Clinical Field Experience B: ELA Pre-Assessment
ELA Pre-Assessment代写 That students face in learning English Language Art and various approaches to ELA learning process and pre-assessment.
Part 1: Pre-Assessment and Implementation
|Grade level of mentor class: 8
Standards being taught in mentor class: English Language Art
Description of the unit being taught in mentor class: a Reading, novel, and writing
|Pre-assessment Description (100-250 words):
Pre-assessment will include the following parts Reading Pre-assessment ideas, Novel Pre-assessment quiz, and Writing Pre-assessment activity.
Reading Pre-assessment Ideas ELA Pre-Assessment代写
The unit aims to measure the student ability to read and level so that not to give any student either too hard or easy book to read. The teacher can use Accelerated Reader where the students will choose books independently depending on their reading level and then do a test based on the reading (El Zein, Solis, Vaughn, & McCulley, 2014).
Similarly, Study Island software can also be used to assess the student reading levels. Therefore, with the help of Study Island and Accelerated Reader programs student will easily take achievement tests and graded for each to know whether they are improving or not.
Novel Pre-assessment Questions ELA Pre-Assessment代写
In a class setting or groups, the teacher can pre-assess the ability and knowledge about the book’s author, plot, setting, themes, as well as how to make book reviews (Lynch, 2018). Before reading novels, the teacher can administer a few oral questions such as:
a. What the student understands about the author
b. Describe the setting of the book
c. The theme of the book
Writing Pre-assessment Activity ELA Pre-Assessment代写
Besides reading and analyzing books, the teacher has other focuses such as organizational structure, writing conventions, content and more. It is important for the teacher to first evaluate the students for any prior knowledge on writing activity. For this activity, the student is required to have pencils or markers.
For the actual activity, students will be asked to write a sentence describing anything. The teacher will then assess the student’s ability to use comma, semi-colon, apostrophe, and period. They will use different colors to mark the various structures of a sentence.
|Mentor Teacher Feedback (100-250 words):|
|Book to be used during ELA Mini-Lesson Plan:
Flood, J., Lapp, D., Squire, J. R., & Jensen, J. M. (2003). Handbook of research on teaching the English language arts. Lawrence Erlbaum Associates, Inc., Publishers, 10 Industrial Ave., Mahwah, NJ 07430-2262.
Part 2: Reflection ELA Pre-Assessment代写
Generally, the whole pre-assessment practice was an eye opener and a learning opportunity for me to experience the real mentorship program. Picking student for the pre-assessment was not an easy task as i had to engage each one of them at a personal level. For the inquiries, I engaged the students in a face-to-face interview to gain more insight into their needs in learning English Language Arts. I must attest that i got a positive response and was able to identify students with learning difficulties and other challenges which helped in preparing the pre-assessment activities and tests. I then grouped them with each category constituting students with similar abilities and challenges in learning.
Dividing them into groups was important in the administration of learning activities and pre-tests. The pre-assessment provided the data for grouping the students depending on their strengths and weaknesses in learning. Those with comprehension difficulties were grouped separately with those who already had prior knowledge but needed additional mentoring. Overly, the whole practice was smooth except for few hitches which were normal in a class set up and were easy to cope. Most importantly, the findings in the experience gave me an opportunity to understand the various problems that students face in learning English Language Art and various approaches to ELA learning process and pre-assessment.
References ELA Pre-Assessment代写
El Zein, F., Solis, M., Vaughn, S., & McCulley, L. (2014). Reading comprehension interventions for students with autism spectrum disorders: A synthesis of research. Journal of Autism and Developmental Disorders, 44(6), 1303-1322.
Lynch. E. (2018). How to Assess Reading Levels of Elementary Students Throughout the Year. Retrieved from https://www.sadlier.com/school/ela-blog/assessing-reading-level-of-elementary-students-and-continued-reading-evaluation-throughout-school-year