Mod1 standards

.docx

School

American College of Education *

*We aren’t endorsed by this school

Course

5353

Subject

Arts Humanities

Date

Dec 6, 2023

Type

docx

Pages

Uploaded by BarristerFreedomEagle20

1 Exploring Standards Cheyanne Nevers American College of Education CI5353: Module 1 October 8, 2023 Dr. Denita Scott

2 Exploring Standards Report Overview Smithson (2017) explains, “ state and federal education policymakers have been using standards to drive more rigorous expectations for student outcomes”(p.16). Standards-based education provides accountability and understanding of what the students are expected to learn. The researcher is a 5th-grade English language arts and social studies teacher. The district, in which the researcher teaches, is an affluent New Hampshire public school district. Students within the researcher’s class range in abilities, specifically reading abilities. The researcher teaches two classes consisting of 23-24 students. This district uses Renaissance STAR testing for progress monitoring throughout the year. STAR provides specific data that includes percentages of student understanding throughout areas and specific standards. STAR reports have provided the researcher with valuable information circulating around student strengths and needs for improvement. Student Strengths Figure 1: STAR Report: Student Strengths

3 Based on the reading data, my students’ biggest strength revolves around quoting accurately in a text. Additionally, students show a high understanding of quoting accurately through literature and informational texts. According to the New Hampshire Department of Education (n.d.), my students demonstrate a high understanding of the Common Core State Standards:  CCSS.ELA-Literacy.RL.5.1  CCSS.ELA-Literacy.RI.5.1 This year, in particular, there has been significant growth among these two standards from past years' classes. From the second week of school, students have been in a novel study in which the first skill learned is quoting accurately. Teaching and learning this skill has been scaffolded. The class begins with sentence starters including The text states, “insert quote here”. Students, then, move on to describing how the quote is connected to the answer they are giving. Students do this in whole groups, move to collaborative groupings with peers, and then end up demonstrating the skill independently. Specifically, the collaboration stage of the scaffolding is the longest. Specifically, collaboration among peers improves learning and provides opportunities to practice critical thinking skills that are needed for the real world (Rudsberg et al., 2017). This skill continues to be present not only within the novel study but also within informational texts. Students demonstrate their understanding in a variety of different ways. Self-reflection is a way for me to understand how confident the students feel about the skill they are demonstrating. I use this reflection and combine it with classroom observations, informal checks, and formal assessments. To truly understand if my students have mastered this standard is through authentic classroom discussion amongst peers in small groups and whole groups. The way students discuss

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help