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Competency 4

The candidate analyzed test questions from state assessments for grades 3-5 to demonstrate their ability to plan and differentiate instruction for students of varying English language proficiency levels. By creating materials such as vocabulary guides, visual aids, and study guides, the candidate ensured all students could access grade-level content. The analysis process helped the candidate identify tools that help students comprehend test questions and language. Going forward, the candidate will continue analyzing assessments to create supportive materials and differentiate instruction for a diverse range of English learners.

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44 views

Competency 4

The candidate analyzed test questions from state assessments for grades 3-5 to demonstrate their ability to plan and differentiate instruction for students of varying English language proficiency levels. By creating materials such as vocabulary guides, visual aids, and study guides, the candidate ensured all students could access grade-level content. The analysis process helped the candidate identify tools that help students comprehend test questions and language. Going forward, the candidate will continue analyzing assessments to create supportive materials and differentiate instruction for a diverse range of English learners.

Uploaded by

api-511044803
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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4.

E Competency Reflection

4.E Candidates plan, differentiate, and use materials, for multiple language
proficiency levels ensuring meaningful access to grade-level content for each
student. For this competency, I chose to use my test question analysis. Each
student was expected to look at a test sample and create differentiated
instruction as well as create or use materials that would create opportunity as
well as access for students to succeed. In my teaching and learning 413 class,
students were expected to analyze as well as analyze test questions and make
them grade level content. I chose to look at grades 3-5 for state assessments.
However, there isn’t grade specific state mathematics assessments, so I was
able to look at samples of booklets.
By completing this assignment, I was able to demonstrate my
understanding by providing various strategies as well as engaging with multiple
language proficiency levels. During the completion of this I was able to look at
various test question samples in order to understand summative assessments.
The purpose of this assignment was to create materials in order to facilitate
student learning and create access to the assessment. Since this is aimed for
grades 3-5, I looked at a multiple-choice question and then created different
strategies in order to create better access to test material. For example, there is
test language that could be difficult for ELL students to understand as well as
engage with. I would plan as well as use various materials I’ve created in order to
accommodate students. It is vital to build students comprehension as well as
building test taking skills.
When analyzing my test question, I was able to identify various tools that
would help facilitate students understanding by vocabulary, mathematics
vocabulary, visual aids, study guides. By using these materials students of all
English language proficiency levels can access to grade level content. In order to
create access for all language proficiencies I need to continue to analyze test
questions in order to create materials for my future students. When thinking
about my future classroom, I will be able to plan as well as continue to
differentiate instruction for my students. In order to increase my knowledge on
creating support for my students, I will continue to examine state assessments
and what challenges may be presented to ELL students. I will continue to
educate myself and become the best resource for my class and students.

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