question
4 months ago
20
Session3VideoResponse.docx
Session1VideoResponse.docx
ParticipantSlidesEnhancingLiteracyforALLStudentsSession2.pdf
LessonPlan1.docx
LessonPlan3-Vocabulary.docx
Session2VideoResponse.docx
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Session3VideoResponse.docx
After watching the videos, identify one key idea or insight that stood out to you.
In your post (2–3 sentences), explain why this idea is significant and how it connects to your coursework or professional practice.
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Session1VideoResponse.docx
After watching the videos, identify one key idea or insight that stood out to you.
In your post (2–3 sentences), explain why this idea is significant and how it connects to your coursework or professional practice.
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ParticipantSlidesEnhancingLiteracyforALLStudentsSession2.pdf
Assessment in Early Literacy
Session 2/Chapter 2
Enhancing Literacy for ALL Students
©2019, NYSUT Education & Learning Trust, its affiliates and assigns and licensors. All rights reserved. No claim to copyright is made for original U.S. Government Works. 8/2019 #16495
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Read Chapter 2
Enhancing Literacy for ALL Students
©2019, NYSUT Education & Learning Trust, its affiliates and assigns and licensors. All rights reserved. No claim to copyright is made for original U.S. Government Works. 8/2019 #16495
2
● Watch YouTube video “5 Keys to Comprehensive Assessment:
Video Response-Artifact 5 Thoughts, Questions, Epiphanies???
Video Review
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Authentic Assessment-pages 32-38 (PDF
71)
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Assessment-Artifact 6
Definition: a form of evaluation that focuses on students’ ability to apply what they have learned in real-world contexts.
Examples: - Portfolios - Project-based learning - Research papers - Presentations - Simulations/role-play
In-depth Measures of Assessment- pages 38-46 (PDF 78)
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Assessment-Artifact 6
Definition: Detailed data that should inform the level of material the teacher uses for instruction and the types of instructional strategies used to deliver it. These assessments typically involve multiple methods and instruments to gather detailed information and provide a holistic understanding
Examples:
- Running records - Informal reading - Inventories (IRIs) - Portfolio assessments
Standardized Tests
Use this prezi—
https://prezi.com/xw5khfa0bftg/pros-and-cons-of-standardized-testing/
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Testing Miss Malarkey by Judy Finchler
Journal 2
Imagine that the parents in your class are not pleased with the authentic measures for assessment being used. They want to know if their children are doing as well as others. Based on standardized test scores, they want to know if their child is above, below, or at grade level.
You are convinced that authentic assessment is the right way to evaluate children.
What can you do to help parents understand and accept the authentic assessment strategies?
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LessonPlan1.docx
Lesson Plan 1
Please complete your responses in a color other than black.
Theorist; and how the lesson reflects his/her beliefs
·
ELA Lesson Plan Template
Teacher:
Grade Level:
Date:
Lesson Title:
I. Standards Addressed (NGLS)
· Reading (Literature/Informational): [Include specific Next Generation Learning Standard(s) related to reading]
· Writing: [Include specific writing standards aligned with the lesson]
· Speaking & Listening: [Include discussion, presentation, or collaboration standards]
· Language: [Include grammar, vocabulary, or conventions standards]
II. Learning Objectives
By the end of the lesson, students will be able to:
1. [Objective 1] (e.g., Analyze the theme of a text and provide textual evidence.)
2. [Objective 2] (e.g., Identify and use figurative language in writing.)
3. [Objective 3] (e.g., Participate in collaborative discussions using accountable talk.)
III. Materials & Resources
· Text(s): [Title, Author, Page Numbers]
· Technology: [Projector, Chromebooks, Google Docs, Nearpod, etc.]
· Other Resources: [Graphic organizers, anchor charts, highlighters, etc.]
IV. Lesson Procedure
1. Opening (10-15 minutes)
· Engagement/Hook: [Short activity, question, quote, or video to activate prior knowledge and engage students.]
· Explicit Teaching (Mini-Lesson): [Introduce skill, strategy, or concept using a mentor text, model thinking aloud, or use direct instruction.]
2. Guided Practice (15-20 minutes)
· Whole-Class/Small Group Activity: [Students apply the skill in partners or small groups, with teacher support. Use graphic organizers, close reading strategies, or collaborative discussions.]
3. Independent Practice (15-20 minutes)
· Application: [Students work individually to demonstrate understanding—writing responses, annotating text, completing comprehension questions, etc.]
4. Closing (10 minutes)
· Exit Ticket/Reflection: [Students summarize learning, respond to a prompt, or share insights.]
· Share-Out/Debrief: [Students discuss findings, teacher provides clarification or feedback.]
V. Differentiation & Supports
· ELLs: [Sentence stems, visuals, bilingual resources]
· Students with Disabilities: [Scaffolding, chunking, assistive technology]
· Advanced Learners: [Extended writing tasks, deeper text analysis]
VI. Assessment & Evaluation
· Formative Assessments: [Observations, discussions, exit tickets]
· Summative Assessments: [Essay, project, quiz, presentation]
LessonPlan3-Vocabulary.docx
Lesson Plan 3-Vocabulary
Please complete your responses in a color other than black.
Teacher:
Grade Level:
Date:
Lesson Title:
Duration:
I. Standards Addressed (NGLS/CCSS)
· Reading: [e.g., Use context clues to determine word meaning (NGLS 4.R.4)]
· Writing: [e.g., Use domain-specific vocabulary in writing (NGLS 4.W.2)]
· Speaking & Listening: [e.g., Engage in collaborative conversations using vocabulary (NGLS 4.SL.1)]
· Language: [e.g., Determine the meaning of words using roots and affixes (NGLS 4.L.4)]
II. Learning Objectives
By the end of this lesson, students will be able to:
1. Define and use vocabulary words in context.
2. Analyze word structure (prefixes, suffixes, roots) to determine meaning.
3. Apply vocabulary in writing and discussion.
4. Demonstrate understanding through interactive activities.
III. Materials & Resources
· Vocabulary Word List
· Anchor Charts/Graphic Organizers (Frayer Model, Word Maps, etc.)
· Technology: [Quizlet, Kahoot, Nearpod, Smartboard]
· Hands-on Materials: [Index cards, whiteboards, manipulatives]
IV. Lesson Procedure
1. Opening (Engagement - 10 min)
· Hook Activity:
· Show an image, meme, or GIF related to a vocabulary word.
· Play a quick word association game (e.g., “What do you think of when you hear resilient?”).
· Read a short passage where students infer the meaning of bolded words.
2. Explicit Instruction (Mini-Lesson - 15 min)
· Introduce Vocabulary Words:
· Write words on the board and discuss definitions, synonyms, and examples.
· Break down word structure (prefix, root, suffix).
· Provide real-world connections (e.g., “Where have you heard this word before?”).
3. Guided Practice (Interactive - 20 min)
· Students engage in hands-on vocabulary activities:
· Visual-Spatial: Draw representations or create word webs.
· Kinesthetic: Act out vocabulary words (charades).
· Interpersonal: Discuss in small groups, using words in a conversation.
· Logical-Mathematical: Sort words by meaning or function.
· Musical: Create a vocabulary song or rhyme.
4. Independent Practice (Application - 15 min)
· Choice Board Activity:
· Write a short story using at least 5 words.
· Create a comic strip featuring the vocabulary.
· Write and share a sentence or paragraph using a new word in context.
5. Closing & Assessment (Reflection - 10 min)
· Exit Ticket:
· “Which word do you think you’ll use most in real life? Why?”
· “Write a sentence using one of today’s words in a new way.”
· Quick Assessment:
· Vocabulary quiz, Kahoot, or peer-created quiz questions.
· Word matching or fill-in-the-blank sentences.
VI. Differentiation & Supports
· ELLs: Sentence stems, visuals, bilingual dictionaries.
· Students with Disabilities: Chunked instruction, scaffolded notes.
· Advanced Learners: Challenge words, extended writing tasks.
VII. Reinforcement & Homework (Optional)
· Daily Word Challenge: Use words in class discussions.
· Vocabulary Journals: Students track words used in real-life settings.
· Parent Connection: Encourage students to use words at home.
VIII. Teacher Reflection
1. How will this lesson engage students in meaningful vocabulary learning?
2. How will this lesson improve students’ reading comprehension, writing, and communication skills?
Session2VideoResponse.docx
After watching the videos, identify one key idea or insight that stood out to you.
In your post (2–3 sentences), explain why this idea is significant and how it connects to your coursework or professional practice.
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