Literacy Assessment

Types of Literacy Assessment Matrix

Grand Canyon University: SEC-540

Types of Literacy Assessment Matrix

Grade: 11th

Content Area: African American Studies

Part 1: Matrix

Assessments can range from a formal pencil/paper test to an informal read aloud, questioning, and classroom discussion. It is important for teachers to use a variety of assessments in the classroom to ensure they have an accurate picture of each student’s current literacy levels. (RE-WORD for plagiarism)

Two Formal and Two Informal	Literacy State Assessment Standard to Integrate into Another Content Area Use a different literacy standard for each content standard.	Standards-based Learning Objective Aligned to content standards	Three Appropriate Literacy Assessment Tools for Your Content Area	Resources Provide links to websites, PDFs, and any other documents used or referenced for assessment	Rationale How the assessment will promote balanced literacy curriculum
State Content Standard 1: “H1: Understands historical chronology (OSPI, 2020)”.	“H1.9-10.3 Design questions generated about individuals & groups that assess how the significance of their actions changes over time (OSPI, 2020)”.	Can ask questions that reflect a person or group & will be able to contribute to the historical debate.	Who, What, Where, and Why worksheet	Black Panther, Malcom X, 4W’s	Assist kids in answering the 4W’s. This will aid them in formulating questions as they write them down. 4W’s serve as a catalyst for the entire the project.
State Content Standard 2: “H2: Understands and analyzes causal factors that have shaped major events in history (OSPI, 2020)”.	“H2.9-10.3 Define and evaluate how technology and ideas have shaped world history (1450-present) (OSPI, 2020)”.	The student fully and thoroughly discusses the advantages and disadvantages of technology, as well as how it has shaped particular regions of the globe.	Using a Venn diagram to compare various technological eras	Video 1 Video 2 Video 3	Supports higher order thinking by allowing students to find connections between and among material rather than merely detecting likenesses and differences; useful at all levels of schooling and throughout the educational program.
State Content Standard 3: “H3: Understands that there are multiple perspectives and interpretations of historical events (OSPI, 2020)”.	“H3.9-10.2 Analyze the multiple causal factors of conflicts in world history (1450-present) to create and support claims and counterclaims (OSPI, 2020)”.	In their letter, the student links theme terms and discusses how the themes may have influenced individuals to migrate to America.	Writing letters to the heads of several organizations concerning their role in the events. A letter to those who have been affected by the events.	Use the textbook for this.	Develops a variety of writing skills, including factual, narrative, and opinion writing. This also aids in the development of reading abilities.

Part 2: Summary and Scholarly Resources

While teaching, one will come into contact with a variety of students from multiple diverse origins and economic statuses. Along with differentiated levels of learning, a range of instructional styles is required to develop a balanced literacy curriculum. We must cater to the individual requirements of each kid in the classroom. “Teachers who use a balanced approach to literacy education mix instruction with actual reading and writing on a regular basis, so that students learn how to apply and utilize the literacy techniques and abilities they are acquiring (Bumgardner, "n.d.")”. This enables instructors to diversify learning in order to assist students in comprehending at their level and to keep students engaged in the session.

A suitable literacy learning environment requires oral language, phonological awareness, and print understanding. Oral language is a crucial component of early literacy, and the phases children go through while learning to read are similar to those they go through when learning to speak. “Children who participate in developmentally appropriate activities that emphasize both spoken and written language often demonstrate increased proficiency and mastery in both (Determan, 2016)”. The type of children's earliest interactions has an effect on their language and proficiency development and, therefore, on their long-term outcomes. We foster young children's developing language by conversing, singing, and interacting with them throughout the day, on daily routines, and during play.

Reading requires phonological awareness “Rhyming, alliteration, blending, and segmenting within a linguistic hierarchy of speech structures such as syllables, onset-rime units, and phonemes are all component abilities (Determan, 2016)”. It pervades every aspect of our existence. “Our comprehension of print is comprised of three components: an awareness of how print works, a grasp of the written symbols that reflect our spoken language, and learning to write (Determan, 2016)”. Children learn how to recognize print, how to value it, and how to utilize it for a variety of reasons. It is critical that the children are motivated from the instruction. Their level of comprehension gives the teacher an idea of the next level of their learning. Through a variety of intuitive print openings, children develop attention and understanding of competence.

To continue promoting this atmosphere, activities such as The Daily 5 assist students improve their reading and writing skills. This strategy includes “the following components: reading aloud to another, writing practice, listening to reading, and word work (Bumgardner, "n.d.")”. This may be done in small groups or in a classroom setting. Rereading the same book might assist them in becoming comfortable with material. Finally, develop activities that use language so that pupils get accustomed to hearing and seeing it in everyday activities. Allowing children to make errors is one thing to bear in mind while dealing with literacy. The environment should be encouraging in order to acquire new skills. If we have students that are learning a second language, we should work with them to put in more effort and be more eager to assist. Mistakes are a natural part of life; one must just be prepared for them.

Reference

Bumgardner, K. R. (n.d.). A Balanced Literacy Classroom: What Does It Look and Sound Like? McGrawHill Education. https://s3.amazonaws.com/ecommerce-prod.mheducation.com/unitas/school/explore/sites/reading-wonders/your-balanced-literacy-classroomwhat-does-it-look-like-and-how-does-it-work.pdf

Determan, L. (2016, December 16). Three components for literacy development. Early Childhood Education Blog | Northwest Area Education Agency. https://www.nwaea.org/connections-blogs/early-childhood-education-blog/2016/12/16/three-components-for-literacydevelopment#:~:text=3)%20there%20are%203%20essential,phonological%20awareness%20and%20print%20knowledge.

OSPI. (2020). Washington State K–12 Learning Standards for Social Studies. Washington Office of Superintendent Public Instruction. https://www.k12.wa.us/sites/default/files/public/socialstudies/standards/SS%20Standards%202019_Grades%209-12_History.pdf

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