Welcome to my page!
I created this section of my portfolio during my fall semester of my senior year of residency at ETSU. This course is an extension of previously learned content and how to apply it. This portfolio includes utilizing student data from assessments to guide the literacy program for intervention. This course also includes designing lesson plans to teach content through strong literacy strategies, with the focus on disciplinary literacy.
Section 1. Universal Screeners: In this section, there is one set of student data from a fourth-grade class of students who took Aims Web as a universal screener. This section of the portfolio provides real data to analyze and make instructional decisions to improve student learning. In this section, I considered the specific literacy needs of the students in my elementary placement and developed a written description of the following questions:
What does the universal screener assessment data indicate about students’ abilities in literacy?
How is the data spread across the class?
How can I represent the data to discuss the patterns and trends?
How can I use the data to make instructional decisions?
How would I group students?
What instruction would I provide to each group?
There is a graphical representation of the data and suggestions are made in terms of Response to Intervention groups and general Tier 1 classroom instruction for the teacher.
Section 2- Case Study: This section displays data of performing interventions with a specific student. I completed an interest inventory to identify things that motivate the student I am working with. I completed a diagnostic assessment, pre-assessment, intervention 1, intervention 2, intervention 3, and the post-assessment. During the case study, I gathered materials to help the student with spelling. I performed 3 interventions specifically focusing on improving her skill of spelling. In this section, you will see hwo this student improved, and realize how important literacy interventions are. 3 interventions can have a high result.
Section 3- Interdisciplinary Literacy Lesson: Featured in this section of the portfolio is an insight to the integrated disciplinary lesson that intertwined literacy into a science lesson on ecosystems. In this lesson plan, we made predictions based on the title and illustration on the cover of the book. Then, we choral read the Reading Informational book, Pass the Energy Please! by Barbara McKinney. This book was a hook into the lesson of ecosystems. Students have a background knowledge of ecosystems, as we have been discussing what an ecosystem is, the different types of ecosystems such as terrestrial and aquatic, and what a producer, consumer, and decomposer is. For the hands-on activity, students will each pick out an organism card in which they will be one organism in the ecosystem. Students will take string, and they will start with the sun and connect using the string to other organisms in the ecosystem in the order they are in the ecosystem. Starting with producers, primary consumers, secondary consumers, tertiary consumers, and the connecting the ecosystem from the decomposers back to the producers. Finally, we will use sentence stems to write our exit ticket on what students learned in the lesson using key vocabulary terms such as ecosystem, producer, consumer, and decomposer.