Characteristics of English Language Learners ELLs

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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

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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

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What is Assessment?

• Gathering information on what a student knows or
  has learned
• Formal or informal
• Observation documentation

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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

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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?

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Validity

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

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Video

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

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Newcomer Assessment

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

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Inappropriate Assessments

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

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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

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Assessing Reading

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

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Linking Classroom Assessments to Statewide Tests

• Base classroom assessments on state standards
• Use classroom learning tasks as opportunities for
  assessment

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Benefits of Classroom-Based Assessments

• Guide both teaching learning
• Continuous adjustments by teacher students
• Provide specific, personalized, timely information

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Two Types of Assessment

• Teacher-Useful Assessments
• Observation documentation
• Checklists, rubrics, anecdotal records
• Student-Friendly Assessments
• Checklists detailing learning expectations

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Assessing ELLs withLearning Disabilities

• Ways to promote success
• Use manipulatives, pictures, illustrations
• Use performance-based assessment
• Use instructionally-based materials

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Language or Learning Disability?

• Ways to assess
• Educational medical history
• Parental interview
• Student interview
• Teacher observation and documentation on variety
  of learning tasks

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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

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Needs/Diagnostic Assessment
Cycle of Assessment Instruction
Redirected Reading Instruction
Reading Instruction
Teacher Assessments Inform Direct Instruction
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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

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State Standardized Tests

• Measure annual growth
• Not as useful for informing classroom instruction
  on weekly basis

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Video

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

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Video highlights

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

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Useful Teaching Approaches

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

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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

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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

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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

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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

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Informing Both Parents Students

• Share learning goals, objectives, and assessment
  results
• Enable students to hit the learning target

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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

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Involving Parents

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

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Summary

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

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Thank you for watching!