Clinical Field Experience B: Student Needs And Instructional Planning

Allocate at least 3 hours to complete this field experience.

Use the “Clinical Field Experience B- ELA Pre-Assessment” template to complete this assignment.

Part 1: Pre-Assessment and Implementation

During your previous observation in your field experience classroom, you identified 3-5 students, above, at, or below standard achievement who would benefit from additional learning support. You also identified the standards and unit that your mentor class is currently learning.

With this information, develop a pre-assessment in the English Language Arts content area using the “ELA Pre-Assessment” template. The pre-assessment must align with the standards and unit that your mentor teacher shared with you during Clinical Field Experience A. This pre-assessment can be oral, written, or completed through technology. The pre-assessment should identify how well selected students know the concept, and provide data that would allow you to determine learning gaps and needs in order to develop an appropriate lesson to support learning needs.

  1. Share the pre-assessment with your mentor teacher and ask for his or her feedback.
  2. Administer the pre-assessment that you created to the selected group of students and use the data to prepare for the lesson plan in Clinical Field Experience C.
  3. With your mentor teacher, identify a book that can be used to create ELA activities appropriate for the identified students. You will use this book for your upcoming “Clinical Field Experience C: ELA Mini-Lesson Plan” assignment.

Speak with your mentor teacher and, provided permission, use any remaining time to seek out opportunities to observe and/or assist your mentor teacher or another teacher and work with a small group of students on instruction in the classroom. Your mentor teacher must approve any hours spent observing another classroom environment.

Part 2: Reflection

In 250-500 words, summarize and reflect on your field experience and the steps you took to identify students for the pre-assessment. How did the pre-assessment provide data to determine the learning gaps and needs of students? What challenges did you face when developing and delivering the pre-assessment? Explain how you will use your findings in your future professional practice.

Grand Canyon University ELM-580-0501/500 Methods and Strategies of Teaching English Language Arts MODIFIED CLINICAL FIELD EXPERIENCE

Updated 5/4/2021

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Grand Canyon University Modified Practicum

Campus Teacher: Elementary

 

Course: ELM-580-0501 Methods and Strategies of Teaching English Language Arts

 

 

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Welcome

GCU’s Mission and Vision

Vision

Grand Canyon University is a premier Christian University, educating people to lead and serve.

Mission

Grand Canyon University prepares learners to become global citizens, critical thinkers, effective communicators and responsible leaders by providing an academically challenging, values-based curriculum from the context of our Christian heritage.

 

We are still here to support you through PRAYER, in reaching your educational goals.

 

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Outline

Alternative Mentor

Course Description

Required Forms

Topic 2: Reading

a. Topic 2: Alternative Methods

V. Topic 3: Writing

a. Topic 3: Alternative Methods

b. Topic 3: Alternative Students (Randy/Morris/Billy Bob)

Topic 4: Listening and Speaking

a. Topic 4: Alternative Methods

VII. Topic 5: Differentiation for All Students

a. Topic 5: Alternative Methods

VIII. Topic 6: Integrating Technology to Enhance English Language Arts

 

 

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Grand Canyon University

ALTERNATIVE MENTOR

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MODIFIED CLINICAL FIELD EXPERIENCE ALTERNATIVE MENTOR

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ELM-580 – 0501 Methods and Strategies of Teaching English Language Arts

ALTERNATIVE MENTOR

 

The purpose of this powerpoint is to provide GCU students, who do not have a “Mentor” another option for completing their practicum hours.

 

If you require me to be your “Mentor” please request me to be your mentor in the course “Private Forum” ASAP.

 

On the other hand, if you had your own mentor at the beginning of the course, and now you need me to be your mentor, please reach out to me in the private forum.

 

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ELM-580 – 0501 Methods and Strategies of Teaching English Language Arts

ALTERNATIVE MENTOR

 

Jeanne M. Hines PhD.,LSSP

Grand Canyon University

 

jeanne.hines@my.gcu.edu

 

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Grand Canyon University

COURSE DESCRIPTION

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ELM-580 – 0501 Methods and Strategies of Teaching English Language Arts

Course Description

Teacher candidates examine a variety of instructional strategies to encourage learners to develop deep understanding of reading, writing, and oral language and their connections, and to build skills to apply knowledge in meaningful ways. Teacher candidates build foundational knowledge on how to use the concepts from reading, language, and child development to teach reading, writing, speaking, viewing, listening, and thinking skills, and to help students successfully apply their developing skills to many different situations, materials, and ideas.

 

Practicum/Field experience Hours: 12

 

Fingerprint clearance required. Prerequisite: ELM-530 or ELM-570.

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ELM-580 – 0501 Methods and Strategies of Teaching English Language Arts

Require Practicum/Field Experience Hours

The course requires…

 

Practicum/Field experience Hours: 12

 

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Modified Clinical Field Experience REQUIRED FORMS

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MODIFIED CLINICAL FIELD EXPERIENCE REQUIRED FORMS

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GCU Modified Clinical Field Experience What are the Forms?

 

GCU Students, you have two different types of forms.

 

Clinical Field Experience

Clinical Field Experience Verification Form

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Instructions and Submissions

Topic 2 is the beginning of your “Clinical Field Experience Forms” to

be submitted in the GCU course portal. Topic 6 is the location of the

Clinical Field Experience Verification Form” which is the last form

to be submitted.

The assignments will be submitted based on the course syllabus starting

With Topic 2.

 

Topic’s submission:

Topic 2: Reading

Topic 3: Writing

Topic 4: Listening and Speaking

Topic 5: Differentiation for all Students

Topic 6: Integrating Technology to Enhance English Language Arts

 

 

 

 

 

 

 

 

 

 

 

 

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Submission Clinical Field Experience Form

 

Submit the “Clinical Field Experience Form” for that Topic

Week, with your assignments as an attachment. This will

Start in Topic 2.

 

The form is how you will track what you have done in the course

and the time it took to do the work

 

The clinical forms (4) are:

 

Clinical Field Experience Form – A: Literacy Assessment and Framework

Clinical Field Experience Form – B: ELA Pre-Assessment

Clinical Field Experience Form – C: Literacy Pre-Assessment and Lesson Plan, and

Clinical Field Experience Form – D: Assessment and Reflection.

 

 

 

 

 

 

 

 

 

 

 

 

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Clinical Field Experience Forms

 

 

Four Clinical Field Experience Forms are…

 

Topic 2: Reading

FORM: Clinical Field Experience A: Literacy Assessment and Framework

 

2. Topic 3: Writing

FORM: Clinical Field Experience B: Student Needs and Instructional Planning

 

3. Topic 4: Listening and Speaking

FORM: Clinical Field Experience C: Literacy Pre-Assessment and Lesson Plan

 

4. Topic 5: Differentiation for all Students

FORM: Clinical Field Experience D: Assessment and Reflection

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Clinical Field Experience Verification Form

 

 

The “Clinical Field Experience Verification Form”

summarizes

the number of hours completed (12hours).

 

 

When filling out the Clinical Field Experience Verification Form it will ask you how many hours requires (12 hours for this course) and

then how many hours you have completed ( 12 hours).

 

If you submitted all of the required assignments, you

will have completed 12 hours.

Please follow the instructions provided in the course syllabus.

 

 

 

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Topic 2: Reading

 

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GCU Modified Clinical Field Experience Topic 2: Reading

Topic 2: Reading

 

Objectives:

Create instructional opportunities that are adapted to diverse students and foster active

engagement through supportive learning environments. [ACEI 3.2, 3.4; InTASC 4 (f), 7(b), 8(b), 8(l)]

Describe strategies related to language development and reading acquisition that are designed for

diverse populations. [ACEI 2.13.1; InTASC 1(g), 2(e), 8(a), 8(h), 8(k)]

Examine strategies readers use to construct meaning from print and to monitor their

comprehension. [ACEI 2.1; InTASC 4(e), 5(h), 8(a)]

 

 

 

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GCU Modified Clinical Field Experience Topic 2: Reading

Submit the following form….

 

Clinical Field Experiences A: Literacy Assessment and Framework

 

 

 

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Topic 2: Reading

Alternative Assignments

 

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GCU Modified Clinical Field Experience Clinical Field Experiences A: Literacy Assessment and Framework

Part 1: Observation and Collaboration:

 

View the YouTube videos and the article for Topic 2 Reading . After viewing the videos describe the lesson cycle and answer the questions below. (250 – 300 words). Take notes during your viewing of the YouTube video and with your mentor teacher discuss the following:

 

Answer the following questions to the best of your abilities, during and after viewing the YouTube video.

Take notes during your viewing of the YouTube video and with your mentor teacher discuss the following:

 

Which literacy assessments have proved to be successful in identifying student needs? How were these assessments chosen?

What data collection methods are used to track and monitor student progress?

How does assessment data drive curriculum and the literacy framework?

What steps are taken to develop a literacy framework that meets the needs of all students?

What does a comprehensive literacy framework include?

What technology tools are used to focus on continuous and effective data?

How is data information shared with students and students’ families?

What does a typical literacy block of instruction include?

How are the cognitive, emotional, social, and developmental needs of students factored into instruction choices?

What steps are taken to monitor and adjust curriculum based on student needs

What technology tools are utilized in the classroom to reinforce and develop literacy curricular concepts outlined in the literacy framework?

 

 

 

 

 

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YouTube: Mrs. G’s First Grade Morning Meeting- Hit the Floor

The Morning Meeting has four components: Greeting, Share. Morning Message, and an Activity. Today, we did our Hit The Floor greeting and several students shared with us. During the morning message, students shared “why they feel lucky” and our activity encourages

 

 

Time to Complete YouTube Video: 16:12

 

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YouTube: Literacy Lesson First Grade

First grade ESL/ELL inclusion classroom. Literacy Lesson: question of the day, review of story vocabulary, picture walk/recording predictions (4:37​), actively listening to the story while recording key concepts (10:59​), group reading fluency games(13:45​), lesson closure (19:44​).

 

 

Time to Complete YouTube Video: 20:34

 

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YouTube: Instructional Strategies — The Ten Plus Two Teaching Method

Are you looking for a strategy that allows you to do some lecture but also builds in time for student interaction? Well, in this video I’ll explain the Ten Plus Two strategy.

 

 

Time to Complete YouTube Video: 3:00

 

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PowerPoint: The Learning Cycle: Model & Steps

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The learning cycle is a sequential process for both learning and instruction. It places focus on a series of steps that encourage a more thorough understanding and a deeper application of content. It also pushes students toward inquiry and discovery in their learning. The learning cycle gives teachers a process for instruction, while giving students a formula for learning.

 

https://study.com/academy/lesson/the-learning-cycle-model-steps.html

 

 

Time to Complete YouTube Video: 5:07

 

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Article: What Does Blended Learning Really Look Like in 2021?

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Review the following articles, “What Does Blended Learning Really Look Like in 2021?”. Next write a short summary of the article. (250 – 300 wordcount).

What Does Blended Learning Really Look Like in 2021?

 

Time to Complete Article: 30 mins.

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GCU Modified Clinical Field Experience Clinical Field Experiences A: Literacy Assessment and Framework

 

 

Part 1I: Observation: Use the YouTube videos provides earlier and the article to meet this assignment requirements.

 

In 250-500 words, summarize and reflect upon your observations of 1st Grade English Language Arts class. Please answer the following questions.

Describe the teacher’s doing the lesson cycle

Describe her instructional strategies

Describe the student’s classroom behaviors

Describe how you will use what you have learned viewing the 1st grade class observation.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

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GCU Modified Clinical Field Experience Clinical Field Experience B: Student Needs and Instructional Planning

With the help of your mentor teacher, identify 3-5 students above, at, or below standard achievement in the classroom environment that would benefit from additional learning support. The students you will be using throughout the course are listed below.

 

Students to be evaluated:

 

Randy ~ 1st grade (above grade level) Gifted & Talented

Billy Bob ~ 1st grade (below grade level) Specific Learning Disability in Reading and Written Expression

Morris ~ 1st grade (below grade level) Autism

If you have children, you can give the assessment over the phone, then use that data collected. Consider family and friends so we can keep the social distancing.

 

Pick the Book of your Choice

 

 

 

 

 

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Topic 3: Writing

 

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GCU Modified Clinical Field Experience Topic 3: Writing

 

 

Objectives:

Identify techniques to generate thought-provoking questions by activating

students’ prior knowledge and developing skills. [ACEI 3.1; InTASC 4(d), 5(d), 5(f),

6(e), 7(d), 8(f), 8(i)]

Examine a variety of instructional strategies to support and expand students’ communication

through reading and writing. [ACEI 2.1, 3.1; InTASC 5(e), 5(n), 8(h), 8(m), 8(q)]

Implement teaching strategies that encourage elementary students to use the

writing process. [ACEI 2.1, 3.1; InTASC 8(h), 8(m), 8(q)]

 

 

 

 

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GCU Modified Clinical Field Experience Topic 3: Writing

Submit the following form….

 

Clinical Field Experience B: Student Needs and Instructional Planning

 

 

 

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Topic 3: Writing

Alternative Assignments

 

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GCU Modified Clinical Field Experience Clinical Field Experience B: Student Needs and Instructional Planning

Part 1: Pre-Assessment and Implementation

Allocate at least 3 hours to complete this field experience.

 

Use the “Clinical Field Experience B- ELA Pre-Assessment” template to complete this assignment.

 

Part 1: Pre-Assessment and Implementation Pick the Book of your Choice

 

During your previous observation in your field experience classroom, you identified 3-5 students, above, at, or below standard achievement who would benefit from additional learning support. You also identified the standards and unit that your mentor class is currently learning.

 

With this information, develop a pre-assessment in the English Language Arts content area using the “ELA Pre-Assessment” template. The pre-assessment must align with the standards and unit that your mentor teacher shared with you during Clinical Field Experience A. This pre-assessment can be oral, written, or completed through technology. The pre-assessment should identify how well selected students know the concept, and provide data that would allow you to determine learning gaps and needs in order to develop an appropriate lesson to support learning needs.

 

Administer the pre-assessment that you created to the selected group of students and use the data to prepare for the lesson plan in Clinical Field Experience C. Create some data that you will be able to use in Clinical Field Experience C.

Use the Common Core Standards for English Language Arts to develop your pre-assessment.

 

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GCU Modified Clinical Field Experience Clinical Field Experience B: Student Needs and Instructional Planning

Part 2: Reflection

 

In 250-500 words, summarize and reflect on how your created the pre-assessment and the steps you took to identify students for the pre-assessment. What are some learning gaps for the three children: Randy, Billy Bob, and Morris.

How did the pre-assessment provide data to determine the learning gaps and needs of students?

What challenges did you face when developing and delivering the pre-assessment?

 

Explain how you will use your findings in your future professional practice.

 

Submit the “ELA Pre-Assessment” and reflection as one deliverable.

 

APA format is not required, but solid academic writing is expected.

 

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

 

 

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Handout: Common Core Standards – First Grade Assessment

Common Core Standards – First Grade Assessment“Educational standards are the learning goals for what students should know and be able to do at each grade level. Education standards, like Common Core are not a curriculum. Local communities and educators choose their own curriculum, which is a detailed plan for day to day teaching. In other words, the Common Core is what students need to know and be able to do, and curriculum is how students will learn it. The Common Core State Standards are educational standards for English language arts (ELA)/literacy and mathematics in grades K-12. Please click here to read the ELA Common Core State Standards and click here to read the mathematics standards” (Common Core Standards n.d., p.1).

 

https://www.corecommonstandards.com/core-standards/first-grade-common-core-assessment-workbook-sample.pdf

 

 

Time to Complete YouTube Video: 30:00

 

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Website: Lesson Plans

First grade is a very exciting year filled with curiosity and new learning opportunities. Below you will find various lesson plans to help guide your instruction. The lessons cover multiple subject areas and objectives. Our first-grade lesson plan section will continuously grow as more teachers from

 

https://www.teacher.org/lesson-plans/1st-grade/

 

 

 

Time to Complete YouTube Video: 30:00

 

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Website: How to Create an Effective Lesson Plan

 

https://www.russell.k12.ky.us/userfiles/indexblue/how%20to%20create%20effective%20lesson%20plan.pdf

 

 

Time to Complete YouTube Video: 30:00

 

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Website: Common Core Standards

 

The following provides answers to some of the frequently asked questions about the Common Core State Standards, from how they were developed to what they mean for states and local communities.

 

http://www.corestandards.org/about-the-standards/frequently-asked-questions/

 

Time to Complete YouTube Video: 30:00

 

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YouTube: Creating Pre-Assessments

 

 

Time to Complete YouTube Video: 2:01

 

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YouTube: Formative Assessment in the Classroom

 

 

 

Time to Complete YouTube Video: 6:40

 

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YouTube: Formative vs. Summative vs. Diagnostic Assessment

 

 

Time to Complete YouTube Video: 2:55

 

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Topic 3: Writing

Alternative Students

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GCU Modified Clinical Field Experience Clinical Field Experience B: Student Needs and Instructional Planning

Students to be evaluated:

 

Randy ~ 1st grade (above grade level) Gifted & Talented

Billy Bob ~ 1st grade (below grade level) Specific Learning Disability in Reading and Written Expression

Morris ~ 1st grade (below grade level) Autism

 

If you have children, you can give the assessment over the phone, then use that data collected. Consider family and friends so we can keep the social distancing.

 

Pick the Book of your Choice

 

 

 

 

 

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Topic 3: Writing

Student: RANDY

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GCU Modified Clinical Field Experience Randy ~ 1st grade (above grade level) Gifted & Talented

“Gifted and talented student” means a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who:(1) exhibits high performance capability in an intellectual, creative, or artistic area;(2) possesses an unusual capacity for leadership; or (3) excels in a specific academic field.(Texas Education Code 29.121) (State definitions of Giftedness n.d p, 1.)

 

View the following videos to answer the clinical form.

 

YouTube:

 

Teaching Gifted Students

 

How to Identify Gifted Learners in Diverse Classrooms

 

 

 

 

 

 

STATE DEFINITONS OF GIFTEDNESS retrieved from https://www.nagc.org/sites/default/files/Advocacy/State%20definitions%20(8-1-13).pdf

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Topic 3: Writing

Student: BILLY BOB

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GCU Modified Clinical Field Experience Billy Bob ~ 1st grade (below grade level) Specific Learning Disability in Reading

 

A specific learning disability is a disorder in one or more of the neural processes involved in using or comprehending language. In other words, the brain connections dealing with spoken and written language do not work the way they’re supposed to. These missed or disrupted connections can create difficulties with speaking, listening, reading, writing, spelling, reasoning or mathematical computations. (What is a Specific Learning Disability n.d. p,1 )

View the following videos to answer the clinical form.

 

YouTube:

 

Learning disability – definition, diagnosis, treatment, pathology

https://www.youtube.com/watch?v=RKCNqHEzLwQ

 

Learning Disability Identification: Linking Assessment to Intervention

 

 

What Is a Specific Learning Disability? https://study.com/academy/lesson/specific-learning-disability-definition-types.html

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Topic 3: Writing

Student: MORRIS

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GCU Modified Clinical Field Experience Morris ~ 1st grade (below grade level) Autism

Autism, also called autism spectrum disorder (ASD), is a complicated condition that includes problems with communication and behavior. It can involve a wide range of symptoms and skills. ASD can be a minor problem or a disability that needs full-time care in a special facility (What is Autism n.d., p.1)

View the following videos to answer the clinical form.

 

YouTube:

 

Autism Program @ Fruitville Elementary School

 

Teaching Children with Autism

 

 

What Is Autism? https://www.webmd.com/brain/autism/understanding-autism-basics

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Topic 4:

Listening and Speaking

 

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GCU Modified Clinical Field Experience Topic 4: Submission Checklist

 

Objectives:

Determine a variety of teaching strategies that encourage elementary students to apply a personal

opinion toward the interpretation of texts. [ACEI 2.1, 3.3; InTASC 4(a), 7(a), 8(e)]

Use a variety of teaching strategies that encourage elementary students to apply listening,

speaking, and writing skills. [ACEI 3.1; InTASC 5(e), 5(n), 8(h), 8(m), 8(q)]

Implement effective verbal, nonverbal, and media communication techniques to foster elementary

students’ active inquiry, collaboration, and supportive interaction. [ACEI elements 3.5; InTASC 5(e),

8(h)]

Identify appropriate accommodations and the proper preparation related to assessment and testing

conditions for students with diverse needs. [ACEI 3.1, 4.0; InTASC 6(p)

 

 

 

 

 

 

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GCU Modified Clinical Field Experience Topic 4: Submission Checklist

Topic 4: Listening and Speaking

 

Required Form:

 

Clinical Field Experience C: Literacy Pre-Assessment and Lesson Plan

 

 

 

 

 

 

 

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Topic 4:

Listening and Speaking

Alternative Assignments

 

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GCU Modified Clinical Field Experience Clinical Field Experience C: Literacy Pre-Assessment and Lesson

Allocate at least 4 hours in the field to complete this field experience.

 

Part 1: Mini-Lesson Plan –

 

 

Use the data received from the “Clinical Field Experience B” pre-assessment to complete the “ELA Mini-Lesson Plan” template. Use the book pick you picked in Topic 2 for the mini-lesson. This mini-lesson plan will be administered to the selected group of students to support instruction to meet the selected standards.

 

Your mini-lesson should include.

 

Grade level, ELA standards, learning objectives, description of the unit the field experience class is currently learning

Book that can be used to create ELA activities appropriate for the identified students.

Instructional strategies that encourage students to apply listening, speaking, and writing skills OR apply personal opinions toward the interpretation of texts.

A 100-150 word description of the ELA learning activity that is directly related to the data received from the pre-assessment

Formative Assessment (to be created and administered in Clinical Field Experience D)

 

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GCU Modified Clinical Field Experience Clinical Field Experience C: Literacy Pre-Assessment and Lesson

Part 2: Mini-Lesson Plan Implementation

 

After completing the “ELA Mini-Lesson Plan,” share it with your the process for it’s development, how you would help Randy, Billy Bob, and Morris with their strengths and weakness. Provided permission, teach the mini-lesson plan to the small group of selected students. During your lesson, ensure you are answering questions from your students, asking questions that support critical thinking and problem solving, and observing the understanding from each student. (This might require formative assessments before, during, and after the lesson to determine understanding.) Make sure to answer all of the questions on the form.

mentor teacher for feedback.

 

 

 

 

 

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GCU Modified Clinical Field Experience Clinical Field Experience C: Literacy Pre-Assessment and Lesson

Part 3: Reflection

In 250-500 words, summarize and reflect upon the strengths and weakness of your lesson plan, as well as lesson delivery. Identify successes of your lesson plan delivery as well as areas of potential growth. What accommodations, if any would you implement during testing to meet the needs of diverse students? Be sure to explain how you will use your findings in your future professional practice. Submit the “ELA Mini-Lesson Plan” and reflection as one deliverable.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

 

 

 

 

 

 

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YouTube: Station Rotation: Differentiating Instruction to Reach All Students

 

 

 

Time to Complete YouTube Video: 5:15

 

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YouTube:1st Grade Phonics Assessment

 

1st Grade Phonics Assessment

 

 

Time to Complete YouTube Video: 11:53

 

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YouTube: How to Quickly Assess for Small Group Reading Instruction (1st Grade and Older)

 

 

 

Time to Complete YouTube Video: 12:34

 

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YouTube: How I Lesson Plan Introduction and Reading

 

 

 

Time to Complete YouTube Video: 29:05

 

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Topic 5:

Differentiation for all Students

 

 

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GCU Modified Clinical Field Experience Topic 5: Submission Checklist

Topic 5: Differentiation for all Students

Objectives:

Plan instruction on literacy skills, incorporating English language arts concepts on reading,

language and child development, with the application of developing skills to different situations,

materials, and ideas. [ACEI 2.1; InTASC 4(b), 4(d); ISTE-T 1a]

Use formative and summative assessment strategies to strengthen instruction. [ACEI 4.0; InTASC

6(a), 6(b), 6(e), 6(h), 7(d)]

Incorporate digital tools and resources that are learner-centered, provide equitable access, and

develop cultural understanding and global awareness. [ACEI 3.1; InTASC 4(g), 5(l), 7(k); ISTE-T 4b,

4d]

 

 

 

 

 

 

 

 

 

 

 

 

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GCU Modified Clinical Field Experience Topic 5: Submission Checklist

Topic 5: Differentiation for all Students

 

Required Form: Clinical Field Experience D: Assessment and Reflection

 

 

 

 

 

 

 

 

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Topic 5:

Differentiation for all Students

Alternative Assignments

 

 

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GCU Modified Clinical Field Experience Clinical Field Experience D: Assessment and Reflection

 

Allocate at least 2 hours in the field to support this field experience.

 

For this field experience, you will assess students, provide them with feedback, and reflect on the summative assessment administration; Randy, Billy Bob, and Morris.

 

Part 1: Assessment

 

In the previous field experience, you designed and implemented a lesson that provided additional learning support to a selected group of students. In the final part of the assessment process, you will conduct a summative assessment for the same group of students; Randy, Billy Bob, and Morris.

Your summative assessment should be designed to determine mastery of identified standards. Prior to completing the assessment, review the pre-assessment to ensure appropriate concepts are measured in the final assessment. Once your summative assessment is complete, ask your mentor teacher to review it for approval. You may provide multiple assessment methods (oral, written, technology driven, etc.), and differentiate assessment based on the needs of the students.

 

54 different examples of formative assessment

http://cmrweb.gfps.k12.mt.us/uploads/2/7/3/6/27366965/formative_assessment_ppt.pdf

 

 

 

 

 

 

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GCU Modified Clinical Field Experience Clinical Field Experience D: Assessment and Reflection

Part 2: Provide Feedback

 

Individually conference and review each student’s assessment results with him or her. During each conference, ask the following questions to engage the student; Randy, Billy Bob, and Morris. Speculate on the student’s responses.

 

How do you feel about the lesson?

What was most difficult?

What was easy?

 

During this time, begin with a positive strength of each student. Provide effective, descriptive feedback by identifying instructional goals for the student to continue working on. End on a positive note that shows compassion, justice, and concern.

 

Speak with your mentor teacher and, provided permission, use any remaining time to seek out opportunities to observe and/or assist your mentor teacher or another teacher and work with a small group of students on instruction in the classroom. Your mentor teacher must approve any hours spent observing another classroom environment.

 

 

 

 

 

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GCU Modified Clinical Field Experience Clinical Field Experience D: Assessment and Reflection

 

Part 3: Reflection

 

Submit a 250-500 word reflection of your experience creating and administering a summative assessment, and providing effective student feedback. Why is it important to provide feedback to students? How will this help them? Did the data you collected in the pre-assessment help you prepare an applicable summative assessment?

 

Submit a description or copy of your assessment, along with your reflection as one deliverable.

 

APA format is not required, but solid academic writing is expected.

 

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

 

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

 

 

 

 

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YouTube: Break down comprehension strategies by subskills

 

 

 

Time to Complete YouTube Video: 5:59

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YouTube: Formative assessment in the classroom

 

Time to Complete YouTube Video: 6:49

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YouTube: What is SUMMATIVE ASSESSMENT? What does SUMMATIVE ASSESSMENT mean?

https://www.youtube.com/watch?v=xgwSZVM0jGU

 

 

Time to Complete YouTube Video: 2:44

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Topic 6

Integrating Technology to Enhance

English Language Arts

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GCU Modified Clinical Field Experience Clinical Field Experience Verification Form* Read the course syllabus

 

Candidates must complete all programmatic requirements, including practicum/field experiences hours defined in their coursework. Additional information about practicum/field experiences can be found on the Student Success Center.

 

To earn credit for this assignment, all required course hours must be completed and submitted by the assignment due date.

Access the Clinical Field Experience Verification Form in the My Documents section in the Student Portal.

Complete all required fields on the Clinical Field Experience Verification Form.

Submit by clicking “click to sign.” An email will be sent to the classroom teacher/mentor to complete and verify the practicum/field experiences.

Communicate with the classroom teacher/mentor to request he or she verify the practicum/field experience. Once verified by the classroom teacher/mentor, an email will be sent to the candidate’s primary email address on file with the final completed document.

Save a .pdf copy of the completed Clinical Field Experience Verification Form to your computer.

Submit the Clinical Field Experience Verification Form to LoudCloud.

*The data entered into this document is subject to a verification audit. Candidates who engage in fabricating, falsifying, forging, altering, or inventing information related to practicum/field experiences, internships, clinical practice, and/or any associated documentation may be subject to sanctions for violating GCU academic integrity policies, which may include expulsion from GCU.

 

 

 

 

 

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GCU Modified Clinical Field Experience Topic 6: Submission Checklist

Topic 6: Integrating Technology to Enhance English Language Arts

 

Required Form: Clinical Field Experience Verification Form*

 

 

 

 

 

 

 

 

 

 

 

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