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Characteristics of English Language Learners ELLs

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One size does not fit all. English language standardized tests not ... Checklists detailing learning expectations. Assessing ELLs with. Learning Disabilities ... – PowerPoint PPT presentation

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Title: Characteristics of English Language Learners ELLs


1
(No Transcript)
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Characteristics of English Language Learners
(ELLs)
  • Language
  • Similarities differences
  • Culture
  • Childrearing practices family values
  • Parental role in school
  • Previous educational experience
  • Literacy in native language

3
Characteristics of ELLs
  • Language
  • Over 200 language backgrounds
  • Proximity of native language to English
  • Culture
  • Passive vs. active
  • Family values
  • Child-rearing practices
  • Previous educational experience
  • Use of native language literacy as a building
    block

4
What is Assessment?
  • Gathering information on what a student knows or
    has learned
  • Formal or informal
  • Observation documentation

5
No Child Left Behind
  • Good News
  • Accountability for ELLs
  • Bad News
  • One size does not fit all
  • English language standardized tests not always
    appropriate for ELLs
  • Statewide testing for ELLs an emerging field,
    not much research

6
Disaggregation of Test Scores
  • Separating out test scores or results for ELL
    students from all scores
  • To find out
  • How are ELLs doing?
  • Are they meeting state standards?

7
Validity
  • Accuracy of inferences
  • Making appropriate assumptions about test scores
  • Use language of classroom instruction
  • Use alternative forms of assessment that reflect
    classroom instruction

8
Video
  • New Kid in Town
  • Arlington Intake Center, Arlington VA

9
Newcomer Assessment
  • Used to determine
  • Native language literacy
  • Prior educational experience
  • Phonemic awareness in English
  • Prior knowledge

10
Inappropriate Assessments
  • Problems with current tests
  • Heavy language load
  • Out of context
  • Culturally-based

11
Sample Test Item
  • Grade 3 Reading
  • Look at the picture.
  • Which word has the same middle and ending sounds
    as the name of the picture?
  • F butter
  • G rabbit
  • H kettle
  • J nibble

12
Assessing Reading
  • Must reflect classroom instruction
  • Use interactive tasks to provide context for
    learning
  • Standardized tests do not always provide context
    or language support

13
Linking Classroom Assessments to Statewide Tests
  • Base classroom assessments on state standards
  • Use classroom learning tasks as opportunities for
    assessment

14
Benefits of Classroom-Based Assessments
  • Guide both teaching learning
  • Continuous adjustments by teacher students
  • Provide specific, personalized, timely information

15
Two Types of Assessment
  • Teacher-Useful Assessments
  • Observation documentation
  • Checklists, rubrics, anecdotal records
  • Student-Friendly Assessments
  • Checklists detailing learning expectations

16
Assessing ELLs withLearning Disabilities
  • Ways to promote success
  • Use manipulatives, pictures, illustrations
  • Use performance-based assessment
  • Use instructionally-based materials

17
Language or Learning Disability?
  • Ways to assess
  • Educational medical history
  • Parental interview
  • Student interview
  • Teacher observation and documentation on variety
    of learning tasks

18
Assessment
An integral part of instruction
  • Does not need to take time away from instruction
  • Can be simultaneous to instruction
  • Must be ongoing continuous
  • Can provide feedback to guide teaching and
    improve learning

19
Needs/Diagnostic Assessment
Cycle of Assessment Instruction
Redirected Reading Instruction
Reading Instruction
Teacher Assessments Inform Direct Instruction
20
Before and After Teaching
  • Find out what students know
  • Diagnostic tests
  • Oral questioning
  • Group for differentiated instruction
  • Relate to prior knowledge students interests
  • Compare results before and after tests

21
State Standardized Tests
  • Measure annual growth
  • Not as useful for informing classroom instruction
    on weekly basis

22
Video
  • Letters and Sounds
  • Mark Hopkins Elementary School, Sacramento CA

23
Video highlights
  • Student engaged to follow specific instruction
  • Student performs literacy task
  • Teacher keeps record of strengths and needs

24
Useful Teaching Approaches
  • Relate new information to students prior
    knowledge
  • Use hands-on tasks, manipulatives, games,
    kinesthetic activities, visuals
  • Help learners feel they belong

25
Assessing and DiagnosingIn a Multi-lingual
Classroom
  • Common set of teaching standards and objectives
  • Compare each students accomplishments to
    standards instead of to each other

26
When Native Language LiteracyIs Not Available in
the Classroom
  • Gather Resources
  • Parents, community members, networking
  • Provide Scaffolding in the Classroom
  • Simplified English language
  • Reinforce oral directions with written ones
  • Visuals, manipulatives
  • Cooperative learning, games
  • Reduce students anxiety stress

27
Assessment That Promotes Learning
  • Not just auditing learning
  • Diagnosing strengths and needs
  • Providing specific feedback
  • Descriptive productive feedback
  • Not just a grade
  • Add constructive comments

28
Sharing Expectations with Students
Essential for self-monitoring
  • Ideas to try
  • Use wall charts, tables, graphs
  • Use symbols to reduce language load
  • Use color coding
  • Use student-friendly checklists for reading
    skills
  • Student/teacher conferences

29
Informing Both Parents Students
  • Share learning goals, objectives, and assessment
    results
  • Enable students to hit the learning target

30
Teacher Observations
  • Observe whole class or small groups
  • Save one-on-one assessment for individuals not
    making progress
  • Group individual tasks
  • Provide time for individual conferences

31
Involving Parents
  • Native language resources
  • Provide childs history
  • Need to know learning goals assessment
    expectations
  • Can support literacy in the home

32
Summary
  • Need variety of assessments
  • Need to involve parents
  • Need state legislation requiring teacher
    assessment literacy

33
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