Reading Worksheets

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.

There are many forms of both formal and informal assessment tools and approaches that help teachers evaluate the language development and the progress performance of their students. Assessment approaches are the way teachers assess their students and assessment tools referred to the instruments that utilize to measure each method. Some of those tools includes: Tests, quizzes, projects, classroom performances, tasks, observations, portfolios and standardize tests. Tests and quizzes are given periodically to ensure students comprehend the subject contents. Performance tasks and projects are used to measure students’ accumulated skills and knowledge in problem-solving and critical thinking whereas observations and portfolios are evidences to show students performance and achievement over the period of time. Each of these forms of assessment is very effective when utilized and conducted at an appropriate time.

Worksheets are effective assessments, but only when they are used sparingly. The majority of worksheets are formatted the same way, where your answers are confined to tiny blanks or bubbles. It should be fairly easy for teachers who are minimally involved to avoid the overuse of worksheets. Instead of using them, teachers can let their students’ minds wander, allowing them to create their own assignments and grow intellectually (Ransom & Manning, 2013, p. 188-189). According to Lesley (2003), a worksheet-driven curriculum is highly controlling and has the risk of violating the students’ learning potential (p. 451). Worksheets have the potential to be appealing to students, so long as they are not overbearing. During my field experience, each day was filled with worksheets the students had to fill out by a certain time. The abundance of worksheets seemed to be caused by the teacher being absent, but when she returned, the endless amounts did not decrease. What may have been fun, partner work at the

I will walk around the classroom taking notes about each students’ progress, while they work independently and during guided practice. On students desk there will also be colored cards to explain where each student believes they are. A green card will explain that the student understands it, a yellow card means they understand some of it, and red means they do not understand how to complete the work. Data will be kept on a chart with every students’ name. This assessment will show me where additional accommodations may need to be made; therefore, meeting the needs of students with exceptionalities. If I notice a student not being able to understand how to solve the problems, accommodations can be set to help students understand what they are working

I assess my students at regular intervals. Every time I ask a question to an individual or to a class I am assessing their knowledge and understanding.

Depending on the size of the book they could have a test each week, or every couple of weeks. My supervising teacher uses formative and summative assessments to help the students learn. The formative assessments help the kids remember and learn the information until it is time for them to take the summative assessment at the end. The summative assessment after finishing a book is a paper pencil test. The test will ask them who the main characters were, simple plot questions, and a couple questions that are similar to the ones they answered during partner reading. The students however are going to have two summative assessments after they finish Squanto, their first chapter book. The students will have their paper pencil test, but then they also are doing research and writing a story about one of the main characters in Squanto. The students will have to use their knowledge from the book and their research to create a biography of their character. This is a fun and different way to check for understanding at the end of the unit, and it does not feel like a test. My teacher’s main focus on reading is to help her second grade students leave reading at a fourth grade level. A good teacher will push her students and will not always use the standards as motivation, but instead will do what is best for her students to grow and

* I work with large groups of learners, with a diverse age range, who might not have been in a learning or classroom environment for many years. Therefore, it’s essential that I conduct a thorough initial assessment along with college initial innumeracy and literacy assessments to identify potential barriers to learning and remove them as far as possible.

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

Paula is apart of the target student group in her class. She does lack the cognitive capabilities as her peers in the higher cognitive functioning groups.Though Paula does show eagerness to perform as well as her other peers, there are many things, including her low cognitive ability, that keeps her from catching onto the information he is taught. During the initial pre-test, Paula, scored with a 33.34%,one of the two lowest scores in the class. Like her peers, Paula was not able to finish the test, and the test fairly measured the information that she was able to answer before getting highly frustrated with the pre-test like her peers. Paula was able to correctly identify the questions that asked about the needs of a plant. Paula was

This little assessment demonstration is going to be so helpful to her. She will no longer have to play the ‘whack a mole game’. Does this child need this to be successful? Is he lacking this skill? Do we have the time to play hit and miss with the education of children? I believe in my heart of hearts that this was the intent of Ralph Tyler. We need to have outcome and standards. I may only get a semester with a student due to the high mobility among children in poverty. I have to help them to be better than they were when I first got them. Better yet, I get to help them become better than they were academically and socially. Like a doctors, I think the educator’s code of conduct should be do no harm.

I continue to explain that not all teachers will accept this work because it is illegible to some degree and this can greatly affect his grade. When conferring with student B my average student, I gave her positive feedback on the things she did correctly and we discussed why she got partial credits for question 2 and 4 on the written response portion of the assessment. I pointed out that on question2 she had omitted the name of the text features uses to answer the questions, and question 4 she did not write a complete sentence as the instruction stated. I asked her what was a definition of each text feature she missed she was able to verbalize the answer to me which demonstrated she knew the answer but made an error and did not take the time to review her work before she turned it in. Student was given the opportunity to double check her work making the necessary correction and return the assessment to me for further examination. The intent of the feedback is for her to take time to check her work in the future which will allow her to catch her minor mistakes to increase her opportunity to earn higher

I know that children learn in many different ways. Observing, experimenting, reading, and listening are a few of those many ways. I have learned that people learn best when the information is something that they are interested in. I am going to strive to make every lesson fun, and applicable to my students. I favor using many methods to teach, including lecturing, cooperative learning, project based instruction, and “hands-on” activities. I want the classroom to be a place that the students enjoy, not a boring place. I believe that every child has an innate hunger for learning and becoming successful. If I can harness their craving and aim it in the right direction, I believe I will be successful in helping these students achieve what they are looking for in life.

During my observations in her classroom, I observed Reading/Writing and Math lessons. For her Reading/Writing lesson, she discussed cause and effect. She had a couple of examples displayed on the smart board. She read the sentence and called on students to answer specific questions relating to her lesson. Some students were eager to answer and others not so much.

Assessments are integral parts of instruction, they determine whether classroom goals have been achieved, and help teachers know what areas they should focus on and maybe reteach. They are great tools for developing lesson plans and answer questions such as; “do my students possess full understanding of the material?” There are many ways of assessing students’ learning, one of which I have personal experience with are on-the-spot assessments.

1) Develop a chart (matrix) of 1000−1,250 words that compares and contrasts the different types of assessments, the characteristics of each, and for what situations each is best suited. It should address the following: