1. Assessing Oral Language and Literacy Development The nature of Listening Comprehension *Both first and second language learners tend to make the same types of errors.

2. Page 43: ELL Difficulty with Listening 1. Not being acclimated to the linguistic system 2. Unfamiliarity with the sociocultural context of the message 3. Different background knowledge 4. The influence of their first language

3. Page 43: Krashen English language learners should always be instructed just above their current language proficiency level.

4. Page 43 English Language Learners demonstrate their listening comprehension in nonverbal ways. Point to key characters, places, or objects in an illustrated book in response to commands.

5. Table 3.1 Examples of Listening Activities for ELL Look over

6. The Nature of Speaking Involves 2 way communication with interactive role switching between the speaker who conveys the message, and the listener, who interprets and responds to it. Language is viewed as a purposeful, communicative action with emphasis on the specific use the language function or performance.

7. Table 3.4 Look at Table 3.4 page 47 Examples of Speaking Activities for English Language Learners

8. Table 3.5 Look over Sample stand of Model Performance Indicators for Speaking

9. Large Scale Assessment of Speaking Page 48 Assessment of speaking involves a one-to-one interaction between an examiner, teacher, diagnostician, or school psychologist Major challenge: it is difficult to obtain reliable information within a reasonable amount of time.

10. Large-Scale Assessment of Speaking How can the obstacle of time for assessment be met? Speaking portion of an assessment should be adaptive to reflect a student’s anticipated range of production. May be more efficient to use an interview format with interrelated activities rather than ask a series of isolated questions

11. Scoring Guide for Speaking Table 3.6 If speaking is to be assessed on the students’ fluency, grammar, vocabulary, and comprehension, teachers should direct instruction and classroom assessment incorporating those components

12. 1 st and 2 nd Language Proficiency Page 51 Students who have a strong L1 literacy foundation acquire English literacy at a faster pace and reach parity with their native English peers sooner than those without the prerequisite skills.

13. Project overview 1. Identify a grade level 2. Access the Sunshine State Standard for ESOL/language arts at that grade level. (You can also use the SSS for another subject like science/mathematics/social studies) Specify an outcome/What do you want the students to learn?

14. Topic Of Interest Select a topic of interest: Subject area You can have different subject areas for each language skill area You can also have the same subject area and address the listening, speaking, reading, and writing component with same subject area and same topic (stated on the syllabus)

15. Component # 1 Stimulus Material What is needed to conduct the assessment? * What materials will you need to accomplish this task?

16. Component # 2 Task Posed to Learner What is the student going to do? Remember depending on the skill area will determine what the student is going to do: Listening Speaking Reading Writing

17. Learner’s Response How will the learner respond? 1 st How do you think the learner will respond? 2 nd Tell me how the learner responded/Record your findings

18. How will the Learner be Evaluated? Remember you must have a traditional/alternative assessment for each skill area. You need to evaluate the learner. I want to see how you graded his/her paper.

19. ASSIGNMENT #2 Student will complete 15 hours of field experience in an ESOL classroom. #1 Interview the ESOL/classroom teacher to gather information on how the ELLs in the class are evaluated. Note if there is any difference between how the ESOL students and English proficiency students are evaluated.

20. Assignment #2 #2 Implement one of the traditional assessments created for the assessment system. Provide information on the students and describe the process-what worked, what did not work as planned. Reflect on what you learned. Note: You have already done this. Choose which traditional assessment you would like to use from assignment one.

21. Assignment #2 Implement one of the alternative assessments created for the assessment system. Provide information on the students and describe the process-what worked, what did not work as planned. Reflect on what you learned. Note: You have already done this for assignment #1. Choose one of the alternative assessments and use them for this assignment.

22. Classroom Assessment of Reading Table 3.7 Sample Types of Approaches for Instructional Assessment of Reading for English Language Learners Round-robin teaching Shared reading Shared-to-guided reading Guided reading

23. Steps Here are the steps to follow to use shared reading: 1.Select an interesting story with repetition, or use a favorite story. 2.When introducing a new story, talk about  the title  the cover illustration, and  the kind of story. 3.Read the story to the group, tracking each word with a pointer as you read.tracking 4.Reread the story as a group, encouraging everyone to join in "reading" certain words or phrases as they are able.

24. Students should be divided into small groups (4-6 students). The younger the students the smaller the groups. (Learn more about grouping students).Learn more about grouping students Guided reading lessons are to be about 15-20 minutes in duration. Appropriately leveled reading materials must be selected for the group and each child should have his/her own copy of the literature. Learn more about reading levels/leveled materials.Learn more about reading levels/leveled materials. Pre-Reading: The teacher establishes a purpose for reading through prediction making, vocabulary introduction, or discussing ideas that will provide the readers with the background knowledge required for the text.

25. Reading: The teacher observes the students as they read the text softly or silently to themselves. The teacher provides guidance and coaching to individuals based on her/his observations by providing prompts, asking questions, and encouraging attempts at reading strategy application. Post Reading: The teacher asks questions to ensure that the text has been comprehended by the readers and praises their efforts. Further, the teacher may observe gaps in strategy application and address these gaps following the reading in a mini-lesson format.

26. Shared to guided reading page 52 Developed for small groups of ELLs Readers describe illustration Make predictions Then track print and echo read

27. Guided Reading Student s read the text leveled specifically for them Often in flexible groups Under the teacher’s direction Ask probing questions

28. Cloze activities page 53 A Problem in My Neighborhood Prepositions are being taught

29. Ways for ELLS to Demonstrate Reading Comprehension Table 3.8 Matching words with pictures Underlining or highlighting main ideas or supporting details Completing cloze exercises Sequencing pictures, sentences, or paragraphs Responding to oral comprehension questions

30. Large Scale Assessment of Reading For ELLS reading comprehension is a function of both graphic and textual support Students’ understanding of text or print is facilitated through illustrations, photographs, tables, charts, and line art. Most large-scale assessment in reading, especially at the state level, relies on multiple choice responses (FCAT)

31. Large Scale Assessment As part of their language development, second language learners need to become familiar with the language of testing, the varied formats, and test taking strategies. Prior knowledge is also important in large scale assessment

32. Rubric of the Stages of Reading Development 3.9 Level I Pre reader Level 2 Emergent Reader Level 3 Developing Reader Level 4: Expanding Reader Level 5: Competent Reader

33. WRITING Writing is a literacy process by which students use their prior knowledge of the world to apply a variety of strategies to. The outcome is to make meaning

34. READING AND WRITING Attempting to divorce writing from reading creates an artificial division between two naturally interrelated language domains

35. TABLE 3:10 The table lists a various types of writing products eventually expected of all English language learners. Knowing the English proficiency level is crucial. Beginning levels: express their thoughts through drawing, labeling objects, general lists, or writing a brief response.

36. ELLS Proficiency Level Higher levels of English proficiency will be able to venture into various genres, such as narrating, fantasizing, stating opinions, or defending positions.

37. Classroom Assessment Students’ written work should be interpreted with a rubric or scoring guide. Take into consideration Table 3.11 when creating a rubric

38. LARGE SCALE ASSESSMENT OF WRITING State tests address: descriptive, narrative, explanatory, expository, and persuasive writing Proficiency level should be taken into consideration Example: Beginning levels could list or label their writing

39. LARGE SCALE ASSESSMENT OF WRITING More mature writers can provide vivid, detailed description along with connections to their personal lives or situations. Illinois: administered a reading and writing test specially designed for English language learners. Why don’t other states do the same?