ELM 580 GCU Wk 3 Clinical Field Experience

This is a hypothetical field experience. With this information, develop a pre-assessment in the English Language Arts content area using the “ELA Pre-Assessment” template. The pre-assessment must align with the standards and unit that your mentor teacher shared with you during Clinical Field Experience A (1st grade). This pre-assessment can be oral, written, or completed through technology. The pre-assessment should identify how well selected students know the concept, and provide data that would allow you to determine learning gaps and needs in order to develop an appropriate lesson to support learning needs.

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Modified Clinical Field Experience B: ELA Pre-Assessment Part 1: Pre-Assessment and Implementation: Grade level of mentor class (1st Grade) Standards being taught in hypothetical class: Base your literacy standards off of the grade level you selected for the hypothetical class. Description of unit being taught in mentor class (100 – 250 words): Entirely up to you, choose something you’d enjoy, while working with your students. Feel free to embed the literacy within science or social studies. Pre-assessment Description (100-250 words): Don’t reinvent the wheel here! Try to utilize an existing assessment. Explain why you selected the specific assessment and the specifics you are assessing. Keep in mind, your assessment should align with the standard you select. Book to be used during ELA Mini-Lesson Plan: Keep in mind, your book should align with the needs of your students. This could mean that you are selecting a story or text below or above the stated grade level. Part 2: Class Profile Student Reading Group Selection Utilize the ELM-580 Class Profile to create a reading group of 5 students. Complete the graphic organizer below. Summarize (2 – 3 sentences) the hypothetical assessment results of the assessment you intend upon administering. Include some quantification (numerical) or qualification (written summary of assessment results). Within your group, include at least one student who did exceedingly well and one student who struggled. Student Name from Class Profile (Example) Ines (ELL) Assessment Result Summary Ines struggled with the oral fluency component of the DIBELS assessment. She was able to read 88% (frustration) of the passage, with frequent pauses while attempting to decode. She would often stop and stare at the teacher © 2018 Grand Canyon University. All Rights Reserved. when encountering an unfamiliar word within context. Part 3: Reflection In 250-500 words, summarize the following the following: – How the story or text fits within the unit (ie. introduction, theme, purpose, springboard for future learning, etc.) Why you selected the story or text as the basis for the mini-lesson plan (think about the hypothetical assessment results). Differentiation, scaffolding, or accommodations you’d include for your struggling student (based upon assessment results) and student who did exceedingly well. Video Library: Please select and view three videos from the link below: https://www.readingrockets.org/atoz/all/video Complete the graphic organizer below. Within the 3 – 5 sentence summary, include specific information regarding how the content applies to your classroom or future classroom.