Ese 697 Week 2 Assignment Lesson Plan 2 Phonics or Oral Language

The assessments have been done during and after the lesson in a variety of ways; verbal response, written response, pair and group work, and making posters as a visual outcome.

As a tutor I will carry out various methods of assessment to maintain continuous improvement; I also involve my learners in the process.

Assessment: I will observe student behavior during their discussion and during the creation of their self-portrait. Also, I will assess students’ ability to come up with 10 positive

I will use a variety of Formative Assessments before, during, and at the end of the class to check for understanding and I will use the Exit Ticket as a final assessment.

What is the purpose of initial assessment and what kind of methods could be used? Evaluate these methods with reference to the ways they can help in the overall objective of achieving learning goals. How can you ensure learners are kept motivated and working towards these goals?

The teacher prepared a checklist of what she would be looking for while assessing the students during the discussion. On this

Students with disabilities may require accommodations in order to find success. Some accommodations may include additional time to complete assignments and/or assessments, oral presentation of content or instructions, or allowing the student to type work vs. writing it. Accommodations must be individualized and reasonable based on the needs of the student.

Throughout this inquiry process the criteria will be created in a mixture of ways. Some of the assessment pieces are created by the teacher while others will be created with the students. Furthermore, sometimes the assessment pieces will be made as a result from my observations or notes. I think the criteria should be communicated to students before the actual assessment takes place. Thus, if they do not understand this gives them the opportunity to ask any questions needed and allows myself to make any changes that are necessary. Above I have mentioned the major assessments as a rubric, oral discussion/checklist, and a self assessment. I have decided to focus mostly on students oral and drawing skills since the students in the classroom struggle with writing down full assessments. Thus, they will be able to fully express their understanding and learning without the struggle of writing everything down.

The cases of students with disabilities included: a) physical disability; b) specific learning disability; c) behavior disorder; d) mental retardation; and e) visual impairment. All student cases included information on educational abilities, behaviors, labels and learning characteristics.

Since the mid-1600’s, the efficacy of phonics instruction has been a controversial and contentious topic in the field of education. Originating from the creation of synthetic phonics (sound by sound approach) by Blaise Pascal in 1655, educators began indoctrinating their pupils in the recognition of sound-symbol correspondences required to decode unfamiliar words (Rodgers, 2001). From that time, the pendulum has swung from phonics first to phonics last. The debate has continued from synthetic phonics to analytic phonics (utilizing a whole word approach) as to what clinicians consider best practice for reading instruction. Consequently, over the past 300 years, its teaching methods have fallen out of favor with educators, only to return to the forefront as reading achievement has floundered. The issue that confronts educators today is not the choice to incorporate phonics instruction into their curriculum, but how.

Respond to the prompts below (no more than 8 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or alter the prompts. Commentary pages exceeding the maximum will not be scored. Attach the assessment you used to evaluate student performance (no more than 5 additional pages) to the end of this file. If you submit feedback as a video or audio clip and your comments to focus students cannot be clearly heard, attach transcriptions of your comments (no more than 2 additional pages) to the end of this file. These pages do not count toward your page total.

A great debate whether the phonetic approach or whole language approach should be used in the classroom has been occurring since the early nineteen thirties, and there has not been a definite decision on which approach should be used to teach in the classroom. To understand this debate, one must first understand the differences between whole language and phonics learning.

Section 4: Assessing Student Learning – Describe how you will assess student learning relative to each content standard using preassessment, formative assessment, and summative assessment.

During the guided practice phase of the lesson, I would use Informal Member Checks monitoring strategies to capture the level of learning across the entire class population. For students experiencing difficulty understanding the skill or concept I would first develop an educational assessment for the

During the guided practice phase of the lesson, I would employ Informal Member Checks monitoring methods to capture the degree of learning across the entire class population. For learners undergoing problems understanding the skill or concept I would initially create an informative evaluation for the pupils to determine what particular