PART TWO: Assessment & Instruction

Question 1

process of instruction

Answer 1

1. aligning curriculum with grade-level standards and students’ assessed levels (curriculum calibration)
2. using grade-level formative (in-process) and summative (final) assessments to improve student achievement
3. applying effective instructional strategies to ensure student mastery of standards taught

Question 2

best practice: backwards planning

Answer 2

teacher picks 2 ELD standards to address, uses these to create 3 objectives. Students work in intermediate (create a list) and advanced (create a matrix chart) groups, then quiz other groups at the same level using the materials they created. Formative assessment is teacher circulating to help groups, summative is a quiz

p. 96-97

Question 3

three need-based groups

Answer 3

1. benchmark, may be experiencing minor difficulties
2. strategic, test results show slightly below the mean
3. intensive, extremely and chronically low performance in one or more measures

Question 4

reclassification process (California)

Answer 4

1. CELDT score
2. teacher evaluation based on report cards or another measure used by district
3. consultation w/parent or guardian
4. performance in basic kilss as measured by California English Language Arts Standards Test (CELAST?)
   p. 98

Question 5

issues of fairness in testing ELLs

Answer 5

Test anxiety, time limits, problematic test content, validity, reliability, practicality

p. 99

Question 6

best practices: in testing

Answer 6

Does the assessment match what has been taught?
Do conditions for assessment resemble those of instruction?
Does assessment build on experience of students? Is it relevant to their lives, and can it be matched to developmental level?
Is the atmosphere positive, avoiding distractions?

p. 100

Question 7

formative assessment

Answer 7

takes place during instruction. Ranges from informal verbal feedback to preliminary scoring. May also include self-assessment and peer assessment.

p. 101

Question 8

summative assessment

Answer 8

occurs at the end point and provides basis for a final letter grade

p. 101

Question 9

best practice: performance assessment

Answer 9

• contains materials similar to that found in real books, rather than reproduced paragraphs written with a controlled vocabulary
• administered by a concerned adult who is usually present to help
• be observational and interactional, valid and reliable, and available for comparison and reporting purposes
• offer a picture of students reading strengths and weaknesses
• be motivating and fun so students by taking it would be encouraged to read more
  p. 101

Question 10

best practice: anecdotal observations

Answer 10

teacher keeps sticky notes in pocket, jots notes while circulating in classroom, saves notes in folder, shares sheet of photocopied notes at conferences

p. 104

Question 11

best practice: developing a scoring rubric

Answer 11

1. identify desired results - what students should know and be able to do at end of lesson
2. what is considered to be acceptable evidence - what performance task will the student do
3. what are the criteria for judging - point values connected to each aspect of the work
4. if time permits, show examples to help students visualize grading criteria
5. students can check their work against the criteria in a formative way before final grading, which enables “transparent” assessment which keeps students informed of their progress
   p. 104

Question 12

best practice: grading and assessment plan

Answer 12

• ensure school or school district has a fair policy for grading ELs that everyone follows
• grade a combo of process and product for all students
• early in class, explain to students what and how you grade, and show examples
• use rubrics
• involve students in developing criteria for evaluating assignments
• use a variety of products to assess
• adapt tests and test administration (i.e. allow more time, read the test aloud)
• teach test-taking skills and strategies
• grade beginning ELs as at/above/below expectations until end of year, then assign a letter grade for the year
• put a note on report card to identify student as an EL and write comments to clarify how student was graded
  p. 106

Question 13

scaffolding assessments

Answer 13

building a temp structure to support instruction that is remove once learning takes place

e. g. test questions with key terms underlined, divided into subsections, or with direct references to prior knowledge
p. 109

Question 14

adapting listening tasks

Answer 14

before, during, and after listening - list on p. 112

Question 15

adapting reading tasks

Answer 15

before, during, and after reading - list on p. 113

Question 16

adapting writing tasks

Answer 16

Writing is used for 2 main purposes: to capture and demonstrate content knowledge and to express creativity. In general, teachers of students with special needs in inclusive settings change response mode to oral when appropriate.

p. 113

Question 17

developmental bilingual programs

Answer 17

designed for ESL students, goals are maintenance and full development of primary language, full proficiency in English, grade-appropriate achievement in all academic domains, integration into EO classrooms, positive identification with culture of both language groups

p. 126

Question 18

additive bilingualism

Answer 18

academic & language instruction in 2 languages so students can become proficient in both

p. 131

Question 19

newcomer (front-loaded) English

Answer 19

foster rapid English learning during period of early acculturation - more common at secondary level. Only ELD is offered on intensive basis, limited access to core curriculum

p. 136, p. 137

Question 20

bridging

Answer 20

linking concepts and skills to student experiences or eliciting/using examples from student’s lives

p. 143

Question 21

schema building

Answer 21

using scaffolding strategies to link new learning to old

p. 143

Question 22

contextualization

Answer 22

strategies that augment speech and/or text through pictures, realia, dramatizations, etc.

p. 143

Question 23

cycle of instruction

Answer 23

Observe students to set objectives
Plan lesson
Deliver content
Conduct a summative assessment
Reflect

p. 151

Question 24

lesson objectives

Answer 24

content objective: knowledge or skill in a subject area

language-development objective: knowledge or skill in some facet of English

learning-strategy objective: knowledge, skill, or learning strategy that teaches student how to acquire or process info

p. 153

Question 25

CALLA

Answer 25

cognitive academic language learning approach

Developed by Chamot for English learners at early intermediate to advanced levels. Contains content, language-development, and learning-strategy objectives.

p. 158-9

Question 26

metacognitive learning strategies

Answer 26

helps students plan, monitor, and evaluate their learning processes

p. 159

Question 27

cognitive learning strategies

Answer 27

include using reference materials resourcefully, taking effective notes, summarizing material adequately, applying rules of inference, etc.

p. 160

Question 28

social-affective learning strategies

Answer 28

elicit needed clarification, work cooperatively with peers in problem solving, use mental techniques to reduce anxiety and increase sense of personal competency

p. 160

Question 29

guidelines for cooperative learning

Answer 29

positive interdependence
face-to-face interactions
individual accountability
social skills training
group processing (reflection)

p. 162

Question 30

components of CALP

Answer 30

communication
conceptualization (concepts become abstract and fit into larger theories, i.e. rain becomes precipitation cycle)
critical thinking
context
culture

p. 173

Question 31

types of graphic organizers

Answer 31

representative/explanatory (includes sequential, Venn, t-chart)

generative (includes mind map, KWL)

evaluative (includes grade scale, rubric)

p. 178

Question 32

cognitive apprentice model

Answer 32

Teachers model how to enjoy reading - why they like certain genres, why a certain turn of phrase is delightful, why a plot is compelling, etc. Students become apprentices to the teachers’ thinking about literature.

p. 198

Question 33

oracy

Answer 33

learning to speak and listen

p. 211

Question 34

restrictive correcting

Answer 34

focus on only a few types of errors at one time

p. 266