Characteristics of English Language Learners (ELLs)

2. 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 child’s 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 L. V. Pierce, George Mason University

33. Thank you for watching!