1. Assessment of ELs in content classrooms
Aberdeen School District
SIOP #4 February 21, 2017
David Irwin
Language Development Opportunities

2. Objectives
Explore the Practice & Application and Review & Assessment SIOP components Learn practical tools for assessing language use in content topics by Applying formative assessment strategies to practice lessons and Planning lessons for your setting with language assessment tools embedded

3. Plan Explore Practice/Application component of SIOP
Practice using embedded formative assessment tools in sample lessons
Primary science
Secondary math
The assessment tools
Yes/no
True/false/evidence
Categorical/evidence
Reflective
Rubric (Likert scale)
Plan your lesson with assessment tools embedded

4. Today’s Mission --- 3 products
A sheltered lesson plan for now or next year
Content and language objectives
Build background – connect it to something previous
Comprehensible input – visual, clear language
Interaction – academic conversation
Practice/application --- something hands-on
Assessment
A formative assessment for lesson(s)
A student self-assessment for that lesson
Then back at your school– share the lesson, use the tool, get the feedback

5. Review: Four corners
Rotate around the room and make notes/statements about how you are using
Language objectives and ELP standards
Vocabulary activities and building background
Academic conversation and interaction
Questioning strategies (leaf/root, Costa, DOK, other)

6. Practice & Application
P Read the three features
Discuss
Video 8th grade science: How does she
use hands-on materials
apply content and language knowledge
integrate all language skills
How could she improve in any of these areas?
P 182 Groups of 3, jigsaw the Scenarios
How to you incorporate practice & application in your lessons?

7. Foldable notes for P&A video
Uses hands-on materials
Students apply content and language skills
Activities integrate language skills (4 domains)
Doing well
Could add

8. Review & Assessment P 210 Read the four features
Discuss
Video 8th grade science: How does she
Review key vocab
Review key concepts
Give regular feedback
Assess lesson objectives
How could she improve in any of these areas?
CSI: Color Symbol Image
Choose a color that you think represents Review & Assessment of ELs
Create a symbol that you think represents these idea
Sketch an image that captures these ideas
How to you incorporate practice & application in your lessons?

9. Foldable notes for R&A video
Review vocab
Review concepts
Feedback to students
Assess objectives
Doing well
Could add

10. Assessment OF Learning
Summative
High stakes
“10,000 ft” information on class, school or district
Broad planning
Not flexible for immediate planning
Teacher, district or publisher made

11. Assessment FOR Learning
Formative
Teacher, team, school or publisher made tools
Interspersed throughout lesson
Exit tasks
Informal or formal
Information on the class or individuals
Flexible

12. Assessment AS Learning
We build the tools ourselves
We use the tools
We discuss/evaluate the results
We keep or discard the records
We change/adapt the tools as needed
We don’t wait till the end, we don’t even wait for an official evaluator
Embedded as a part of the lesson
Gottlieb, M (2016) Assessing English Learners: Bridges to Educational Equity

13. Models of Tools Yes/No I can describe where the story takes place Yes
 I can tell when the story took place
I can describe who the characters are in the story
 I can tell what the characters did
 I can tell (describe) what happens (events) in the story
  I can tell (describe) what happens in the end (conclusion) of the story

14. Models of Tools Yes/No I can find a percentage of a whole Yes No
 I can find a percentage of a part of a whole
I can explain my thinking on how I find a percentage of a part of a whole
 I can calculate comparative percentages
 I can explain my thinking on how I calculate comparative percentages

15. True/False Evidence My answer before reading T/F What the text said
 My answer before reading T/F
 What the text said
What I learned
 Mt St Helens is a dormant volcano
 No one knew it was going to erupt in 1980
 No one know how much damage it might cause
 Everyone got away safely

16. Categorical/Evidence
Acceptable
Excellent
Evidence/Commentary
I completed three paragraphs
 My paper opens with a hook
 Each paragraph has a topic sentence
 Each topic is supported by at least three details
 My paper has a convincing closer

17. Reflective Designer (after dynamic/kinetic energy unit designing cars)
 Would you like to continue designing other vehicles? Anything else?
 How did you feel about your design?
 What was the research question (hypothesis) you were trying to answer?
 What did you find?
 What does your finding lead you to think about next?

18. Rubric I use lesson environmental terms from the word wall
 Not quite
Sometimes
Most of the time
Always
 I use lesson environmental terms from the word wall
 I compare/contrast positive and negative environmental changes
 I discuss causes and effects of environmental change in an organizer
 I talk to my family about ways to reduce, reuse and recycle
 I share my reduce, reuse and recycle data with my group

19. Rubric I can find a percentage of a whole
 Not quite
Sometimes
Most of the time
Always
 I can find a percentage of a whole
 I can find a percentage of a part of a whole
I can explain my thinking on how I find a percentage of a part of a whole
 I can calculate comparative percentages
 I can explain my thinking on how I calculate comparative percentages

20. Percentages: Population Problems
Engage NY 7th Grade lesson 16
David Irwin
Language Development Opportunities

21. Objectives
Students will write and use algebraic expressions and equations to solve percent word problems related to populations of people and compilations and Explain their understanding of percentages as expressions of parts of wholes

22. Prerequisite skills
“Percentage” means part of 100 Language root: “cent” is 1/100 of a dollar; “century” is 100 years “whole” = 100% 100% does not always mean the number 100; it just means the whole thing
Percentages can be expressed as decimals
60% = .60 or .6
30% = .30 or .3
32% = .32
To find a percentage of a whole, multiply it times a decimal
32% of 100
.32 x 100 = 32
32% of 75
.32 x 75 = 24

23. Talk Time Explain the reasonableness of the answer to your partner.
Example 1
A school has 60% girls and 40% boys. If 20% of the girls wear glasses and 40% of the boys wear glasses, what percent of all students wears glasses?
Let n represent the number of students in the school.
The number of girls is 0.6n. The number of boys is 0.4n.
Talk Time
Explain the reasonableness of the answer to your partner.
This answer makes sense because…
I agree because… or
I’m still confused about…
The number of girls wearing glasses is as follows: 𝟎.𝟐(𝟎.𝟔𝒏)=𝟎.𝟏𝟐𝒏.
The number of boys wearing glasses is as follows: 𝟎.𝟒(𝟎.𝟒𝒏)=𝟎.𝟏𝟔𝒏.
𝟐𝟎% of 𝟔𝟎% of 𝒏=𝟎.𝟐×𝟎.𝟔𝒏=𝟎.𝟏𝟐𝒏
𝟒𝟎% of 𝟒𝟎% of 𝒏=𝟎.𝟒×𝟎.𝟒𝒏=𝟎.𝟏𝟔𝒏
MP.1
The total number of students wearing glasses is 𝟎.𝟏𝟐𝒏+𝟎.𝟏𝟔𝒏=𝟎.𝟐𝟖𝒏.
𝟎.𝟐𝟖=𝟐𝟖%, so 𝟐𝟖% of the students wear glasses.

24. n = number of students in the school
Myopic Middle School
n = number of students in the school
Girls %
Boys %
Girls = .6n Boys = .4n

25. Myopic Middle School
Girls %
Boys %
Glasses: % of girls
Glasses: % of boys
20% of these wear glasses
40% of these wear glasses

26. Myopic Middle School
Girls %
Boys %
Glasses % of girls
Glasses % of boys
20% of these wear glasses
.2(.6n) =
40% of these wear glasses
.4(.4n)=

27. 100% of students
100% of students
60% are girls
40% are boys
Glasses: 20% of boys
Glasses: 40% of girls
.4(.6n) = +
.2(.4n) =
Total number of glasses =

28. Talk Time Explain the reasonableness of the answer to your partner.
This answer makes sense because…
I agree because… or
I’m still confused about…

29. Example 2 Actual weight difference 1.12n – 0.8n = 0.32n
Difference ÷ Cont.3 = % heavier
0.32n ÷ 0.8n = 0.4 or 40%
Bring 3 containers

30. What percent heavier is the first than the third? .32n ÷ 8.n =
2nd
3rd n
(1.12)n
(0.8)n
What is the difference in weight between the first container and the third container?
1.12n – 8.n =
.32n
What percent heavier is the first than the third?
.32n ÷ 8.n =
.4 or 40%

31. 1st
2nd
3rd
(1.12)n n
(0.8)n

32. What’s the importance of the second container?
The second container is important because…

33. Exercise 3
Matthew’s pet dog is 7% heavier than Harrison’s dog, and Janice’s dog is 20% lighter than Harrison’s. By what percent is Matthew’s dog heavier than Janice’s?
Which is the “reference dog”, the one we’ll use to measure with?
Draw your own picture.
Explain your thinking to your partner. The way I solved this problem was…
Harrison’s dog = h
Matthew’s dog = 1.07h
Janice’s dog = 0.8h
1.07h – 0.8h = .27h
.27h ÷ 0.8h = .3375h
Matthew’s dog is 33.75% heavier than Janice’s dog

34. Rubric (yes/no) I can find a percentage (part) of a whole
 No
Yes
 I can find a percentage (part) of a whole
 I can find a percentage of a percentage (part) of a whole
I can explain my thinking on how I find a percentage of a part of a whole

35. Earthquakes

36. I will identify causes of earthquakesby
answering questions and asking my partner about ideas in the video
and by
writing a descriptive explanatory text about the big ideas in the video.

37. Conversation Norms We listen to each other
We share our own ideas and explain them
We respect another’s ideas, even if they are different
We let others finish explaining an idea without interrupting
We take turns and share air time

38. Elaborate and Clarify: Questions
Can you elaborate on…?
Can you tell me more about…?
Can you clarify the part about …?
Can you be more specific?

39. Vocabulary Let’s play around with these words
molten
Tectonic plates
Faults
Seismograph
Lava
epicenter

40. 2: I’ve seen it but I don’t know what it means
1: Never seen it
2: I’ve seen it but I don’t know what it means
3: I can use it but can’t explain it
4: I can use it and explain it
Word 4 3 2 1
molten
tectonic plates
faults
seismograph
lava
epicenter

41. Let’s see what you can tell your partner about earthquakes
4:15 Tell your partner what you know about how earthquakes happen. Use the terms “molten”, “tectonic plates”, and “faults”
6:30 Tell what a seismograph does.
8:22 Where does lava come from and what does it have to do with earthquakes?
15:06 What is the epicenter?
16:58 How do rescue dogs know how to find people?
17:20 What should be in your earthquake kit?
17:30 What is the Richter Scale?
Tell your partner three new things you learned about earthquakes.
4:15; 6:30; 8:22, 15:06, 16:58, 17:20, 17:30

42. Categorical/Evidence
Sort of
YES!
Evidence/Commentary
I can describe how earthquakes happen
 I can tell what a seismograph does
I can tell what lava is, where it comes from, and what it has to do with earthquakes
I can tell what an epicenter is

43. References
Cummins, J. (1979) Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, No. 19, Fisher, D. & Frey, N. (2007) Checking for Understanding: Formative Assessment Techniques for Your Classroom. ASCD: Alexandria, VA. Gottlieb, M. (2006) Assessing English Language Learners: Bridges from Language Proficiency to Academic Achievement. Corwin: Thousand Oaks, CA. Gottlieb, M. (2016) Assessing English Language Learners: Bridges to Educational Equity. Corwin: Thousand Oaks, CA. Joos, M. (1967) The Five Clocks: A Linguistic Excursion in the Five Styles of English Usage. Harcourt, Brace & World: New York. Krashen, S. (1982) Principles and practice in second language acquisition. Hayward, CA: Alemany Press. O’Malley, J.M. & Pierce, L.V. (1996) Authentic Assessment for English Language Learners: Practical Approaches for Teachers. Addison Wesley. Wiliam, D. & Leahy S. (2015) Embedding Formative Assessment: Practical Techniques for K-12 Classrooms. Learning Sciences International: West Palm Beach, FL.