Select a range of verbs. Divide the class into teams. Give the same verb and tense clue word to each team. The idea is for each team to make the longest and hopefully perfectly contructed sentence.
Giving descriptions or instructions using visual or written prompts Oral reporting to the whole class Telling a story by using a sequence of three or more pictures Completing dialogue or conversation through written prompts Debating, either one-on-one or taking turns in small groups Brainstorming Completing incomplete stories Playing games When using performance-based assessments with beginner and intermediate English proficiency level ELLs, it is best to assess no more than three items at a time.
For example, in one role play activity, you might assess ELLs' abilities to: Respond to "what" and "where" questions Ask for or respond to clarification Read addresses or telephone numbers Portfolio assessments Portfolios are practical ways of assessing student work throughout the entire year.
With this method, you can systematically collect descriptive records of a variety of student work over time that reflects growth toward the achievement of specific curricular objectives.
Portfolios include information, sample work, and evaluations that serve as indicators for student performance. By documenting student performance over time, portfolios are a better way to crosscheck student progress than just one measure alone. Samples of written student work, such as stories, completed forms, exercise sheets, and descriptions Drawings representing student content knowledge and proficiencies Tapes of oral work, such as role-playing, presentations, or an oral account of a trip Teacher descriptions of student accomplishments, such as performance on oral tasks Formal test data, checklists, and rating sheets Checklists or summary sheets of tasks and performances in the student's portfolio can help you make instructional decisions and report consistently and reliably.
Checklists can also help you collect the same kind of data for each student. In this way you can assess both the progress of one student and of the class as a whole. This sample math development checklist is an example of how you can organize your data collection for each ELL.
In addition, here are a few ways that your ELLs can have an active role in the portfolio process: Students can select samples of their work and reflect on their own growth over time. You can meet with ELLs to develop their goals and standards, such as with this sample writing criteria chart.
Together with students, you can set tangible, realistic improvement goals for future projects. Students — as a class, in groups, or individually — can create their own rubrics.
Assessing content knowledge ELLs need to learn grade level academic content even though they are still in the process of learning English. Even if ELLs are at the beginning or intermediate stages of English language development, you can still use their thinking ability and challenge them with content knowledge activities.
ELLs need your help to exercise their critical thinking skills — such as knowledge, comprehension, application, analysis, synthesis, and evaluation — in order to succeed in school during all stages of English language development.
• ELL/ESL • Meal Status universal screening and frequent monitoring of at-risk students and for writing IEP goals and monitoring progress in AIMSweb CBM assessment probes are curriculum independent and meet professional standards for reliability and validity. Student writing samples may be scored according to the (1) number of words written, (2) number of letters written, (3) number of words correctly spelled, or (4) . The assessment is therefor, imitative writing: forming letters, words, and simple sentences. First, students need to learn to produce the letters and then build from there. They start with tasks in hand - writing letters, words, and punctuation, then spelling tasks and detecting phoneme-grapheme correspondences.
It is possible to assess ELLs' understanding of math, science, social studies, and other content areas somewhat independently of their level of English proficiency. The following assessment techniques can help you adapt assessments to reduce English language difficulties while you assess ELLs' actual content knowledge.
These techniques can be used separately or simultaneously as needed. Scaffolding assessments allow ELLs to demonstrate their content knowledge through exhibits or projects, drawings, and graphic organizers. Consider giving ELLs extra time to complete these tasks, or to give short responses.
Differentiated scoring scores content knowledge separately from language proficiency. To score content knowledge, look at how well ELLs understand key concepts, how accurate their responses are, and how well they demonstrate the processes they use to come up with responses.
You can use a content area progress form with the above techniques to rate your ELLs' overall content achievement in class. You will need separate forms for math, science, and social studies performance.
It is important to note that if students are being instructed in content in one language e. Read about assessing fluency. They don't speak English. Starter Kit for Primary Teachers.
Assessing bilingual children, KStudent writing samples may be scored according to the (1) number of words written, (2) number of letters written, (3) number of words correctly spelled, or (4) .
Directions for CBM Spanish Written Expression Administration of 3 minute writing probes CBM writing probes can be conducted for individuals, small groups or large groups.
1. Distribute a sheet of lined paper to students being assessed. Ask students to put their names on the back of the sheet. 2. Say: "Yo quiero que escriban un cuento. The assessment is therefor, imitative writing: forming letters, words, and simple sentences. First, students need to learn to produce the letters and then build from there.
They start with tasks in hand - writing letters, words, and punctuation, then spelling tasks and detecting phoneme-grapheme correspondences. Standards Aligned System. The Standards Aligned System (SAS), developed by the Pennsylvania Department of Education, is a comprehensive, researched .
• ELL/ESL • Meal Status universal screening and frequent monitoring of at-risk students and for writing IEP goals and monitoring progress in Training services are provided on a selection of the AIMSweb assessments, software implementation, data interpretation . AIMSweb to be compatible with the Common Core Standards.
•AIMSweb includes CBM assessment of these essential reading and math skills– along with web-based data management and reporting–in one single system perfectly suited for program evaluation AIMSweb & Common Core Working TogetherWorking Together Fall