ASSIGNMENT 3

1. How does your unit contribute to the curriculum goals of your teaching

assignment? standards, content, student learning

My unit contributes to the unit 2 curriculum goals for the week’s focus on Double letter sounds that is expected for the third grade curriculum. This focused on Long /a/ patterns. The content coinsided with the Treasures curriculum used at Rippleside Elementary. I promoted student learning by using a variety of learning style approaches in my teaching.

2. Describe the learning expectations that you had for your lessons. What

aspects of the lesson were successful and why? What aspects of the lesson where not successful and why?

I expected for the students to be able to identify as well as, generate Long /a/ pattern words, specifically the Spelling words of that week.

3. Analyze one of your instructional materials and discuss its effectiveness.

My use of the Treasures curriculum by implementing student engagement with the technology pieces such as the Moby-board, projector, and ANC allowed me to declare an effective lesson plan.

4. Analyze the student work you provided. Describe why one example is an illustration of quality work and why one is not. Discuss what steps you took to support the student that did not produce quality work.

One of the student work was an example of poor quality work because of the following:

 It didn’t  have all Spelling words underlined, the student did not have a parent check for grammar or spelling errors, and the student missed proper punctuation in Number 5. For the quality work example, it was considered quality work because of the following; There was use of Spelling words and they are properly underlined, there were 8 words in each sentence, they student had an adult check for grammar and spelling. and it contained good, clear handwriting.

5.. Provide an argument for why the assessment instrument that you developed was the best strategy for determining student achievement. Include a discussion of how the instrument addressed the lesson objectives and provided concrete evidence of student achievement.

I was able to identify group performance, as well as individual assessment by correlating a variety of independent and group work assessments. It allowed me to identify proper understanding in each student, but also allowed me to use the students who understood and had a clear understanding of this weeks objectives and use them as model students for those who lacked thereof.