Presentation on theme: "How are you feeling???. How do we measure ESL student progress? What is appropriate data? How do we measure and demonstrate growth? How do we measure."— Presentation transcript:
In Our ESL Classrooms--- How Do We Measure and Demonstrate Growth? Portfolios Oral Speaking Samples from Picture Prompts Authentic Assessments Reading Samples for Fluency Retells Dictation Dated Writing Samples Writing to a Prompt with Rubrics Open-Ended Projects LinguaFolio Student Self-Assessments Anecdotal Notes
"Teaching school is like teaching swimming lessons. You have a couple of students that you can send off to the deep end and they will probably be okay by themselves. There are a bunch of kids in the middle who you can teach something new to and then they can go off and practice. But there are a few kids who if you take your eye off of for even a minute, they will drown.” (5th grader) Differentiation
Vocabulary Acquisition Young children (0- 4 yrs.) acquire lots of language orally. As children get older, they still acquire language orally, but now the emphasis starts to focus more on written text. Whereas oral language offers hints as to the meaning of new vocabulary: intonation, inflection, body language, shared surroundings... Written language often doesn’t offer as many clues as the spoken language. Text is often not the easiest source for acquiring new vocabulary.
Iceberg Analogy - Cummins Conversational Language BICS 1 - 3 years Also known as “Surface Structure” Academic Language CALPS 4 – 10 years Also known as “Deep Structure” Tier 1 words are words that fit into BICS – jump, big, father, mother Tier 2 words are expanded academic words, more abstract big/enormous, multiple meaning words. Students need practice in using these words and thinking about where they are found. (LEPs misinterpret these words often) Tier 3 words are subject specific (ELA: drama/fiction, SCI: terrain, legend) and need to be taught explicitly within content learning Tier 1 words Tier 2,3 words
Conventional Wisdom: Vocabulary is learned from context. But... Is it?
“He needs to see it in context.” Steven won the bike race outright and crossed the finish line with a triumphant grin on his face as the crowd cheered energetically. “It seems so easy for him,” Malcom said grudgingly as he watched Steven approach the announcer to accept his prize.
Continuum of Context Misdirective: Direct the student to the incorrect meaning Non-directive: Don’t appear to help the student at all General contexts: Help the reader understand the general sense of the word Directive contexts: Likely to lead the student towards the correct meaning of a word.
Released NC 5 th grade Science Which resource do ____________ return to the environment? A light B nutrients C oxygen D water
Released NC 5 th grade Science Which resource do decomposers return to the environment? A light B nutrients C oxygen D water
WS Journal – Sept 20, 2009 "Hugo has cleaned out some of the building stock that wasn't built especially well anyway and replaced it with newer construction," Schiff said. South Carolina has __________ a number of lesser storms since Hugo. The busiest storm season on record in South Carolina was five years ago, when a series of smaller storms hit the coast causing at least $146 million in damage. But nothing compares to Hugo, which started a tradition of Charleston returning the favor for the help it received.
WS Journal – Sept 20, 2009 "Hugo has cleaned out some of the building stock that wasn't built especially well anyway and replaced it with newer construction," Schiff said. South Carolina has weathered a number of lesser storms since Hugo. The busiest storm season on record in South Carolina was five years ago, when a series of smaller storms hit the coast causing at least $146 million in damage. But nothing compares to Hugo, which started a tradition of Charleston returning the favor for the help it received.
Research says… Type of Presentation Ability to Recall 3 hours later Ability to Recall 3 days later Verbal lecture (one- way) 25 %10-20 % Written (reading)72 %10 % Visual and Verbal (illustrated lecture)80 % Participatory (role plays, cooperative learning, practice, interviews, projects, interactions) 90 % US Agency for International Development 1996; Adapted from Dale 1969 65 % 70 %
Strategies/Interventions Specific tools used to accelerate learning and to improve the acquisition of content and skill! Non-linguistic representation Vocabulary notebooks Dialogue Journals Rubrics Writing and reading for genuine purposes Projects/Presentations SIOP Bicycle with training wheels!