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AssessmentAssessments should be meaningful and purposeful. I use assessments to make instructional decisions, to guide my instruction, and to create individual learning plans. No one assessment is going to paint a clear picture; that is why I use an array of assessments. For formal assessments, my district uses Star Reading assessment developed by Renaissance Learning. This test provides a baseline of what level students are reading at. Pearson company provides aimsweb; the second state approved test, used by my district as a measurement of fluency and comprehension. For each Reading Unit, I do multiple checkpoint quizzes over skills taught. I will then analyze the data from those checkpoint quizzes to form groups to continue to work on those strategies. Informally, I meet with individual students to discuss their current independent book. It is at these conferences that I can talk one-on-one with students and set personal goals. I realized after showing the rap video, the multimedia clip, and then taking the online quiz that a handful of my students were already proficient in this skill. Looking back, I could have done a pre-assessment test to place students and then created different centers based on the pre-assessment results. I am envisioning the students who have mastered this standard digging deeper into a more complex text or creating a text for their peers to evaluate; looking for a topic that is deepened by a main idea and is also supported with details. From this, I have learned that pre-assessment is just as important as summative assessment. Effective differentiation
Reflective Essay encompasses pre-assessment, formative assessment, as well as, summative assessment (Tomlinson & Moon, 2013).Evidence-Based Instruction PracticesThe third pillar, evidence-based teaching practices, brings the pieces of the puzzle together and requires teachers to teach strategies that students can then apply. One aspect is classroom management, the ability of a teacher to organize and run his/her classroom to ensure that productive learning is taking place (Reutzel & Cooter, 2015). For myself, I find it imperative to develop and then teach expectations for each part of the school day. Before my students depart toan activity, I make a point to tell them what I expect them to do, how the activity should look andhow it should sound. These expectations will then be in written form, as well. Once the classroom is a buzz of readers, this is my time to focus in on teaching the essentials of literacy. Reutzel put it correctly when he described the essentials of literacy as being the ingredients of a recipe that are critical to developing the skills needed to succeed (Laureate Education, 2012). I currently use a CAFÉ model to allow me to meet with individuals or groups while I am also challenging my higher readers.