Developing activities based on assessment data is integral to meeting students’ learning needs. Small group instruction is a great way to practice the skill of using assessment data to drive instruction. In collaboration with your mentor, identify a small group (3-5 students) to work with for this clinical field experience. Allocate at least 4 hours in the field to support this field experience. Part 1: Standards-Based Literacy Assessment In collaboration with your mentor teacher, chose a grade-appropriate literacy standard for reading comprehension and vocabulary to develop a pre-assessment for and, later, a lesson. Keeping in mind the group of students and book you selected in Topic 3, complete the following: Write a learning objective that is developmentally appropriate for the group of students and aligns to the state standard. Design an informal pre-assessment activity that will allow you to assess and document the students’ reading skills. Obtain feedback from your mentor on the pre-assessment. Use any remaining field experience hours to assist the teacher in providing instruction and support to the class based on the needs of the pre-assessment. Part 2: Reflection In 250-500 words, summarize the objective and pre-assessment you developed and reflect upon your mentor’s feedback. Identify a strength of your assessment and an opportunity for growth. How might you change this assessment to better assess the students’ reading skills ? How will your findings inform your future professional practice? Submit your learning objective and pre-assessment with your reflection.

Interview a fellow classmate, family member, or friend. Start with a concern that the "client" has discussed. You will work with the "client" to define the problem and develop one to two MAPS goals related to that problem. Analyze the MAPS goals that the client agreed on. Are they measurable, attainable, positive, and specific? Document your goals in the sample goal form. APA StylePlease used the form