Artifact #8: Literacy Assessment

The final artifact that I have included is a student literacy assessment conducted as part of

an assignment in our Methods of Teaching the Arts, Language Arts and Social Studies of the

M.E.S.D program at Medaille College. Provided with an anonymous student writing sample, we

were tasked with examining, assessing and providing feedback and support for future learning.

This artifact demonstrates planning, student-centered learning, assessment and a creative

instructional approach to student literacy. The assessment focuses on the needs of a specific

student who is struggling with a curricular area and seeks to strengthen the students’ literacy

skills. The assessment draws from various theories, from Gardner’s multiple levels of

intelligence to maximize vocabulary, to Dewey’s notion of experimentalism where the student is

creatively engaged (Cruickshank, 2012). The practices of this assessment closely align with

various curriculum and professional standards which are listed below.

Connections to Standards

DOE/CAEP Standards

Claim 2: Medaille College graduates meet the needs of diverse learners through

effective pedagogy and best teaching practices.

Claim 3: Medaille College graduates are caring educators.

1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate

progression level(s) in the following categories: the learner and learning; content;

instructional practice; and professional responsibility.

INTASC Standards

Standard #6: Assessment

 The teacher understands and uses multiple methods of assessment to engage learners in

their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision

making.

6(a) The teacher balances the use of formative and summative assessment as appropriate to

support, verify, and document learning.

6(e) The teacher engages learners in multiple ways of demonstrating knowledge and skill as part

of the assessment process.

Standard #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning

goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and

pedagogy, as well as knowledge of learners and the community context.

7(h) The teacher understands how integrating cross-disciplinary skills in instruction engages

learners purposefully in applying content knowledge

7(f) The teacher evaluates plans in relation to short- and long-range goals and systematically

adjusts plans to meet each student’s learning needs and enhance learning.

Standard #8: Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage

learners to develop deep understanding of content areas and their connections, and to build skills

to apply knowledge in meaningful ways.

8(a) The teacher uses appropriate strategies and resources to adapt instruction to the

needs of individuals and groups of learners.

8(b) The teacher continuously monitors student learning, engages learners in assessing

their progress, and adjusts instruction in response to student learning needs.

New York Code of Ethics for Teachers

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic potential of

each student.

Educators promote growth in all students through the integration of intellectual, physical,

emotional, social and civic learning. They respect the inherent dignity and worth of each

individual. Educators help students to value their own identity, learn more about their cultural

heritage, and practice social and civic responsibilities. They help students to reflect on their own

learning and connect it to their life experience. They engage students in activities that encourage

diverse approaches and solutions to issues, while providing a range of ways for students to

demonstrate their abilities and learning. They foster the development of students who can

analyze, synthesize, evaluate and communicate information effectively.

Principle 2: Educators create, support, and maintain challenging learning environments for all.

Educators apply their professional knowledge to promote student learning. They know the

curriculum and utilize a range of strategies and assessments to address differences. Educators

develop and implement programs based upon a strong understanding of human development and

learning theory. They support a challenging learning environment. They advocate for necessary

resources to teach to higher levels of learning. They establish and maintain clear standards of

behavior and civility. Educators are role models, displaying the habits of mind and work

necessary to develop and apply knowledge while simultaneously displaying a curiosity and

enthusiasm for learning. They invite students to become active, inquisitive, and discerning

individuals who reflect upon and monitor their own learning.

Ontario Teacher Ethical Standards

Integrity

Honesty, reliability and moral action are embodied in the ethical standard of Integrity.

Continual reflection assists members in exercising integrity in their professional commitments

and responsibilities.

Council for Exceptional Children

Special Education Professional Ethical Principles

1. Maintaining challenging expectations for individuals with exceptionalities to develop the

highest possible learning outcomes and quality of life potential in ways that respect their

dignity, culture, language, and background.

2. Maintaining a high level of professional competence and integrity and exercising

professional judgement to benefit individuals with exceptionalities and their families.

P-12 Common Core Standards Connections – Engage NY

3rd Grade Writing Standards

3W3: Write narratives to develop real or imagined experiences or events using effective

techniques, descriptive details, and clear event sequences

3W3b: Use descriptions of actions, thoughts, and feelings to develop experiences and

events or show the response of characters to situations.

Ontario Ministry of Education Elementary Standards

Writing

1.1 Identify the topic, purpose, audience, and form for writing (e.g., an original fable, modelled

on the structures and conventions of fables read, to entertain the class; a scientific explanation

demonstrating how some common levers make work easier, for a peer group; a labelled map
with a legend identifying the key components of an early settlement in Upper Canada, to

accompany a small-group project)

 Assessing Student Literacy Learning

Isabella Scarcella

Medaille College

EDU 503: Methods of Teaching the Arts, Language Arts and Social Studies

Professor Syndi Buscaglia

Sunday, February 24th, 2019

 Assessing Student Literacy Learning Format
Name: Isabella Scarcella Date: February 24th, 2019
Student Name: Christina Pompeo Grade 2 Work Sample Being Assessed: 2

Assessment Tool: Opinion Writing Rubric

Standards: NYS 3W3: Write narratives to develop real or imagined experiences or events using
effective techniques, descriptive details, and clear sequences.

Ontario Curriculum W 3.1.1: Identify the topic, purpose, audience, and form of writing.

Summary of Student Performance:

Skills demonstrated: The student can introduce the main idea, characters and location of the story.

Skills not yet demonstrated: Student has not yet demonstrated efficient grammar; there are frequent
errors in capitalization, spelling and punctuation which impair comprehension. There is little evidence
of author’s voice. The student has not demonstrated proper use of conjunctions or sentence fluency.
4. a. How will you support future learning?
#1: For future learning:
 The student will be reading for meaning. The student will choose to read what interests him and have 15 minutes 3
x a week of reading for meaning in the classroom.
 Teacher will assist the student reinforce spelling by sounding out words and identify ending blend with a
worksheet ([Link]
Cards-1898131)
 The student will be assisted by completing a sentence structure worksheet
([Link]
 Student will be provided with homophone worksheet to help with spelling
([Link]
1898131)

#2: For future learning (cont’d):

 The student will practice punctuation by using punctuation strips
 The student will practice spelling by performing short spelling-bees once a week

b. Student feedback
Christina, I think you did a great job identifying your main idea, introducing characters and
establishing the location. I believe there’s some room for improvement. However, I would like for us to
work together on your grammar and sentence structure. I can see that you have many ideas you want to
transcribe and remember that reading out loud helps with punctuation. I have many activities in mind
that will make writing that much more exciting for you!
c. Reference the research/ theory that support your instructional steps.

The theory that supports my instructional steps is zone of proximal development and scaffolding.
5. How will you determine student’s learning/ monitor progress:
  After the student has completed the 15 minutes of reading for meaning, the student will write 3 sentences on what
she read in a journal, which will be handed to the teacher at end of each day.
 The student will use a scrabble word game to make words, following the teacher’s guidance.
 The student will write another narrative piece

WRITING SAMPLE #2 – GRADE 2

I was with my sister and her friend Molly oso my mom to but it

was a grat time to be a grat famle at home. I wat to be a friend

wath. Molly. But I am a fad that she will say no I wat that to hapin

thay in the hase thow I’am a hopp ‘you ok she said to me. I’am a

friend to her. It is a happing her.

(transcription: I was with my sister and her friend Molly also my mom
too but it was a great time to be a great family at home. I want to
be a friend with Molly. But I am afraid she will say no. I want that to
happen. They’re in the house though. I’m happy. “You OK?” she said
to me. I am a friend to her. It is a happening to her.)
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