KOM3 Task 5 Analyzing Alignment Between Curriculum, Instr, Thesis of Accounting

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KOM3 Task 5 Analyzing Alignment Between Curriculum, Instruction, and Assessment Western Governors University

Video Selection: Building Vocabulary and Decoding Skills Through Hands-On Activities: The video selected for Task 5 is the one featuring Najah and her classmates engaging in a lesson about cleaning and homes. Academic Content Standard: Source : Common Core State Standards (CCSS) Grade Level : Kindergarten Standard Text : CCSS.ELA-LITERACY.RL.K.1: With prompting and support, ask and answer questions about key details in a text. Instructional Strategy: The instructional strategy present in the lesson is scaffolded instruction. Use of Instructional Strategy in the Video : Scaffolded instruction was used throughout the video to support the students' learning process. The teacher provided hints, clues, and guidance to help the students identify objects, categorize them, and engage in language development activities. For example, when the students struggled to name objects on the sorting cards, the teacher provided verbal and visual hints to assist them. Additionally, the teacher guided the students through the sorting activity, helping them justify their choices and facilitating their understanding of concepts related to cleaning and homes. Summative Assessment :  Type of Assessment : Rubric  Measurable Criterion : Students will correctly categorize cleaning items into "items for home" and "items for body" on a T-chart, with at least 80% accuracy. Alignment with Standard: This summative assessment aligns with CCSS.ELA-LITERACY.RL.K.1 assesses the student's ability to ask and answer questions about key details in a text. In this case, the text refers to the images of cleaning items presented during the lesson. By categorizing these items, students demonstrate their understanding of key details related to the topic. Alignment with Instructional Strategy : The summative assessment aligns with scaffolded instruction as it measures students' ability to apply the concepts and skills they learned with support during the lesson independently. Throughout the lesson, the teacher scaffolded the students' learning by providing guidance and assistance. The rubric for the summative assessment reflects the gradual release of responsibility inherent in scaffolded instruction, as it expects students to demonstrate their understanding independently.

References (2019). Building Vocabulary and Decoding Skills Through Hands-On Activities [Review of Building Vocabulary and Decoding Skills Through Hands-On Activities]. In Atlas. https://atlas.nbpts.org/cases/2288/