In this section of the course, we observe the ways
that Ursula (with Carrie's help) monitors children's
progress both formally and informally. We see
how assessment informs their instruction and
plays a critical role in how they help children
develop both phonological awareness and overall
language skills.
Many early childhood educators worry that when you monitor student progress, especially with formal assessments, you risk stigmatizing children who may not be progressing as quickly as their peers. In this section we look at ways to avoid stigmatizing children while gleaning important information about their phonological awareness. When the teacher conducts an assessment:
•Children's efforts are warmly encouraged.
•There is little focus on whether students are getting things right (although the teacher is recording the responses).
•The assessment looks and feels very similar to other assessments given as children progress in their development of phonological awareness.
Estimated Time Allotment
It will take approximately four hours to complete this section of the course. Unless otherwise specified, the entire section should be completed within one to two weeks, before beginning work on the next section of the course.
Professional Development Goals
The professional development goals for the course were listed in
What You Will Learn in the Introduction section. In this section, you
will focus on goal three:
3. Assess children both formally and informally, including:
a. devising strategies to help children who are struggling to hear the sounds in words;
b. challenging children who are learning quickly; and
c. adapting your instruction based on what you learn.
