Grades for E nglish L anguage L earners

1. Grades for English Language Learners ESL Instructional Coaches Autumn Hebert Miriam E. Melián Karon Henderson Michele Perez

2. ICE BREAKER ACTIVITY Take 3 post-its On each post it, write or draw about an important part or event in your life (family, vacation trip) Find someone you do not know yet and introduce yourself Share your post-its Decide on something that you both have in common

3. Think About Your Grade Book What are your grading concerns for ELL? Assessment styles Major and Minor grades Grading format

4. Grading Activity • Read student product to yourself • Consider the student and grade product • Agree on a grade as a group

5. Fair is Not Always Equalby Rick Wormeli • Effective assessment can only occur against commonly accepted and clearly understood criteria consisting of frequent and extended communication among like-subject teachers. • Teachers have to be knowledgeable in their subject are in order to assess students properly. • Grades are more often than not subjective and thereby likely to be more distorted in their accuracy than teachers realize. • Grades are not always accurate indicators of mastery.

6. Curriculum/Instruction/Assessment Thinking at High Cognitive Levels and Making Connections Curriculum: What Instruction: How Quality Student Performance Addressing the Varied Needs and Characteristics of All Learners Alignment of Learning Objectives Assessment: To what extent Assessing Student Progress

7. Mind Map Jigsaw Count off 1 to 4 Group by like numbers. All group members read same part Divide your group into 2 smaller groups Each group will make a picture representation of the reading - choose parts to represent on Chart tablet. All members will take part orally in the presentation to the whole group.

8. Chapter 74 RevisionDecember 25,2007 History District Responsibilities Cross-curricular Reading & Writing Cross curricular Listening & Speaking Jig saw activity

9. Group Activity Read your sentence strip to 3 other people in the room that you do not know. Use your strip to complete a graphic organizer about the English language proficiency level descriptors for ELL Check your team work results

10. Curriculum/Instruction/Assessment Thinking at High Cognitive Levels and Making Connections Curriculum: What Instruction: How Quality Student Performance Addressing the Varied Needs and Characteristics of All Learners Alignment of Learning Objectives Assessment: To what extent Assessing Student Progress

11. Characteristics of Sheltered Instruction • Well-planned lessons with ELL in mind.

12. Characteristics of Sheltered Instruction • Comprehensible input • Warm, affective environment • High levels of student interaction, including small-group and cooperative learning • Student-centered • More hands-on tasks • Careful, comprehensive planning, including selecting key concepts from core curriculum

13. Modeling Hands-on activities Realia Commercially-made pictures Teacher-made pictures Overhead projector Demonstrations Multimedia Timelines Graphs Bulletin boards Maps Globes Computers Components of Sheltered Instruction

14. Time-on-task • Use of student background knowledge and experience • Variety of delivery modes • Grade-level content • Checks for understanding • Use of higher-order thinking skills • Explicitly-stated lesson objectives

15. Modified and Differentiated Assignments Based on Language Proficiency • Teachers can modify assignments so that a distinction can be made between the student’s content knowledge and language proficiency by: • Simplifying the objectives • Asking the students to draw or use pictures • Using oral discussions in pairs or small groups • Modifying the length and difficulty of the assignments

16. Scaffolding • Scaffolding is a means by which students receive support in various forms from their teachers in an effort to promote skills and understanding, eventually resulting in student independence through the careful reduction of support as students make progress.

17. Varied Needs and Characteristics ( PLD B, I, A, AH) TEKS/TAKS ( AARC ELPS) Sheltered Instruction Assessment and Feedback ( Linguistic Accommodations) Goals and Objectives Strategies and Activities Resources and Materials CIA Instruction Aligned to Promote Success for All Students

18. Curriculum/Instruction/Assessment Thinking at High Cognitive Levels and Making Connections Curriculum: What Chapter 74 ELPS- ARRC Instruction: How Sheltered Instruction SIOP- best practices Quality Student Performance Addressing the Varied Needs and Characteristics of All Learners Alignment of Learning Objectives Assessment: To what extent TELPAS LAT/TAKS TAKS Assessing Student Progress

19. Solve This Problem Tweemal – twice Minder – less Merk uw antwoord – mark your answer Dehaan, Dirck, Aaltje elk heft an aquarium at huis. Dirck heft 18 vissen than Dehaan. Dehaan heft 7 minder vissen than Aaltje. Which shows the aantal of vissen that elk person heft. Merk uw antwoord.

20. What was the content area tested? • What was the concept tested? • What words did you need to know to solve the problem? • What was your proficiency level?

21. Opportunities to Demonstrate Mastery of Knowledge and Skills English language learners need to have ample opportunities to demonstrate mastery of knowledge and skills through alternative assessments because • Alternative assessments use authentic classroom tasks to collect information about student achievement • Alternative assessments enable a teacher to examine a student’s performance from multiple perspectives • Alternative assessments are process as well as product oriented • Alternative assessments enable the teacher to use data collected to make instructional decisions and plans • Alternative assessments can be developed by teachers in collaboration to assess a wide range of knowledge and skills

22. Linguistic Accommodations Linguistic Simplifications Oral Translations Reading Assistance 1 2 3 English/Spanish Side by Side Bilingual Dictionary Bilingual Glossary 4 5 6

23. TELPAS Reading Academic Cloze Item not based on Reading passage Beginning and Intermediate Reading Nonfiction passage

24. Collaboration • ESL and content area teachers benefit from collaborative efforts to design and implement effective lesson strategies for English language learners. • Teachers in the collaborative effort must be comfortable with giving and receiving constructive criticism.