Classroom Assessment

1. Explain in detail how you would support and advance the learning of children and young people in your class:

1, Explain what your main role & responsibilities are as a teacher/trainer in Education and Training (1.1)

Phonemic awareness is a vital role in literacy instruction. Many schools and districts adopt a commercially published basal reading program and it becomes the cornerstone of their instruction ( (David Chard, n.d.). We also know that through investigation and research it has shown us that word-recognition instruction and instruction in oral language skills related to word recognition were inadequately represented. (David Chard, n.d.) The same researchers have found that the reading passages that students are reading didn’t relate to the words they were learning. In order for students to read at grade level or above a supplemental program should be implemented. I have found that at my school we are lacking a phonics program that will reach different students abilities and make them successful in reading. My goal for this paper is to show my district that using a supplemental phonics program aside from our basal phonics program will prove beneficial to strategic readers who fall below grade level.

(REQUIRED) 1c) Describe how you would adapt the strategy or activity you identified to meet the needs of the student.

It is important for my students to understand and value learning goals in the classroom. At the start of every chapter students will be supplied an outline of what they are going to encounter in the upcoming weeks.

iii) Comment on the following areas. Refer to your micro-teaching session and what you have learnt about teaching and learning in general, as appropriate.

3. Describe how your instruction linked students’ prior academic learning and personal, cultural, and community assets with new learning.

* Prepare the learning environment based on the individual needs of the pupil/group, and provide the learning

T = How will I tailor the learning experiences to the nature of the learners I serve? How might I differentiate instruction to respond to the varied needs of students?

* Discuss how well your approach to planning and preparation addresses inclusion within the course, and justify your approaches in relation to key curriculum issues (including the role of new and emergent technologies).

2. Describe how your students did with the activities that you had planned? Were the activities at the appropriate ability level for these students – even if the activities were on target there will likely be differences in performance so answer this question by talking very specifically (by describing student’s performance) about how they did with the activity. (5points)

Chapter 14 of the book, Classroom Assessment, written by W. J. Popham, was titled: “Appropriate and Inappropriate test-preparation practices”. The chapter discusses how teachers should test students using appropriate and inappropriate preparation practices. Some school districts and teachers are encouraged to find ways to boost students scores in the classroom. The chapter introduces two guidelines: “professional ethics and education defensibility”. The professional ethics is test-preparation practices that do not interfere with ethical norms.

Students with dyslexia need strong, repetitive instruction in these encoding and decoding skills. Older students can benefit from the study of morphemes, such as base words, roots, suffixes, and prefixes. Lastly, the focus of instruction can shift to syntax and

“Phonics instruction teaches the relationships between the letters of the written language (graphemes) and the individual sounds (phonemes). It also teaches how these relationships are used to read and write words. This teaches students to systematically recognize familiar words and decode new words independently.” (Education.com, 2006)

Children with reading disabilities differ from children that read typically in their use of morphological forms. This view has been supported by multiple studies that review the relationship between reading and morphology (Carlisle, J., & Stone, C. 2005; Nagy, W., Berninger, V., & Abbott, R. 2006; Reed, D. 2008; Kuo, L. & Anderson, R. 2006). Morphology has been linked to reading ability, as has phonology, for many years. Traditionally reading ability, or disability, is detected by the student’s strength with phonology(Crisp, J.& Lambon Ralph, M. 2006; Marshall, C. & van der Lely, H. 2007;), yet many recent studies have indicated that morphological awareness can play a key role in the detection and intervention of reading