Assessment and Learning Preparation for K-3 Students

Title
Your Name
Subject and section
Professor’s name
Date
Part 1: Assessment of K-3 Students
1 What criteria does the mentor teacher use to assess the students’ literacy skill development and abilities?
The mentor aimed to expand phonological and phonemic recognition of the students using the sound of the letter “e.” It is a way to match the letter with its corresponding sound, which will help the students distinguish one letter from the next. The letters and sounds were matched with the pictures to correlate them with reality better. The mentor teacher also designed a reading assessment, wherein each student was tasked to read rhymes. Additionally, there were tasks on spelling and decoding simple words. After doing this, the mentor teacher discusses the results of the tests and asks me for insights and possible factors that affect the results.
2 How does the mentor teacher assess individual and group progress?
The teacher guides the students individually and asks each to read and match the sounds with letters. Conversely, group performance was analyzed as the mean performance of all students.
3 How does the mentor teacher modify instruction to meet student needs?
Flashcards and images were used to modify the instructions, especially when the students could not follow the readings.
4 What are examples of the mentor teacher’s developmentally appropriate learning experiences to develop students’ literacy skills?
For kindergarten, the teacher incorporated play such as rhymes and make-believe play for grades 1 to 3, the teacher utilized read-aloud and spelling games.
COE Lesson Plan
Section 1: Lesson Preparation
Teacher Candidate
Name:


Grade Level

Grade 2

Date


Unit/Subject

Sarah, Plain, and Tall by Patricia MacLachlan

Instructional Plan Title

Reading and Comprehension

Lesson Summary and Focus

The students shall be able to infer the meaning behind this piece of literature and understand the characters’ actions and the importance of the setting with more than ninety percent efficiency.

Classroom and Student Factors/Grouping

The students will be grouped based on their literacy level and reading pacing to prevent spreading frustration among students who cannot understand and read as fast as the rest. The students’ group of friends shall also be taken into consideration to ensure that all will interact with each other equally. The teacher shall read the story aloud. Afterward, the students shall be given time to clarify some aspects to the teacher then a question-and-answer portion, with the teacher as the moderator, shall ensue.

National/State Learning Standards

Maryland Early Learning Standard:
RL2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
RL3: Describe how characters in a story respond to major events and challenges
RL7: Use the information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. (Maryland State Department of Education, n.d.).

Specific Learning Targets/Objectives

1 To determine central ideas or themes of a text and analyze their development, summarize the key supporting details and ideas.
2 To analyze how and why individuals, events, and ideas develop and interact over the course of text.
3 To integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words (Maryland State Department of Education, n.d.).
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