Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Teachers must observe and analyze student learning over time in order to make data-driven decisions. When demonstrating your skills as a reading/literacy specialist, it’s important to show how you collaborate with others to provide literacy intervention support to students.
Make a digital presentation with 12-15 slides to show off your Literacy Work Sample. In Topic 6, you will present this to your mentor and mentee.
The following topics should be covered in the presentation:
Effective strategies for collaborating with the mentor during decision-making to evaluate and align instructional practices and interventions within and across classrooms.
Effective mentor collaboration strategies for designing and aligning instructional practices and interventions within and across classrooms.
Differentiating instructional approaches and practices to meet the diverse literacy needs of individuals and groups of students.
Effective strategies for developing, implementing, and evaluating literacy instructional practices and curriculum with the mentee.
How tracking was used to boost student self-efficacy and engagement.
In light of current research, policy, and practice, the method you used to reflect on your personal practice as a reading/literacy specialist.
The title slide, the reference slide, and the presenter’s notes are all included.
Graphics that are relevant to the content, visually appealing, and use space effectively should be included in the digital presentation.
Use 2-3 scholarly resources to back up your presentation.
BONUS PART:
It doesn’t have to be difficult to collect and analyze student data. Teachers can efficiently gather and use student data to guide instruction and assessment decisions by using the right data tracking tools. Providing students with the ability to track their own progress can also help them feel more motivated and achieve more.
To support this field experience, set aside at least 12.5 hours in the field. The candidate has complete discretion in determining how to best use the 12.5 practicum hours to balance assignment requirements while working with both a mentor and a mentee. It may differ from one topic to the next in order to meet all of the assignment’s requirements.
Collaborate with your mentor to adjust the final intervention from your Topic 3 literacy intervention plan using the data from the formative assessment implemented in Topic 4. Develop an activity that expands students’ knowledge of the literacy standard if the small group of students has met it. Implement the final intervention or activity, as well as any necessary changes to the tracking system you created for your small group of students.
Develop a summative assessment based on the intervention data with your mentor. The assessment should be aligned with the literacy standard and provide students with multiple options for demonstrating their learning. Implement the assessment with a small group of students and provide feedback to keep track of their progress.
Discuss the following with your mentor:
Is your tracking system simple and quick to use?
Is your tracking appropriate for your teaching style?
Is the tracking system relevant to the students, and have they used it on a regular basis?
Is the literacy goal being met by the students?
Was the assessment accurate in assessing student learning? Were students more successful when they had more options for demonstrating their learning?
What are the next steps in consolidating or expanding students’ literacy knowledge?
Explain how you collaborated with your mentor to develop, implement, and evaluate literacy instructional practices, curriculum, tracking methods, and assessments in the Mentor Tracking Summary section of the LWS.
Mentoring (Part 2)
Discuss the results of the formative assessment conducted with the small group of students with the mentee. Assist your mentee in tracking and providing feedback to their students using the knowledge you gained from your tracking process. Work with your mentee to identify additional student needs and next steps in their intervention. Fill in the blanks on the “Mentee Discussion Summary.”
Provide literacy instruction and support during any remaining field experience hours.
Write 250-500 words in the Reflection section of the LWS about your own practice as a reading/literacy specialist in relation to decision-making in light of current research, policy, and practice.
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Worksheet for Decision Making Literacy |
Worksheet for Decision Making Literacy