The first question on the assessment/exit ticket was writing the numbers 11-15 in order. On the exit ticket I state the following “Write the numbers in order.” if a 1st grade ELL student read that they would only be able to read the words “the”, “in”, “numbers” and maybe the words “order”. You see the only reason why they would be able to read the words “the” is because it’s a sight word and they get tested on words such as that one. An ELL student would not be able to read the words “write”, they get pulled out for SFA. During SFA we have learn many Phonic sounds, i_e being one of them. The students would attempt to sound it out but they would fail to read it because they haven learned that the sneaky “e” bosses around the word.. The
The fifth claim is Australia should seek permission to use the UK Government’s Phonics Screening Check structure and item generation database (Buckingham, 2016). Evidence to support this claim is the report of The UK Year 1 Phonics Screening Check. The author provided so various kinds of details about the implementation of UK Phonics Screening Check, why it should be implemented, what the method of the application is, how the validity and the reliability of the test is. Also who should be included and excluded from the analysis, and how the method can improve student’s literacy level in the country. She assumes that this approach can be implemented in Australia, and Australia does not need to create its assessment independently. She assumes that even though Australia and United Kingdom has different policy context, the rationale is the same and by conducting a pilot study before implementing the Phonics Screening Check nationally, it will allow any technical
Hunter was assessed using a running records assessment. This type of assessment is done with the student reading a book out loud to the instructor while the instructor follows along on a sheet to mark off any mistakes made. Hunter read confidently for the most part, only stumbling over a few words. He substituted the word “individual” for “instinctual” and, at first, said “have” instead of “live”, but this error he quickly corrected and was able to continue with the reading without a problem. The results of the running record assessment done on Hunter show that he is a very proficient reader. He only made a total of two mistakes and, of these two, one was self-corrected. Hunter’s accuracy rate is 99.5%,
...e level.” Journal of Adolescent and Adult Literacy, v. 39, no. 6 (March 1996): 436-445. [E Journal]
The Running Records assignment from Developing Lang and Literacy class at Leeward Community College provides evidence that I have completed the HTSB Standard 6: Assessment. For this assignment, I volunteered for ten hours in an elementary school and performed the running records assessment on a student. The point of the running records assessment is to determine students’ level of proficiency with literacy materials. This is done by checking if students self-corrected themselves, and if they can recognize and gather meaning from the text, not just decode it.
Here I was once again staring down at the open test on my desk and trying desperately to read the words staring back at me but to no avail. When I look up I know that I’ll see my classmates’ pencils moving quickly across the test while others have already turned it over on their desk. I could feel my teacher standing over me concerned that all that was written on my test was my name. Finally, she asked me what the problem was; did I not know what a word meant? If I didn’t it wasn’t a problem. I could just point to it and she would tell me. So I did and I pointed to the first word of the first question, then the following word, and the following word until she had translated the whole question for me. Not that it made much of a difference since
This article, reporting on the research done by Margo Glew and Charlene Polio of Michigan State University, examines writing assessment in a different way than most research on the topic. The goal of this research was to look into how an ESL student chooses prompts for a writing exam when offered a choice. Polio and Glew not only investigate how they choose, but how long it takes each student to choose and if they should even be given a choice at all.
Besides, as mentioned in the lecture, standardized assessments do not separate the several different types of expressive language, or identify important distinctions and verbal deficits. So, they give credit to a child for simply knowing a specific word because he or she is able to recognize the object, but there are no measures of the child's ability to ask for the object whenever he wants it for which a defective ability to ask for desired items when absent are not identified by these assessments. Anyway, this standardized testing are required by many schools district and states in order for a child to qualify for special speech language services.
There are areas of San Francisco that have major issues with gang violence, drug dealers and other threats. There are volunteers that include the mother of these school children who want to help the best they can. There are issues that some volunteers try to limit while children are walking to and from school. There are volunteers that walk the children to and from school in groups. They call it “Safe Passage Initiative”. What that means is an hour before school and an hour after the volunteers help. There have even been initiatives exchanged between the gangbangers to allow that no problems occur during that safe passage time. They agree to make sure that the children are secure at those times. It’s amazing how they gang members actually respect
English language learners are at different levels of proficiency. Listening, reading, verbal, and writing skills of ELLs will require a variety of instructional levels to meet their varied needs. Understanding the knowledge, skills, and abilities of the learners, will enable the teacher to develop lesson plans that meet and challenge the skill levels of each student. Writing is one of the most productive activities for ELLs (Saville-Troike, 2012). Writing is a common method for testing knowledge and is used frequently for academic
Specific prompts, sample and teaching items individualize the administration and ensure low scores are not due to the subject’s failure to understand the standardized instructions. The KTEA-3 continues to use item blocks, based on educational level, for the Reading Comprehension, Listening Comprehension, Written Expression, and Oral Expression subtests with instructions for establishing a basal. The KTEA-3 utilizes only a suggested order of subtest administration; only two of the subtests (i.e., Letter & Word Recognition before Word Recognition Fluency and Nonsense Word Decoding before Decoding Fluency) have a designated order as a minimum level of performance on the former ensures the examinee has the requisite skills to complete the latter. See Table 1 for a summary of the KTEA-3 test and composite
All assessments need to be authentic to assess a student's knowledge successfully. For this analysis I chose the reading comprehension lesson on Aunt Flossie’s Hats which covers the standard: LAFS.3.RI.1.2; determine the main idea of a text; recount the key details and explain how they support the main idea. This is a summative assessment used to register the student’s knowledge of the lesson. For this assessment to be an accurate gauge of the ELL’s ability I modified the verbiage of the worksheet in the English Learner’s native language. Modifying the summative assessment will provide me with a thorough overview of the English Language Learner’s comprehension level without any language barriers.
Focus student number one was able to achieve a higher accuracy on this learning goal than the previous time. The student was lacking confidence on wanting to recall information. I reminded the student that it was okay to guess and that it was just us in the room. He didn’t have to be afraid to be wrong, and that any attempt was a good attempt. The student was able to make appropriate guesses, and was encouraged to advocate for himself if he didn’t hear the target. The student was allowed repetition of the question, and seemed to do better if the question was repeated twice. When I allowed appropriate wait time for the student to process, he was able to self correct. For example, if the student said, “pant/shoe,” he was able to use his auditory feedback loop and determine that was not what I said and that he was leaving off a plural /s/.
These assessments are integrated for ELLs to assess prior knowledge, what they comprehend during the lesson, and summative helps teacher to see what they need to review. Mrs. Thomas assessments for ELL students is more on the authentic side because she tries to align with proficiency levels. The SIOP benefits for native speakers and English as an additional language is being able to connect language with instruction through a lesson plan with eight components (Sheltered, 2015). I learned that this is very helpful to be organized and delivery high quality instruction which helps all students even
...n as a prerequisite step from which instruction and assessment flows (Glatthorn & Jailall, 2009).”
I know I had mentioned that chapter five was the toughest to read and understand, but I have to take that back because this last chapter to me was the hardest. I had to reread the entire section, something I hadn’t done before, in order to even grasp the little I was able to comprehend. The part that really threw me mostly off was the Mean and Length of Utterance (MLU) section. As I was reading it I was like what did I just read. I couldn’t make up how was it that they were able to measure the children’s utterances. During lecture, it was also discussed but I still can not grasp how this whole measurement works. Other than that I was very glad with this challenging textbook. I believe I took a lot even when I had a hard time disecting what it was trying to teach