[Solved] question

Assignment Prompt & Instructions

**files (14)**

– ## Session3VideoResponse.docx

– ## Session1VideoResponse.docx

– ## ParticipantSlidesEnhancingLiteracyforALLStudentsSession2.pdf

– ## LessonPlan1.docx

– ## LessonPlan3-Vocabulary.docx

– ## Session2VideoResponse.docx

– LessonPlan2-Differentiation1.docx
– 6TextbookLiteracy-Development-in-the-Early-Years_-Helping-Children-Read-and-Write-8th-Edition-B00XIH1QPU1.pdf
– collaborative-listening-viewing-guide1.pdf
– Lit2026.docx
– PK-2NextGenerationELAStandardsataGlance.pdf
– NYSNextGenerationEnglishLanguageArtsLearningStandards.pdf
– NYSELALearningStandards.pdf
– LessonPlan2-Differentiation.docx

**## Session3VideoResponse.docx**

After watching the videos, identify
**one key idea or insight** that stood out to you.

In your post (2–3 sentences), explain
**why this idea is significant** and
**how it connects to your coursework or professional practice**.

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| — |
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**## Session1VideoResponse.docx**

After watching the videos, identify
**one key idea or insight** that stood out to you.

In your post (2–3 sentences), explain
**why this idea is significant** and
**how it connects to your coursework or professional practice**.

| |
| — |
| |
| |
| |
| |
| |
| |
| |
| |
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| |

**## ParticipantSlidesEnhancingLiteracyforALLStudentsSession2.pdf**

Assessment in Early
Literacy

Session 2/Chapter 2

Enhancing Literacy for ALL Students

©2019, NYSUT Education & Learning Trust, its affiliates and assigns
and licensors. All rights reserved. No claim to copyright is made for
original U.S. Government Works. 8/2019 #16495

1

Read Chapter 2

Enhancing Literacy for ALL Students

©2019, NYSUT Education & Learning Trust, its affiliates and assigns
and licensors. All rights reserved. No claim to copyright is made for
original U.S. Government Works. 8/2019 #16495

2

● Watch YouTube video “5 Keys to Comprehensive Assessment:

Video Response-Artifact 5
Thoughts, Questions, Epiphanies???

Video Review

3

[https://forms.gle/TrN94vwPHGRF1Wkj8](https://forms.gle/TrN94vwPHGRF1Wkj8)

[http://www.youtube.com/watch?v=HFimMJL3Wz0](http://www.youtube.com/watch?v=HFimMJL3Wz0)

Authentic Assessment-pages 32-38 (PDF

71)

4

Assessment-Artifact 6

Definition: a form of evaluation that focuses on
students’ ability to apply what they have learned in
real-world contexts.

Examples:
– Portfolios
– Project-based learning
– Research papers
– Presentations
– Simulations/role-play

In-depth Measures of Assessment-
pages 38-46 (PDF 78)

5

Assessment-Artifact 6

Definition: Detailed data that should inform the level of
material the teacher uses for instruction and the types of
instructional strategies used to deliver it. These assessments
typically involve multiple methods and instruments to gather
detailed information and provide a holistic understanding

Examples:

– Running records
– Informal reading
– Inventories (IRIs)
– Portfolio assessments

Standardized Tests

Use this prezi—

https://prezi.com/xw5khfa0bftg/pros-and-cons-of-standardized-testing/

6

[https://prezi.com/xw5khfa0bftg/pros-and-cons-of-standardized-testing/](https://prezi.com/xw5khfa0bftg/pros-and-cons-of-standardized-testing/)

[https://prezi.com/xw5khfa0bftg/pros-and-cons-of-standardized-testing/](https://prezi.com/xw5khfa0bftg/pros-and-cons-of-standardized-testing/)

7

Testing Miss Malarkey by Judy Finchler

[https://www.youtube.com/watch?app=desktop&v=hrV4eGaQe7E](https://www.youtube.com/watch?app=desktop&v=hrV4eGaQe7E)

[http://www.youtube.com/watch?v=hrV4eGaQe7E](http://www.youtube.com/watch?v=hrV4eGaQe7E)

Journal 2

Imagine that the parents in your class are not
pleased with the authentic measures for
assessment being used. They want to know if their
children are doing as well as others. Based on
standardized test scores, they want to know if their
child is above, below, or at grade level.

You are convinced that authentic assessment is
the right way to evaluate children.

What can you do to help parents understand and
accept the authentic assessment strategies?

8

**## LessonPlan1.docx**

**Lesson Plan 1**

**Please complete your responses in a color other than black.**

Theorist; and how the lesson reflects his/her beliefs

·

#### **ELA Lesson Plan Template**

##### **Teacher:**

##### **Grade Level:**

##### **Date:**

##### **Lesson Title:**

#### **I. Standards Addressed (NGLS)**

·
**Reading (Literature/Informational):** _[Include specific Next Generation Learning Standard(s) related to reading]_

·
**Writing:** _[Include specific writing standards aligned with the lesson]_

·
**Speaking & Listening:** _[Include discussion, presentation, or collaboration standards]_

·
**Language:** _[Include grammar, vocabulary, or conventions standards]_

#### **II. Learning Objectives**

By the end of the lesson, students will be able to:

1.
**[Objective 1]** (e.g., Analyze the theme of a text and provide textual evidence.)

2.
**[Objective 2]** (e.g., Identify and use figurative language in writing.)

3.
**[Objective 3]** (e.g., Participate in collaborative discussions using accountable talk.)

#### **III. Materials & Resources**

·
**Text(s):** [Title, Author, Page Numbers]

·
**Technology:** [Projector, Chromebooks, Google Docs, Nearpod, etc.]

·
**Other Resources:** [Graphic organizers, anchor charts, highlighters, etc.]

#### **IV. Lesson Procedure**

##### **1. Opening (10-15 minutes)**

·
**Engagement/Hook:** _[Short activity, question, quote, or video to activate prior knowledge and engage students.]_

·
**Explicit Teaching (Mini-Lesson):** _[Introduce skill, strategy, or concept using a mentor text, model thinking aloud, or use direct instruction.]_

##### **2. Guided Practice (15-20 minutes)**

·
**Whole-Class/Small Group Activity:** _[Students apply the skill in partners or small groups, with teacher support. Use graphic organizers, close reading strategies, or collaborative discussions.]_

##### **3. Independent Practice (15-20 minutes)**

·
**Application:** _[Students work individually to demonstrate understanding—writing responses, annotating text, completing comprehension questions, etc.]_

##### **4. Closing (10 minutes)**

·
**Exit Ticket/Reflection:** _[Students summarize learning, respond to a prompt, or share insights.]_

·
**Share-Out/Debrief:** _[Students discuss findings, teacher provides clarification or feedback.]_

#### **V. Differentiation & Supports**

·
**ELLs:** [Sentence stems, visuals, bilingual resources]

·
**Students with Disabilities:** [Scaffolding, chunking, assistive technology]

·
**Advanced Learners:** [Extended writing tasks, deeper text analysis]

#### **VI. Assessment & Evaluation**

·
**Formative Assessments:** [Observations, discussions, exit tickets]

·
**Summative Assessments:** [Essay, project, quiz, presentation]

**## LessonPlan3-Vocabulary.docx**

**Lesson Plan 3-Vocabulary**

#### **_Please complete your responses in a color other than black._**

##### **Teacher:**

##### **Grade Level:**

##### **Date:**

##### **Lesson Title:**

##### **Duration:**

#### **I. Standards Addressed (NGLS/CCSS)**

·
**Reading:** [e.g., Use context clues to determine word meaning (NGLS 4.R.4)]

·
**Writing:** [e.g., Use domain-specific vocabulary in writing (NGLS 4.W.2)]

·
**Speaking & Listening:** [e.g., Engage in collaborative conversations using vocabulary (NGLS 4.SL.1)]

·
**Language:** [e.g., Determine the meaning of words using roots and affixes (NGLS 4.L.4)]

#### **II. Learning Objectives**

By the end of this lesson, students will be able to:

1.
**Define and use** vocabulary words in context.

2.
**Analyze word structure** (prefixes, suffixes, roots) to determine meaning.

3.
**Apply vocabulary** in writing and discussion.

4.
**Demonstrate understanding** through interactive activities.

#### **III. Materials & Resources**

·
**Vocabulary Word List**

·
**Anchor Charts/Graphic Organizers (Frayer Model, Word Maps, etc.)**

·
**Technology:** [Quizlet, Kahoot, Nearpod, Smartboard]

·
**Hands-on Materials:** [Index cards, whiteboards, manipulatives]

#### **IV. Lesson Procedure**

##### **1. Opening (Engagement – 10 min)**

·
**Hook Activity:**

· Show an image, meme, or GIF related to a vocabulary word.

· Play a quick word association game (e.g., “What do you think of when you hear
_resilient_?”).

· Read a short passage where students infer the meaning of bolded words.

##### **2. Explicit Instruction (Mini-Lesson – 15 min)**

·
**Introduce Vocabulary Words:**

· Write words on the board and discuss
**definitions, synonyms, and examples**.

·
**Break down word structure** (prefix, root, suffix).

· Provide
**real-world connections** (e.g., “Where have you heard this word before?”).

##### **3. Guided Practice (Interactive – 20 min)**

·
**Students engage in hands-on vocabulary activities:**

·
**Visual-Spatial:** Draw representations or create word webs.

·
**Kinesthetic:** Act out vocabulary words (charades).

·
**Interpersonal:** Discuss in small groups, using words in a conversation.

·
**Logical-Mathematical:** Sort words by meaning or function.

·
**Musical:** Create a vocabulary song or rhyme.

##### **4. Independent Practice (Application – 15 min)**

·
**Choice Board Activity:**

· Write a short story using at least
**5 words**.

· Create a
**comic strip** featuring the vocabulary.

· Write and share a
**sentence or paragraph** using a new word in context.

##### **5. Closing & Assessment (Reflection – 10 min)**

·
**Exit Ticket:**

· “Which word do you think you’ll use most in real life? Why?”

· “Write a sentence using one of today’s words in a new way.”

·
**Quick Assessment:**

· Vocabulary quiz, Kahoot, or
**peer-created quiz questions**.

· Word matching or fill-in-the-blank sentences.

#### **VI. Differentiation & Supports**

·
**ELLs:** Sentence stems, visuals, bilingual dictionaries.

·
**Students with Disabilities:** Chunked instruction, scaffolded notes.

·
**Advanced Learners:** Challenge words, extended writing tasks.

#### **VII. Reinforcement & Homework (Optional)**

·
**Daily Word Challenge:** Use words in class discussions.

·
**Vocabulary Journals:** Students track words used in real-life settings.

·
**Parent Connection:** Encourage students to use words at home.

#### **VIII. Teacher Reflection**

1.
**How will this lesson engage students in meaningful vocabulary learning?**

2.
**How will this lesson improve students’ reading comprehension, writing, and communication skills?**

**## Session2VideoResponse.docx**

After watching the videos, identify
**one key idea or insight** that stood out to you.

In your post (2–3 sentences), explain
**why this idea is significant** and
**how it connects to your coursework or professional practice**.

| |
| — |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |

**LessonPlan2-Differentiation1.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lessonplan2-differentiation1-docx)

**6TextbookLiteracy-Development-in-the-Early-Years_-Helping-Children-Read-and-Write-8th-Edition-B00XIH1QPU1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/6textbookliteracy-development-in-the-early-years-helping-children-read-and-write-8th-edition-b00xih1qpu1-pdf)

**collaborative-listening-viewing-guide1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/collaborative-listening-viewing-guide1-pdf)

**Lit2026.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lit2026-docx)

**PK-2NextGenerationELAStandardsataGlance.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/pk-2nextgenerationelastandardsataglance-pdf)

**NYSNextGenerationEnglishLanguageArtsLearningStandards.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nysnextgenerationenglishlanguageartslearningstandards-pdf)

**NYSELALearningStandards.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nyselalearningstandards-pdf)

**LessonPlan2-Differentiation.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lessonplan2-differentiation-docx)

**LessonPlan2-Differentiation.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lessonplan2-differentiation-docx)

**## Session3VideoResponse.docx**

After watching the videos, identify
**one key idea or insight** that stood out to you.

In your post (2–3 sentences), explain
**why this idea is significant** and
**how it connects to your coursework or professional practice**.

| |
| — |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |

**## Session1VideoResponse.docx**

After watching the videos, identify
**one key idea or insight** that stood out to you.

In your post (2–3 sentences), explain
**why this idea is significant** and
**how it connects to your coursework or professional practice**.

| |
| — |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |

**## ParticipantSlidesEnhancingLiteracyforALLStudentsSession2.pdf**

Assessment in Early
Literacy

Session 2/Chapter 2

Enhancing Literacy for ALL Students

©2019, NYSUT Education & Learning Trust, its affiliates and assigns
and licensors. All rights reserved. No claim to copyright is made for
original U.S. Government Works. 8/2019 #16495

1

Read Chapter 2

Enhancing Literacy for ALL Students

©2019, NYSUT Education & Learning Trust, its affiliates and assigns
and licensors. All rights reserved. No claim to copyright is made for
original U.S. Government Works. 8/2019 #16495

2

● Watch YouTube video “5 Keys to Comprehensive Assessment:

Video Response-Artifact 5
Thoughts, Questions, Epiphanies???

Video Review

3

[https://forms.gle/TrN94vwPHGRF1Wkj8](https://forms.gle/TrN94vwPHGRF1Wkj8)

[http://www.youtube.com/watch?v=HFimMJL3Wz0](http://www.youtube.com/watch?v=HFimMJL3Wz0)

Authentic Assessment-pages 32-38 (PDF

71)

4

Assessment-Artifact 6

Definition: a form of evaluation that focuses on
students’ ability to apply what they have learned in
real-world contexts.

Examples:
– Portfolios
– Project-based learning
– Research papers
– Presentations
– Simulations/role-play

In-depth Measures of Assessment-
pages 38-46 (PDF 78)

5

Assessment-Artifact 6

Definition: Detailed data that should inform the level of
material the teacher uses for instruction and the types of
instructional strategies used to deliver it. These assessments
typically involve multiple methods and instruments to gather
detailed information and provide a holistic understanding

Examples:

– Running records
– Informal reading
– Inventories (IRIs)
– Portfolio assessments

Standardized Tests

Use this prezi—

https://prezi.com/xw5khfa0bftg/pros-and-cons-of-standardized-testing/

6

[https://prezi.com/xw5khfa0bftg/pros-and-cons-of-standardized-testing/](https://prezi.com/xw5khfa0bftg/pros-and-cons-of-standardized-testing/)

[https://prezi.com/xw5khfa0bftg/pros-and-cons-of-standardized-testing/](https://prezi.com/xw5khfa0bftg/pros-and-cons-of-standardized-testing/)

7

Testing Miss Malarkey by Judy Finchler

[https://www.youtube.com/watch?app=desktop&v=hrV4eGaQe7E](https://www.youtube.com/watch?app=desktop&v=hrV4eGaQe7E)

[http://www.youtube.com/watch?v=hrV4eGaQe7E](http://www.youtube.com/watch?v=hrV4eGaQe7E)

Journal 2

Imagine that the parents in your class are not
pleased with the authentic measures for
assessment being used. They want to know if their
children are doing as well as others. Based on
standardized test scores, they want to know if their
child is above, below, or at grade level.

You are convinced that authentic assessment is
the right way to evaluate children.

What can you do to help parents understand and
accept the authentic assessment strategies?

8

**## LessonPlan1.docx**

**Lesson Plan 1**

**Please complete your responses in a color other than black.**

Theorist; and how the lesson reflects his/her beliefs

·

#### **ELA Lesson Plan Template**

##### **Teacher:**

##### **Grade Level:**

##### **Date:**

##### **Lesson Title:**

#### **I. Standards Addressed (NGLS)**

·
**Reading (Literature/Informational):** _[Include specific Next Generation Learning Standard(s) related to reading]_

·
**Writing:** _[Include specific writing standards aligned with the lesson]_

·
**Speaking & Listening:** _[Include discussion, presentation, or collaboration standards]_

·
**Language:** _[Include grammar, vocabulary, or conventions standards]_

#### **II. Learning Objectives**

By the end of the lesson, students will be able to:

1.
**[Objective 1]** (e.g., Analyze the theme of a text and provide textual evidence.)

2.
**[Objective 2]** (e.g., Identify and use figurative language in writing.)

3.
**[Objective 3]** (e.g., Participate in collaborative discussions using accountable talk.)

#### **III. Materials & Resources**

·
**Text(s):** [Title, Author, Page Numbers]

·
**Technology:** [Projector, Chromebooks, Google Docs, Nearpod, etc.]

·
**Other Resources:** [Graphic organizers, anchor charts, highlighters, etc.]

#### **IV. Lesson Procedure**

##### **1. Opening (10-15 minutes)**

·
**Engagement/Hook:** _[Short activity, question, quote, or video to activate prior knowledge and engage students.]_

·
**Explicit Teaching (Mini-Lesson):** _[Introduce skill, strategy, or concept using a mentor text, model thinking aloud, or use direct instruction.]_

##### **2. Guided Practice (15-20 minutes)**

·
**Whole-Class/Small Group Activity:** _[Students apply the skill in partners or small groups, with teacher support. Use graphic organizers, close reading strategies, or collaborative discussions.]_

##### **3. Independent Practice (15-20 minutes)**

·
**Application:** _[Students work individually to demonstrate understanding—writing responses, annotating text, completing comprehension questions, etc.]_

##### **4. Closing (10 minutes)**

·
**Exit Ticket/Reflection:** _[Students summarize learning, respond to a prompt, or share insights.]_

·
**Share-Out/Debrief:** _[Students discuss findings, teacher provides clarification or feedback.]_

#### **V. Differentiation & Supports**

·
**ELLs:** [Sentence stems, visuals, bilingual resources]

·
**Students with Disabilities:** [Scaffolding, chunking, assistive technology]

·
**Advanced Learners:** [Extended writing tasks, deeper text analysis]

#### **VI. Assessment & Evaluation**

·
**Formative Assessments:** [Observations, discussions, exit tickets]

·
**Summative Assessments:** [Essay, project, quiz, presentation]

**## LessonPlan3-Vocabulary.docx**

**Lesson Plan 3-Vocabulary**

#### **_Please complete your responses in a color other than black._**

##### **Teacher:**

##### **Grade Level:**

##### **Date:**

##### **Lesson Title:**

##### **Duration:**

#### **I. Standards Addressed (NGLS/CCSS)**

·
**Reading:** [e.g., Use context clues to determine word meaning (NGLS 4.R.4)]

·
**Writing:** [e.g., Use domain-specific vocabulary in writing (NGLS 4.W.2)]

·
**Speaking & Listening:** [e.g., Engage in collaborative conversations using vocabulary (NGLS 4.SL.1)]

·
**Language:** [e.g., Determine the meaning of words using roots and affixes (NGLS 4.L.4)]

#### **II. Learning Objectives**

By the end of this lesson, students will be able to:

1.
**Define and use** vocabulary words in context.

2.
**Analyze word structure** (prefixes, suffixes, roots) to determine meaning.

3.
**Apply vocabulary** in writing and discussion.

4.
**Demonstrate understanding** through interactive activities.

#### **III. Materials & Resources**

·
**Vocabulary Word List**

·
**Anchor Charts/Graphic Organizers (Frayer Model, Word Maps, etc.)**

·
**Technology:** [Quizlet, Kahoot, Nearpod, Smartboard]

·
**Hands-on Materials:** [Index cards, whiteboards, manipulatives]

#### **IV. Lesson Procedure**

##### **1. Opening (Engagement – 10 min)**

·
**Hook Activity:**

· Show an image, meme, or GIF related to a vocabulary word.

· Play a quick word association game (e.g., “What do you think of when you hear
_resilient_?”).

· Read a short passage where students infer the meaning of bolded words.

##### **2. Explicit Instruction (Mini-Lesson – 15 min)**

·
**Introduce Vocabulary Words:**

· Write words on the board and discuss
**definitions, synonyms, and examples**.

·
**Break down word structure** (prefix, root, suffix).

· Provide
**real-world connections** (e.g., “Where have you heard this word before?”).

##### **3. Guided Practice (Interactive – 20 min)**

·
**Students engage in hands-on vocabulary activities:**

·
**Visual-Spatial:** Draw representations or create word webs.

·
**Kinesthetic:** Act out vocabulary words (charades).

·
**Interpersonal:** Discuss in small groups, using words in a conversation.

·
**Logical-Mathematical:** Sort words by meaning or function.

·
**Musical:** Create a vocabulary song or rhyme.

##### **4. Independent Practice (Application – 15 min)**

·
**Choice Board Activity:**

· Write a short story using at least
**5 words**.

· Create a
**comic strip** featuring the vocabulary.

· Write and share a
**sentence or paragraph** using a new word in context.

##### **5. Closing & Assessment (Reflection – 10 min)**

·
**Exit Ticket:**

· “Which word do you think you’ll use most in real life? Why?”

· “Write a sentence using one of today’s words in a new way.”

·
**Quick Assessment:**

· Vocabulary quiz, Kahoot, or
**peer-created quiz questions**.

· Word matching or fill-in-the-blank sentences.

#### **VI. Differentiation & Supports**

·
**ELLs:** Sentence stems, visuals, bilingual dictionaries.

·
**Students with Disabilities:** Chunked instruction, scaffolded notes.

·
**Advanced Learners:** Challenge words, extended writing tasks.

#### **VII. Reinforcement & Homework (Optional)**

·
**Daily Word Challenge:** Use words in class discussions.

·
**Vocabulary Journals:** Students track words used in real-life settings.

·
**Parent Connection:** Encourage students to use words at home.

#### **VIII. Teacher Reflection**

1.
**How will this lesson engage students in meaningful vocabulary learning?**

2.
**How will this lesson improve students’ reading comprehension, writing, and communication skills?**

**## Session2VideoResponse.docx**

After watching the videos, identify
**one key idea or insight** that stood out to you.

In your post (2–3 sentences), explain
**why this idea is significant** and
**how it connects to your coursework or professional practice**.

| |
| — |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |

**LessonPlan2-Differentiation1.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lessonplan2-differentiation1-docx)

**6TextbookLiteracy-Development-in-the-Early-Years_-Helping-Children-Read-and-Write-8th-Edition-B00XIH1QPU1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/6textbookliteracy-development-in-the-early-years-helping-children-read-and-write-8th-edition-b00xih1qpu1-pdf)

**collaborative-listening-viewing-guide1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/collaborative-listening-viewing-guide1-pdf)

**Lit2026.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lit2026-docx)

**PK-2NextGenerationELAStandardsataGlance.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/pk-2nextgenerationelastandardsataglance-pdf)

**NYSNextGenerationEnglishLanguageArtsLearningStandards.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nysnextgenerationenglishlanguageartslearningstandards-pdf)

**NYSELALearningStandards.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nyselalearningstandards-pdf)

**LessonPlan2-Differentiation.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lessonplan2-differentiation-docx)

**## Session3VideoResponse.docx**

After watching the videos, identify
**one key idea or insight** that stood out to you.

In your post (2–3 sentences), explain
**why this idea is significant** and
**how it connects to your coursework or professional practice**.

| |
| — |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |

**## Session1VideoResponse.docx**

After watching the videos, identify
**one key idea or insight** that stood out to you.

In your post (2–3 sentences), explain
**why this idea is significant** and
**how it connects to your coursework or professional practice**.

| |
| — |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |

**## ParticipantSlidesEnhancingLiteracyforALLStudentsSession2.pdf**

Assessment in Early
Literacy

Session 2/Chapter 2

Enhancing Literacy for ALL Students

©2019, NYSUT Education & Learning Trust, its affiliates and assigns
and licensors. All rights reserved. No claim to copyright is made for
original U.S. Government Works. 8/2019 #16495

1

Read Chapter 2

Enhancing Literacy for ALL Students

©2019, NYSUT Education & Learning Trust, its affiliates and assigns
and licensors. All rights reserved. No claim to copyright is made for
original U.S. Government Works. 8/2019 #16495

2

● Watch YouTube video “5 Keys to Comprehensive Assessment:

Video Response-Artifact 5
Thoughts, Questions, Epiphanies???

Video Review

3

[https://forms.gle/TrN94vwPHGRF1Wkj8](https://forms.gle/TrN94vwPHGRF1Wkj8)

[http://www.youtube.com/watch?v=HFimMJL3Wz0](http://www.youtube.com/watch?v=HFimMJL3Wz0)

Authentic Assessment-pages 32-38 (PDF

71)

4

Assessment-Artifact 6

Definition: a form of evaluation that focuses on
students’ ability to apply what they have learned in
real-world contexts.

Examples:
– Portfolios
– Project-based learning
– Research papers
– Presentations
– Simulations/role-play

In-depth Measures of Assessment-
pages 38-46 (PDF 78)

5

Assessment-Artifact 6

Definition: Detailed data that should inform the level of
material the teacher uses for instruction and the types of
instructional strategies used to deliver it. These assessments
typically involve multiple methods and instruments to gather
detailed information and provide a holistic understanding

Examples:

– Running records
– Informal reading
– Inventories (IRIs)
– Portfolio assessments

Standardized Tests

Use this prezi—

https://prezi.com/xw5khfa0bftg/pros-and-cons-of-standardized-testing/

6

[https://prezi.com/xw5khfa0bftg/pros-and-cons-of-standardized-testing/](https://prezi.com/xw5khfa0bftg/pros-and-cons-of-standardized-testing/)

[https://prezi.com/xw5khfa0bftg/pros-and-cons-of-standardized-testing/](https://prezi.com/xw5khfa0bftg/pros-and-cons-of-standardized-testing/)

7

Testing Miss Malarkey by Judy Finchler

[https://www.youtube.com/watch?app=desktop&v=hrV4eGaQe7E](https://www.youtube.com/watch?app=desktop&v=hrV4eGaQe7E)

[http://www.youtube.com/watch?v=hrV4eGaQe7E](http://www.youtube.com/watch?v=hrV4eGaQe7E)

Journal 2

Imagine that the parents in your class are not
pleased with the authentic measures for
assessment being used. They want to know if their
children are doing as well as others. Based on
standardized test scores, they want to know if their
child is above, below, or at grade level.

You are convinced that authentic assessment is
the right way to evaluate children.

What can you do to help parents understand and
accept the authentic assessment strategies?

8

**## LessonPlan1.docx**

**Lesson Plan 1**

**Please complete your responses in a color other than black.**

Theorist; and how the lesson reflects his/her beliefs

·

#### **ELA Lesson Plan Template**

##### **Teacher:**

##### **Grade Level:**

##### **Date:**

##### **Lesson Title:**

#### **I. Standards Addressed (NGLS)**

·
**Reading (Literature/Informational):** _[Include specific Next Generation Learning Standard(s) related to reading]_

·
**Writing:** _[Include specific writing standards aligned with the lesson]_

·
**Speaking & Listening:** _[Include discussion, presentation, or collaboration standards]_

·
**Language:** _[Include grammar, vocabulary, or conventions standards]_

#### **II. Learning Objectives**

By the end of the lesson, students will be able to:

1.
**[Objective 1]** (e.g., Analyze the theme of a text and provide textual evidence.)

2.
**[Objective 2]** (e.g., Identify and use figurative language in writing.)

3.
**[Objective 3]** (e.g., Participate in collaborative discussions using accountable talk.)

#### **III. Materials & Resources**

·
**Text(s):** [Title, Author, Page Numbers]

·
**Technology:** [Projector, Chromebooks, Google Docs, Nearpod, etc.]

·
**Other Resources:** [Graphic organizers, anchor charts, highlighters, etc.]

#### **IV. Lesson Procedure**

##### **1. Opening (10-15 minutes)**

·
**Engagement/Hook:** _[Short activity, question, quote, or video to activate prior knowledge and engage students.]_

·
**Explicit Teaching (Mini-Lesson):** _[Introduce skill, strategy, or concept using a mentor text, model thinking aloud, or use direct instruction.]_

##### **2. Guided Practice (15-20 minutes)**

·
**Whole-Class/Small Group Activity:** _[Students apply the skill in partners or small groups, with teacher support. Use graphic organizers, close reading strategies, or collaborative discussions.]_

##### **3. Independent Practice (15-20 minutes)**

·
**Application:** _[Students work individually to demonstrate understanding—writing responses, annotating text, completing comprehension questions, etc.]_

##### **4. Closing (10 minutes)**

·
**Exit Ticket/Reflection:** _[Students summarize learning, respond to a prompt, or share insights.]_

·
**Share-Out/Debrief:** _[Students discuss findings, teacher provides clarification or feedback.]_

#### **V. Differentiation & Supports**

·
**ELLs:** [Sentence stems, visuals, bilingual resources]

·
**Students with Disabilities:** [Scaffolding, chunking, assistive technology]

·
**Advanced Learners:** [Extended writing tasks, deeper text analysis]

#### **VI. Assessment & Evaluation**

·
**Formative Assessments:** [Observations, discussions, exit tickets]

·
**Summative Assessments:** [Essay, project, quiz, presentation]

**## LessonPlan3-Vocabulary.docx**

**Lesson Plan 3-Vocabulary**

#### **_Please complete your responses in a color other than black._**

##### **Teacher:**

##### **Grade Level:**

##### **Date:**

##### **Lesson Title:**

##### **Duration:**

#### **I. Standards Addressed (NGLS/CCSS)**

·
**Reading:** [e.g., Use context clues to determine word meaning (NGLS 4.R.4)]

·
**Writing:** [e.g., Use domain-specific vocabulary in writing (NGLS 4.W.2)]

·
**Speaking & Listening:** [e.g., Engage in collaborative conversations using vocabulary (NGLS 4.SL.1)]

·
**Language:** [e.g., Determine the meaning of words using roots and affixes (NGLS 4.L.4)]

#### **II. Learning Objectives**

By the end of this lesson, students will be able to:

1.
**Define and use** vocabulary words in context.

2.
**Analyze word structure** (prefixes, suffixes, roots) to determine meaning.

3.
**Apply vocabulary** in writing and discussion.

4.
**Demonstrate understanding** through interactive activities.

#### **III. Materials & Resources**

·
**Vocabulary Word List**

·
**Anchor Charts/Graphic Organizers (Frayer Model, Word Maps, etc.)**

·
**Technology:** [Quizlet, Kahoot, Nearpod, Smartboard]

·
**Hands-on Materials:** [Index cards, whiteboards, manipulatives]

#### **IV. Lesson Procedure**

##### **1. Opening (Engagement – 10 min)**

·
**Hook Activity:**

· Show an image, meme, or GIF related to a vocabulary word.

· Play a quick word association game (e.g., “What do you think of when you hear
_resilient_?”).

· Read a short passage where students infer the meaning of bolded words.

##### **2. Explicit Instruction (Mini-Lesson – 15 min)**

·
**Introduce Vocabulary Words:**

· Write words on the board and discuss
**definitions, synonyms, and examples**.

·
**Break down word structure** (prefix, root, suffix).

· Provide
**real-world connections** (e.g., “Where have you heard this word before?”).

##### **3. Guided Practice (Interactive – 20 min)**

·
**Students engage in hands-on vocabulary activities:**

·
**Visual-Spatial:** Draw representations or create word webs.

·
**Kinesthetic:** Act out vocabulary words (charades).

·
**Interpersonal:** Discuss in small groups, using words in a conversation.

·
**Logical-Mathematical:** Sort words by meaning or function.

·
**Musical:** Create a vocabulary song or rhyme.

##### **4. Independent Practice (Application – 15 min)**

·
**Choice Board Activity:**

· Write a short story using at least
**5 words**.

· Create a
**comic strip** featuring the vocabulary.

· Write and share a
**sentence or paragraph** using a new word in context.

##### **5. Closing & Assessment (Reflection – 10 min)**

·
**Exit Ticket:**

· “Which word do you think you’ll use most in real life? Why?”

· “Write a sentence using one of today’s words in a new way.”

·
**Quick Assessment:**

· Vocabulary quiz, Kahoot, or
**peer-created quiz questions**.

· Word matching or fill-in-the-blank sentences.

#### **VI. Differentiation & Supports**

·
**ELLs:** Sentence stems, visuals, bilingual dictionaries.

·
**Students with Disabilities:** Chunked instruction, scaffolded notes.

·
**Advanced Learners:** Challenge words, extended writing tasks.

#### **VII. Reinforcement & Homework (Optional)**

·
**Daily Word Challenge:** Use words in class discussions.

·
**Vocabulary Journals:** Students track words used in real-life settings.

·
**Parent Connection:** Encourage students to use words at home.

#### **VIII. Teacher Reflection**

1.
**How will this lesson engage students in meaningful vocabulary learning?**

2.
**How will this lesson improve students’ reading comprehension, writing, and communication skills?**

**## Session2VideoResponse.docx**

After watching the videos, identify
**one key idea or insight** that stood out to you.

In your post (2–3 sentences), explain
**why this idea is significant** and
**how it connects to your coursework or professional practice**.

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**LessonPlan2-Differentiation1.docx**

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**6TextbookLiteracy-Development-in-the-Early-Years_-Helping-Children-Read-and-Write-8th-Edition-B00XIH1QPU1.pdf**

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**collaborative-listening-viewing-guide1.pdf**

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**Lit2026.docx**

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**PK-2NextGenerationELAStandardsataGlance.pdf**

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**NYSNextGenerationEnglishLanguageArtsLearningStandards.pdf**

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**NYSELALearningStandards.pdf**

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**LessonPlan2-Differentiation.docx**

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