PACT - 003989865 Katherine Batti EDUC 430 Section 1...

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003989865 Katherine Batti EDUC 430 Section 1 November 7, 2011 Task 1: Context for Learning 1
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003989865 Mary Buren Elementary School is the only elementary school in the Guadalupe Union School District. It serves children from Kindergarten through fifth grade. For this assessment, writing samples were taken from twenty third grade students from Mary Buren Elementary. Each day, thirty minutes of class time is devoted to specific writing instruction, and two and a half hours are devoted to reading and language arts. Of the twenty students I am assessing, nine of them are English learners and el- even are proficient English learners. One student has an Individualized Education Plan (IEP) or 504 plan. For the nine English learners, this is a transitional English Immersion classroom because they received reading instruction in Spanish over the previous year. Figure 1 shows the number of students at each CELDT (California English Language Development Test) Level in different modalities. The teachers may use GLAD (the Guided Language Acquisition Design)/SDAIE (Specially Designed Academic Instruction in English) techniques to make instruction comprehensible to students. As a whole class, they primarily use Open Court 2000 as their textbook and instructional program for Language Arts. Furthermore, Step Up to Writing is used for literacy instruction in this class. Step Up to Writing is a standards based supplement to teaching writing, contain- ing mini-lessons that teach basic writing skills such as organization, content, word choice, and more. Figure 1 Score Level Listening Speaking Reading Writing Overall Beginning L1 1 1 1 1 0 Early Intermediate L2 4 4 4 4 4 Intermediate L3 3 3 3 3 4 Early Advanced L4 0 0 0 0 0 Advanced L5 0 0 0 0 0 For this assignment, the students were asked to write a narrative style composi- tion. The writing directions for the third grade students were as follows: “Write one para- graph or more describing a time when you were a good friend.” As I evaluated their writings, I used a standardized rubric for assessment that is related to their third grade California Standards. The rubric allowed the students to be assessed on their organiza- tion (beginning, middle and end), content (details, descriptions, word choice, purpose), style (syntax, variety of sentences), and neatness and CUPS (capitalization, usage, punctuation, spelling). Each student was scored on a 1-4 scale where 1 is below basic, 2 is basic, 3 is proficient, and 4 is advanced. A copy of said rubric has been attached for reference. Task 4: Assessment of Student Learning 2
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003989865 1. Identify the specific standards measured by the assessment chosen for analysis. Third grade standards: 1.1 Create a single paragraph: a.) Develop a topic sentence. b.) Include simple supporting facts and details. 2.1 Write narratives: a.) Provide a context within which an action takes place.
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