Clinical Field Experience A: Literacy Assessment And Framework
Allocate at least 3 hours in the field to complete this field experience.
Part 1: Observation and Collaboration
Observe a grade K-3 certified general education classroom during English Language Arts instruction and then interview and collaborate with your mentor teacher about literacy assessment and developing a successful literacy framework.
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Order Paper NowTake notes during your interview 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?
Ask additional and follow-up questions as appropriate.
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. Obtain from your mentor teacher the unit and standards the class is currently learning, in order to prepare for future clinical field experience assignments.
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 upon your observations of literacy instruction and assessment, explaining how you will use your findings in your future professional practice. Include a summary of interview and discussion with mentor teacher detailing literacy in the classroom and how it is instructed, assessed, and developed to meet the diverse needs of students.
Submit a summary of the interview/discussion and reflection as one deliverable.
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
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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).
https://clarityconsultants.com/blog/what-does-blended-learning-really-look-like-in-2021/#:~:text=Ultimately%2C%20blended%20learning%20is%20evolving%20in%202021.%20The,return%20to%20in-person%20instruction%20is%20a%20beneficial%20one.
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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