Even though English language learner is a better term than others, it causes controversy. Native English speakers are also English language learners.
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.
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.
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. 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 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. Starter Kit for Primary Teachers. Assessing bilingual children, KWhen grading English language learners, it is essential to cover the four language skills – reading, writing, speaking and listening.
The use of a rubic that will address each of these skills, as well as examples of informal assessment, such as class projects, are found in this article. This lesson will present an overview of informal versus formal assessments. Teachers will learn strategies for assessing English language learners' (ELLs.
Preschool for ELLs. This webcast features Dr. Rebecca Palacios and offers information on the following components of a PreK ELL program: language instruction, curriculum, professional development, and family outreach.
This section addresses the critical questions of how to properly assess and place English language learners (ELLs) at the school-wide and classroom level.
Ongoing assessments are particularly important for English language learners (ELLs). Standardized tests in English do not usually reflect ELLs' true content knowledge or abilities.
Yet informal assessments can provide a more well-rounded picture of their skills, abilities, and ongoing progress. Additionally, when schools use consistent literacy frameworks across the content areas, students can more easily focus on comprehension and content knowledge—using reading and writing as vehicles to support their learning (Langer, ).