Spelling Journals

| 0 Comments | 0 TrackBacks

B2: The teacher assesses student learning in multiple ways in order to monitor student learning, assist students in understanding their progress, and report student progress.

Justification: In my classroom, students use spelling journals as a place to record their spelling previews and any spelling homework. Throughout each week, I check in with each journal to monitor the students' work and provide feedback. In the beginning of the year, students would often submit lack luster paragraphs, missing several parts of the directions given orally. This trend indicated to me that students needed a direction slip to refer to, providing students with assistance in understanding their task. Using spelling journals, enables me to provide students with immediate feedback on their work, as well as monitor student learning. In my evidence below, the two images of a student's spelling journal represents what I do in each journal; I provide feedback of whether the student completed the task, ask questions concerning their writing, and check their homework for an understanding of the concepts practiced. Below, this student displayed a misunderstanding of adding the suffix "-able" to "adore" to form the word "adorable." Because of this, I made sure to take note of his error and watch for similar patterns among other students.

Thumbnail image for spelling1.jpg


No TrackBacks

TrackBack URL: https://blogs.psu.edu/mt4/mt-tb.cgi/154081

Leave a comment

Search This Blog

Full Text  Tag

Recent Entries

Multi-Day Lesson Plan
A5: The teacher designs coherent short range and long range opportunities for student learning and assessment. Justification: Preparing multi-day lesson…
Using District Factors in Planning
A3: The teacher uses relevant community, district, school, and classroom factors and characteristics in planning. Justification: In the State College…
Unit Assessment Preparation
A6: The teacher selects, adapt, and/or creates appropriate instructional resources and materials, including instructional technologies. Justification: As the end of…

Program Outcomes

TEPF Portfolio
The Portfolio uses evidence to showcase the overall capabilities and development of the teacher.
Domain A: Planning And Preparing For Student Learning
The Penn State teacher plans instruction and assessments based upon robust knowledge of subject matter, students and their learning and development, curriculum goals and standards, and the community.
Domain B: Teaching
The Penn State teacher actively encourages students' development and learning by creating a positive classroom learning environment, appropriately using a variety of instructional and assessment strategies and resources, including instructional technologies.
Domain C: Analyzing Student Learning & Inquiring into Teaching
The Penn State teacher continually and systematically inquires into the quality of their teaching and the conditions of schooling in order to enhance student learning and development.
Domain D: Fulfilling Professional Responsibilities
The Penn State teacher exhibits the highest standards of professionalism in all that he/she does.