First, the assessment directly aligns with two components of the Missouri Early Learning literacy standards, which are the following:
MELS.LIT-2.1- Uses language to communicate
MELS.LIT-3.1- Listens for different purposes
The first content component of the literacy standards is centered on expressive language. The assessment examined the students’ facility in using their native language to communicate. Furthermore, the second content component of the literacy standards is focused on listening and receptive language. The assessment examined the students’ ability to listen for different purposes.
In addition to the assessment, the learning goals of the students also align with the above standards. All 4 of the students have the learning goals …show more content…
For the theme of ‘pets,’ the sequence of animals begins at ‘dog’ and ‘cat,’ then progresses to ‘fish.’ Past language samples that detail the students’ expressive vocabulary showed that the students had acquired the first three target vocabulary words both receptively and expressively for the ‘pets’ theme. The next vocabulary word in the sequence of pets is ‘bird,’ and this word was confirmed as an appropriate target as the students were unable to perform either a receptive task of pointing at a bird whenever told by the teacher or expressively labeling a bird when asked a simple …show more content…
The scoring guide has three levels: prompted, imitated, and no response. The first level of the scoring guide is prompted, and this requires the least amount of support from the teacher. A student’s response would be considered prompted if the teacher pointed to a picture or posed a simple question to the student like, “What’s that?” The second level of the scoring guide is imitated, which signals that the student required a model from the teacher to copy. A student’s response would be considered imitated if the the teacher would first verbally say the word, “Bird” and the student would copy the teacher and say, “Bird.” Finally, the third level of the scoring guide is no response, and indicates that the student was unsuccessful despite the support from the teacher’s prompt or model. A student’s response would be considered no response if the student stared at the teacher. It is important to note that with each new exchange, I would always first give the students several different prompts and then provide a model if the student needed more
MELS.LIT-2.1- Uses language to communicate
MELS.LIT-3.1- Listens for different purposes
The first content component of the literacy standards is centered on expressive language. The assessment examined the students’ facility in using their native language to communicate. Furthermore, the second content component of the literacy standards is focused on listening and receptive language. The assessment examined the students’ ability to listen for different purposes.
In addition to the assessment, the learning goals of the students also align with the above standards. All 4 of the students have the learning goals …show more content…
For the theme of ‘pets,’ the sequence of animals begins at ‘dog’ and ‘cat,’ then progresses to ‘fish.’ Past language samples that detail the students’ expressive vocabulary showed that the students had acquired the first three target vocabulary words both receptively and expressively for the ‘pets’ theme. The next vocabulary word in the sequence of pets is ‘bird,’ and this word was confirmed as an appropriate target as the students were unable to perform either a receptive task of pointing at a bird whenever told by the teacher or expressively labeling a bird when asked a simple …show more content…
The scoring guide has three levels: prompted, imitated, and no response. The first level of the scoring guide is prompted, and this requires the least amount of support from the teacher. A student’s response would be considered prompted if the teacher pointed to a picture or posed a simple question to the student like, “What’s that?” The second level of the scoring guide is imitated, which signals that the student required a model from the teacher to copy. A student’s response would be considered imitated if the the teacher would first verbally say the word, “Bird” and the student would copy the teacher and say, “Bird.” Finally, the third level of the scoring guide is no response, and indicates that the student was unsuccessful despite the support from the teacher’s prompt or model. A student’s response would be considered no response if the student stared at the teacher. It is important to note that with each new exchange, I would always first give the students several different prompts and then provide a model if the student needed more