CLDE 5050 Class 9 Wrapping up: Student profiles

Launching into: Formative language assessment process

Agenda

• Greetings!• Sharing student profiles with colleagues• Sharing student profiles with parentsBREAK• Unpacking the readings• PBA part 2 Formative Language Assessment Cycle & Resources• Upcoming work/ Exit ticket

Warm-up

• Some assessment humor

Or…a whale is fine too.

Mid-term feedback

More Please: • Resources – articles and ideas• Reading discussions in class• Details on assignments• Discussions on hot topics • Techniques/classroom activities to support student’s language

development

PBA, Part 1: Student Profiles

Student School Profiles

Audience: Teachers in your school who might work with your student• What is the most important information for this teacher to know?• How can you be sure to leave an assets-based, strength-focused

impression of this bilingual learner?

TESOl 5c Professional Development and Collaboration. Candidates collaborate with and are prepared to serve as a resource to all staff, including paraprofessionals, to improve learning for all ESL students.

Sharing

• Laura B., Kali, Greg, Gretta (4)• Liz-Carolyn, Jing, Kristen, Olivia (4)• Abby-Nadia-Betsy, Hope, Anna (3)• Tyler, Shelbi, Sarah, Kate (4)

• Ahoud -Alanoud -Asma, Terri, Natalie

New audience: Parent/Guardian of your student

How would you explain this student profile to the parent/guardian of the student? Suggestions?

TESOL 5 b Partnerships and Advocacy. Candidates serve as professional resources, advocate for ESOL students, and build partnerships with students’ families.

Your Task: 1-3 minute skitSelect one person to be teacher, the rest can be family, guardians, the student, other teachers.

Suggestions for sharing with parents (from class discussion)

• Show them the actual assessment that the student took• Pay a lot of attention to the affect – very important to encourage –

The criticism sandwich• When talking about next steps, be specific … here is the goal and here is

how we are going to get there• Share test data through visuals , a graph which shows the students’

progress • Thank the parents for all they do for their child• Comprehensible Input – slow down your speech, watch your educational

jargon, use visuals and concrete• Maybe use descriptors instead of labels – average, above average, way

above average, below average, significantly below average

Break

PBA Part 2: Formative Language Assessment Cycle

The big picture

Reading response jigsaw: Expert groups

• Five Groups• Group 1, pages xi - xvii, Description of formative assessment• Group 2, pages xvii – xxiii, The process of formative assessment• Group 3, pages 1- 11, Genre + math example• Group 4, pages , 1-7, 11- 14, Genre + history example• Group 5, pages 1-7, 14 – 17, Genre + science example

• Review your assigned pages with great attention. You will be teaching this part of the text to your mixed group.

What makes this cycle unique?

• Language lens vs. content lens

• “The grain size”• Student input – collaboratively based LTT• Genre-based lessons**• Lens for analysis (chapter 2)

• Strengths• Genre components• Text structure/organization• Grammatical forms• Vocabulary

Formative Language Assessment Cycle

Pass out assignment here!

Go to CANVAS: 8 minutes to explore three resources

1. WIDA CAN- do Key USES• Recount• Explain• Argue • Discuss (must be in conjunction with one of the above)

2. WIDA performance definitions

3. Gibbon’s 2009 Appendix 2 & 3

Exit ticket

1. What did you learn about being a resource for and sharing information with fellow teachers and families?

2. What is your biggest take-away from the reading? 3. What resource (WIDA, Gibbons) looked most useful to you? Why?4. Any questions or comment on PBA Part 2 Formative Language

Assessment Cycle?

Upcoming work

Week 10 OL:1. FLAC template - Lesson and Sampling, Genre, and Success Criteria.2. Chapters 2& 3 of MacDonald et al. 3. Post FLAC & RR by Tuesday, respond to two by Sunday.

Week 11 F2F: 1. Language assessment sample - bring to class! Very important!2. Review Chapter 2 Analysis & learning targets & Chapter 3 Formative

feedback. 3. Read Chapters 4 Tools & 5 Final thoughts.