Assessment and Instruction Flashcards
(40 cards)
Universal access to the Language Arts Curriculum
The goal of this is to ensure that all students have the instruction needed to meet state standards. Strategies for doing so include assessing current levels of proficiency, diagnosing problems the student is encountering, formulating a plan, enlisting the help of others, differentiating instruction when needed.
CELDT
A test required by California to determine the proficiency level of students were learning English as a second language.
Backwards Lesson Planning
An instructional planning approach that begins with identifying outcome goals and ends with instructional delivery.
Linguistic Bias
Can be found if tests use words not known to particular cultural groups or if stereotypes are present within test questions themselves.
Curriculum Calibration
A process by which learning activities are analyzed to see how well they are aligned with state standards.
Assessment
- Performance-based: student completes a task using what he/she had learned (often graded by rubric or checklist)
- Curriculum-based: student takes a test/quiz containing questions that show how well the student remembers or understands the material covered in the curriculum lessons.
- Teacher- made testing: The instructor designs a test that covers a small amount of material recently taught.
Curriculum Mapping
Thematically align standards, instruction, and assessment for the entire course of the academic program.
Authentic assessment
Realistic tasks are completed by the student in order to demonstrate his or her understanding of the material covered examples and consulting a real health math problem writing a story or performing a science experiment.
Informal ELD assessment
Can include the teachers observation of the student or questioning of the students during the lesson.
District benchmarks
Great level students from an entire district take a test and the curriculum for the district is adjusted to focus on the weaknesses detected.
Gate
Stands for gifted and talented education. It is a program run by the state of California authorized for the education code designed to help create curriculum and fun classroom and other instruction for students were considered gifted. Gates aim is to provide instruction to as many students as possible not neglecting those who may be economically disadvantaged or who come from a variety of cultural backgrounds.
SST
Stands for the student study team. It is a group of individuals in the school system who meet to discuss student needs. Behavioral emotional or learning needs are discussed. The team discusses the students and forms a plan for assistance. Most students were discussed are those who teachers are already modifying in the classroom but the modifications are not currently meeting the students need. The plan for helping the student may include changing seating tutors playing learning game or behavior modifications.
Heritage language movement
This term describes it trended towards preserving the languages of people of United States. In many cases fewer know people are left to affluent a Native American languages and this movement would like to study, horseback, and appreciate the languages before their lost forever.
Content-based ELD
This involves teaching students in a content-based class such as teaching English in a science class or a math class which enables the student to not only learn English but also keep up with peers and learning the class material.
Proficiency
Factors that affect the ability to progress to proficiency:
Background experiences, literacy in primary language, level of motivation, knowledge of vocabulary.
SEI
Stands for structured English immersion. In this classroom two factors are at work. First the English language being used is that an appropriate level for the students and second the teachers in the classroom are working to use more English and less of the other languages as time progresses. On average studies have shown that English is used approximately 70 to 90% of the time and SDI classroom that his students for an average of three years. The effectiveness of this type of classroom is under debate with some feeling the class sizes are too big or that students are not learning English as well as they could in a bilingual setting.
SDAIE
Specially designed academic instruction and English. In this classroom students with limited English proficiency experience special teaching strategies designed to help them with both content and language. Teachers use graphic organizers, visuals, manipulatives, real objects, and materials and interactive teaching/group learning.
Reading and writing skills
Using a variety of approaches students who are learning English can enhance their learning and eventual proficiency in English. Some examples include using materials that provoke discussion and interest such as journals, learning logs, shared reading sessions, interactive journaling, graphic organizers, maps, puzzles, content related photographs. Teaching methods include peer tutors, team teaching situations, available technology and bilingual teachers and aids. A strategy known as vocabulary frontloading can also be useful this technique involves the teacher going over difficult or challenging words before the students read them and allowing students to don’t define the vocabulary in their own words
Language experience approach
This method of teaching help students learn language bond with classmates and take ownership of learning. The process involves choosing the material to cover, then recording and writing or video the lessons themselves. Lessons maybe hands-on experiences such as growing a garden or cooking. The students assist in designing lesson, planning the event and writing the rules they will follow during participation. Once the lesson is complete students and teachers will reinforce learning by engaging in discussions about what happened.
Jim Cummins
Jim Cummins is the author of a book intended to assist child driven in the bilingual classroom. His book details his studies and resulting theory called the four quadrants. This is used to identify the level of difficulty in academic language is in court content classwork.
Writing strategies
- help developing legible penmanship
- assistance learning the writing process
- help learning how to use and apply technology and research techniques.
- Discussion and practice with various types of writing. (Expository, narrative, descriptive, persuasive.
- Practice and experience writing for a particular audience and purpose.
- Practice with written language conventions including spelling, sentence structure, capitalization etc…
English language development
In order to promote English language development while conducting a science experiment a good strategy is for the teacher to first demonstrate the experiment then have the students work in small groups to conduct the same experiment on their own. As the teacher explains and demonstrate the experiment here she should take care to use modified language that is either paraphrased and or repeated so that the students will understand based on their current proficiency. This type of experiment offer students the chance for meaningful input and meaningful output.
Sentence fragments
For English learners using fragmented sentences is common. The best strategy for the teacher to use is to teach the students the definitions of both complete sentences and fragments. Students can look at sentences and identify the subject and the predicate indicating a complete sentence.
Social interactionist theory
For English language learners the chance to speak with others is critical. Conversational skills perfect promote proficiency. Social interactionist theory says that one language learners engage in dialect in a social setting there given the chance to both listen and comprehend as well as provide answers and further questions. This theory also states that social interactions of the most important for helping language learner to become proficient.
