Planning and Assessment Portfolio

Planning and Assessment Portfolio

Candidates must prepare all aspects of daily planning throughout the senior block; these plans, materials, and assessments must be available before each lesson. Any materials that cannot be shared electronically may be maintained in hard-copy format in a notebook and arranged at the discretion of the candidate and submitted at the end of senior block.

Your plans should fulfill the following requirements:

• The instructional plan provides connections to the discipline; addresses curriculum standards; includes concepts that students have difficulty grasping; and has potential for engaging students. Be sure to designate both SC state Standards and NCTE Standards addressed in each lesson.

• The instructional plan identifies some objectives – (behavioral and specific to performance) that document the task that students are expected to perform in order to demonstrate understanding. You may state your objectives as statements of questions, and you should address cognitive, affective, and psycho-motor objectives as appropriate.

• The instructional plan includes some of the facts, concepts, and strategies that the students need to perform effectively and achieve the desired results; some activities that will equip students with the needed knowledge and strategies; implicit statements about the methodology and technology to teach and/or model what needs to be taught; and the materials and resources needed to accomplish these goals.

• The instructional plan includes some assessments needed to document that the students have attained the desired understandings and therefore validate that the essential learning has been achieved.  The final performance task or project is likely to provide some evidence that the students are able to use their knowledge in context. You should coordinate your assessments with the objectives and standards identified in your plans. You should also identify ways in which your assessments (formative and summative) help inform your future plans. As well, you should demonstrate a variety of assessment formats throughout your placement.

• You are required to address the NCTE 2012 standards listed below in your plans throughout your placement. Please be sure to prepare lessons that require students to consider their own cultures and other cultures; to read and respond to literature from women and people of color; to connect their experiences in ELA coursework with the world outside of school; to experience interdisciplinary lessons; to gain respect for, and support of, individual differences of ethnicity, race, language, culture, gender, and ability; to explore oral, written, and visual literacy; to learn while engaged with appropriate technologies; and to have personal responses to texts.

NCTE 2012 Standards

CP III.E1 Candidates plan instruction and design assessments for reading and the study of literature to promote learning for all students.	Candidates use their knowledge of theory, research, and practice in English Language Arts to plan standards- based, coherent and relevant learning experiences utilizing a range of different texts—across genres, periods, forms, authors, cultures, and various forms of media—and instructional strategies that are motivating and accessible to all students, including English language learners, students with special needs, students from diverse language and learning backgrounds, those designated as high achieving, and those at risk of failure.
CP III.E2 Candidates plan instruction and design assessments for reading and the study of literature to promote learning for all students.	Candidates design a range of authentic assessments (e.g., formal and informal, formative and summative) of reading and literature that demonstrate an understanding of how learners develop and that address interpretive, critical, and evaluative abilities in reading, writing, speaking, listening, viewing, and presenting.
CP III.E3 Candidates plan instruction and design assessments for reading and the study of literature to promote learning for all students.	Candidates plan standards-based, coherent and relevant learning experiences in reading that reflect knowledge of current theory and research about the teaching and learning of reading and that utilize individual and collaborative approaches and a variety of reading strategies.
CP III.E4 Candidates plan instruction and design assessments for reading and the study of literature to promote learning for all students.	Candidates design or knowledgeably select appropriate reading assessments that inform instruction by providing data about student interests, reading proficiencies, and reading processes.
CP III.E5 Candidates plan instruction and design assessments for reading and the study of literature to promote learning for all students.	Candidates plan instruction that incorporates knowledge of language—structure, history, and conventions—to facilitate students’ comprehension and interpretation of print and non-print texts.
CP III.E6 Candidates plan instruction and design assessments for reading and the study of literature to promote learning for all students.	Candidates plan instruction which, when appropriate, reflects curriculum integration and incorporates interdisciplinary teaching methods and materials.
CP IV.E1 Candidates plan instruction and design assessments for composing texts (i.e., oral, written, and visual) to promote learning for all students.	Candidates use their knowledge of theory, research, and practice in English Language Arts to plan standards- based, coherent and relevant composing experiences that utilize individual and collaborative approaches and contemporary technologies and reflect an understanding of writing processes and strategies in different genres for a variety of purposes and audiences.
CP IV.E2 Candidates plan instruction and design assessments for composing texts (i.e., oral, written, and visual) to promote learning for all students.	Candidates design a range of assessments for students that promote their development as writers, are appropriate to the writing task, and are consistent with current research and theory. Candidates are able to respond to student writing in process and to finished texts in ways that engage students’ ideas and encourage their growth as writers over time.
CP IV.E3 Candidates plan instruction and design assessments for composing texts (i.e., oral, written, and visual) to promote learning for all students.	Candidates design instruction related to the strategic use of language conventions (grammar, usage, and mechanics) in the context of students’ writing for different audiences, purposes, and modalities.
CP IV.E4 Candidates plan instruction and design assessments for composing texts (i.e., oral, written, and visual) to promote learning for all students.	Candidates design instruction that incorporates students’ home and community languages to enable skillful control over their rhetorical choices and language practices for a variety of audiences and purposes.
LL V.E1 Candidates plan, implement, assess, and reflect on research-based instruction that increases motivation and active student engagement, builds sustained learning of English language arts, and responds to diverse students’ context-based needs.	Candidates plan and implement instruction based on ELA curricular requirements and standards, school and community contexts, and knowledge about students’ linguistic and cultural backgrounds.

* Your unit/lesson planning should be guided by the parameters for an instructional unit as explained in Smagorinsky, P. (2008). Teaching English by design. Portsmouth, NH: Heinemann. Examples available on-line: http://www.coe.uga.edu/~smago/VirtualLibrary/index.html