Mandatory Documents for E-Portfolio Unit 1 - Early Years English Language

E-Portfolio- Unit-1 - DET
List of Mandatory documents for E-Portfolio UNIT 1
MY SPECIALISE AREA IS (EARLY YEARS ENGLISH LANGUAGE)
Scheme of work covering your specialised teaching area/ curriculum Covering Total of 30 hours
5 Lesson Plan or (more according to the demand of the course)
3 Different sets of Teaching materials and learning resources that you used for your teaching practice. Photos
of activities/resources.
2/3 Teaching practice observation Pro-Forma from your lesson observer (placement).
2 Individual Education Plan (ILP). (Select two students and fill in an ILP for each of them. They might have
different learning challenges.)
2- Diagnostic Assessment documents DONE by two individual learners.
2- Formative assessment documents DONE by two individual learners.
2-Final Summative Assessment documents DONE by two individual learners.
Teaching Log – showing 100 Teaching hours in Total
A copy of the curriculum (up to table of content) in your selected area of specialism.
A letter from your teaching practice placement, clearly stated number of hours you have completed and over
period of time with details of roles and responsibilities you carried out while in placement.
The Confirmation letter must be on the organisation’s letter Head with a Name and Signature and
stamped.
1 Reflective Account on your teaching practice. (Approximately 800 words)
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Task 2: Assessment: Diagnostic Assessment, Formative and Summative Assessment (should be stated here)
The Diagnostic Assessment
Most assessments reflect how pupils are carrying out their learning activities with their present educator. The diagnostic evaluation is slight different from
determining the learners' prior awareness ---it assesses what preceding teachers as well as schools have trained them.
Among the benefits, it highlights:
 The clarification of false impression of the pupils.
 It empowers the educator to shape their learners' strengths.
 It displays how considerable foundation the educator will need to prepare to acquaint with new perceptions or facts.
 At the completion of the course the educator may display the pupils their pre-tests and point out how far their understanding has developed.
 Producing Assessments (Berk, 2013).
Teachers can customarily do problem-solving actions in the teaching space:
 A pre-test based on learner's contemporary awareness.
 A classroom study.
 Writing prompts.
 An easy-going writing test
Activity
The students were asked to distinguish the words with proper spaces and punctuations and write in the form of sentences as the words
were written together in a jumbled fashion (taken for the early English language learners):
“sothenextdaythethreelittlepigslefthomethefirstpigmadeahomefromstrawthesecondpig
madeahomefromsticksbutthethirdpigwascleverhemadehishomefrombricksonedaythebig badwolfcametothestrawhouseheknockedonthedoor”
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They were required to form the following:
“so|the|next|day|the|three|little|pigs|left|home|the|first|pig|made|a|home|from|straw|the|second| pig|made|a|home|from|sticks|but|the|third|pig|was|clever|he|made|
his|home|from|bricks|one|day|
the|big|bad|wolf|came|to|the|straw|house|he|knocked|on|the|door”
Formative Assessment
Formal as well as informal assessments which are employed during a part or sequence of study to display student’s development so that instructors can modify
their instructional presentations to come across the requirements of their pupils
Application:
 Monitor learner’s advancement
 Adjust teaching methodology to get the most out of student’s accomplishment
 Provide operative and suitable feedback
 Reveal learners who have need of remediation
 Envisage performance on cumulative assessments (Farrell, 2012).
Activity:
The students were given a comprehension passage in sheets of paper adapted for the primary learners of English language to read and write the answers
following the questions.
In the next step, they were asked to interchange their response sheets among themselves
Subsequently, the teacher dictates the answers and the students check the answers of their classmates...in this way knowledge increases with the competitive
spirit.
The learners acquire self-confidence and the ability to assess themselves as well as their friends’ achievement. Moreover, it creates an interesting and self-
motivation environment through joyful and play way mode. They can learn the spellings with its meaning and significance in the sentences used. “Formative
assessment does not refer to be a sort of test, nor an apparatus, but reasonably a method to teaching as well as learning that practices feedback as a cornerstone
in an understanding classroom framework.” (McCabe, 2012). Delivering response and forwarding to pupils represents the paramount category of educators to
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serve the purpose of an informative tool for English language learners who improve their literacy expansion to come across the shared core of demands in
knowledge—by substantial instructors’ opportunities to support the students to access the theoretical content within the teaching space.
Figure: Reading comprehension sample
Summative Assessment
It happens at the conclusion of a unit, section, or else term as well as represents the most universally linked assessment with
ultimate projects, consistent tests, or levels.
Characteristically and profoundly weighted and classified, it evaluates what a learner has acknowledges and how far they
comprehend a specific course of material in studies.
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Examples of summative assessment include:
 Completion-of-unit otherwise chapter assessments
 Final assignments or portfolios
 Achievement examinations
 Consistent tests (Nilson, 2010).
A sample of questionnaire was given to the students in the class. The answers were discussed after the submission of
response sheets
Individual Learning Plan - 1
Student Name Date Year Group Teacher name
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