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
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CP III.E1
Candidates plan instruction
and design assessments for reading and the study of literature to promote
learning for all students.
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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.
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CP III.E2
Candidates plan instruction
and design assessments for reading and the study of literature to promote
learning for all students.
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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.
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CP III.E3
Candidates plan instruction
and design assessments for reading and the study of literature to promote learning
for all students.
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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.
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CP III.E4
Candidates plan instruction
and design assessments for reading and the study of literature to promote
learning for all students.
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Candidates
design or knowledgeably select appropriate reading assessments that inform
instruction by providing data about student interests, reading proficiencies,
and reading processes.
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CP III.E5
Candidates plan instruction
and design assessments for reading and the study of literature to promote
learning for all students.
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Candidates
plan instruction that incorporates knowledge of language—structure, history,
and conventions—to facilitate students’ comprehension and interpretation of
print and non-print texts.
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CP III.E6
Candidates plan instruction
and design assessments for reading and the study of literature to promote
learning for all students.
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Candidates
plan instruction which, when appropriate, reflects curriculum integration and
incorporates interdisciplinary teaching methods and materials.
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CP IV.E1
Candidates plan instruction
and design assessments for composing texts (i.e., oral, written, and visual)
to promote learning for all students.
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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.
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CP IV.E2
Candidates plan instruction
and design assessments for composing texts (i.e., oral, written, and visual)
to promote learning for all students.
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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.
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CP IV.E3
Candidates plan instruction
and design assessments for composing texts (i.e., oral, written, and visual)
to promote learning for all students.
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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.
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CP IV.E4
Candidates plan instruction
and design assessments for composing texts (i.e., oral, written, and visual)
to promote learning for all students.
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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.
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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.
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Candidates
plan and implement instruction based on ELA curricular requirements and
standards, school and community contexts, and knowledge about students’
linguistic and cultural backgrounds.
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