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Program Goal 3 Final

The document discusses how the author met Program Goal 3 of using state, national, and content field standards in developing curriculum and instruction. Specifically, the author focused on standards 3 and 4 from the International Literacy Association. Standard 3 is about using assessment tools to plan and evaluate reading and writing instruction. Standard 4 is about creating literacy practices that develop awareness and respect of differences. The author demonstrates meeting these standards through an assessment done for an adult ESL Chinese learner, using formative assessment tools like anecdotal notes and writing samples to inform curriculum development that acknowledged the learner's background and needs.

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74 views

Program Goal 3 Final

The document discusses how the author met Program Goal 3 of using state, national, and content field standards in developing curriculum and instruction. Specifically, the author focused on standards 3 and 4 from the International Literacy Association. Standard 3 is about using assessment tools to plan and evaluate reading and writing instruction. Standard 4 is about creating literacy practices that develop awareness and respect of differences. The author demonstrates meeting these standards through an assessment done for an adult ESL Chinese learner, using formative assessment tools like anecdotal notes and writing samples to inform curriculum development that acknowledged the learner's background and needs.

Uploaded by

api-310325786
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Program Goal 3

Graduate students will use appropriate state, national, and content


field standards in developing curriculum and instruction
I have used appropriate state, national, and content field
standards in developing curriculum and instruction. I am specifically
looking at the International Literacy Association standards
(International Reading Association, 2010). Standard 3: assessment and
evaluation and standard 4: diversity are the ones I will discuss.
Standard 3 states that the candidate will use a variety of assessment
tools and practices to plan and evaluate effective reading and writing
instruction. Standard 4 states that the candidate will create and
engage their students in literacy practices that develop awareness,
understanding, respect, and a valuing of differences in our society.
(International Reading Association, 2010).
For this program goal, I have selected a mid-point student
assessment that I completed for my TSL560 class. I was specifically
focusing on my Chinese-speaking ESL adult learner. Standard 3 is
demonstrated through the variety of assessment tools I used with my
learner. I discuss the different forms of assessment I decided to use
with her as well as my rationale for using said assessments. I focused
on formative assessment because she was growing in her language
knowledge so much every day. I focused specifically on anecdotal
notes and writing samples as my main assessment tools without ruling

out the use of other assessments that may have been needed in the
future. I then discussed the findings from those assessment forms,
which included content specific knowledge needed (academia) and
small grammar issues such as article usage. I described information
gained through my anecdotal notes and how this information would
inform my development and implementation of curriculum and
instruction. This is where I demonstrate my competency with Standard
4. I am acknowledging how diversity her reading and writing
development in English. I note her feelings of helplessness and her
motivations for furthering her education. By the time I had begun
working with her, her English had developed a great deal. Because I
was aware of where her values as a second language learner, I was
able to develop instruction that acknowledged her different
background and needs. In this case, that includes a mini-unit on
academia content knowledge. This article shows how I used both the
standard for assessment and the standard for diversity to help my
learner.
Reference
International Reading Association. (2010). Standards for reading
professionals. Retrieved from http://www.literacyworld.org/getresources/standards/standards-for-reading-professionals

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