Assessment Specific to ELLs
It's time to go back to basics & theory. Before I can adequately assess students, I have to do a better job of structuring my lessons to help ELLs adapt to the content and meet my expectations. I have provided partners for whole group instruction and turned to scaffolding as a way to build the confidence of every child in my classroom. Here are suggestions from Colorín Colorado (www.ColorinColorado.org) & my latest strategies for implementing them:
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Provide Scaffolding in the Classroom
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Implementation Strategies
1. a.Make objective/directions/explanations brief, clear b.Make directions two part: Preparatory (expresses requirement) & Execution (Call to Action) just as I learned during my NROTC stint. i.e.“Forward March” 2. a.Expectations & Classroom Procedures are posted. b.Student friendly directions are briefly stated in lesson plans & activities slide shows, on white board 3. a. Expectations for activities are modeled & practice b. Visuals, hand held models, graphic organizers are included in every lesson 4. Flexible grouping is based on student ability, roles assigned, purpose of engagement, lesson objectives 5. Timing is flexible, Help is offered as needed by student partners, student assistant or facilitating teacher |
Identifying issues related to standards-based formative and summative assessment for all ELLs.
I am including these forms, also from Colorín Colorado, in student portfolios that reflect their growth & development over the course of the marking period.
Sample assessment tools
I am including these forms, also from Colorín Colorado, in student portfolios that reflect their growth & development over the course of the marking period.
Sample assessment tools
- Teacher observation checklist (48K PDF)*
- Student self-assessment rating scale (52K PDF)*
- Analytic scoring rubric (44K PDF)*
- content area progress form
- Soon, the 5th - 8th grade science teachers will be planning the Deburgos Middle School Science Fair to showcase learning & serve as a tune-up for the Carver Science Fair. This video illustrates what we hope to emulate in terms of collaboration, participation, & assessment:
Use assessment data to differentiate and modify instruction for optimal student learning.
- Scaffolding assessments along with instructions in conjunction with flexible grouping allows students to demonstrate their content knowledge through exhibits or projects, drawings, and graphic organizers.
- Communicating what has been learned – thru the scientific method or the engineering design process – is the primary objective so giving some children more time to complete these tasks, or to give short responses is expected.
- Likewise understanding content – while not inseparable in certain dimensions – is ultimately more important than language proficiency. Differentiated scoring grades content knowledge separately from language proficiency. To score content knowledge, look at how well children understand key concepts, how accurate their responses are, and how well they demonstrate the processes they use to come up with responses.