ELM 305 T4 Clinical C Literacy Pre-Assessment PDF

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Clinical Field Experience C: Literacy Pre-Assessment

Alex Hayden ELM-305 October 21, 2021 Lindy Gaudiano

Part 1: Standards-Based Literacy Assessment Learning Objective Third graders will be able to ask and answer questions to show understanding of a non-fiction text about Alaska and use the text as the evidence of their answers with 80% accuracy on the final assessment at the end of the clinical study (Jankowski, 2015).

State Standard Alignment 3.RI.3.1- Ask and answer questions to demonstrate understanding of a text and using the test explicitly for the basis of the evidence of answers (ADE, 2017). Pre-Assessment 1. What does the word “frontier” mean? a) The beginning of a story. b) An area that has not yet been explored or settled c) The part of a dress with buttons on it. d) The area where caribou stay during the winter.

2. True or False: Alaska is the second largest state in the United States.

3. When William Seward bought Alaska in 1867, many people called the purchase “”Seward’s Folly” or “Seward’s Icebox.” Do you think that the American people thought that buying Alaska was a good idea or a foolish idea? It was thought to be a foolish idea because people laughed and folly means mistake.

4. Alaska is the country’s top state for: a) potatoes b) animal furs c) reindeer for Santa Claus d) fish

5. Who gave Mount McKinley the name “Denali” and what does it mean? a) President McKinley; means “The Greatest President” b) Athabaskan native people; means “The Great One” c) Haida native people; mean “Beautiful Totem”

6. Many Alaskans fly planes instead of driving cars. Why do you think that is? Use evidence from the text to support your answer. (Evidence from text) Much of Alaska can only be reached by airplane so having a car is mostly useless. Alaskans have bush planes instead of cars.

7. True or false: Even though many people went to Alaska to mine gold in the 1890’s, today oil brings in almost all of the state’s mining income money.

8. From the text, circle the three natural events that Alaskans have experienced in the state’s history. a) Aurora Borealis b) Tornadoes c) Earthquakes d) Volcanoes e) Lightening Storms

9. What is a tundra? a) A swampy area with no roads b) A frozen area that can only grow moss, tough shrubs and grass. c) A high and rocky mountain range. d) A city only able to be reached by plane.

10. True or False: Water surrounds the state on all sides except to the east where it is connected to Canada’s Yukon Territory. (Use the text feature on page 7.)

Reflection I am truly grateful that the teaching profession is one of collaboration and mentor-ship to help make everyone a better teacher, rather than a competitive career. It was extremely beneficial to be able to design a pre-test and have an experienced teacher weigh in on the efficacy of my questioning methods. The first draft of my pre-assessment was made up of only true or false and multiple choice questions. My mentor, Mrs. McClure advised me to change a few of the questions to open response questions. That would require the students in my group to either look for the evidence to support their answer or which the answers are not within the text nor can be easily inferred (Stead, 2014). Using her suggestions, I changed questions #3 and #6 to more fully determine the student’s ability to infer unfamiliar meanings from the text and the context clues given. I was unsure if question #10 was appropriate for a pre-test since that needs access to the book, but Mrs. McClure also shared that it would give me insight as to their skills at finding resources and using text features as evidence. She also suggested that I change a few of the multiple choice answer options to more closely resemble topics in the book to see whether they are reading the text for comprehension or skimming it without fully understanding the topics and choosing an answer that just sounds familiar. This would also support the idea for students that many questions can be answered by closely reading a text and by paying attention to text features such as subtitles and maps (Reading Rockets, 2014). For the post-test, I will want to add a few more vocabulary terms to assess the acquisition of new words over the course of the small group study. I will also add a task where the students need to design their own question and provide the answer to more closely align with the standard’s purpose.

Even though I wish to teach a much younger grade than third, this will help me remember to make sure that the way I ask questions is varied to get to deeper levels of thinking rather than simple recall of facts. I am eager to see how the group of students that I get to work with does on the preassessment and how it will shape the next step of instruction.

References Arizona Department of Education (ADE). (2017, July). English Language Art Standards. https://www.azed.gov/standards-practices/k-12standards/english-language-arts-standards Jankowski, T. [Username]. (2015, July 9). ABCD's of Writing Lesson Objectives [Video]. Streaming Service. https://youtu.be/lhrMWIZlhto Reading Rockets. (2014). Getting the Most Out of Nonfiction Reading Time. https://www.readingrockets.org/article/getting-most-out-nonfiction-reading-time Tony Stead (2014). Nurturing The Inquiring Mind Through The Nonfiction Read-Aloud. The Reading Teacher, 67(7), 488–495. doi: 10.1002/trtr.1254...