For this field experience, observe the classroom focusing on ELA, social studies, and arts lessons. Ask the mentor teacher to show you the students’ standardized ELA test data, if possible. Interview (interview file is attach) the mentor teacher on the following:
- How does the teacher utilize the test score information?
- What are the writing ranges in the class?
- How does he or she accommodate the variety of writing levels in the class?
- Does he or she utilize guided reading or guided writing strategies? If so how?
- How does he or she meet the needs of students with exceptionalities in the class? Example of connecting strategies to specific areas of need.
Following your field experience, in 250 words, summarize your observations and your interview, and how this will inform your future teaching practice.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric (file is attach) prior to beginning the assignment to become familiar with the expectations for successful completion.
Rubic_Print_Format Course CodeClass CodeAssignment TitleTotal Points ECS-450ECS-450-O500Clinical Field Experience D: Guided Reading and Writing20.0 CriteriaPercentageNo submission (0.00%)Insufficient (65.00%)Approaching (75.00%)Acceptable (85.00%)Excellent (100.00%)CommentsPoints Earned Criteria 100.0% Learned from Observations 45.0%Not addressed. Does not integrate or apply knowledge of the various aspects of standardized assessments, including how to select, how to maintain integrity, and what tools are used in a certain district. Does not reflect on how to maintain engagement during the assessment process, as well as analyze the test administered to students.Minimally, but accurately, reflects on various aspects of standardized assessments, including how to select, how to maintain integrity, and what tools are used in a certain district. Also basically reflects on how to maintain engagement during the assessment process, as well as analyze the test administered to students.Appropriately reflects on various aspects of standardized assessments, including how to select, how to maintain integrity, and what tools are used in a certain district. Also clearly reflects on how to maintain engagement during the assessment process, as well as analyze the test administered to students.Thoroughly and professionally reflects on various aspects of standardized assessments, including how to select, how to maintain integrity, and what tools are used in a certain district. Also insightfully reflects on how to maintain engagement during the assessment process, as well as analyze the test administered to students. Conclusions from Experiences and Application to Future Practice 45.0%Not addressed. Applications to future practice are either unrealistic, unclear, underdeveloped or are incomplete or unrelated to what was described in the assignment. Applications to future practice are basic, and minimally appropriate for students. Applications to future practice are sound, useful, and appropriate for students. Conclusions and applications to future practice are insightful, realistic, and clearly consider the needs of students. Mechanics of Writing (includes spelling, punctuation, grammar, and language use)10.0%Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are employed.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present.Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are employed.Prose is largely free of mechanical errors, although a few may be present. The writer is clearly in command of standard, written academic English. Total Weightage100% How does the teacher utilize the test score information? 1. I implement the reading assessments: SLO overall ELA concepts and the Sequence assessment 3 times a year to measure student growth toward ELA concepts and sequencing. I do a data analysis of the questions missed on the ELA concept assessment and which ever concepts students lowest in try to provide instruction in those areas. Many of my students have difficulty with sequencing pictures and stories so that is why there is a sequence assessment as the second data point on my SLO. So 1 day a week we work on sequencing the story read during ELA. What are the writing ranges in the class? 2.0-2; one of the students is able to write a complete sentence with capital letters and punctuation. Another student can orally give me a sentence, I can write it on board and student can copy it. Remaining 2 of students are working on writing either first name or first & last name on paper. How does he or she accommodate the variety of writing levels in the class? 3.Rainbow writing, letter tracing, providing a model of name for those who are working on names, say each letter and point to visual of name on desk, students orally give sentences and I write on a board, then student goes back to work and copies answer onto board. Student who can write, does copy sentences from board but he had to tell instructor where to put a capital letter and punctuation. Does he or she utilize guided reading or guided writing strategies? If so how? 4. Guided reading instruction through the Attainment Early Literacy Skill Builder for older students and Attainment Building with Stories. That is the ELA curriculums use with direct instruction. Using holiday books on Halloween to read and pull ELA skills from the book. Example: rhyming words, use book to model nouns & verbs. Also use the News 2 You articles as guided reading material and pull ELA instructional skills from content in article. How does he or she meet the needs of students with exceptionalities in the class? Example of connecting strategies to specific areas of need. 5. Constantly having to use a variety of strategies, instructional materials, to meet the students in there area of needs. Look at accommodations/modifications to assist with presentation of materials. Use of picture choices and oral administration. Try to hook strategies to likes of students. Most of students like ice cream so for Main idea and details the cone is the main idea "main point on cone" and then put 1, 2, 3 scoops most on top. If get too many scoops the cone falls over, so too many details ruin the main idea. Draw conclusions and inferences use detective and look for clues to help draw conclusions. Our resource office is well known on campus so we use him during instruction. In writing strategies are hooked to individuals: rainbow writing, tracing letters, modeling names for lower students. High students able to give sentence orally and copy work from a board to paper. Some students orally give me answer choices and others can write on a board or if not write letter on board given 3 choices (a,b,c) and student can point to answer choices. Reading sight words: 2 given 3 word choices and identify the given word. Other 2 students read the sight word off card.