Characteristics of English Language Learners ELLs Language Similarities

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

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

What is Assessment? Gathering information on what a student knows or has learned • Formal or informal • Observation & documentation

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

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?

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

Video New Kid in Town Arlington Intake Center, Arlington VA

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

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

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

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

Linking Classroom Assessments to Statewide Tests Base classroom assessments on state standards Use classroom learning tasks as opportunities for assessment

Benefits of Classroom-Based Assessments Guide both teaching & learning Continuous adjustments by teacher & students Provide specific, personalized, timely information

Two Types of Assessment Teacher-Useful Assessments • Observation & documentation • Checklists, rubrics, anecdotal records Student-Friendly Assessments • Checklists detailing learning expectations

Assessing ELLs with Learning Disabilities Ways to promote success: • Use manipulatives, pictures, illustrations • Use performance-based assessment • Use instructionally-based materials

Language or Learning Disability? Ways to assess: • Educational & medical history • Parental interview • Student interview • Teacher observation and documentation on variety of learning tasks

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

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

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

State Standardized Tests Measure annual growth Not as useful for informing classroom instruction on weekly basis

Video Letters and Sounds Mark Hopkins Elementary School, Sacramento CA

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

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

Assessing and Diagnosing In a Multi-lingual Classroom Common set of teaching standards and objectives Compare each students accomplishments to standards instead of to each other

When Native Language Literacy Is 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

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

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

Informing Both Parents & Students Share learning goals, objectives, and assessment results Enable students to hit the learning target

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

Involving Parents Native language resources Provide child’s history Need to know learning goals & assessment expectations Can support literacy in the home

Summary Need variety of assessments Need to involve parents Need state legislation requiring teacher assessment literacy L. V. Pierce, George Mason University

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