EED470 Grand Canyon University Benchmark Reflection Essay Write a 1,000-1,250-word reflection essay summarizing: Your learning experience during the pract

EED470 Grand Canyon University Benchmark Reflection Essay Write a 1,000-1,250-word reflection essay summarizing:

Your learning experience during the practicum.

Assessment administration- the pre and post assessment data, challenges and strengths.

Data analysis. Include a chart or graphic organizer.

Specific activities with the student during instruction.

Progress made to be notated in the chart.

Collaboration with the classroom teacher.

Your reflection on how assessment guides instruction. Explain how data was used to target the needs of the student and to plan instruction.

Prepare this assignment according to the APA guidelines found in the APA style guide, located in the Student Success Center. An abstract is not required.

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

I already started the majority of it. Just need essay part done and finishing the data chart. If the chart is done wrong please fix it. Here is the details: Running head: Benchmark
1
Benchmark
Diane Tschopp
EED-470
10/15/17
Yusra Millenbaugh
Grand Canyon University
Benchmark
2
Benchmark
Reflection Essay
Insert Reflection Essay here w/ pre and post reading assessment results chart and reference page.
BENCHMARK
3
Assessment Data Chart:
Area
Phonemic
Awareness/
Phonics
Vocabulary
Fluency
Comprehension
Assessment
Used
Informal
Assessment
Pre Test Data
Identified Need
Conference
Learning the
sound of /c/
Informal
Assessment
Formal
Assessment
Informal
Assessment
Conference
Learning context
clues
Reading pattern
books
Listening skills
and oral
language
Survey and
Interview
Conference
Post Test Data
BENCHMARK
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Vital Information
Subject:
Reading
Area of
Reading
Phonics/ Phonemic Awareness
Grade/Level
Kindergarten
Summary
We will read a story called the Very Hungry Caterpillar and learned about
what metamorphosis means with the stages and learn about what the letter C
sounds like with other words that start with the letter C.
Standards and Differentiation
Standards
CCSS.ELA-Literacy.RF.K.2
Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
CCSS.ELA-Literacy. K.1
With prompting and support, ask and answer questions about key details in a
text.
Differentiated
Instruction
For an advance student: Have the student write their own version of the Very
Hungry Caterpillar. They can write about a frog or a toad and so forth.
For a struggling student: Show them pictures of things that begin with the
letter C and help them to understand what the letter C sounds like, also give
them different words that start with the letter C.
EEI (Essential Elements of Instruction) – Required Lesson Elements
Objective
The student will have the basic understanding of what metamorphosis means
and be able to recognize the /c/ sound.
BENCHMARK
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Anticipatory
Set
I will tell the student we will be learning what metamorphosis means and
how the caterpillar becomes a butterfly and learn the sound /c/. I will also
show the student the Very Hungry Caterpillar book and ask the student what
a caterpillar eats.
Teach
Lesson/Model
We will read the story together. I will go over some things that were
important in the book, such as the stages of metamorphosis, how they came
in sequence in the book and vocabulary. I also will ask questions about the
book.
Guided
Practice
I will do a phonics lesson and have the
student sound out the letter C. I also will
show the student that the word caterpillar
began with the letter C and sounding out the
c sound for the student. I also asked the
student what other words start with the letter
C.
Independent
Practice
I will give the student a worksheet with an
activity on it for the student to do.
Closure
I will ask the student what the
metamorphosis stages are in a caterpillar and
what words start with the letter C
Evaluation
(Assessment/
Rubric
I will have the student sound out the letter C
and ask what metamorphosis means and the
stages of metamorphosis.
Check for Understanding:
I will ask what letter the word
caterpillar began with and ask
what other words begin with
is the letter C. I also will ask
what are the different stages
of metamorphosis.
Materials and Resources
Instructional
Materials
The Very Hungry Caterpillar by Eric Carle
C is for Caterpillar activity worksheet
Pencil and colored pencils
Resources
https://www.education.com/lesson-plan/phonics-with-the-very-hungrycaterpillar/
Vital Information
Subject:
Reading
BENCHMARK
6
Area of
Reading
Fluency
Grade/Level
Kindergarten
Summary
The student will be able to read their own mini book.
Standards and Differentiation
Standards
CCSS.ELA-Literacy.RF.K.4
Read emergent-reader texts with purpose and understanding.
Differentiated
Instruction
For more advanced student: Give the student a more challenging mini book
to read.
For a struggling student: Give the student a smaller mini book to read.
EEI (Essential Elements of Instruction) – Required Lesson Elements
Objective
The student will be able to read the story to practice their phonics skills.
Anticipatory
Set
I will tell the student that we will be making their own book and be able to
color it in as well as be able to read their own book by themselves.
Teach
Lesson/Model
I will put my own book together to show them how it is put together. I will
then tell the student that the book has a pattern to it and show them the
pattern. I will read the title and point to each word. I will then the read the
student the first page to show them the pattern while I point to each word. I
will read the book together with the student.
Guided
Practice
I will tell the student to look at the pictures
to tell the story. I will also tell the student to
get their mouth ready to read the words they
don’t know. I will have them sound out the
first letter of the word and look at the picture
to see wat the word could be. We will sound
the word out together. Then we will read the
pages together.
Independent
Practice
I will give the student the worksheet with
the book on it for the student to cut out and
color. The student will put the book
together.
Check for Understanding:
I will ask the student to read
me the book and listen for
fluency of the words and see
how the student points to each
word as they read me the
story.
BENCHMARK
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Closure
I will ask the student what the story was
about and what the pattern was.
Evaluation
(Assessment/
Rubric
The student’s fluency was very fluent and
was able to tell me what the story was about.
Materials and Resources
Instructional
Materials
Pointer
Mini Book worksheet
Crayons
stapler
Resources
https://www.education.com/worksheet/article/mini-story-book-home/
Vital Information
Subject:
Reading
Area of
Reading
Vocabulary
Grade/Level
Kindergarten
Summary
I will have the student identify different ocean animals with context clues
given as well as learning new vocabulary words.
Standards and Differentiation
Standards
CCSS.ELA-Literacy.L.K.4. a
Identify new meanings for familiar words and apply them accurately (e.g.,
knowing duck is a bird and learning the verb to duck).
Differentiated
Instruction
Foe advanced students: The teacher can come up with more clues to ocean
animals. Ask them to add more ocean animals to the list.
For struggling student: Talk with the student in a separate section of the
room and have them talk through each animal find out what their previous
knowledge is.
BENCHMARK
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EEI (Essential Elements of Instruction) – Required Lesson Elements
Objective
The student will be able to identify the use context clues to identify different
ocean animals.
Anticipatory
Set
I will go over the different words and their definitions: fin, gills, flippers,
predator. I will tell student that they will learn new things about the ocean
life. I will have the student list as many ocean animals as they can.
Teach
Lesson/Model
I will have the animal cards placed on the table. I will tell the student that we
will I will read each clue that describes each of the eight animals that live in
the ocean. I will have the student grab the animal. If the student is correct
then the card does not go back to the table.
Guided
Practice
I will put the cards of ocean animals back on
the table and gave the student the clues. The
student will have to find the right animal to
the clue I gave. I will help guide the student
to the right animal with different clues.
Independent
Practice
I will have the student practice with the
cards independently and give the student a
worksheet to cut and color for a bookmark.
Closure
I will have the student share the favorite part
of the activity and have the student tell me a
fact about what the student learned from the
lesson.
Evaluation
(Assessment/
Rubric
I will give the student a little quiz to see how
many ocean animals the student knows. The
student could match most of the animals by
the end of the lesson.
Check for Understanding:
I will have the student tell me
what each animal is when I
show the student each picture.
Materials and Resources
Instructional
Materials
Table
Life cards made with construction paper, laminated
Bookmark worksheet
Ocean Life Quiz
Vocabulary words with definitions
Resources
https://www.education.com/lesson-plan/get-a-clue-ocean-animals/
BENCHMARK
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Vital Information
Subject:
Reading
Area of
Reading
Comprehension
Grade/Level
Kindergarten
Summary
The student will be able to develop their oral language and their listening
skills as well as identify the settings of the story.
Standards and Differentiation
Standards
CCSS.ELA-LITERACY.RL. K.1:
With prompting and support, ask and answer questions about key details in a
text.
Differentiated
Instruction
For advanced students: Have the students write words or sentences with their
drawing. Also, have them come up with their own walk and have them draw
it.
For struggling students: Read the story over again with them and have them
point out the settings and the characters. Point to the illustrations and explain
the story. Then have them explain what the pictures are saying to them.
EEI (Essential Elements of Instruction) – Required Lesson Elements
Objective
Students will be able to identify the setting of a story as well as develop oral
language and listening skills.
Anticipatory
Set
I will review concepts of print the front and back of books. I will also read a
book such as Jonathan and His Mommy and show them the back and front of
the book. While reading the book I will ask the student to look at the picture
and tell me what is happening in the picture. I will ask the who, what, where,
when and how questions of the book.
Teach
Lesson/Model
While reading the book I will use my finger to go along with each word as I
read the story to show how to read each word. I will also ask what each
picture is doing and ask the student to figure out what the words are that they
don’t know by getting their mouth ready and sound out the first letter. This
will tell the student what the word could be.
Guided
Practice
I will instruct the student stand up and show
me some different types of how they can
walk. I will then model how I walk in a way
Check for Understanding:
I will ask the student the w
questions about the book. I
BENCHMARK
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that is not disruptive way.
Independent
Practice
I will have the student draw 3 big blocks on
construction papers and instruct the student
to draw the setting of the book in the first
block. I will tell the student to draw a
character from the book in the second block
and where the student would like to walk in
the third block.
Closure
I will ask the child what the setting and
characters of the book is and have the
student tell me what their favorite character
is in the book.
Evaluation
(Assessment/
Rubric
The student knew what the story was about
and knew all characters and the setting of
the book.
will also have the student
draw the favorite picture of
the book. I will also have the
student identify the characters
and setting of the book.
Materials and Resources
Instructional
Materials
Jonathan and His Mommy book
Crayons
Construction paper
Pencil
Resources
https://www.education.com/lesson-plan/reading-listening-comprehension/
BENCHMARK
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References
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