Clinical Field Experience A The English Language Arts Classroom

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Grand Canyon University *

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485

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English

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Apr 3, 2024

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docx

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Skyla Richardson Clinical Field Experience A: The English Language Arts Classroom SPD-485 Jenna Gardner 11/12/2023
Part 1: Teacher Interview Describe the literacy needs and abilities (reading, writing, speaking, and listening) of the students you typically teach. For my classroom I have a couple students that are at a kindergarten level of reading and then the rest of the students range from 4 th grade to 8 th grade reading level. Discuss the various literacy skills that are typically taught at the grade level(s) you most frequently teach. I work with each of the students. We also break up into groups by level and we rotate between the 3 of us in the class. The reason we do that is, so they get different teaching strategies. We also do a group reading all together occasionally. To break up with the usual same old same old. Explain how you apply your knowledge of the Science of Reading, Scarborough’s Reading Rope, and research-based instructional best practices. Include specific discussion of the language processing requirements that are necessary for students to be proficient in reading, writing, speaking, and listening. We work with Scarborough’s Reading Rope and the Science of Reading to help develop their since of ability. Describe explicit, systematic, cumulative, and multisensory instructional strategies that you employ in the classroom to teach reading, writing, speaking, and listening, and provide an example of each. We work while talking about what we are looking for. We work on phonics and how to find clues within the passage to find the main idea. Describe how exceptionalities, including dyslexia, can affect the acquisition of reading and writing skills. Provide examples of how these exceptionalities can vary in presentation and degree within the classroom.   With in my classroom, we have disabilities from down syndrome, to dyslexia, to cerebral palsy, to autism somewhere on the spectrum. Explain why it is important to differentiate instruction for various students including ELLs, students with exceptionalities, above grade level students, below grade level students, and struggling, striving, and reluctant readers. Include discussion of the challenges you face in providing instruction that meets the diverse needs of students. In my class it is hard to meet all the needs of every student. I am fortunate to have aids in my classroom to help meet their needs of them. We all are patient and break up into groups, that way we can work on the needs. Describe strategies for collecting formal and informal data and using assessments to help you make decisions about ELA instruction, remediation, and intervention strategies that are appropriate for your students. She collects formal data from CBM (Curricular based assessment) in the fall.   She uses the grade level at which they were last reading at the end of the previous school year.   If they are reading at 65%-80% accuracy, then that is the level that I use for instruction.   80% or better on that assessment, then she does a follow up assessment at a one grade level higher.   Usually they score in the 65%-80% accuracy and then that becomes their instructional level.   Once we get going on lessons, she watches for trends.   If they consistently are performing well (90% or above) on worksheets, reading passages, etc., then she will reassess with the CBM as the second quarter approaches.   Then she will repeat this every quarter.   My students are in a self-contained environment and LOTS of variables can impact a student's performance. It is also worth noting
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