SOLUTION: GCU Literacy Work Sample Worksheet

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Literacy Performance Sample (LWS) Clinical Ground Knowledge A: Classroom Observations and Facts Collection Literacy Standard(s): Balbutiation Fluency. 8. FL.SC.6 Inform charge of the conventions of measecure English rhetoric and action when indicative and conventions of measecure English rhetoric and action, including capitalization and punctuation, when congruity. Observation Notes: The students were so considerable self-possessed to the pleased that was surrendered. Mentor Argument Summary: The sight of paying circumspection to what was surrendered came in naturally. Mentee Argument Summary: Paying circumspection to the guardian was the singly way to get the pleased fit. Reflection: My instructor spectry is Mrs. Brown she is the balbutiation specialist at my teach. My instructoree is Disregard Cropper and she is the control English educator. I sent up a discourse fawn delay then to let them understand my conclusive dispose and the trust from my professor. I told them I was nervous, and I wanted to understand encircling the new how disposees are nature conducted past we ae required to go virtually past the virus. Ms. Brown systematic me that although it ability be challenging, she earn establish secure she introduces me the support I deficiency, and Ms. Cropper told me that facetiming earn me our best friend! Day 1 Virtual Tuesday April 24 2020 The culture fashion practiced was Balbutiation Fluency. In this fashion of culture, there was the use of discourse. The force of this culture fashion is that it establishs the pleased abundantly great to students. On the other swing, the frailty of this culture fashion is © 2019. Grand Canyon University. All Rights Reserved. that the guardian may trip to surrender the fit pleased to the students. Nevertheless, the manifest proceedings, in this occurrence, is that the students were so considerable self-possessed to the pleased that was surrendered. Conversely, the canvass was that the guardian was not audible enough, distinctly to those students who were sited at the end as there was no culture/indicative aid. The famous madness was that the dispose was situated parallel the path where there was a lot of disruptions from the latter students. The constancy and motivation were that the students had to do delay the madnesss for them to get the best grades or rather accomplish courteous-mannered-mannered in their studies. The culture plea that was manifest, in this occurrence, was the proceedingal culture plea (Johnson 13). This plea is that whereby the environment shapes the proceeding of an favoring. In other tone, the actions of herd are shaped by rewards and punishments. In this bark of culture plea, an favoring's proceeding is radical or rather scholarly through contribution. What was manifest in the observation was that the guardians used to rewards the students by giving them some monetary and non-monetary inducements. Monetary inducement was ry whereby the guardian asked the students some questions and gave those who got it fit some coin as a way of motivating them. Non-monetary rewards, on the other swing, was ry whereby the students were loving some marks for the exams manufactured by them. Apart from that, the other non-monetary inducement that was manifest was elevation, whereby a student qualified from one dispose to the contiguous (Snelbecker 6). Conversely, when it comes to anthropological harvest, this was swingd by the extreme environment whereby the students grew according to the environmental forces or factors. Cultural dissonance was to-boot manifest, whereby there was a structure of students from Conversely, when it comes to anthropological harvest, this was swingd by the extreme environment whereby the students grew according to the environmental forces or factors. Cultural dissonance was to-boot manifest, whereby there was a structure of students from various cultural endgrounds. Loving this occurrence, the favoring differences were so big. The ongoing planning is improbable by these factors in such a way that the environmental factors that swing anthropological harvest are now assumed in such a deportment that earn excite dogmatical anthropological harvest. On the other swing, when it comes to cultural dissonance, planning ensures that all the various and applicable cultural beliefs are smitten preservation of. Johnson, Andrew P. Essential Culture Theories: Applications to Authentic Teaching Situations , 2019. Internet productions. Snelbecker, Glenn E. Culture Theory, Instructional Theory, and Psychoeducational Design . Lanham, MD: University Press of America, 1985. Print. Clinical Ground Knowledge B: Collecting the Pre-Assessment Data Pre-Assessment Description: Giving a formative and ace rate © 2019. Grand Canyon University. All Rights Reserved. Observation Analysis Facts Summary delay Mentor: The students were very self-possessed to the pre-rate introduce to the facts. They respondent courteous-mannered-mannered to the pre-assessment. However, I earn be giving the rate virtually the students appear very abundantly dazed by them nature at home. ***My instructoree Disregard Cropper was absent due to favoring argues, and I am set to facetime her Sunday, May 2, 2020. *** Pre-Assessment Process Summary delay Mentee: Mrs. Brown gave out a formative rate for the conception where the students were, parallel delay a cheerful-tempered-tempered preparation top for all the students. The pre-assessments supposing are manufactured in volume from a packet containing inform charge of the conventions of measecure English rhetoric and action when indicative and conventions of measecure English rhetoric and action, including capitalization and punctuation, when congruity. She to-boot intervening a individuality of balbutiation Fluency to see how the students entertain achieved. Mrs. Brown to-boot gave out the ace rate at the end of total rate. The ace rate helps the instructor to establish secure the students acquisitive the concept required. Reflection: On this favoring day, I had the joy of doing my clinical ground knowledge delay the introduce dispose in which I am a educator. Past the student studying virtually due COVID 19 pandemic, she chose to introduce a formative rate to get a cogitation of where the students were. Mrs. Brown gave out formative rates for the conception where the students were, parallel delay a cheerful-tempered-tempered preparation top for all the students. The pre-assessments supposing are manufactured in volume from a packet containing inform charge of the conventions of measecure English rhetoric and action when indicative and conventions of measecure English rhetoric and action, including capitalization and punctuation, when congruity. She to-boot intervening a individuality of balbutiation Fluency to see how the students entertain achieved. Mrs. Brown to-boot gave out the ace rate at the end of total rate. The ace rate helps the instructor to establish secure the students acquisitive the concept required. She orderlyly introduces pre-assessments flush antecedently the use righteous to observe what the understudies judge encircling the topic, and it alongside introduces her brains of her understudy's hard territories. Another sort of appraisal she uses is the conclude of the ace rates. At the top when Mrs. Brown introduces her students these evaluations after an use and guarantees the student is getting a swingle on the conception. On the off haphazard that she understands that the students are committing harmonious orderly deceptions, at that top, she searches for incongruous approaches to illusion the use. When she has resulted from the experiments, she earn by them out to her students. Fit now, the students can ask inquiries in-reference-to for what cheerful-tempered-tempered argue they picked their counterparts and any slip-ups that entertain been made. When they entertain evaluated the experiment, disregard cropper orderlyly allows them to conjecture in the dimensions online and establishs adjustments hanging on the experiment consequences of the dispose. On the off haphazard that she doesn't prproffer the experiment adjustments, she earn afford the students delay performancesheets to do inconsequently, still once concludeed, they earn performance in argument forums to go balance the misengage responses. © 2019. Grand Canyon University. All Rights Reserved. Reference Carless, D. (2017). Conceptualizing pre‐emptive formative rate. Rate in Education, 14(2), 171-184. Hockett, J. A., & Doubet, K. J. (2014). Turning on the lights: What pre-assessments can do. Educational Leadership, 71(4), 50-54. Clinical Ground Knowledge C: Developing Student Favoring Intervention Plans Literacy Intervention Plan Day 1: Literacy Intervention Plan Day 2: Literacy Intervention Plan Day 3: Mentor Argument and Collaboration Summary: Mentee Literacy Intervention Plan Argument Summary: Reflection: Clinical Ground Knowledge D: Intervention Tracking and Assessments Tracking Reflection: Formal Rate Description: Mentor Argument and Collaboration Summary: Mentee Argument and Collaboration Summary: © 2019. Grand Canyon University. All Rights Reserved. Reflection: Clinical Ground Knowledge E: Tracking Students Mentor Tracking Summary: Mentee Argument Summary: Reflection: Clinical Ground Knowledge F: Knowledge Argument and Reflection Summary and Reflection: Observation notes © 2019. 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