Clinical Field Experience C Literacy Pre-Assessment PDF

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Clinical Field Experience C Literacy Pre-Assessment...

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Clinical Field Experience C: Literacy Pre-Assessment

Clinical Field Experience C: Literacy Pre-Assessment Stephanie Hernandez Grand Canyon University -ELM 305 Jerrion Smith March 21, 2021

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Clinical Field Experience C: Literacy Pre-Assessment

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Learning Objective: I can retell a story describing characters and sequences of beginning, middle, and ending. State Standard: CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. Pe-Assessment, Mentor Feedback, and Reflection The pre-assessment is sequencing games. Before the lesson is introduced to the students they will each individual have their computer to participate. As the students are logging in to the game they will read/listen to a story provided. They will then proceed to answer sequencing questions as well as related games. As the students work on this activity I will call students to the back table and have them read as much as they can in a short passage. I will keep a record of how many words were read. I will ask a couple of questions to students such as “What happened in the passage?”, “ What was the main purpose?”, Who were some characters?” Once they are done at my table they will be given a worksheet with some unfamiliar vocabulary words in their reading. This will help me determine their ability to know an antonym and synonym. My mentor teacher helped me by guiding me to the right reading passage from progress monitoring passages that are no longer being utilized by the district. She also gave me suggestions on the types of reading development skills the students should be at mid-year. This helped me build my assessment criteria based on those suggestions. The strengths of this assessment are the story being short and providing students with something that they will be interested in. It is about a little girl wanting and ultimately choosing a pet. The characters throughout the passage are very clear on the sequence and plot elements.

Clinical Field Experience C: Literacy Pre-Assessment

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There are a couple of vocabulary words that will challenge the students. This will allow me to model how students can identify what they mean when reading on their own or throughout the lesson. This it will allow students to grow throughout the pre-assessment. Currently, I don’t think I want to change anything at the moment. I feel once I have used this with students there may be things I will change to better it down the road. Using this pre-assessment will allow me to see the reading abilities of the students selected. Throughout each student, I hope to adjust to meet their reading experiences and look to help enhance their strengths and provide them with the correct interventions. Being able to adjust in between each student is very important to do as an educator. This helps you be at the level they are at and provide the correct assistance. Having this opportunity to work with these students can help me as a future educator and better things the way they are being done. I can practice and try things out to see what can be useful in the future. I am also able to observe different techniques that help lessons taught to be successful.

Clinical Field Experience C: Literacy Pre-Assessment

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Sources:

Online sequencing games and activities for kids. (2020, July 07). Retrieved March 22, 2021, from https://elementarylibrarian.com/online-sequencing-games-and-activities-forkids/ English language Arts standards " Reading: Literature " Grade 1. (n.d.). Retrieved March 22, 2021, from http://www.corestandards.org/ELA-Literacy/RL/1/ 7 ways to PRACTICE retelling that won't put your students to sleep! (2015, December 03). Retrieved March 22, 2021, from https://learningattheprimarypond.com/blog/7-ways-topractice-retelling-that-wont-put-your-students-to-sleep/...