Fluent Essays

Reflection encourages teachers to explore their own teaching which benefits the students and allows teachers to grow in their profession. Reflecting may lead to a natural process of self-evaluation that ultimately improves professional practice. Reflection as a reading/literacy specialist also leads to improved mentoring of other teachers.Allocate at least 12.5 hours in the field to support this field experience. It is the discretion of the candidate to determine how to appropriately utilize the 12.5 practicum hours to balance assignment requirements working with both a mentor and a mentee. It could vary from one topic to another in order to complete all components of assignment expectations.Present your “Literacy Work Sample Presentation” to your mentor and mentee. Ask both teachers for feedback regarding the quality of your presentation and discuss the following:What was beneficial for you as the mentee through this process?What did you learn from this process and is there anything you would change?At least two additional questions for both the mentor and mentee.Spend any remaining field experience hours providing literacy instruction and support.Complete the last section of the LWS, “Experience Discussions and Reflection,” by writing a 250-500 word summary reflecting on the information you received from your mentor and mentee.Address the following:Describe what went well and what you would have done differently when applying literacy intervention with your mentor and assisting your mentee.Explain how your mentor assisted you in providing literacy intervention to the small group and what additional assistance would improve your practice as a reading/literacy specialist.Explain how you assisted your mentee in data-based instructional decision-making for meeting the needs of diverse students in their classroom. Describe how you can apply intervention strategies, your mentoring experience, and the LWS presentation feedback to your future professional practice.APA format is not required, but solid academic writing is expected. lsw.docx Unformatted Attachment Preview Literacy Work Sample (LWS) Clinical Field Experience A: Classroom Observations and Data Collection Literacy Standard(s): Reading Fluency. 8. FL.SC.6 Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing. Observation Notes: The students were so much attention to the content that was delivered. Mentor Discussion Summary: The aspect of paying attention to what was delivered came in naturally. Mentee Discussion Summary: Paying attention to the tutor was the only way to get the content right. Reflection: My mentors name is Mrs. Brown. She is the reading specialist at my school. My mentoree is Miss Cropper, and she is the lead English teacher. I sent up a conference call with than to let them know my final class and the expectation from my professor. I told them I was nervous, and I wanted to know about the new how lessons are being conducted since we ae required to go virtually since the virus. Ms. Brown assured me that although it might be challenging, she will make sure she gives me the support I need, and Ms. Cropper told me that facetiming will me our best friend! Day 1 Virtual Tuesday April 24 2020 The learning style experienced was Reading fluency. In this style of learning, there was the use of speech. The strength of this learning style is that it makes the content easily memorable to students. On the other hand, the weakness of this learning style is © 2019. Grand Canyon University. All Rights Reserved. that the tutor may fail to deliver the right content to the students. Nevertheless, the evident behaviors, in this case, is that the students were so much attentive to the content that was delivered. Conversely, the challenge was that the tutor was not audible enough, especially to those students who were cited at the back as there was no learning/speaking aid. The notable distraction was that the class was situated along the road where there was a lot of disruptions from the passing students. The perseverance and motivation were that the students had to do with the distractions for them to get the best grades or rather perform well in their studies. The learning theory that was evident, in this case, was the behavioral learning theory (Johnson 13). This theory is that whereby the environment shapes the behavior of an individual. In other words, the actions of people are shaped by rewards and punishments. In this kind of learning theory, an individuals behavior is changed or rather learned through reinforcement. What was evident in the observation was that the tutors used to rewards the students by giving them some monetary and non-monetary incentives. Monetary incentive was applicable whereby the tutor asked the students some questions and gave those who got it right some money as a way of motivating them. Non-monetary rewards, on the other hand, was applicable whereby the students were given some marks for the exams done by them. Apart from that, the other non-monetary incentive that was evident was promotion, whereby a student qualified from one class to the next (Snelbecker 6). Conversely, when it comes to human development, this was influenced by the surrounding environment whereby the students grew according to the environmental forces or factors. Cultural diversity was also evident, whereby there was a mixture of students from Conversely, when it comes to human development, this was influenced by the surrounding environment whereby the students grew according to the environmental forces or factors. Cultural diversity was also evident, whereby there was a mixture of students from various cultural backgrounds. Given this case, the individual differences were so big. The ongoing planning is affected by these factors in such a way that the environmental factors that influence human development are now constructed in such a manner that will promote positive human development. On the other hand, when it comes to cultural diversity, planning ensures that all the various and relevant cultural beliefs are taken care of. Johnson, Andrew P. Essential Learning Theories: Applications to Authentic Teaching Situations , 2019. Internet resource. Snelbecker, Glenn E. Learning Theory, Instructional Theory, and Psychoeducational Design . Lanham, MD: University Press of America, 1985. Print. Clinical Field Experience B: Collecting the Pre-Assessment Data Pre-Assessment Description: Giving a formative and unit assessment © 2019. Grand Canyon University. All Rights Reserved. Observation Analysis Data Summary with Mentor: The students were very attentive to the pre-assessment give to the data. They respondent well to the pre-assessment. However, I will be giving the assessment virtually the students seem very easily distracted by them being at home. ***My mentoree Miss Cropper was absent due to personal reasons, and I am set to facetime her Sunday, May 2, 2020. *** Pre-Assessment Process Summary with Mentee: Mrs. Brown gave out a formative assessment for the idea where the students were, along with a good beginning point for all the students. The pre-assessments provided are done in parts from a packet containing demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing. She also included a section of reading fluency to see how the students have achieved. Mrs. Brown also gave out the unit assessment at the end of every assessment. The unit assessment helps the mentor to make sure the students grasping the concept required. Reflection: On this specific day, I had the joy of doing my clinical field experience with the present class in which I am a teacher. Since the student studying virtually due COVID 19 pandemic, she chose to give a formative assessment to get a thought of where the students were. Mrs. Brown gave out formative assessments for the idea where the students were, along with a good beginning point for all the students. The pre-assessments provided are done in parts from a packet containing demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing. She also included a section of reading fluency to see how the students have achieved. Mrs. Brown also gave out the unit assessment at the end of every assessment. The unit assessment helps the mentor to make sure the students grasping the concept required. She frequently gives pre-assessments even before the exercise just to perceive what the understudies think about the theme, and it additionally gives her understanding of her understudys difficult territories. Another sort of appraisal she uses is the finish of the unit assessments. At the point when Mrs. Brown gives her students these evaluations after an exercise and guarantees the student is getting a handle on the idea. On the off chance that she understands that the students are committing similar regular errors, at that point, she searches for different approaches to show the exercise. When she has resulted from the tests, she will pass them out to her students. Right now, the students can ask inquiries regarding for what good reason they picked their answers and any slip-ups that have been made. When they have evaluated the test, miss cropper regularly allows them to glance in the book online and makes adjustments dependent on the test consequences of the class. On the off chance that she doesnt offer the test adjustments, she will furnish the students with worksheets to do independently, however once finished, they will work in discussion forums to go over the appropriate responses. © 2019. Grand Canyon University. All Rights Reserved. Reference Carless, D. (2017). Conceptualizing pre‐emptive formative assessment. Assessment in Education, 14(2), 171-184. Hockett, J. A., & Doubet, K. J. (2014). Turning on the lights: What pre-assessments can do. Educational Leadership, 71(4), 50-54. Clinical Field Experience C: Developing Student Specific Intervention Plans Literacy Intervention Plan Day 1: Literacy Intervention Plan Day 2: Literacy Intervention Plan Day 3: I-Ready Reading Benchmarks Small Groups tier 3 with Mrs. Amos Miss Cropper and Mrs. Brown Whole Group Explicit instruction with Mrs. Brown. (Most students were also able to get packets) (2 students per teacher) Mentor Discussion and Collaboration Summary: During Field Experience B, I worked alone because my mentoree Miss Cropper was absent due to personal reasons. Although the student was able to complete their assessment on I-Ready, most students parent was able to come to the school to pick up packets. I identified if the students who had pre-assessments provided are done in parts from a packet containing demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation when writing. Mentee Literacy Intervention Plan Discussion Summary: Mrs. Copper and I will find out if the students have issues in Reading Fluency. Miss copper and I were able to categorize the students as an in 3 groups according to the level of understanding. We grouped the student according to the assessments they did in clinical field B. since we are teaching virtually, We have created three discussions forum for the students to express their ideas and understanding of standard English grammar along with reading Fluency. Reflection: On this specific day, I had the joy of doing my clinical field experience with the present class in which I am a teacher. When I spoke with the students, a few of them stated that Standard English grammar hard for them, so they quickly lose focus. The students were struggling with reading fluency, and Standard English grammar but were not far behind. (Even though I believe this is because they © 2019. Grand Canyon University. All Rights Reserved. were not interested in the stories they were reading, I have made a note of that, and I will make sure the stories create a connection to what the students are interested in. My students are mostly boys, so I will be mindful more on what I choose.) They needed more in-depth instruction but possessed the ability to master the material. Speaking with Mrs. Brown, she told me that teaching boy, in her experience, they tend to make excuses do not take it personally. Be Stern. Based on this information, Mrs. Cropper and I were able to categorize the students as an in 3 groups according to the level of understanding. We grouped the student according to the assessments thy did in clinical field B. Since we are teaching virtually, we have created three discussions forum for the students to express their ideas and understanding of standard English grammar along with reading fluency. Also, the students will be able to ask questions and discuss among themselves and get feedback from the students and even myself and Mrs. Cropper. This helps to determine where students are struggling and get the necessary help. We will be discussing the formative and unit assessment they did. Every student will point out their weaknesses in the discussion forum. The intervention plan that we created involved breaking the entire class into small groups based on ability. This allowed Miss cropper to differentiate instruction without it being too obvious. Then the student will submit videos so that we can check the reading fluency for each student. The students whom we were focused on for the intervention strategies responded to being given responsibilities that demonstrated their strengths. This helped maintain their focus, which was a big part of the reason that they needed the assessments. By presenting this information in different ways, the students were able to grasp the concepts and master them successfully. References Hawkins, R. O., Hale, A., Sheeley, W., & Ling, S. (2011). Repeated reading and vocabulary‐previewing interventions to improve fluency and comprehension for struggling high‐school readers. Psychology in the Schools, 48(1), 59-77. Clinical Field Experience D: Intervention Tracking and Assessments Tracking Reflection: From the previous intervention plan, it’s clearly that the student has really mastered the skills. The students are now able to complete their assessment on I-Ready. All the student provided with pre- assessments are done in parts from a packet containing demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation when writing. © 2019. Grand Canyon University. All Rights Reserved. Formal Assessment Description: Mrs. Brown gave out a formative assessment for the idea where the students were, along with a good beginning point for all the students. The pre-assessments provided are done in parts from a packet containing demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing. Mentor Discussion and Collaboration Summary: I collaborated with mentor in selecting, administering, along with evaluating literacy assessments. We discussed with how the assessment appropriately measures student ability in reading fluency and demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing. The tracking process was very effective at increasing student engagement along with self-efficacy. Students were able to engage through the assessments given and point out area of weakness. Mentee Discussion and Collaboration Summary: The intervention plan progress with miss cropper was very effective. I assisted miss copper in analyzing the data she has collected from the interventions. We used the data in determining any additional intervention needs to the students to ensure they positive outcome. I will also be helping miss cropper in planning a formative assessment to give out to the students. I will be assisting Miss cropper in choosing the formative assessment, developing formative assessment, along with implementing the formative assessment. Reflection: On this specific day, I had the joy of doing my clinical field experience D with the present class in which I am a teacher. When I spoke with the students, a few of them stated that Standard English grammar hard for them, so they quickly lose focus. The students were struggling with reading fluency, and Standard English grammar but were not far behind. From the previous intervention plan, it’s clearly that the student has really mastered the skills. The students are now able to complete their assessment on I-Ready. All the student provided with pre- assessments are done in parts from a packet containing demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation when writing. I collaborated with mentor in selecting, administering, along with evaluating literacy assessments. We discussed with how the assessment appropriately measures student ability in reading fluency and demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar © 2019. Grand Canyon University. All Rights Reserved. and usage, including capitalization and punctuation, when writing. The tracking process was very effective at increasing student engagement along with self-efficacy. Students were able to engage through the assessments given and point out area of weakness. The intervention plan progress with miss cropper was very effective. I assisted miss copper in analyzing the data she has collected from the interventions. We used the data in determining any additional intervention needs to the students to ensure they positive outcome. I will also be helping miss cropper in planning a formative assessment to give out to the students. I will be assisting Miss cropper in choosing the formative assessment, developing formative assessment, along with implementing the formative assessment. Formative assessments allude to visit, intelligent evaluations of student progress, and comprehension to recognize adapting needs and alter instructing suitably. Instructors utilizing developmental evaluation approaches and methods are better arranged to address various student issues through separation and adjustment of instructing to raise levels of student accomplishment and to accomplish a more prominent value of student results. However, there are significant hindrances to more extensive work on, including apparent strains between study hall based developmental appraisals, and high permeability formative tests to consider schools responsible for student accomplishment, The standards of developmental appraisal allude to zones for development and to advance viable and productive societies of assessment all through instruction frameworks. Progressively reliable utilization of formative assessment all through training frameworks may help partners address the very obstructions to its more extensive practice in the discussion forum. References Stiggins, R., & DuFour, R. (2015). Maximizing the power of formative assessments. Phi Delta Kappan, 90(9), 640-644. Kaftan, J. M., Buck, G. A., & Haack, A. (2016). Using formative assessments to individualize instruction and promote learning. Middle school journal, 37(4), 44-49. Clinical Field Experience E: Tracking Students © 2019. Grand Canyon University. All Rights Reserved. Mentor Tracking Summary: I collaborated with Mrs. Brown in developing, implementing, along with evaluating literacy instructional practices, curriculum, tracking methods, as well as assessments. By using the information from the formative assessment admixture to student during clinical field experience D, I and Mrs. Brown will be adjusting the final intervention. Since the students met the literacy standard, we will be developing an activity that will enriched students’ knowledge of the standard. Then we will implement the final intervention as well as making any necessary adjustments to the tracking process we developed for the small group of students. Mentee Discussion Summary: The tracking progress with miss cropper was very effective. I assisted miss copper in looking at the results of the formative assessment implemented with the small group of students. We will be applying the knowledge we learned from the tracking process to assist Miss cropper in tracking and providing feedback to their students. I and Miss cropper will determine the additional student needs and next steps in their intervention process. We will also developing, implementing, along with evaluating literacy instructional practices, curriculum, tracking methods, as well as assessments. We used the data in determining any additional intervention needs to the students to ensure their positive outcome. I will also be helping miss cropper in planning a summative assessment to give out to the students. I will be assisting Miss cropper in choosing the summative assessment, developing summative assessment, along with implementing the summative assessment. Reflection: On this specific day, I had the joy of doing my clinical field experience E with the present class in which I am a teacher. When I spoke with the students, most of them stated that Standard English grammar is becoming easy for them. The students were now able to read fluency, and Standard English grammar is ... Purchase answer to see full attachment