Benchmark – Literature Assessment Plan

Essay Instructions:

Elementary teachers frequently develop and implement unit plans designed to enhance students’ learning in English language arts. Successful unit plans consider a broad range of needs, including literacy skills, standards, text selections, students’ unique learning abilities and backgrounds, and sound instructional strategies and assessments. In this course, you have created three lesson plans that together comprise the basis for a unit on the literature you selected. For this assignment, create a 500-750 word assessment plan for your unit that includes formative and summative assessments, as well as technology and differentiation. Include the following in your plan: Describe formative assessment strategies that would be used in each of the lessons you created to gauge student understanding and inform instructional planning. Create a summative assessment activity for the unit that helps students apply their developing ELA skills of reading, writing, speaking, viewing, listening, and thinking to many different situations, materials, and ideas. Discuss the use of digital tools in assessments to promote effective communication, collaboration, and support interactions to meet diverse learning needs. Describe how the formative and summative assessments can be differentiated to meet the diverse learning needs. How effective assessment practices guide students toward their individual learning goals. In addition, write a 250-500 word reflection on the process of creating a literature unit and explaining how you plan to use research on teaching, professional ethics, and resources available for professional learning to improve student learning in your future professional practice. Cite the “COE Professional Dispositions of Learners,” and the “Model Code of Ethics for Educators” as appropriate. Support your findings with 2-3 scholarly resources. Benchmark Information This benchmark assignment assesses the following programmatic competencies and professional standards: BS in Educational Studies BS in Elementary Education BS in Elementary Education with an Emphasis in Christian Education BS in Elementary Education with an Emphasis in English as a Second Language BS in Elementary Education with an Emphasis in STEM BS in Elementary Education with an Emphasis in Teaching Reading 2.1: Incorporate English language arts concepts on reading, language, and child development to design, deliver, and evaluate instruction on reading, writing, speaking, viewing, listening, and thinking skills, and to help students successfully apply their developing skills to many different situations, materials, and ideas. [ACEI 2.1; InTASC 4(b), 4(d); GCU Mission Critical 1, 2] 5.1: Reflect on practice in light of research on teaching, professional ethics, and resources available for professional learning in order to improve student learning. [ACEI 5.1, 5.2; InTASC 6(j), 6(k), 6(p), 9(l), 9(o); GCU Mission Critical 2, 4]

Essay Sample Content Preview:

Assessment Plan Student’s Name Institution Affiliation Course Code and Name Instructor’s Name Date Assessment Plan Learning Standards CCSS.ELA-Literacy.SL.3.2 This standard focuses on determining a text's main ideas and learning about supporting details. The students will explore alternative endings and central messages in the text, improving their listening and speaking skills. CCSS.ELA-LITERACY.RL.3.4 In this standard, the students will determine the meaning of words from the literature, and it will improve their language skills, especially in listening and speaking aspects. Learning Objectives At the end of this story, the students are expected to * Actively listen and analyze essential details from the text’s excerpts during the guided book walk. Students are expected to discuss notable ideas and identified illustrations in group interactions. * Students will have to listen to different peer presentations and summaries of the story "The One-Eyed Giant," where they determine the alternative endings and demonstrate an understanding of the text. * Students will have to orally present the story analysis by focusing on story maps that will help to describe the characters and themes and express an organized presentation. * Students are expected to engage in small group discussions to brainstorm and present a new ending for the text "The One-Eyed Giant." They are to use expressive language and articulate creative Formative Assessment Strategies Formative assessment is a process where instructors use any method to collect evidence from students. These assessments aim to improve teaching and learning. In the three units discussed previously, which focused on the text "The One-Eyed Giant," the following formative assessment strategies will be used in each lesson to gauge the student's level of understanding. The instructor can use observations and check-in strategies. In this concept, the instructor observes students during discussions and group activities. The instructor can observe the learners while undertaking tasks (Ismail et al., 2022). The role of the teacher in this strategy is to note the student’s participation, level of understanding, and contributions, whether in group activities or individual tasks. The second strategy to use is the Think Pair Share strategy. The instructor will group the students in peer categories to allow them to engage in collaborative discussions (Ismail et al., 2022). As the students completed different tasks and shared their knowledge, the instructor observed their communication skills and understanding levels and assessed their critical thinking. Quick writes is another formative assessment that the instructor can use in each of the three class learning units. These writes involve small, short writing tasks given explicitly to the students for assessment purposes (Ismail et al., 2022). The instructor will collect data on students' comprehension of texts, themes, or ideas from the main reading book. Summative Assessment Activity An inclusive summative activity that the instructo...

Updated on April 1, 2024

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