Field-Based Assessment€¦ · Web viewField-Based Assessment. Rebecca Vlainich. Roberto, grade band: 3-5 [Type the abstract of the document here. The abstract is typically a short

ESL 5

Field-Based Assessment

Rebecca Vlainich

Roberto, grade band: 3-5

[Type the abstract of the document here. The abstract is typically a short summary of the contents of the document. Type the abstract of the document here. The abstract is typically a short summary of the contents of the document.]

Section 1: Student Profile

Roberto GarzaMexican

Level 3—Intermediate [WIDA level = Developing]Albert Gallatin School District

Masontown Elementary3rd Grade

Section 2: Teacher Interview and/or Parent Interview

1. What is the student demographic at your school? Demographic of what exactly?

I really have NO idea as I serve 3 districts.

2. What administrative/other tasks are required outside of teaching hours?

Lesson planning and resource creation. I have to write 1 lesson plan per day for each student. As you know the lesson plans are pretty long. I get nothing done during my lunch or prep period because I travel so much. All of my planning takes place outside of the classroom.

3. What is the average class size?

For my ESL class, the average size is one.

4. Is there a set curriculum?

No set curriculum. It is adapted.

5. What types of resources and teaching aids are available?

Texts, games, iPads’, laptops, computer programs, skills and workbooks.

Section 3: Needs Assessment

The purpose of this ESL student needs assessment is to learn about the ELL so I could personally understand their needs, interests and expectations.

Language Skills: How are your listening skills in English?Not yet A little A lot All of the time

I watch TV in English.I listen to music in English.I can understand English TV and music.I can understand my teacher in English.I can understand people in the community who speak English.Language Skills: How are your speaking skills in English?

Not yet A little A lot All of the timeI practice English with my family and/or friends.I speak to my teacher in English.I speak to my teacher in complete sentences, and he/she understands me.I speak English in the community. Language Skills: How are your reading skills in English?

Not yet A little A lot All of the timeI can read and understand my ESL class book.I can read and understand this assessment

without help.I can read and understand English books, magazines, email, and/or newspapers. Language Skills: How are your writing skills in English?

Not yet A little A lot All of the timeI can copy English from the board or book with less than five mistakes.I can write answers to a question in a complete sentence with less than five mistakes.I can write a paragraph in English with less than five mistakes.I write in English, and people understand my ideas.

Section Four: Goal Setting

Needs Assessment Results Instructional Goal Explain, Connect, & Defend Goal

The ELL student was able to distinguish open and closed syllable patterns 1/3 of the time.

The student will be able to distinguish open and closed syllable patterns.

Explain that knowing whether a syllable is open or closed can help students decode a word.

Write weasel. Label the vowels and consonants below the word. Point out the V/CV pattern and explain that the first syllable is open because it ends with the long vowel sound.

Repeat with counter, pointing out the VC/CV syllable pattern. Explain that the first syllable is closed since it ends with the consonant n.

Continue with other words such raisin, season, fountain, counsel, and beaver. Ask student(s) whether the syllables are open or closed.

The ELL was successfully able to determine syllable sounds ½ the time.

The student will be able to use syllabic patterns to determine syllable sounds.

Explain that an effective way of decoding multisyllabic words is to begin by looking for syllable patterns and determining whether syllables are opened or closed. After dividing the word into syllables, students can sound out and blend the word, syllable by syllable.

Write a multisyllabic

word and draw vertical lines in the word to show the syllables. For example, display in /vig/or/ate.

Discuss with students the different syllable patterns in the word and pronounce each syllable individually. Then blend the syllables and say the word.

Repeat with other multisyllabic words such as contemplative, domesticate, methodical.

The student was successfully able to decode multisyllabic words ½ the time.

The student will be able to decode multisyllabic words with vowel pairs.

Review that vowel pairs in one-syllable words, such as thief, represent one sound. In multisyllabic words, such as science, vowel pairs often have separate sounds because each vowel sound falls in a separate syllable: sci/ence.

Have Roberto use syllabication rules to break down words with a VV pattern, such as meteor and ceiling, into syllables and then read the word parts to see if the breaks make sense. If not, suggest breaking the word between vowels and saying the word parts again.

The student was able to successfully recognize

The student will be able to recognize academic and

Display and read the new word. Help

academic and domain-specific vocabulary almost 75% of the time.

domain-specific vocabulary. students decode the word. Read it chorally several times.

Explain the new word. Provide a context for

the new word or give an example.

Engage students in rich, motivating activities around the word. Connect the new word with other words they know. Connect the new word with other words they are learning.

Section 5: Instructional sessions:

Session #1:

Met with ELL for first time. Administered the first needs assessment.

9/29/14

Session #2:

Established learning goals with ELL. Taught lesson number one.

10/6/14

Session #3:

Determined results of assessments. 10/13/14

Session #4:

Taught lesson number two. 10/20/14

Session #5:

Re-taught skills from lesson one and two. 10/27/14

Session #6:

Conference with ELL teacher. 11/3/14

Section 6: Instructional plans

Lesson #1:

Date:Oct. 31-Nov 3 2014

Student: Roberto Garza

Grade Levels: 8/Emerging

Subject Area(s): Type an “X” in the box to the left of the subject area(s) addressed in this lesson:

Subject Area(s)x Standard 1: Social and Instructional Languagex Standard 2: The Language of Language Arts

Standard 3: The Language of MathematicsStandard 4: The Language of ScienceStandard 5: The language of Social Studies

Language Domain(s): Type an “X” in the box to the left of the language domain(s) addressed in this lesson.

Language Domain(s)x Speakingx Readingx Writingx Listening

Content Standards:

CC.1.2: Reading Informational Text: Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

CC.1.3: Reading Literature: Students read and respond to works of literature - with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

CC.1.4: Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

CC.1.5: Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

Objectives:

SWBAT predict the ending of the movie

SWBAT sequence events in the movie

SWBAT identify words in the lyrics of the song, “this is it”

SWBAT discuss key events in the movie

Language Supports: Type an “X” in the box to the left of any supports that will be used in the lesson.

Sensory Support Graphic Support Interactive SupportReal-life objects (realia)

Charts In pairs or partners

Manipulatives Number Lines In triads or small groups

Pictures & photographs

Tables In whole group

Illustrations & diagrams

Graphs Using cooperative group structures

Magazines & newspapers

Timelines

Physical activities x Graphic organizers: x Using the Internet or software programsx Videos & films

Broadcasts

Lesson Description:

Warm up – Discussion with student about his weekend.

Watch the movie The Nightmare Before Christmas

Break up the movie into 3 equal parts and 25 minutes at the end.

After part 1, the student will sequence the events

After part 2, the student will answer leading questions.

After part 3, the student will answer statements and identify if they are true or false

Before playing the remaining 25 minutes of the movie, the student will make a prediction about the ending

After the movie, the student will listen to the song This is It and fill in the missing gaps of song lyrics

Lastly, the student and teacher will discuss if this was the appropriate ending to the movie. If not, what would have been better?

***The teacher also will bring snacks for our viewing entertainment

Lesson #2:

10/27/14



Students will be able to: Write a letter to a poet whose voice speaks to them and state why.

Analyze how the poem was written and asks questions about it.

Standards: R6.A.1.3.1: Make inferences and/or draw conclusions based on information from

text. 1.4.6.B. Write multi-paragraph informational pieces (e.g., letters, descriptions, reports,

instructions, essays, articles, interviews).

English Language Proficiency Standard 1: English Language Proficiency Standard 2: English

Language Proficiency Standard 5.

Materials: Students will come prepared to class with a writing utensil and notebook. Students

will also utilize the internet to research examples of poetry and their author’s. Vocabulary on the

board of the following words (but not limited to): Tenderly, Harness, Downy, Conceal, &

Splendor.

Introduction: The teacher will ask students to stand and move into a circle. The teacher will then

do the following whip-around one after the other starting each cycle with the following prompts:

Right now I feel… (using only a hand gesture)

Right now I feel… (using only their voice with no words)

Right now I feel… (using their gesture, voice, and descriptive words)

Procedures/Development: Writing Activity

The teacher will begin by reviewing the format for an informal letter, including the date, greeting

and closing.

The teacher will move on to reviewing what makes a good letter in their own voice: their

opening idea, the body of the letter, which should contain several paragraphs with their ideas and

evidence, and their concluding thoughts.

The teacher will advance the writing activity by asking students to write a draft letter to their

chosen poet, telling him/her what in the poem spoke to them and asking questions relating to

how the poet wrote this poem and how he or she writes others.

Assessment- The teacher will monitor students as they work on their writing activities and check

for comprehension. The students will peer-review their letters through a mirroring activity. After

the students read their peer’s letters, they will determine what they thought about the letter and

what was confusing about the letter. Each student should ask the following question: “Is the

letter writer’s voice strong and clear?”

Adaptations-: Visuals, Pictures, Photographs, Video

Connection- This ELL’s excel when a variety of visuals and materials are used. I incorporated

technology as well as important writing techniques to implement a diverse lesson plan to meet

the needs of the ELL’s.

Lesson #3:

Lesson Date: Nov 3 2014








Content Standards:





Objectives:

SWBAT discuss the traditions of Halloween.

SWBAT sequence events in Halloween

SWBAT identify Halloween vocabulary.

SWBAT discuss key events in Halloween





x Pictures & photographs


x Illustrations & diagrams



Timelines

Physical activities x Graphic organizers: x Using the Internet or software programsVideos & films

Broadcasts

Lesson Description:


Student will take pre-test on Halloween to assess his knowledge.

Teacher will go on Halloween safety and traditions with the student by showing an interactive PowerPoint.

The student will write a short story on Halloween

The students will then take same test as the pre-test and assess the change in his score.

Lesson #4:

Lesson Date: September 29, 2014












Objectives:

SWBAT identify syllables and how they play an important role in spoken English.

SWBAT distinguish open and closed syllable patterns

SWBAT identify Halloween vocabulary.

SWBAT discuss key events in Halloween





x Pictures & photographs


x Illustrations & diagrams



Timelines

Physical activities x Graphic organizers: x Using the Internet or software programsVideos & films

Broadcasts

Lesson Description:


Student will be asked what they know about syllables.

Teacher will go over common syllables and demonstrate to the student how to “clap count” for syllables.

The student will practice by determining the syllables in common Halloween terms.

The student will then be asked to list syllables that could relate to Halloween. The teacher and student will work together to produce a short story with multiple Halloween syllable words.

Section 7: Assessments

The purpose of the next assessment is to measure the ELL’s ability to recognize syllables. Syllables play an important role in spoken English in that they greatly influence the rhythm of the language, its poetic meter and its stress patterns. They are also important very early on as their mastery dictates a child’s success in reading.

Spider Web Tree Monster

Haunted House Witch Black Cat

Bat Vampire Spider

One Syllable Two Syllables Three Syllables

Haunted House

Directions: Write a scary story about spending the night in this haunted house on Halloween. What do you see? What do you hear? What happens? How do you feel? What do you do?

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Section 8: Assessment instruments

The first assessment instrument I implemented was observation. I kept a journal each

time I observed Roberto and would look for differences and similarities in his overall class work.

One thing I found common with Roberto was the fact that he would stay up late and play videos

games. He would want to sleep most of his time with me. I personally believe if he was well

rested, his results would have been different.

The second assessment instrument I implemented was questioning. Similar to

observations, questioning gives the ELL the opportunity to demonstrate what they have learned

and expand further on their classroom work. I asked both open-ended as well as specific

questions at the end of the lesson which allowed me to give immediate feedback.

The third assessment instrument I implemented was self-assessment. I provided my ESL

student with rubrics/checklists to guide their self-assessments. Before completing the self-

assessment I outlined the key aspects and the proper way to self-assess. This overall helped the

student to succeed by allowing him to see his own progress.

The final assessment instrument I implemented was goal setting. I personally believe this

is the most important because it creates clear expectations for all students. In the beginning, each

student will be given their target learning goal and precise directions on how they can achieve

this goal. The teacher supports the students by encouraging participation and providing accurate

feedback.

Section 9: Recommendations for future instruction

My recommendation for future instruction for the teacher begins with having at least one

classroom as the “ESL friendly” classroom. I understand that is mainly out of the teacher’s

control. However, I believe the district should provide a room that the ELL and their teacher can

work in that is strictly dedicated to them. My second recommendation for the teacher would be

to ask other members of the school to attend professional development sessions in which they are

trained on how to properly work with ELLs. The third recommendation for the teacher would be

to focus on only the student. ELL teachers are normally outsiders walking into the district blind

sighted. This can be extremely scary but as long as the ELL teacher focuses on their student first,

the ELL student will overall benefit.

My recommendation for future instruction for the parent begins with having the student

ready to learn every day. It is vital for all students to be well rested before coming to school. My

second recommendation would be for the parents to attend school activities such as classroom

trips or even PTA meetings. My final recommendation for parents is to help their child obtain a

public library card and visit the library frequently.

Section 10: Reflection

The knowledge I have personally gained over each ESL course continues to grow and

deepen my understanding of the ELLs. Personally when I was in high school I studied French

but when I got to college they insisted I studied Spanish. Even though Spanish and French have

similarities, I struggled. My Spanish teacher in college immediately realized I had a background

in French when I spoke because it was very obvious. Even though I only struggled through two

semester of college Spanish, I have a (very small) understanding of what it is like to not be well

diverse in another language.

Language is very important for succeeding in school. Unfortunately, throughout my

observations I have realized that a lot of mainstream teachers are not educated on how to adapt

lessons for their ELLs. This does not mean these teachers are not great at what they do; they just

were never educated on ELLs. I personally spoke to the mainstream teachers of the ELLs I was

observing to understand the entire picture. They are more than willing to help and do try to use

the ELL teachers as much as possible. If (or should I say when) I have an ELL classroom, the

first thing I want to do is communicate with all the teachers of my ELLs and offer suggestions

and helpful hints.

The cultures of ELLs are very important to who they are and how they will interact with

you as a teacher. One of the students I observed in my observations was very resistant to the ELL

program for a very long time. Now that it is the end of the school year, she is very accepting and

more willing to work. Her culture is apparent when communicating with her parents or talking

about past experiences. I believe it can be very helpful to incorporate an ELL’s culture into any

lesson to overall help them understand.

I have had the opportunity to talk to ESL teachers about planning, implementing and

managing instruction. They were such a great resource to use because they have the experience I

do not have. As a teacher I have created many lesson plans but I never created lessons for ELL’s

before these courses. The ESL teachers were very helpful. They honestly explained to me that

their lesson plans are not very detailed because they normally work with the students on content

from other classes that needs improvement. However, they keep their classrooms very neat and

organized and always have lessons ready to go in case the ELL does not have other work to do.

The classroom is very organized and there are visuals everywhere for the ELLs to refer to. Since

the ESL classroom normally only has one or two students in it, there is no real behavior issues. I

have observed the ELLs in their mainstream classrooms as well and these students are honestly

delightful. They participate and are highly focused on a lesson the whole time.

The ELLs are assessed in very similar ways to the mainstream students. Throughout my

course work I have learned many techniques to properly assess student success besides just

testing them. I believe it is important to pre-test ELLs before starting a unit to check their

understanding and to overall know how to plan a lesson properly. Setting realistic goals helps

predict what direction the student should be going throughout the lesson. There are countless

ways to assess ESLs and it truly depends on the student for which each assessment will work

best.

Professionalism is always important as a role model for the younger generations. I know

that everything I do and say are being “taken” in and I have to be careful not to leave a bad

impression. One of the biggest problems I believe teachers face is resisting the urge to talk about

their students to other teachers (especially in front of other students). I personally know of

countless times when my co-workers start talking about a specific student and I am just not

comfortable with the situation because I try my hardest to maintain a professional yet polite

relationship with my students. This is especially true with ELL students because other teachers

may not understand how well that student actually does understand English. However, it is

always important to remain your student’s number one ally. An ELL teacher has a truly different

job than a normal classroom teacher. Most ELL teachers travel to multiple schools throughout

the day where they may or may not be welcomed. It is not an easy career but it is rewarding to

see the progress a student makes over time. In conclusion, I believe I continue to learn about

ELLs and how I can truly help them to succeed while maintaining overall professionalism.

Section 11:Documentation/ support materials

Documents

Field-Based Assessment€¦ · Web viewField-Based Assessment. Rebecca Vlainich. Roberto, grade band: 3-5 [Type the abstract of the document here. The abstract is typically a short