Pre And Post Assessment Tools And Plan For Instruction

The baseline data was established using the Fountas & Pinnell Benchmark Assessment System (BAS). This test assesses reading comprehension through the process of students reading a text at the appropriate instructional reading level and answering comprehension questions. This assessment tool measures students' ability for accuracy, self correction, fluency, comprehension, and writing. An overall level score is given through a letter identification, A-Z. For the baseline data purpose the letters A-Z were numbered off 1-26 to give the students' scores an adequate numerical score. The assessment determines whether students exceed expectations, meet expectations, approaches expectations, or does not meet expectation. A third-grade student at the

Compare and contrast the roles of the teacher and the learning support practitioner in assessment of learners achievements

For this unit, I completed 2 independent reading books: The Lord of the Rings and Harry Potter. These 2 books are completely different. The Lord of the Rings was a more challenging book because there was more description and harder words, where the Harry Potter book was an easier read because it’s a book I’ve read before. On my HSPE reading assessment I got 100 percent. I could read the questions and find that answer with several examples from the text. When I analyzed texts I would read each paragraph and summarize it and then at the end put all the summary paragraphs together to summarize the whole story. My target for this unit was to create (sic – find) a theme from my book and use evidence and I could go back into my

The essential literacy strategy goes along with the standards and learning objectives by using context clues to help the student figure out unknown or unfamiliar words. Students will build reading comprehension skills by using context clues for figuring out unknown or unfamiliar words while they are reading. Then the students will perform the strategies individually. The related skills address the use of prior knowledge of synonyms and antonyms during the hook and transition portion of the lesson. The reading and writing connections go along with the learning objectives, because the students will read their assigned book and picking out words they do not understand. The students will have to write the sentence with the unknown word in it, and use context clues to figure out the definition of the unknown word. The central focus for this unit of study is for the students to use context clues to better their comprehension of what they have read in their assigned books. The students will be able to use context clues within sentences to determine the meaning of unknown or unfamiliar words. These lessons deal with comprehending text by using context clues to help figure out unknown words. The lessons build off each other by adding more detail to learning about context clues. As the lessons progress the students will be more independent when using context clues. The first lesson is learning about what context clues are. The second lesson will focus on using context clues to figure

The reliability of an assessment in a perfect situation should produce the same results if marked by another tutor or if that examiner unknowingly receives the same paper again. If different marks are given the assessment is consequently unreliable and proves that this assessment is subjective.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

2. Can students identify text features within a text and explain their purpose when reading nonfiction text. There were 19 students present during the summative assessments and 12 students met my objective, scoring a 6 out of 8 or better. Unfortunately, I knew there would be students that would not meet my object. The two standards I am addressing during the learning centers are an ongoing progress for 3rd grade. The goal at the end of 3rd grade is that all students can:

Mrs. Kennedy begins each morning with a morning comprehension worksheet. The students are given a two-page reading selection to read. Attached are approximately ten questions with at least two of the questions being open-ended. The observation I made was the English Language Learner students were given a different morning comprehension.

By March, Mary Lou will identify the main idea and supporting details from a grade level passage using graphic organizers with 80% accuracy in 4/5 trials as monitored by classroom teacher and/or skilled SLP.

The experience discussed in the Prior Learning Assessment demonstrates progressive growth in the health services management field. This learner has gained knowledge in management practices, healthcare regulations, and general leadership practices. The Health Care Administration program (HCAP) has further prepared this learner for an entry level clinic manager position. However, the overall goal is to continue learning and taking advantage of on-the-job learning opportunities that allows for further growth in this career field.

Strategic readers monitor their thinking and recognize when errors are committed but they also know what strategy to use to correct the error. For example, they may need to reread the text to make sense, use context clues to understand unfamiliar words. No matter what the obstacle is, a fix-up strategy is applied. The K-W-L is a well- known teaching technique to assist in the monitoring strategy. The K-W-L chart provides the teacher and students opportunity to participate in discussions before, during, and after reading. It helps the student to ask and answer questions, identify the main idea and detail, and summarize the text (Santoro, Baker, Fien, Smith, and Chard, 2016 p. 284).

Essential Question(s): What words signal the reader to go beyond what 's written to what is implied in the text? How do readers infer the meaning of unknown words? How do readers determine the main idea when it is inferred? How do readers use text clues to make inferences in an assessment passage? How can inferring and summarizing help readers identify the main idea and relevant details?

To begin the planning, teaching and assessment process, it must start with discovering what children know and understand, this can be done through assessment and, therefore, is where to initiate the cycle according to Webster (2009). However, some practitioners start the cycle by planning for lessons based on the curriculum content of the previous year (Fisher, 2013). The practitioner may then start teaching according to the predicted lack or extended knowledge, and, therefore, confuse and fail to progress their learning stated by Fisher (2013). An example of this would be presuming that the children had completed and felt confident in using halves and quarters, and, therefore, starting an activity on writing fractions or using bigger fractions. Completing an activity like the example would only cause more confusion and could end up being a more difficult task than it had originally begun. Therefore teachers should start with assessment, and plans should remain flexible until the information of all the learners is collected (Fisher, 2013). One way of assessing children is through formative assessment, this is by obtaining information within a teaching unit that is then adjusted for future educational scenarios (Antoniou and James, 2014). Formative assessment can help to identify both weaknesses, strengths and help enhance the student’s motivation (Yan and Cheng, 2015).

This essay will provide details about how the lesson plan and sequence of lessons for the mathematics unit of symmetry caters for individual students’ needs in regards to active engagement in learning activities and what differentiation measures are put into place for students with varying levels of ability.

Resources can be found, made and developed in a variety of ways. They also exist in numerous forms such as paper and printed material, newspapers and journals, to media based resources such as videos, images and blogs. Another extremely valuable resource available can be the teacher themselves, or other people such as guest speakers and specialists who can all provide comprehensive, primary evidence which can enhance a learners experience more, for example, than a paper resource.