Reflection

1. The grade level, content area, and objectives of the lessons you observed.

1st grade. Content area is phonics/ ELA

Standard(s): Blend final consonant sounds in words

· Warm Up

· Rhyme Stew 

· What’s My Word

· Phonemic Awareness

· Final Consonant Sounds

                 Phonics and Decoding (long /i/ i, i_e)

· Introduce Letter Sound/Spelling

· Generate Words (long /i/ i, i_e)

· Blending (words/sentences)

· Dictation and Spelling (Have students spell child, title, kind, hide, idle, and final. Write on boards, sound by sound) 

· Building Fluency by reading Core Decodable 63: A Mess

2. The authentic assessment strategies the teacher used and how the assessments were implemented (examples: journal writing, Think Pair Share, questioning). Was there a rubric used to grade the authentic assessment?

The students in the classroom have to think of a word with the letter that is being taught that day. For example if the sound is long a spelled a_e the students are able to think of words. They then write them on their white boards and share them with their partner they are in a group with. The teacher then will tell the students to switch and then they will share with another student. This represent an authentic assessment strategy call think pair and share. There was no rubric used or given for this assessment.

3. Based on your opinion, explain whether you felt the authentic assessments used worked well with the lesson, and if you would use a similar approach in your own classroom instruction. Provide two reasons why you would or would not use a similar approach to the authentic assessment you observed.

Yes I did agree with the assessment that was giving to the students. It allowed the students to apply what they learned. It also allows each student to be heard when it comes to sharing. I like the think pair and share because not all the same students get called on and all students have a chance to be heard and a chance to share. I would use this in my classroom. Even though there is no rubric to go with the assessment as the teacher I could walk around with a sticky note and take notes on what students struggle, where they may have made a mistake, and who mastered the skill being taught.

4. If no authentic assessments were observed, please explain what form of assessment was used and answer questions 2-3 based on the observed assessment. Additionally, suggest at least one alternative authentic assessment that could have been used in this lesson.

5. How you will apply what you observed regarding authentic assessment to your future professional practice

I would like to apply this in my classroom so each student has a chance to share a word. This allow me to hear each student’s voice. This also allows me to work in a small group with students who may be struggling with the lesson that is being presented. I can work with them while my other students are working in a group to complete the assignment. While working in small group I can also give them a task but also walk around to listen to the other students who are in groups. This allows me as the teacher to get quick feeback.