Student Observation, Analysis of Performance, Use of Data to Determine Instruction

This requires watching a video and writing an observational report that includes an analysis of performance and the use of data to determine instruction. 

Follow these instructions

View Early Elementary Assessment (Matt) on the link below

Observe Matt’s assessment process (be vigilant of what he can do and not do and of the surrounding assessment context)

Develop professional annotations based on your observations of Matt and his assessment process

follow the prompts below to help guide your thinking

1. use the categories listed below to help you sort your observations
2. use the CORE book or ACR book to help you further develop your ideas and interpretations and descriptions about the boy 
3. Organize your paper so it includes appropriate headings, sub-headings, and other ways you wish to organize your write up.  You can use the structure provided below to help you with the organization. 

While this is not an essay, please present your information about the boy’s observation in a professional manner.  Use complete sentences and appropriate detailed descriptions.Write this as if you had been hired to assess the child and you were going to reveal your observations and interpretations to the child’s teacher and parents.

1. Early Elementary Assessment – Matt  (Links to an external site) (Links to an external site.)
2. Note what Matt can do and not do on each assessment, such as:
3. Assessment #1 Letter names – all correct or missed letters, any observations you notice
4. Assessment #2 Letter sounds – all correct or missed letters, any observations you notice
5. Assessment #3 Rhyming words – all correct or missed letters, any observations you notice

Assessment #4 Initial sound – all correct or missed letters, any observations you notice

Assessment #5 Blending sounds – all correct or missed letters, any observations you notice

Assessment #6 Isolating sounds – all correct or missed letters, any observations you notice

Pre-reader assessment – Alice (Links to an external site) (Links to an external site.)

Assessment #1 Concepts of book/print – any observations you notice, such as Alice’s comments/behaviors, teacher’s comments, and behaviors

Assessment #2 Latter names – any observations you notice, such as Alice’s comments/behaviors, teacher’s comments, and behaviors

Emergent Literacy:

Emergent literacy and language-based learning – average vocabulary when entering K is 2000 root words, simple sentence knowledge and follow many stories and explanations. Not enough to understand and use language, they have to have metalinguistic awareness or consciousness of language and they have to be learning about print.

Vocabulary – for common concepts and actions

• Syntax – or rules of grammar has two parts – one is the ordering of words and 2 is the inflectional endings
• Decontextualized Language – refers to things that are not here in our surroundings. To do you must be able to make meaning from words alone.
• Social uses of Language – not strictly related to literacy but to social behavior to participate in discussions.
• Knowledge about language – concept of word, phonological awareness (syllables, onset, rime, phonemes)
• Emergent literacy and print-based learning:
• concepts about print – realizations about what print is and how it works

alphabetic nature of writing – the idea that writing works by using units of letters to represent a language at the level of phonemes

alphabet knowledge – being able:

recognize letter shapes and forms

produce letter shapes and forms

recognize letter names

recognize letter sounds

• alphabetic concepts – letter to sound correspondence is how language relates to print.