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Artifact #5: SMART Board author study presentation

Introduction

This fifth artifact is an author study presentation of Jon Scieszka that I designed using the

SMART Board notebook software. This presentation was created as an assignment for the EDU

571: Technology for the Elementary Classroom course at Medaille College. It consists of three

activities based on three books written by Scieszka. Each activity relates to a different subject

matter (the first is mathematics, the second is science and the third is social studies/ ELA). The

presentation uses a variety of interactive tools and engaging activities offered by the SMART

Board notebook application and is addressed to my fictional Grade 4 classroom (referenced

earlier when discussing Artifact #1).

Why was this artifact included in the portfolio?

I selected this project as an artifact for a few reasons. First, I believe that it showcases my

ability to plan interesting and interactive lessons for different types of learners while still meeting

the curriculum standards.

In addition, it allows me to introduce a new author to my students and to enhance their

knowledge of the literary world through this presentation, while featuring multidisciplinary

activities, with the assistance of technological tools. This is also a great method to make informal

assessments on my students’ retention and understanding of the proposed lessons associated with

each activity.

Finally, this presentation introduces students to a different teaching approach, more

focused on collaborative learning. This should be beneficial for students since it enables them to

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better reach higher order thinking and should increase their retention aptitude of the learning

material.

How does this artifact provide evidence of your preparedness for a career in education

(include connections to theories, best teaching practices, theorists/experts)?

This artifact was selected because it provides students additional tools that enhance the

learning experience for different types of learners. Indeed, Flemming encourages educators to

implement differential learning in their classroom in order to appeal to those learners. Providing

learning activities through the use of a medium, such as the SMART Board notebook, which

enables the students to stand and move to the front of the class to complete activities individually

or in groups is especially beneficial for kinesthetic learners.

The use of visual aids, graphics and tactile/ interactive activities will also be very

appealing to Visual learners as well as ELL students. The use of these types of activities

integrated in various lessons enables educators to meet the UDL model standards by providing

additional ways to reach students, which should, as a result, help to bridge the achievement gap

(Ontario Government Services, 2013,11).

As previously mentioned, this presentation also enables students to part take in more

collaborative learning and group activities. Indeed, Vygotsky believed that students learned and

retained knowledge better when they are part of learning activities that include a sociocultural

approach (McLeod, 2018). Students learn from their environment and their peers, through

various interactions especially ones with MKOs (McLeod, 2018). These types of activities will

not only make the learning more engaging, but it will also enable the students to deepen their ties

to our community of learners (classroom).

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I believe that this artifact demonstrates my preparedness for the field of education by

featuring my organizational skills, my creativity and my ability to integrate multidisciplinary

components to my lessons.

I also believe that this presentation reflects my ability to understand different teaching

principals and how to integrate them in a way that can appeal, engage and accommodate

different types of learners while still meeting the curriculum standards.

What are the appropriate curriculum and professional standards used for this artifact?

InTASC Core Teaching Standards

Standard # 4 Content knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s)

he or she teaches and creates learning experiences that make these aspects of the discipline

accessible and meaningful for learners to assure mastery of the content.

4(g) The teacher uses supplementary resources and technologies effectively to ensure

accessibility and relevance for all learners.

New York State Code of Ethics for Educators

Principle 2: Educators create, support, and maintain challenging learning environments for all.

Educators apply their professional knowledge to promote student learning. They know the

curriculum and utilize a range of strategies and assessments to address differences. Educators

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develop and implement programs based upon a strong understanding of human development and

learning theory. They support a challenging learning environment. They advocate for necessary

resources to teach to higher levels of learning. They establish and maintain clear standards of

behavior and civility. Educators are role models, displaying the habits of mind and work

necessary to develop and apply knowledge while simultaneously displaying a curiosity and

enthusiasm for learning. They invite students to become active, inquisitive, and discerning

individuals who reflect upon and monitor their own learning.

Ontario College of Teachers Standards of Practice

Commitment to Students and Student Learning

Members are dedicated in their care and commitment to students. They treat students equitably

and with respect and are sensitive to factors that influence individual student learning. Members

facilitate the development of students as contributing citizens of Canadian society.

Professional Practice

Members apply professional knowledge and experience to promote student learning. They use

appropriate pedagogy, assessment and evaluation, resources and technology in planning for and

responding to the needs of individual students and learning communities. Members refine their

professional practice through ongoing inquiry, dialogue and reflection.

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New York State P-12 Common Core Learning Standards

Mathematics activity

NYS P-12 Learning Standards Mathematics; Grade 4: Measurement and Data

Solve problems involving measurement and conversion of measurements from a larger unit to a

smaller unit.

1. Know relative sizes of measurement units within one system of units including km, m, cm; kg,

g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a

larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table.

Science activity

NYS P-12 Science Learning Standards; Grade 5: Structure and Properties of Matter5-PS1-3

Make observations and measurements to identify materials based on their properties.

[Clarification Statement: Examples of materials to be identified could include baking soda and

other powders, metals, minerals, and liquids. Examples of properties could include color,

hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces,

and solubility; density is not intended as an identifiable property. ] [Assessment Boundary:

Assessment does not include density or distinguishing between mass and weight.]

Social Studies/ELA activity

NYS P-12 Common Core: CCSS. ELA; Grade 4: LITERACY

RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific

details in the text (e.g., a character's thoughts, words, or actions).

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R.L.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of

good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature

from different cultures.

New York State Learning Standards

Standard 2: Integrated Learning

Students will demonstrate how academic knowledge and skills are applied in the workplace and

other settings.

Ontario Curriculum Standards

Mathematics activity

Ontario Curriculum mathematics standards; Grade 4: Measurement Attributes, Units, and

Measurement Sense:

- estimate, measure, and record length, height, and distance, using standard units (i.e., millimetre,

centimetre, metre, kilo- metre) (e.g., a pencil that is 75 mm long);

Measurement Relationships:

- describe, through investigation, the relationship between various units of length (i.e.,

millimetre, centimetre, decimetre, metre, kilometre);

Science activity

Ontario Curriculum science standards; Grade 4: Understanding earth and space systems, rocks

and minerals

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1.1 assess the social and environmental costs and benefits of using objects in the built

environment that are made from rocks and minerals

2.3 use a variety of criteria (e.g., colour, texture, lustre) to classify common rocks and minerals

according to their characteristics

Social Studies/ELA activity

Ontario curriculum social studies; Grade 4; A3. Inquiry: Understanding Context: Characteristics

of Early Societies

3.6 - identify and describe some of the major scientific and technological developments in the

ancient and medieval world, including some from at least one First Nation and one Inuit society

(e.g., calendars; the printing press; developments in agriculture, architecture, medicine,

transportation, weaponry, navigation)

DOE Claims

Claim 1: Medaille College graduates know the subject matter in their certification area(s)

Claim 2: Medaille College graduates meet the needs of diverse learners through

effective pedagogy and best teaching practices.

CAEP Standards

Standard 1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the

appropriate progression level(s) in the following categories: the learner and learning; content;

instructional practice; and professional responsibility.

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Standard 1.4 Providers ensure that candidates demonstrate skills and commitment that afford

all P-12 students access to rigorous college- and career-ready standards (e.g., Next Generation

Science Standards, National Career Readiness Certificate, Common Core State Standards.

ISTE Standards for Students

4. Innovative Designer

Students use a variety of technologies within a design process to identify and solve problems by

creating new, useful or imaginative solutions.

ISTE Standards for Educators

2. Leader

Educators seek out opportunities for leadership to support student empowerment and success and

to improve teaching and learning. Educators:

2c. Model for colleagues the identification, exploration, evaluation, curation and adoption of new

digital resources and tools for learning.

3. Citizen

Educators inspire students to positively contribute to and responsibly participate in the digital

world. Educators:

3a. Create experiences for learners to make positive, socially responsible contributions and

exhibit empathetic behavior online that build relationships and community.

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3b. Establish a learning culture that promotes curiosity and critical examination of online

resources and fosters digital literacy and media fluency.

5. Designer

Educators design authentic, learner-driven activities and environments that recognize and

accommodate learner variability. Educators:

5a. Use technology to create, adapt and personalize learning experiences that foster independent

learning and accommodate learner differences and needs.

6. Facilitator

Educators facilitate learning with technology to support student achievement of the ISTE

Standards for Students. Educators:

6d. Model and nurture creativity and creative expression to communicate ideas, knowledge or

connections.

7. Analyst

Educators understand and use data to drive their instruction and support students in achieving

their learning goals. Educators:

7b. Use technology to design and implement a variety of formative and summative assessments

that accommodate learner needs, provide timely feedback to students and inform instruction.

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International Literacy Association Professional Standards

Element 5.2

Candidates design a social environment that is low risk and includes choice, motivation, and

scaffolded support to optimize students’ opportunities for learning to read and write.

Council for Exceptional Children (CEC)

Standard 2:

Beginning special education professionals create safe, inclusive, culturally responsive learning

environments so that individuals with exceptionalities become active and effective learners and

develop emotional well being, positive social interactions, and self-determination.

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N.B. This Artifact can be found on the Author study page of my Weebly website.

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Artifact #6: Literacy assessment

Introduction

This sixth artifact is a literacy assessment conducted on a Grade 4 student. This

assessment was created as an assignment for the EDL 650: Assessment and Evaluation of

Literacy Technology course at Medaille College. This literacy assessment is composed of three

different formal assessments conducted throughout a three-month period. The assessments

evaluated the student’s spelling abilities, reading fluency and reading comprehension. The

assessment highlights the student’s strengths and weaknesses for each assessment and develops a

plan to improve the student’s areas of difficulties.

Why was this artifact included in the portfolio?

I selected this assessment as an artifact for a few reasons. First, I believe that it showcases

my ability to assess students using various assessment tools and methods as well as to monitor a

student’s progress in order to obtain a true picture of their abilities.

Additionally, the artifact is a great way to demonstrate my abilities to identify a student’s

problem areas and to plan interesting and engaging activities that will help them progress in

these difficult areas.

Finally, this assessment provides an example of my ability to customize my teaching

approach based on the student’s needs. It also features the use of various instructional strategies

in order to better reach the student’s understanding and application of the subject matter.

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How does this artifact provide evidence of your preparedness for a career in education

(include connections to theories, best teaching practices, theorists/experts)?

This artifact was selected because it provides methods to assess and improve students’

literacy abilities. Indeed, “Vygotsky argued, that language is the main tool that promotes

thinking, develops reasoning, and supports cultural activities like reading and writing" (Neff,

nd). This means that an educator’s instructional strategies should promote and help develop a

student’s understanding and correct application of all aspects of language and literacy. As a

result, educators should assess student’s literacy levels often, create activities to address their

problem areas and monitor their progress regularly.

In addition, educators should also learn to reassess their teaching strategies based on the

student’s progress. Indeed, this assessment demonstrates that the teacher proposes a variety of

teaching methods to the student in order to address the issues encountered. The educator also

mentions the need for reassessment in order to monitor the student’s growth, but also to assure

that the proposed teaching strategies are successful. Indeed, a teacher should be flexible in their

approach and consider differentiated instructions (Ontario Government Services, 2013,12)

especially when it comes to literacy since every student’s struggle will be different.

The use of visual and auditory aids, graphics, manipulatives, physical activities and other

sorts of learning tasks that “engage [the students’] interest and stimulate their thinking” (Ontario

Government Services, 2013,13), can also be very compelling to Flemming’s diverse types of

learners. It is also important to note that these strategies which are helpful for one or a group of

learners is usually also beneficial for the whole group of students.

I believe that this artifact demonstrates my preparedness for the field of education by

featuring my ability to assess students using various assessment tools and methods and to

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monitor a student’s progress in order to obtain a true picture of their abilities. It also

demonstrates my aptitudes to identify a student’s problem areas and to plan interesting and

engaging activities that will help the student progress with these difficulties.

This assessment provides an example of my ability to customize my teaching approach

based on the student’s needs and to use various instructional strategies in order to better reach the

students’ understanding and application of the subject matter.

Finally, I also believe that this assessment reflects my ability to understand different

teaching principals and to demonstrate how to integrate them in a way that can appeal, engage

and accommodate different types of learners while still meeting the curriculum standards.

What are the appropriate curriculum and professional standards used for this artifact?

InTASC core teaching standards

Standard # 6 Assessment

The teacher understands and uses multiple methods of assessment to engage learners in their own

growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

6(g) The teacher effectively uses multiple and appropriate types of assessment data to identify

each student’s learning needs and to develop differentiated learning experiences.

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New York state code of ethics for educators

Principle 5: Educators collaborate with parents and community, building trust and respecting

confidentiality.

Educators partner with parents and other members of the community to enhance school programs

and to promote student learning. They also recognize how cultural and linguistic heritage,

gender, family and community shape experience and learning. Educators respect the private

nature of the special knowledge they have about students and their families and use that

knowledge only in the students' best interests. They advocate for fair opportunity for all children.

Ontario College of Teachers standards of practice

Professional Practice

Members apply professional knowledge and experience to promote student learning. They use

appropriate pedagogy, assessment and evaluation, resources and technology in planning for and

responding to the needs of individual students and learning communities. Members refine their

professional practice through ongoing inquiry, dialogue and reflection.

New York State Learning Standards

Standard 2: Integrated Learning

Students will demonstrate how academic knowledge and skills are applied in the workplace and

other settings.

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DOE Claims

Claim 1: Medaille College graduates know the subject matter in their certification area(s)

Claim 2: Medaille College graduates meet the needs of diverse learners through

effective pedagogy and best teaching practices.

CAEP Standards

Standard 1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the

appropriate progression level(s) in the following categories: the learner and learning; content;

instructional practice; and professional responsibility.

ISTE standards for educators

7. Analyst

Educators understand and use data to drive their instruction and support students in achieving

their learning goals. Educators:

7b. Use technology to design and implement a variety of formative and summative assessments

that accommodate learner needs, provide timely feedback to students and inform instruction.

7c. Use assessment data to guide progress and communicate with students, parents and education

stakeholders to build student self-direction.

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International Literacy Association Professional Standards

Element 3.2 - Candidates select, develop, administer, and interpret assessments, both traditional

print and electronic, for specific purposes.

 Select or develop appropriate assessment tools to monitor student progress and to analyze

instructional effectiveness.

 Administer classroom and school-based assessments using consistent, fair, and equitable

assessment procedures.

 Interpret and use assessment data to analyze individual, group, and classroom performance

and progress.

 Collaborate with other teachers and with support personnel to discuss interpretation of

assessment data and their uses in responding to student needs and strengths.

Element 3.3 - Candidates use assessment information to plan and evaluate instruction.

 Use assessment data to plan instruction systematically and to select appropriate traditional

print, digital, and online reading resources.

 Use assessment data to evaluate students’ responses to instruction and to develop relevant

next steps for teaching.

 Interpret patterns in classroom and individual students’ data.

 Collaborate with other reading professionals to modify instruction and to plan and evaluate

interventions based on assessment data.

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Council for Exceptional Children (CEC)

Standard 4:

Beginning special education professionals use multiple methods of assessment and data sources

in making educational decisions.

Standard 5:

Beginning special education professionals select, adapt, and use a repertoire of evidence-based

instructional strategies to advance learning of individuals with exceptionalities.

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ELED Assessment & Instruction Plan Descriptor

Marie-Hélène Cordeau

Medaille College

EDU-650

Julie Eldridge

April 27, 2019

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I. Basic Data
a. Student name: Julia
b. Student grade/ stage of development: Grade 4
c. Type of assessment analyzed:
i. Words their way (spelling)
ii. Reading Records (Fluency)
iii. Basic Reading Inventory (BRI) Performance Booklet (Sight word
recognition and Comprehension)

II. Summary of assessment document:

Area Assessed Summary

Spelling: Student’s strengths:

In order to test fluency, I used the Words  Julia did very well for the first 6
their way assessment. Since they do not columns of the assessment.
offer a Grade 4 or higher evaluation I  She is confortable with digraphs
provided the 3rd Grade Spelling Inventory and blends as well as using long
assessment. This assessment showed the and other vowel patterns in
student’s ability to not only correctly words.
spell the words said to them, but to also  She also did fairly well with the
identify the areas that the student may derivational words.
struggle the most in spelling these words.
Student’s difficulties:

 Julia had more difficulties with

Syllables & Affixes. Indeed, out
of 24, she obtained a score of 13.
 Julia was successful with the
Syllables and Affixes only about
54% of the time. This is definitely
an area that needs to be further
addressed.

Fluency: Student’s strengths:

In order to test fluency, I used the BRI  Julia was able to read each text
Performance Booklet Form A passages with the proper intonation and
and applied the Reading Records grading expression.
techniques.  She used proper grammar and
The texts assessed are A5414, A8595 and punctuation throughout her

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A6867. This assessment evaluated the reading.
student’s oral reading accuracy, pace,  She stayed focused on the text
expression and punctuation. and did not seek assistance from
the educator when she
encountered difficult words.
 Even if she slightly struggled with
certain words, Julia was able to
read at a great pace each text.
They were all read under 1 minute
and 20 seconds.
 Julia read the Grade 4 text with
perfect accuracy. The Grade 5
level text only had minor errors,
which demonstrates that Julia
read with great accuracy even
above her grade-level.

Student’s difficulties:

 Julia struggled a bit more on

accuracy for the Grade 6 text. She
made 6 minor miscues
 Her attempts to self-correct, for
the most part, were not the most
effective since most of her
attempt didn’t result in saying the
correct word.
 Although Julia has good
expression and punctuation, she
read in a staccato kind of rhythm,
which took away part of the
listeners’ enjoyment of the story.

Sight Word Recognition: Student’s strengths:

 Julia obtained the same scores for
In order to test sight word recognition, I the Grade 5 and 6 evaluations.
used the BRI Performance Booklet Form Both times she had 14 words
A. Since Julia already demonstrated that correct and self-corrected
her reading abilities were above grade properly 2 additional words,
level, I started at a Grade 5 level for sight bringing her to a total of 16 words
words. I used List A 8596 and 6867 for out of 20.
the evaluation. This assessment was done  Julia is considered to be at the
in order to determine the student’s ability Instructional level for both Grade
to read the grade level words rapidly and 5 and 6, which is amazing since
accurately as well as to properly self- she is currently in Grade 4.

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correct when needed.
Student’s difficulties:
 For the Grade 5 assessment, Julia
was able to self-correct the words
rehearse and century.
 For the Grade 6 assessment, Julia
was able to self-correct the words
whimper and pulp.
 However both in the Grade 5 and
6 assessments, Julia seemed to be
making some mistakes by saying
a variation of the words. For
example she said “employment”
instead of “employ” or
“graduation” instead of
“graduate”.
 For the other words said
incorrectly, Julia resorted in a
word that she knew that was close
to the written word. And example
of this would be “steam” instead
of “seam”.

Comprehension: Student’s strengths:

 Julia was able to answer perfectly
In order to test comprehension the BRI all the comprehension questions
Performance Booklet Form A was used. for the Grade 4 and 5 texts.
Comprehension was assessed by asking  For the Grade 6 text, Julia
some pre-determined questions to show partially missed 2 questions and
the student’s ability to understand and completely missed 1 question.
use context clues in the story, in order to  This assessment demonstrated
answer the questions. that Julia is able to formulate
well-organized and well-thought
answers based on the texts read.
 Julia was also able to use context
clues from the text to answer
questions that required critical
thinking.
 Julia answered each question with
confidence. For the Grade 6
questions she was unsure, she still
attempted an answer without
seeking the help of her instructor.
By doing this, she was able to
obtain half marks for 2 questions

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she was unsure of.

Student’s difficulties:
 Julia did not seem to have many
difficulties with the
comprehension aspect of this
assessment.
 Indeed, even if she read the Grade
level 6 text at an Instructional/
Frustration level, she was still
able to answer the comprehension
questions at an Independent/
Instructional level.
 For the comprehension questions
she had incorrect or partially
incorrect, were mostly related to
the areas in the text that she
struggled reading. It was difficult
for Julia to fully understand the
text, when she did not know the
words.

III. Instruction Plan:

I conducted a few assessments with Julia in order to determine her literacy level and
abilities. Julia was very compliant and eager to participate in the various assessments
presented. Throughout the process, she exhibited confidence in her abilities and did not
seem to get discouraged in areas she had more difficulties with. She successfully and
fluently read and understood words and texts above her grade level. The two areas that
would require the most attention would be spelling (especially syllables & affixes) as well
as sight words recognition, which is the ability to read the grade level words rapidly and
accurately. Based on these facts, my instructional plan will be created in order to address
these problem areas.

When assessed, Julia demonstrated some difficulties with spelling correctly the words
read to her by placing the letters in the correct order. She especially struggled with
syllables & affixes section of the assessment. One way of improving this aspect of the
spelling is to use a morphemic analysis. Indeed, words their way suggest using “ the
meaning of prefixes, suffixes, and base words to help [students] determine the meaning of
a word. It is critical to model and reinforce this strategy and to give [the students a lot] of
practice using this strategy”(Bear, Invernizzi, Templeton & Johnston, 2012, 241). For this
approach there are a variety of activities and anchor charts educators can offer their

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students. I noticed that some of the mistakes Julia made the most where when to repeat
letters. I would offer students activities such as “when do you double?” containing the root
words, the suffix that needs to be added and the student has to spell the correct word that
comes from the two (an example can be found in Appendix A). This activity can be done
independently or in small groups depending on the student’s learning preferences. Another
activity that is easily modeled and great for students, are double consonant words foldable
(an example can be found in Appendix B). This should appeal and engage all students but
especially students who are visual and kinesthetic learners.

For sight words recognition I believe that a few techniques would be helpful for
Julia. Creating word walls in the classroom would be a great way to make the words
accessible and visible every day for the students. The teacher and the student (in this case
Julia) should work together to develop the word wall. Specific colors could be applied in
the background to differentiate easily confused words. In order for the words to come
naturally and quickly to Julia, enough practice should be provided. I propose to do this in a
series of activities such as the wheel of fortune wall (see Appendix C) and word up game.
In both instances, I will start by modeling the behavior for the students and then will
separate them in groups in order for them to do the activities. Both games offer students the
opportunity to either recognize the sight word by seeing the number of letters the context to
place them in or a definition of the word. These activities paired with independent work on
properly reading and writing sight words should target the skill Julia needs to improve on. I
also propose to do sporadic reassessments in order to measure the progress Julia has made.
Finally it is also important to remember that the word wall list needs to be built upon
regularly in order to assure students are always challenged and grow.

IV. Reflection:

I really enjoyed completing this assignment. I thought it gave us a wonderful

opportunity to discover and try a variety of ways to test students on all different aspects
of literacy. It also allowed us to discover which tests would be more suitable for different
types of students. For example, my favorite test was probably the BRI. However, it is one
of the most time consuming assessment, which means that if I were evaluating a student
with some attention deficit issues, I would find either another test, or do the BRI test in
sections. This sort of hands-on information and tricks can only be learned if we, as
educators, have conducted the test previously.

I also enjoyed the oral presentation format. I thought it was a nice change from all
the written assignments we had to do in our other classes. I also enjoyed seeing what my
fellow educators observed, some of the issues their students were faced with and the tools
and activities they suggested in order to assist these students in improving those skills.

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Finally, I would have to say, that there were a few difficulties in conducting this
assignment. The assumption that everyone had easily access to students of elementary
school age was my biggest challenge. Being a student that does not work in education, it
was difficult for me to find a student within the right age group that I could see on a regular
basis. I also found it difficult to use the same student throughout the semester. The final
point I would like to mention is that most of the assessments provided (such as the Words
their Way) were mostly focusing on younger students rather than all elementary school
grades. Having a student of a higher-grade level made the writing of this final assessment
plan a bit more challenging.

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References:

Bear, Invernizzi, Templeton & Johnston. (2012). Words Their Way, Chapter 7. Retrieved from:
https://wordstheirwaybookclubreview.weebly.com/the-syllables-and-affixes-stage.html

Education Alberta. (2019). Making sense of universal design for learning, Retrieved form:
https://education.alberta.ca/media/464638/video-discussion-guide-4-making-sense-of-universal-
design.pdf

Reading Rockets. (2019). Word Walls. Retrieved from:

http://www.readingrockets.org/strategies/word_walls

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Appendix A

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Appendix B

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Appendix C

[Back to Table of Contents]

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