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Artifact #9: Evaluative Literacy Assessment.
Majority of the artifacts present are lesson plans but I believe it is important to also include an
evaluative assessment. The following artifact is an evaluative literacy assessment that shows a
grade 2 student’s phenological awareness level. It is important to include these types of
assessments seeing as being an elementary school teacher these will become part of the everyday
routine. This reinforces the notion that I am competent in elevating my students and ensuring
they get the appropriate assistance they require moving forward. According to theorist Alfred
Binet (1961) this is just one method of measuring a student’s intelligence.
This assessment includes 2 instructional plans that will guide the student in areas they need
improvement as well as feedback provided to the student.
Connections to Standards
INTASC Standards
Standard #3: Learning Environments
The teacher works with others to create environments that support individual and
collaborative learning, and that encourage positive social interaction, active engagement
in learning, and self-motivation.
3(d) The teacher manages the learning environment to actively and equitably
engage learners by organizing, allocating, and coordinating the resources of time, space,
and learners’ attention.
NYS ETHICS
Principle 2: Educators Create, support and maintain challenging learning
environments for all.
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Educators create, support, and maintain challenging learning environments for all.
Educators apply their professional knowledge to promote student learning. They know
the curriculum and utilize a range of strategies and assessments to address differences.
Educators develop and implement programs based upon a strong understanding of human
development and learning theory. They support a challenging learning environment. They
advocate for necessary resources to teach to higher levels of learning. They establish and
maintain clear standards of behavior and civility. Educators are role models, displaying
the habits of mind and work necessary to develop and apply knowledge while
simultaneously displaying a curiosity and enthusiasm for learning. They invite students to
become active, inquisitive, and discerning individuals who reflect upon and monitor their
own learning.
The Ontario Ethical Teacher Standards
Care: The ethical standard of Care includes compassion, acceptance, interest and
insight for developing students' potential. Members express their commitment to students'
well-being and learning through positive influence, professional judgment and empathy
in practice.
P-12 NYS Common Core Learning Standards for ELA, Math and Social Studies
A. Standard
Category: Speaking and Listening
Grade:2
Standard and Statement:
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SL: Produce complete sentences when appropriate to task and situation in order to provide
requested detail or clarification. (See grade 2 Language standards 1 and 3 on page 36 for specific
expectations.)
New York Standards
Standard 3: Language for Critical Analysis and Evaluation
Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and
readers, students will analyze experiences, ideas, information, and issues presented by others
using a variety of established criteria. As speakers and writers, they will use oral and written
language that follows the accepted conventions of the English language to present, from a
variety of perspectives, their opinions and judgments on experiences, ideas, information and
issues.
Ontario Ministry of Education Curriculum Standards
A. Standard
Category: Writing
Subcategory: Using Knowledge of Form and Style in Writing
Grade:2
Standard and Statement:
2.3 use familiar words and phrases to communicate relevant details (e.g., a sequence of
adjectives: The big, brown bear…)
2.4 use a variety of sentence types (e.g., questions, statements, exclamations)
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TEAC/CAEP CLAIMS 1-3
Claim 2: Medaille College graduates meet the needs of diverse learners through
effective pedagogy and best teaching practices.
Claim 3: Medaille College graduates are caring educators
Council for Exceptional Children (CEC)
12. Participating in the Growth and dissemination of professional knowledge and
skills.
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Assessing Student Literacy Learning Format
Name: ____Mauro Di Fazio ______________________ Date: June 23rd, 2018___
Student Name: Magnolia Grade: 2
1. Assessment Tool: Dictation
2. Standards:
NY: Reading Standards Foundational Skills (RF) Know and apply grade-level phonics and word analysis skills
in decoding words. b. Know spelling-sound correspondences for additional common vowel teams. c. Decode
regularly spelled two-syllable words with long vowels. d. Decode words with common prefixes and suffixes. e.
Identify words with inconsistent but common spelling-sound correspondences. f. Recognize and read grade-
appropriate irregularly spelled words.
Ontario Curriculum Standard:
Spelling Familiar Words 3.1: spell many high-frequency words correctly (e.g., words from their oral
vocabulary, anchor charts, the class word wall, and shared-, guided-, and independent reading texts)
Spelling Unfamiliar Words 3.2: spell unfamiliar words using a variety of strategies that involve understanding
sound-symbol relationships, word structures, word meanings, and generalizations about spelling
3. Summary of Each Student Performance:
Skills demonstrated:
Student is a confident writer
Student can recognize high frequency words and spell them correctly.
Student uses phonological awareness to help spell words and sound of unfamiliar words.
Student uses proper blending techniques (ie. Th-the, ar-farmer)
Skills not yet demonstrated:
Student uses blending techniques but not at the level they should be at
Student does not have active listening skills when sentences are said
Phonological awareness is present but on most words, was not utilized or simply ignored
Student made common errors when spelling words (not capitalizing after a new sentence starts, forgetting periods), and
became confused as to some words that were mentioned
4. a. How will you support future learning?
Instruction Plan 1
I will work individually with magnolia every day for 20 minutes on words and the sounds each letter makes to help her
become more familiar and comfortable with them.
I will create a packet of both high frequency words and blending technique words on flash cards that she can take home to
review on a nightly basis.
Each day the words will be reviewed and then additional words will be added slightly increasing the challenge
At the end of the week I will reassess magnolia with a different story that encompasses those high frequency words and
blending words.
Instruction Plan 2
I will work twice a week with magnolia on blending techniques. I will access her prior knowledge of blending sounds to help
her become more aware of which letters together make what sounds.
I will use word block and sentence frames to help magnolia visualize how the words look when put together.
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These blocks will also help the student visualize which what letters look like together to make certain sounds (ie. Th-th, ph-f,
ch, sh-sh)
b. Student feedback :
You are a very confident writer and try your best to spell words that are unfamiliar or new to you.
You need to take your time more when writing and if unsure about a word that was mentioned ask to have it repeated.
When sounding our words try to say the sound of each letter in the word that you hear to help you spell the word more
correctly.
You got a little confused with letters that make the same sound (ex. K-c or k) with some more practice you will become more
familiar with them.
With more practice you’ll become a better speller and an even more confident writer.
c. Reference the research/ theory that support your instructional steps.
Howard Gardner- multiple intelligence theory
John Dewey – Constructivism.
These two theorists support my instructional plans because John Dewey believes that children learn better when
they can use their hands and manipulatives. It allows them to take learning into their own hands and discover
things for themselves. Howard Gardner’s believes that there are eight intelligences that students can have and
one of them is bodily Kinesthetic which involves moving. By Having magnolia use word blocks and sentence
frames it allows her to become better acquainted with blending sounds and visualize them. This will allow her
to retain the memory better as she has created the picture of the letters that make the sounds by herself and will
be able to recall that information when needed in the future.
5. How will you determine student’s learning/ monitor progress:
Magnolias progress will be monitored through practice of proper sentence structure and spelling tests that will be carried out
at the end of every week.
Twice a month I will give magnolia a dictation assessment to see if phonological awareness, sentence structure and spelling
have improved. These tests will also help to improve those areas.
These assessments will allow me to see if magnolia takes her time and hears every letter that she thinks is in the word or
sentence being dictated to her.
When using the word blocks and sentence frames I will first show magnolia which letters blend together to make what
sounds. As we progress I will be asking her to show me which letters make what sound when blended together and to
identify them in a sentence I have outlined for her.
After a period of working together I will get magnolia to create sentences with the word blocks and sentence frames on her
own and have her explain which letters make the specific blended sounds heard when speaking.
