paper in cubbies

when finished)

Next students will build silly sentences.Students will be placed in 4 groups of 5Tell the students that you are going to pass out 3 envelopes to each group and a silly sentence paper to each individual student.The envelopes marked adjectives #1 and adjectives #2 will contain 15 different adjectives in each envelope. The envelope marked silly sentences will contain 6 different sentence strips. Assign a group leader in each group. The group leader will be the first person to choose a silly sentence and 1 adjective from each envelope. Advised students they must randomly choose from the envelope without looking at the options available. Then advised students to pass the envelopes in the direction of the group leaders choice.Once a student has chosen a silly sentence and 1 adjective from each envelope, they then must figure out where to fit the adjectives into their sentence to make a silly statement! Remind students to think about what they learned about adjectives, what they do, and where they are placed in a sentence.

Advised students to remember how an adjective relates to a noun and advise students that they cant just put there adjectives where they want too in the sentence. After students are done writing their silly sentence, starting their sentence with a capital letter and ending their sentence with punctuation, advised students to circle the adjectives in the sentence. After that students will draw a picture to represent the silly sentence they came up with.

20minutes

Students are excitedly waiting for their turn to pet the bunny rabbit and then they are writing the way the bunny feels in box #3

Students are picking sentences and adjectives from the envelopes, and trying to build silly sentences given what they learned about adjectives.

Students are discussing their sentences with their peers, and writing their sentences on the lines provided on the silly sentences sheet.

Students are drawing and coloring pictures to represent their silly sentence.


For morning work the following day

Explain to students that they are to sort nouns, verbs and adjectives

15minutes Quietly completing their morning work and turning it in to the completed work basket when they are finished.

Summative Assessments: Teacher Time Student/s

N/a N/a N/a

Accommodations & Modifications:

Students are placed in groups based on reading abilities. Each group will receive a different selection of sentences and adjectives. Struggling readers will be placed in groups and will receive sentences they are callable of reading, where as students reading at grade level will receive more difficult sentences to choose from.

Materials and Resources: Book: Hairy, Scary, Ordinary What Is an Adjective? By: Brian P. Cleary and Illustrated by Jenya

Prosmitsky Cleopatra costume Radio Kids Bop CD Bunny Rabbit Silly sentences sheet 4 envelopes marked silly sentences 8 envelopes, 4 marked #1 Adjectives and 4 marked #2 Adjectives Construction paper of any color Coloring utensils

Task 2

Instruction Commentary:

Instruction Commentary Directions: Respond to the prompts below (no more than single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or alter the prompts; both the prompts and your responses are included in the total page count allowed. Refer to the evidence chart in the handbook to ensure that this document complies with all format specifications. Pages exceeding the maximum will not be scored.

1. Which learning experience(s) are shown in the video clips? Identify the learning experience(s) by plan/day number.

[Lesson Plan #24, February 24, 2014-“ Nouns, verbs and adjectives in our school (review)”]

2. Promoting a Positive Learning Environment

a. In your response to the prompt, refer to scenes in the video clips where you provided a positive learning environment.

[In the video clip I choose, I provided children with a positive learning environment through asking open-ended question, and by building on student’s answers to help promote critical thinking. Open-ended questions are developmentally appropriate and support a positive learning environment because open-ended questions allow for a variety of answers provided by each student while promoting and encouraging critical thinking.]

b. How did you demonstrate mutual respect for, rapport with, and responsiveness to children with varied needs and backgrounds, and challenge children to engage in learning?

[I demonstrated mutual respect, rapport and responsiveness to children with varied needs and backgrounds by allowing all students to share their thoughts. I took all students answers into account, built on student answers when appropriate and praised students for their efforts and participation in the learning experience.]

3. Engaging Children in Learning

Refer to examples from the video clips in your responses to the prompts.

a. Explain how your instruction engaged children in

language and literacy development

the active, multimodal nature of young children’s learning

[In my small group instruction video clip, I engaged students in literacy and language development by having students critically think about the nouns, verbs and adjectives they see in their home. Students are asking themselves “ Can someone or something ______” to determine the verbs that they do or see happening within their home. Students are engaged in this literacy and language development activity because they are interested in sharing the nouns, verbs and adjective they see in the home with their partner, while also enjoying listening to the things their peers experiences or does within their home as well. Students active and multimodal nature of learning is supported though the use of music while students are working and through using white boards, which my student really enjoy using anytime they get the chance to during a lesson.]

b. Describe how your instruction linked children’s development, prior learning, and personal, cultural, and community assets with new learning.

[My instruction linked children’s prior learning, and personal, cultural, and community assessts with new learning by providing students with the opportunity to recognize the nouns, verbs, and adjectives that surround them everyday. Students are applying what they learned about nouns, verbs and adjectives and linking it to the things they see and do within their the place the know best, their home.]

4. Deepening Children’s Learning during Instruction

Refer to examples from the video clips in your explanations.

a. Explain how you elicited and built on children’s responses to promote children’s language and literacy development and take into consideration the active and multimodal nature of young children’s learning.

[An example of a time where I built on students responses to promote children’s language and literacy development and take into consideration the active and multimodal nature of children’s learning was done through open ended questioning on nouns, verbs and adjectives found within our school. One student in the video clip said that a guard dog was a noun found within our school. Some of the students appeared confused after this answer was provided. I built on the students answer by explain to the class what a guard dog was and where they would see or find one within our school. Explaining to student that a guard helps assists children with special needs, and that guard dog is an animal, and that an animal was a noun.]

b. Explain how you made interdisciplinary connections through the learning experience(s) to promote children’s development of language and literacy.

[Interdisciplinary connections through learning experiences were made by providing my 2 focus children with opportunities to talk about the nouns, verbs and adjectives they each see within their home and then share some of the things of customs that they see or do within their home with their peer.]

5. Analyzing Teaching

Refer to examples from the video clips in your responses to the prompts.

a. What changes would you make to your instruction—for the whole class and/or for children who need greater support or challenge—to better support developmentally appropriate practices that promote language and literacy development and take into consideration the active and multimodal nature of young children’s learning (e.g., missed opportunities)?

Consider the variety of learners in your class who may require different strategies/supports (such as children with IEPs, English language learners, children at different points in the developmental continuum, children who are underperforming or those with gaps in academic knowledge, and/or gifted children).

[After reviewing my lesson, something that I could have done that would have been beneficial to my students learning was to allow students to work together in small ability based groups to brainstorm on their own. In the learning experience I guided children’s writing by asking for their ideas, and then writing them up on the front board. To deepen students understanding, I could have allowed children a certain amount of time to brainstorm a list of nouns, verbs and adjectives within their assigned group by themselves, then spoke about the ideas they came up with as a whole class after they were done.]

b. Why do you think these changes would improve children’s learning? Support your explanation with evidence of children’s learning and principles from developmental theory and/or research.

[I think this changed would improve students learning because it would help build childrens critical thinking skills. Proponents of collaborative learning claim that the active exchange of ideas within small groups not only increases interest among the participants but also promotes critical thinking, as told by Vygotsky. According to Vygotsky, students are capable of performing at higher intellectual levels when asked to work in collaborative situations than when asked to work individually. In which this type of group diversity in terms of knowledge and experience contributes positively to the learning process.]

Task 3

Student Work Sample

Assessment Commentary:

Assessment Commentary Directions: Respond to the prompts below (no more than single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or alter the prompts; both the prompts and your responses are included in the total page count allowed. Refer to the evidence chart in the handbook to ensure that this document complies with all format specifications. Pages exceeding the maximum will not be scored.

1. Analyzing Children’s Learning

a. Identify the specific language and literacy standards/objectives measured by the assessment you chose for analysis.

[Identify and use nouns, verbs and adjectives in a sentence.]

b. Provide the evaluation criteria you used to analyze the children’s language and literacy development.

[The evaluation criteria I used were based on a numerical point system. I used 80% as the level of mastery to determine student’s mastery of the content (nouns, verbs, and adjectives)]

c. Provide a graphic (table or chart) or narrative that summarizes children’s learning for your whole class. Be sure to summarize children’s learning for all evaluation criteria described above.

[See attachment “summative and formative class data”, for data chart/graph”]

d. Use the whole class summary provided above and 3 sources of evidence for each of the 2 focus children to analyze the patterns of learning for the whole class and focus children relative to

language and literacy development

Consider what children understand and do well, and where they continue to struggle (e.g., common errors, confusions, need for greater challenge).

[Based on the data provided above, students learning increased from the beginning of the learning segment to the end of the learning segment. Students started out knowing barley anything about nouns, verb and adjectives. As we went through the learning experiences and students completed formative assessments, data shows that students were learning and understating the content taught. My 2 focus student were still struggling a tad bit falling short of the mastery level, in which those reasons are why I assigned them to be my 2 focus students in the lessons. With extra help in our focus groups and extra practice during morning work, students all seemed to benefit from the learning experiences, feedback provided, and formative assessment which led to their mastery performance on the summative assessment. This data represents and shows students progress from point A to point B.]

2. Feedback to Guide Further Learning

Refer to specific evidence of submitted feedback to support your explanations.

a. In what form did you submit your evidence of feedback for the 2 focus children? (Delete choices that do not apply.) Written directly on work samples or in a separate document

In audio files; or

b. Explain how feedback provided to the 2 focus children addresses their individual and developmental strengths and needs relative to language and literacy development.

[I provided students with feedback in multiple ways. I provided students with feedback directly on their papers, by acknowledging their effort with smiley faces, stars and direct comments. I also personally talked with students about the problems or parts of their assessments that they answered incorrectly. Not only did I do this with my 2 focus students, but I also did it with my whole class. As a whole class I held class discussions on common answers that the majority of student answered incorrectly. Then as a class we would talk about the correct answer. I lastly provide students with feedback as they are completing assessments, providing students with positive praise when completely work accurately and intervening with questions when noticing that students may be confused, are off track, and/or not completing the

activity correctly, while trying to guide improvement. Feedback provided to the 2 focus students addresses their individual and developmental strengths and needs through positive praise, which encourages and/or promotes positive motivational beliefs and self-esteem. I also provided students will personal comments, which identify exactly what they are doing well and identifies for them the areas in which they need to improve or work on. For example, I provide children with feedback to remind them to ask themselves “Can some or something____”, as way to ensure that the words they identify are verbs. In which students then ask themselves the question and correctly identify verbs in the learning experience.]

c. How will you support children to apply the feedback to guide improvement, either within the learning segment or at a later time?

[I support students to apply the feedback to guide improvement by observing their performance, constantly providing them with feedback and having the students use the feedback given at that moment to help them get through the learning experience when needed. Prompting them to ask themselves the question “Can some or something______”, to determine if the particular word is a verb or not.]

3. Evidence of Language Understanding and Use

You may provide evidence of children’s language use from ONE, TWO OR ALL THREE of the following sources:

1. Use video clips from Task 2 and provide time-stamp references for language use.

2. Submit an additional video file named “Language Use” of no more than 5 minutes in length and provide time-stamp references for children’s language use (this can be footage of one or more children’s language use). See the Task 3 specifications in the Early Childhood Evidence Chart for acceptable file types. Submit the video clip in Part C of Task 3.

3. Use the children’s work samples analyzed in Task 3 and cite language use.

When responding to the prompt below, use concrete examples from the video clips (using time-stamp references) and/or children’s work samples as evidence. Evidence from the video clips may focus on one or more children.

Explain the extent to which children were able to use vocabulary1 to develop content understandings.

[Students were willing to use the vocabulary to better understand verbs by asking themselves the question “Can someone or something______”. By asking themselves this question students were able to correctly identify verbs and use vocabulary taught to them from the learning experience to further develop their understanding of the content.]

4. Using Assessment to Inform Instructiona. Based on your analysis of children’s learning presented in prompts 1c–d, describe next steps for

instruction

for the whole class

for the 2 focus children and other individuals/groups with specific needs

Consider the active and multimodal nature of young children’s learning and the variety of learners in your class who may require different strategies/supports (e.g., children with IEPs, English language learners, children at different points in the developmental continuum, struggling

1 Developmentally appropriate sounds, words, phrases, sentences, and paragraphs that children use or create to engage in the learning experience.

readers, children who are underperforming or those with gaps in academic knowledge, and/or gifted children).

[From data received on the summative assessment, all 20 students (the whole class and the 2 focus children) earned a scored of 80% or higher. Which shows that they mastered the content and understanding of nouns, verbs and adjectives and are ready to move on to learn about more complex understandings and identifications of different types of nouns, verbs and adjectives. After this learning segment I would teach students about common and proper nouns, action verbs and linking verbs and comparative and proper adjectives, in which students will be required to perform at higher intellectual levels in order to be successful for student mastery.]

b. Explain how these next steps follow from your analysis of children’s learning. Support your explanation with principles from research and/or developmental theory.

[These next steps will follow with my analysis of children’s learning because children will be able to use prior knowledge learned from this learning segment, to further deepen their understanding of nouns, verbs and adjectives. This will be developmentally appropriate for students because children will be able to learn in an active and positive learning environment while also working in collaborative groups. In which research from Vygotsky proves that students are capable of performing at higher intellectual levels when asked to work in collaborative situations.]

Documents

About the School Where You Are Teaching - Weeblybrittneyprimes.weebly.com/uploads/2/5/9/3/25930668/pri… · Web viewCat, dogs, rabbit, mouse ... Tell students to look at their