Kinsey Campbell April 16, 2014

InTASC STANDARD #6 REFLECTION

InTASC Standard #6: ASSESSMENT- The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

I believe that this standard is very important to follow at all times when you are teaching.

To me, this means that teachers understand that assessing in multiple ways, at multiple times, is

important. Best practice consists of identifying what students know and what they need to know

prior instruction, not just use it afterwards. In order to differentiate instruction, it is important to

plan which student’s need a little extra help during the lesson or even before a lesson has started.

It is equally beneficial to assess student learning at the end of a lesson as well to make sure each

student learned what you had in mind for their learning outcome.

During my time at Irving Elementary School, I had the opportunity to work with two hard

working second grade boys that struggled in the area of reading. While working with these boys

I was constantly informally and formally assessing their learning in order to understand their

needs. The three artifacts I chose for this standard show the assessments I implemented while

working with these individuals. The first artifact is a lesson plan using the Imagine It!

curriculum. Artifact 2 shows two images of the stories the boys were expected to read out loud in

order to assess their fluency. The results of the first reading, without any prior exposure were

recorded. In addition to the “cold” read recording, a final read was also recorded after the boys

had practiced over the course of a week. Artifact 3 is the graphs the boys made the show their

personal progress.

I believe that both of these artifacts demonstrate how I balance the use of formative and

summative assessment appropriately to support, verify, and document the students’ learning and

growth. My goal of formative assessment is to monitor the students learning and to provide

ongoing feedback to address problems immediately to improve students learning. By formatively

assessing the students I want to help them identify their strengths and weaknesses and the target

areas that need work. My goal of summative assessment is to evaluate student learning at the end

of an instructional unit by comparing it against grade level benchmarks. The graphs show how

the students compare their scores against their own, trying to get their personal best. However, I

take those scores and collaborate with Maggie Winkel to decide if the learner is making progress

and to guide planning to help meet the students IEP goals.

I believe my first artifact, the lesson plan; best shows how I incorporate informative

assessment in my teaching. During my lesson, I use a multisensory approach that supports the

unique needs of each of the students in the group. I have the students’ air write, use white boards,

look in mirrors while forming their sounds, provide flash cards, create graphic organizers, and

use the thumbs up and thumbs down assessment. I believe that by having created positive rapport

with my students I have been able to effectively use multiple and appropriate types of assessment

data to identify each individual student’s learning needs and to develop differentiated learning

experiences based those needs. In my lessons, I incorporate the: I do, we do, and you do strategy

that guide learners in examining their own thinking and learning. I am consistently giving

descriptive feedback, so the students have a clear understanding of my expectations. Lastly, the

lesson plan shows how I analyze the assessment data to understand patterns and gaps in the

learning, to guide my planning and instruction to meet the learners’ needs.

The last two artifacts show one example of how I use summative assessment in my

classroom. It is extremely important to know when and how to engage learners in analyzing their

own assessment results and in helping to set goals for their own learning. The two boys that I

have been working with are very low readers and are unmotivated when it comes to reading. By

providing these graphs for them to fill in, it helps give them pride in the work and the

improvements they have been making. The graphs help the learners visually see, understanding

and identifying the quality work they are producing. Lastly, as a teacher I evaluate and report the

learners’ progress against the grade level standards.

By writing the lesson below, I was able to grow and develop as a teacher. When writing

the lesson, I did so with a “Student First” philosophy which allowed me to focus on the learner.. By

doing this, I was working on tailoring to help my students succeed. The lesson helped me to

work on flexibility during a lesson as well. By assessing what the students knew before I taught

the lessons, I was able to revise how much support each student needed. As I continued to work

with the students during the lessons, I was always assessing them to know where I needed to go

next.

Artifact 1:

Mrs. Campbell Lesson PlanImagine It!

Three day lessons: 4/21/14 – 4/23/1410:30-11:00: Reading Instruction with Andrew & Nick with quite a bit of repetition.

Monday Tuesday Wednesday

Imagine ItLessons_ 9_

Listening for initial /w/Phonemic Awareness

Imagine ItLessons_9_

PhonicsListening for /er/

Imagine ItLessons_9 _

Listening for /er/

Warm-up/ review: Listening for initial /w/ Using the following activity to reinforce listening for initial /w/ sound

Beginning 1. Have students say /w/ 2. /w/ is in each of the words walrus and we. Say each word out loud.

Building 1. /w/ is in the word world. Is it in the word wedding? Yes

Building 1. Is the sound /w/ in the word wish? Yes. Is it in the word sister? No

Advanced 1. Say /w/2. Ask: What is the sound in both walrus and went? /w/ Ask: “Is /w/ in watch, witch,

hatch, wig, big? Yes: watch, witch, wig; No: hatch, big

Phonemic AwarenessCounting Vowel Spelling

Help student understand that every syllable has vowel sound by writing the following words on the board. Have students identify the correct vowel spelling in each word and then clap the syllables

1. Birthday (birth-day) 2. Sister (sis-ter) 3. Afternoon (af-ter-noon)4. Paper (pa-per) 5. Wonderful (won-der-ful) 6. Basketball (bas-ket-ball) 7. Except (ex-cept)

Listening for /er/Say the word were. Have a student identify the first sound in the word. /w/ then ask them ti drop the beginning sound and say the sound that remains. /er/ Explain that /er/ is heard in

many other words, and tou would like them to listen for the /er/ sound as you say some words. It they heard it, they give me a thumbs up. Use the following words for this activity:

1. First /er/2. Window 3. Turn /er/4. Tumble 5. Purple /er/ 6. Perfect /er/ 7. dirty /er/8. turtle /er/9. chart10. person /er/

Phonics Introduce the sound/spelling: /er/ spelling er, ir, and ur

Say the words hurt and dirt. Point out that both words contain the /er/ sound. Then write hurt and dirt on the board. Point out that although they sound the same, they are not spelled the same. In hurt, /er/ is spelled ur; in dirt, /er/ is spelled ir. Repeat the routine with fern and turn. Then tell the students that er, ir, and ur are all spellings for the /er/ sound.

Point to Sound/Spelling Card 40- Bird. Remind student that the Sound/Spelling Card has a picture that will help them remember the sound for the spellings shown on the card.

Blending Have each student create the following chart on the board with the headers er, ir, and ur.

Then, wirte the following words on the board: first, turn, curb, her, herb, bird, twirl, ladder, blur.

Ask: Then ask which column should the words go under? er ir urher first turnherd bird curbladder twirl blur

Sentence dictation Follow routine 7, sentence dictation, for the following sentence: The girl can turn her head.

Say the sentence. Dictate one word at a time following the Sound-in Sequence or Whole-Word Dictation Routine. Remind students to use capital letters at the beginning of each sentence and to use end punctuation.

I will write the sentence on the board with one or two errors. Have students proofread, checking for spelling, capitalization, and end punctuation.

Listening for /er/: Use the following activity to reinforce listening for the /er/ sound. Follow the procedures below

Beginning 3. Have students say /er/ 4. /er/ is in each of the words bird and fur. Say each word out loud.

Building

2. /er/ is in the word sir. Is it in the word third? YesBuilding

2. Is the sound /w/ in the word herb? Yes. Is it in the word sister? No Advanced

3. Say /er/4. Ask: What is the sound in both fern and dirt? /er/ Ask: “Is /er/ in burn, swing,

whirl, clerk, hurl, egg? Yes: burn, whirl, clerk, hurl; No: swing, egg

Artifact 2: examples of stories students read

Artifact 3: Graphs Students made on their personal progress