Classroom Assessment

Explain how you elicited and built on student responses to promote thinking and apply the essential literacy strategy using related skills to comprehend OR compose text.

c) What teaching approach did you take in your session? How well did it work? What evidence do

T = How will I tailor the learning experiences to the nature of the learners I serve? How might I differentiate instruction to respond to the varied needs of students?

1, Explain what your main role & responsibilities are as a teacher/trainer in Education and Training (1.1)

* Prepare the learning environment based on the individual needs of the pupil/group, and provide the learning

1. Explain in detail how you would support and advance the learning of children and young people in your class:

For the phonological awareness objective, the clinician will bring a toy, stuffed caterpillar; the caterpillar will be used give the client a visual when segmenting syllables. The clinician will prepare Elkonin cards to target the phonemic awareness objective. The boxes will help the client understand that every word consists of individual sounds, which provides the child with a strong foundation for other literacy skills. The complexity level of this activity can be altered by changing the number of boxes provided on the Elkonin cards. Thus, showing the clients mastery or lack of

2. Describe how your students did with the activities that you had planned? Were the activities at the appropriate ability level for these students – even if the activities were on target there will likely be differences in performance so answer this question by talking very specifically (by describing student’s performance) about how they did with the activity. (5points)

My goal is to offer you guidance that will help your teaching to improve. Are there any areas you feel we should focus on?

Chapter 14 of the book, Classroom Assessment, written by W. J. Popham, was titled: “Appropriate and Inappropriate test-preparation practices”. The chapter discusses how teachers should test students using appropriate and inappropriate preparation practices. Some school districts and teachers are encouraged to find ways to boost students scores in the classroom. The chapter introduces two guidelines: “professional ethics and education defensibility”. The professional ethics is test-preparation practices that do not interfere with ethical norms.

* Discuss how well your approach to planning and preparation addresses inclusion within the course, and justify your approaches in relation to key curriculum issues (including the role of new and emergent technologies).

Once mastered, layers of language can be add. Instruction should contain extensive exercises in phonological awareness. Educators should provide practice in rhyming, syllabication, and sentence planning. Students with dyslexia need strategies for segmenting words into syllables and then segmenting each syllable into phonemes. Once students have a strong understanding of the phonemes within words, teachers should provide them with exercises in applying symbols (letters) to those sounds.

(REQUIRED) 1c) Describe how you would adapt the strategy or activity you identified to meet the needs of the student.

Children with reading disabilities differ from children that read typically in their use of morphological forms. This view has been supported by multiple studies that review the relationship between reading and morphology (Carlisle, J., & Stone, C. 2005; Nagy, W., Berninger, V., & Abbott, R. 2006; Reed, D. 2008; Kuo, L. & Anderson, R. 2006). Morphology has been linked to reading ability, as has phonology, for many years. Traditionally reading ability, or disability, is detected by the student’s strength with phonology(Crisp, J.& Lambon Ralph, M. 2006; Marshall, C. & van der Lely, H. 2007;), yet many recent studies have indicated that morphological awareness can play a key role in the detection and intervention of reading

“Phonics instruction teaches the relationships between the letters of the written language (graphemes) and the individual sounds (phonemes). It also teaches how these relationships are used to read and write words. This teaches students to systematically recognize familiar words and decode new words independently.” (Education.com, 2006)