Journal+V

Ben Stiles Education 452 Journal #5 1. The context of this assessment is focused on the lower-end students’ ability to understand words that look the same but have one extra letter for example, the difference between hop and hope. The students need to know that the letter “E” in the word hope makes the “O” say its’ name and that is what makes the difference between the words hop and hope. The structure of this assessment is that all the students at this learning level are positioned at the back table, and they go over a set of words with the teacher and then are quizzed on these words. 2. The children are set at the back table and are rigorously taught a certain set of words that follow the same criteria as hop and hope and then are quizzed on them like a spelling test. They are kept on the particular set of words until they spell all the words correctly as individuals. The results are great. The students work together and are able to accomplish and complete this assessment together as a group. Once they understand and pass the appointed words, then they are moved to another set of words that pertain to the group’s lesson criteria. This is carried out during a certain portion of the school day and is going on while the other students are sitting at their own desks during their school work. 3. This is an overall great way to assess the students on their understanding of words and how the “E” make the other vowel before the consonant say its name. The only bad side that I can see that will come from this is that if all the students have to wait for all of them to understand the words then it might slow down the students who understand the words before others. If there was a way that you could move on, not waiting for others, than it would be a great assessment. This assessment might slow down students and not allow them to get the attention from the teacher that they need, because she is focusing on the students who have yet to understand the first set of words.