Planning Assessments

The use of these assessments are for the learning objective of my writing lesson plan for Spanish second grade.

I use formative assessments because it helps evaluate directly at the student level measuring how a particular student is progressing or where he needs support; you get immediate feedback on the progress of each one. Sometimes it helps me to identify if they are having difficulty with my planned activities.

The most common procedures of formative assessment I use in my class include the following.

Observation

I observe and record a student's level of engagement, and academic behavior, especially if it is a special learner. I develop a plan of action to support that student; implements the plan; and continues to record observations to determine its effectiveness.

Rationale

I use classroom observation as another form of ongoing assessment. A lot of times I can "read" my students; observing when they are bored, frustrated, excited, motivated, etc. I pick up these cues, so I can adjust my instruction more accordingly. The notes I take serve to document and describe student learning relative to concept development, reading, social interaction, communication skills, etc.   

Drawing

Drawing what the student understands. Drawing a picture or diagram provides students an alternative to writing, especially in KG 5, and 1st grade, sometimes in 2ndd grade.

Rationale

A lot of times it is easier to show ideas or characters in a picture than in writing, when writing is in the first stages. Some students are more motivated to demonstrate their knowledge or understanding through drawings than writing.

Portfolios.

I have a portfolio for each student that its used to create a record of student growth in their writing skills. I like to revise the progress of a student at the end of each grading period to assess the improvement in structure and vocabulary.

Rationale

In this assessment I like the student involvement because is very important in the portfolio process. Portfolios show the cumulative efforts and learning of a particular student over time. They offer important data about student improvement and skills. 

Understanding and Applying Standards

 Understanding and Applying Standards

A standard is a clear and public criteria for judging whether a student, an institution or the education system as a whole, comply with common quality expectations; expresses a desired situation regarding what is expected for all students to learn in each of the areas along its way through the Basic and Secondary Education.

I understood that the standards in Spanish are grouped into four areas that are equally important in the four stages key:

1. Reading

2. Writing

3. Speaking and listening

4. Knowledge of Language and Communication

I chose the Writing Standard for Second grade for the assignment because it is important to encourage writing as a means of communication and as a tool to organize thinking, and the sooner the student gets acquainted with the process the better writer he will be in the future. Even though the standard I chose was for a Second grade I put a lot of dedication in designing the best lessons and activities for the students that will help them, as they grow, in becoming good writers.

I also worked in understanding standards, how to interpret them to be able to implement in the design better lesson plans.

The assignment in unpacking standards was about looking backwards to see if the lessons, objectives, and assessments met the final criteria of the product.  It actually help me to have the  opportunity to compare how I usually plan lessons focused in the goal, while unpacking the standard is focusing in the objective of the lesson.

In the SMART objectives assignment I was able to try to work on more clear objectives to stay focused in an effective learning process, keeping in mind Specific, Measureable, Attainable, Relevant, and Targeted to develop better lesson plans.

I think that keeping in mind what we did in the three assignments can make teaching easier. Preparing good lesson plans aligned with the standards will help me attain the goal of being a better teacher who is able to teach effectively and efficiently.

Standards and Backwards Mapping

Standards and Backwards Mapping

I am using the standards and benchmarks of ACS Calvert in La Paz, Bolivia; which are posted in Rubicon Atlas.

I have chosen the writing 1 standard for 2nd grade.

Writing goal

Standard 1: Uses the general skills and strategies of the writing process.

Assessment for the activity:

Students will produce a story in a chronological sequence using connectors.

Learning plan:

Teacher will read story about a fiction character for the appropriate age. The will be a prior explanation of sequence in a story, and connectors that link ideas.

Students will use prewriting strategies to plan written work such as brainstorming to gather main ideas.

Students will use strategies to write a draft paper and revise written work. In this stage students will compare a critic paper among them.

Students will use a variety of strategies to edit and publish work. They will reread or read out loud to a partner to get an opinion.

Students will use strategies to organize written work. Once I revise the editing, I review it to give them more ideas on how to improve their paper or just to help them with spelling.

Finally students will publish their work. A booklet is produced by everyone of them. The cover of the story is going to have nice illustrations with colorful drawings. I like to post the booklets on a huge board I have right out of my class.

Objectives for chapter 4:

The students will be able to use the general skills and strategies of the writing process. Students will use strategies to draft and revise written work. They will use a variety of strategies to edit and publish work. Student will also use prewriting strategies to plan written work. Students will be able to use strategies to organize written work and publish the final work.

Reflection:

I was able to revise the process more carefully to be able to get to the objective without the pressure and the rush that is starting from an objective to get to the goal.

We have been practicing the writing process since first grade. The students are familiar with some of the procedures. Now the students know what is expected from them when I plan to have a writing sample from them.

It is a joy to work with primary students. They are like an empty vase. Everything is new and exciting for them. I make the effort to make it interesting and important.

Recognize and acknowledge adherence and lack of adherence to classroom rules and procedures

It is important that students are respectful towards teachers and classmates, and that their behaviors do not interfere with nor disrupt class activities. 

A well managed classroom does not appear out of nowhere, it takes a good deal of effort to create a good environment for the students; and the person who is most responsible for creating it is the teacher.

Rules should be short and clear and they should go with rewards or consequences. 

Adherence to rules and procedures:

• Teacher smiles, nod head, thumbs up, high five. While walking around the class teacher must have nonverbal signs to let students know how well they are following the class rules.
•  Teacher gives a verbal cue like thanks for the class to see the positive reinforcement when following the rules.
•   Describes the well behavior to the class when certain student followed certain rule.
• Teacher let parents know the good behavior. It is really nice for the parents to receive a call from teacher to hear how well behaved their child it’s been.
• Teacher uses tangible recognition like certificate, tokens,etc. There are several ways to recognize well behavior using nice pencils, certificates, tokens, a drink or some candy. 
•  Always work on a good relationship with students. A nurturing teacher can get an advantage being sweet with children especially in elementary school. Students are more prompt to please a teacher they like.

Lack of adherence to classroom rules and procedures

• Teachers should a nice look for a good behavior, but also a serious eye contact when a student is not following a rule properly. 
•  A teacher nodding for an infraction is a good way tol et a student know that his behavior is not appropiate (Shaking head).
•  While walking around the class teacher may tap on desk which is a good signal for a student to improve behavior.
• Verbal signal that a rule is being in violation, in other words, the mean eye.

·         Teacher tells student about the misbehavior, maybe a verbal reminder to the class about the class rules.

·         Writing the name of the student breaking a rule is a good warning that in the next future might be a consequence.

·         Teacher contacts the home to get support from family. Calling home for help after trying different strategies, might let the student know that everybody is aware of what’s going on.

·         Teacher occupies the whole classroom. This strategy is great because students know that the teacher is interested in everybody’s work.

In my class I try to use positive reinforcement most of the time.

I usually hug students when they first enter the class. A warm welcome makes them feel that I care about their feelings.

I use the high five sign for excellent work.

I give away candy for team work. The team that does the best, first o best effort gets candy, great incentive.

A big smile never fails. Students who are good helpers or follow the rule of raising hands get a big smile or a wink.

Since I work in a small community I like to thank parents for having such wonderful children. I think they appreciate the gesture a lot.

Sometimes I throw a party for classes that work hard or just for excellent behavior while participating in events.

If the class is able to finish what was planned for the week sooner than expected, the class gets a Fun Friday, which is competitions or games on Friday.

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