Grade 8 Assessment of Oral Language and Basic Reading and Writing Proficiencies at the Beginning of the Year.

Note: Initial focus must be on language acquisition before literacy (Source #1)Keep in mind that ELLs lack proficiency in English, but they are not cognitively limited. Although second language acquisition mirrors first language development (Hakuta, 1986; Krashen, 1982; McLaughlin, 1990), there is a critical difference. The English of secondary level ELLs may sound like that of four year old children, but their ability to understand academic material in their first language is decidedly not at the pre-school level. Therefore, challenging ELLs to think critically is vital to their academic success and second language development.

Source:Setting the Foundation for Working with English Language Learnersin the Secondary Classroom - American Secondary Education 40(3) Summer 2012- Helen Berg, Ph.D., Mary Petrn, Ph.D., Barbara Greybeck, Ph.D.,

Process, Products and Assessments

Observation of Product

Portfolio Folder

Reading logs

Selected pages from notebooks

or journals

Audiotapes

Videotapes

Writing folders

Group work logs

Projects

Classroom Measures

Teacher conferences and activities

Teacher-made tests

Comprehension questions

Homework

Decontextualized Measures

*teach to the test

Criterion-referenced tests the OSSLT

English Proficiency

See Link to: Lesson Plan and Rubric The Path Through the Cemetery Part 1 & 2

Assessment : Path Through the Cemetery

Part I - Key Assessments: Reading and Writing

Full Class Lesson

Expectations/Assessment

Modifications for Alex

Read the story The Path Through the Cemetery

Vocabulary development with definitions assigned

Understanding of the story (general)

For Alex facilitate move to Level 2 proficiencies

Reading:*grade 7/8 story but necessary for full class/ drama participation

-develop text/plot specific vocabulary

Others: develop vocabulary

-demonstrate understanding of a text by using Korean translation and in retelling using visual sequencing

Others:1.4, 1.5, 2.4 explicit/implicit, textual cues, inference, proof to support interpretation and style

Appendix B

-Vocab with visuals, English definition (relevant to story)and Korean definition exemplar

-Google translator: Alex knows how to apply

*Alex to complete Korean definitions - Note: grammatically translator is weak

- also listening feature Audacity - Moodle

-paragraphs numbered Alex writes a simple sentence for each & questions if unclear

Ex: 1)Ivans character is timid.

2)People are not nice to Ivan. WHY?

NOTE: parents involved - they can access help at the public library

Small groups:

-Vocabulary reviewed/shared & then they take a mini Quiz online/Moodle

-Comprehension Questions group discuss & individual online/Moodle____

Complete questions

Research: Suspense

Oral* in/formal

-participate in conversations on familiar topics (story)

-respond to vocab, questions, & instructions in a familiar context

-Pronunciation developed so that less hindering of communication(ex: stress patterns)

Others: 2.4

Writing: 1.3

Teacher-review oral language with Alex (formal)

T-discuss meaning of words use vocabulary and miming

Student- joins a center with peers for oral vocab. and matches pictures with words for his quiz (informal grp)

T-talk about story points and questions using vocab and miming___________________________

Hmwk

S- organizes story sequence cut/paste -using Moodle

- may reread story for understanding

Lesson/Discussion of suspense types- link to the story & review questions_________

Write 1st person 1 pg_- through cemetery__________

-Continue to develop oral facility continue to develop simple sentences, ordering and basic grammar

Others: 1.6, 1.9 connect to own knowledge

Writing:

-discuss/add details to the story answer questions

(formal)

-RECAP # 3 & 4 at Moodle center where others write 1st person

**informal groups conversation

Hmwk complete Recap 3 & 4

Compete story & Self-edit story

Make corrections to marked assignments

Peer edit

Good copy story

-Pronunciation developed so that less hindering of communication(ex: stress patterns)

Other: Revision:2.7

Text Forms 2.1

T= discuss responses, answer questions

T=intro script with Alex apply story translator, cut.paste and vocab/mime per previous

Consider script add possible lines from the story - Hmwk -Alex extends understanding and ideas

Part 2 -Oral Lesson Plan The Path Through the Cemetery

Modifications for Alex

-Alex took part in the choral reading/speaking group in September

-Alex has had practise one on one and in small groups, with this story in the last 3 days, to improve oral communication

List on board and script was given to Alex previously and discussed

-he will copy/label with the rest of the class

-Alex has had an opportunity to develop lines for the script and to practise speaking them so that he can take part in the group

***to move Alex forward in his oral language proficiency one on one and in small groups

*the written work can be shared with Alex so there is no need for him to scribe

*Alex can practise his lines at home may use Google translator to assist

Look Fors :

*participation in discussion/rehearsal/critique(simple: I liked....)

*oral proficiency with interference acceptable as long as there is understanding by self/others - memorized

*Alex assigned role of a villager for choral speaking and individual/oral communication

-practise pronunciation memorize script teacher placed reading on Moodle/audacity

Key Issues Addressed In The Path Through the Cemetery Part 1 & 2:

Social integration-

-Alex will be working on the same text as the other students. Although he will not have the language facility, it is inclusive and it will allow him to participate in the culminating drama activity.

Oral Language proficiency

-Alex is developing the vocabulary skills specific to the literature, he is practicing decoding and simple sentence construction and he may be able to, in listening to other students and the oral language of the teacher in conferences, develop his oral language proficiency.

The Korean language speaker who will translate the text will also read each of the sections in English to support English language development as she will also explain some word meaning in conjunction with the activities.

Level 1 High progressing to Level 2

-ask and answer basic questions

-retell simple narrative

understand slow and deliberate speech related to specific narrative

-participates at a basic level in group work (drama)

Use of L1 to develop language and literacy

-The support of Korean speaking persons (L1) to read the text and reference the sections and activities that are in English (L2)

Reading Proficiency and the Integration of Technology-

-the use of Audacity for the reading and practise with the activities recorded by the Korean support person and the teacher, along with the implementation of technology (Moodle) in the flipped classroom allows Alex to work at his own speed to develop reading and speaking proficiencies . He can also read the simple sentences in the activities and the script.

- Level 1 High progressing toward Level 2

-read text developed and learned in class (sentences, script)

-recognize words in a new context

-memorize and correctly spell short lists of words

-correctly read simple sentences related to the text

Writing Proficiency-Level 1

Alex is developing simple sentence construction and some introduction to verb tenses .

-copies simple sentences, short passages

-writes simple sentences related to examples given in class

Source:Levels/Expectations: Ontario Curriculum ESL Learners

Assessment Strategies following the beginning of the year assessment: The Path Through the Cemetery

Desired Outcomes: Stages of Development for planning and assessment toward achieving desired outcomes at the end of Grade 8:

Level 2 *Goal at the end of the first half Grade 8

Level 3 * Goal at the end of Grade 8

Listening

& Speaking

understand instructions of three to four steps for classroom tasks

interact orally with native speakers of English in most school-based situations, using strategies, such as indicating understanding, requesting repetition

carry on comprehensible oral conversations, with few repetitions, about everyday topics with sympathetic native English speakers

participate in classroom discussions on topics of study in the classroom

respond to oral presentations of information: ask questions for clarification, answer oral and written questions with short sentences

give five-minute oral presentations on topics studied individually or in class

participate in group work with other students in ESL class and, to a limited degree, with native English-speaking students who are patient, sympathetic listeners

use vocabulary that goes beyond what was studied in class to comprehend and express basic ideas related to school situations

use bilingual dictionaries and/or learners dictionaries regularly to increase vocabulary.

p.115

participate in casual conversations, interviews and discussions

about topics of current public and personal interest with native

English speakers

use communicative strategies, such as requests for repetitions,

pauses, conversation fillers and circumlocutions in order to prolong

conversations

pronounce English vocabulary in a way that is comprehensible to

most native English speakers, with some repetition and negotiation

communicate facts, opinions and attitudes in response to questions

understand and express main ideas and details of descriptions,

narrations, explanations that are set in different time frames

(present, past, future) on a variety of familiar topics beyond the

immediate context

give well-organized, comprehensible oral presentations on research topics, using cohesive devices, such as pronoun reference and signal words to indicate comparison/contrast, sequence

take notes from a teacher presentation that is well-organized, slower than normal pace and accompanied by graphics or other devices to clarify meaning.

p.118

Reading & Writing

independently read and understand the main idea of descriptive,

narrative and expository prose several paragraphs in length, that is:

clearly structured

composed of simple sentences and familiar tense structures and

sentences patterns

supported by visuals and graphics

accompanied by a glossary

demonstrate some ability to predict the meaning of unfamiliar

words from the written context

write three to four paragraphs on familiar topics using some

complex sentence patterns

use a limited number of cohesive devices to show

comparison/contrast, sequence and coordination

give relevant written answers with some degree of accuracy

fill in outlines from well-organized, slow-paced oral presentations or interviews

use basic punctuation, such as periods, quotation marks, possessive markers, capital letters.

p.117

understand two or three pages of factual, expository and technical

prose in areas of study

often determine meanings of unknown words from context in short

passages of text

comprehend details relating to who, what, when, where and why,

and simple inferences from texts that are not heavily influenced by

unfamiliar cultural references

respond to reading with interpretations and reflections

understand abstract topics in familiar contexts

paraphrase and summarize short factual articles that were read and

discussed in class

write plot summaries of narratives

describe and narrate personal experiences

carry out structured research using designated sources and write one to two page reports using basic report format

use bilingual dictionaries and English-only learner dictionaries

consistently use basic grammatical structures accurately in simple

sentence structures.

p.119

Source: English as a Second Language Senior High Guide to Implementation

http://education.alberta.ca/media/653515/esl_shgi.pdf

Final Assessment Alex Kim Reading and Writing the end of Grade 8

*See the Lesson Plan by the same name (Novel Study and Journal Writing)

The Final Journal Submission- (The novel was not completed)

I read a book name was Chorolttes web. It was a pig born in spring, he was a spring pig, he cant grow very big. Ferns father wanted to kill the pig, but Fern step him and saved this pig. she build a pigpen for the pig and she gave him a name: Wilbur. But, ferns father didnt want this pig, he told fern to sell this pig to Mr. Zuckerman for six dollar. Mr. Zuckerman bought this pig. Wilbur met all animal in the barn, the old sheep, the geese, the rat. It is a great book. I know the real live of farmer in the real world. In the real world people work and work to earn money to save they life, same to Wilbur, he just a pig but he had the brain not just eat and sleep, he want to make friends not lost them, he dont want died but he want to live in barn, that was ral what Wilbur thinking.

Grade 8 Assessmentof Oral Language and Basic Reading and Writing Proficiencies at the Beginning of the Year.

Note: Initial focus must be on language acquisition before literacy (Source #1)Keep in mind that ELLs lack proficiency in English, but they are not cognitively limited. Although second language acquisition mirrors first language development (Hakuta, 1986; Krashen, 1982; McLaughlin, 1990), there is a critical difference. The English of secondary level ELLs may sound like that of four year old children, but their ability to understand academic material in their first language is decidedly not at the pre-school level. Therefore, challenging ELLs to think critically is vital to their academic success and second language development.

Source:Setting the Foundation for Working with English Language Learnersin the Secondary Classroom - American Secondary Education 40(3) Summer 2012- Helen Berg, Ph.D., Mary Petrn, Ph.D., Barbara Greybeck, Ph.D.,

Assessment

Desired Outcomes:Stages of Development for planning and assessment toward achieving desired outcomes at the end of Grade 8:

Level 2 *Goal at the end of the first half Grade 8

Level 3 * Goal at the end of Grade 8

Listening

& Speaking

understand instructions of three to four steps for classroom tasks

interact orally with native speakers of English in most school-based situations, using strategies, such as indicating understanding, requesting repetition

carry on comprehensible oral conversations, with few repetitions, about everyday topics with sympathetic native English speakers

participate in classroom discussions on topics of study in the classroom

respond to oral presentations of information: ask questions for clarification, answer oral and written questions with short sentences

give five-minute oral presentations on topics studied individually or in class

participate in group work with other students in ESL class and, to a limited degree, with native English-speaking students who are patient, sympathetic listeners

use vocabulary that goes beyond what was studied in class to comprehend and express basic ideas related to school situations

use bilingual dictionaries and/or learners dictionaries regularly to increase vocabulary.

p.115

participate in casual conversations, interviews and discussions

about topics of current public and personal interest with native

English speakers

use communicative strategies, such as requests for repetitions,

pauses, conversation fillers and circumlocutions in order to prolong

conversations

pronounce English vocabulary in a way that is comprehensible to

most native English speakers, with some repetition and negotiation

communicate facts, opinions and attitudes in response to questions

understand and express main ideas and details of descriptions,

narrations, explanations that are set in different time frames

(present, past, future) on a variety of familiar topics beyond the

immediate context

give well-organized, comprehensible oral presentations on research topics, using cohesive devices, such as pronoun reference and signal words to indicate comparison/contrast, sequence

take notes from a teacher presentation that is well-organized, slower than normal pace and accompanied by graphics or other devices to clarify meaning.

p.118

Reading & Writing

independently read and understand the main idea of descriptive, narrative and expository prose several paragraphs in length, that is:

clearly structured

composed of simple sentences and familiar tense structures and

sentences patterns

supported by visuals and graphics

accompanied by a glossary

demonstrate some ability to predict the meaning of unfamiliar words from the written context

write three to four paragraphs on familiar topics using some complex sentence patterns

use a limited number of cohesive devices to show

comparison/contrast, sequence and coordination

give relevant written answers with some degree of accuracy

fill in outlines from well-organized, slow-paced oral presentations or interviews

use basic punctuation, such as periods, quotation marks, possessive markers, capital letters.

p.117

understand two or three pages of factual, expository and technical

prose in areas of study

often determine meanings of unknown words from context in short

passages of text

comprehend details relating to who, what, when, where and why,

and simple inferences from texts that are not heavily influenced by

unfamiliar cultural references

respond to reading with interpretations and reflections

understand abstract topics in familiar contexts

paraphrase and summarize short factual articles that were read and

discussed in class

write plot summaries of narratives

describe and narrate personal experiences

carry out structured research using designated sources and write one to two page reports using basic report format

use bilingual dictionaries and English-only learner dictionaries

consistently use basic grammatical structures accurately in simple

sentence structures.

p.119

Source: English as a Second Language Senior High Guide to Implementation

http://education.alberta.ca/media/653515/esl_shgi.pdf

Final Assessment Alex Kim Reading and Writing end of Grade 8

*See Lesson Plans for details of the Assignment & Expectations

The Final Journal Submission- (The novel was not completed)

I read a book name was Chorolttes web. It was a pig born in spring, he was a spring pig, he cant grow very big. Ferns father wanted to kill the pig, but Fern step him and saved this pig. she build a pigpen for the pig and she gave him a name: Wilbur. But, ferns father didnt want this pig, he told fern to sell this pig to Mr. Zuckerman for six dollar. Mr. Zuckerman bought this pig. Wilbur met all animal in the barn, the old sheep, the geese, the rat. It is a great book. I know the real live of farmer in the real world. In the real world people work and work to earn money to save they life, same to Wilbur, he just a pig but he had the brain not just eat and sleep, he want to make friends not lost them, he dont want died but he want to live in barn, that was ral what Wilbur thinking.

Teacher Ongoing Assessment Anecdotal based on previous journals and conferences

Learned

Assessment

Next Steps

Meaning is clear

-knowledge of characters and relationships

-understanding needs to develop clarity

Demonstrates Purpose of Writing

Basic summary of novel to date

Some critical thinking

Develop summary writing and critical thinking as it relates to own experiences

Students oral language level

Written as though spoken

Develop written word

Connectives to link ideas

Transitional connectives need to be applied

Pronouns have a clear referent

In place/basic

Vocabulary is appropriate

In place.

Correct word order

In place

Punctuation demonstrates readability

Meaning is evident

Needs to continue with edit practise

Punctuation appropriate

weak

Capitalization, sentence structure and periods, proper use of the comma

Verb tenses

Verbs in place

Past/present needs further distinction

Other

Copy the title accurately, capitalize, and underline

Assessment:

Accommodated Rubric For Alex Kim:

Category & Success Criteria

Learned

Strengths

Next steps

Level

Knowledge of Content

(comprehension of meaning)

-plot

Character(s)

Relationships

and

motivation

I understand the story.

I know the characters.

I know how the characters are related.

I know why the characters act the way they do.

(cause and effect/sequence)

X

X

X

X

2/3 as the novel was not completed

Thinking

(critical/creative skills/processes)

-organizing the assignment

- analysing character

-chooses relevant proof/examples

-forming course relevant and insightful synthesis / conclusions

I have the correct ordering of the story.

I have ideas (proof) from the story to prove what I say about the character.

I use critical explanations.

Other people understand the meaning of what I am writing.

X

X

X

X

Communication

(conveying info/meaning through journal/paragraph and persuasive structures)

-organization of ideas

-use of conventions

-vocabulary

-sentence and paragraph structure

I follow the writing process:

My writing has a beginning, middle and end

I use language conventions properly

-capitalization

-punctuation

-correct present/past tense

-vocabulary

-sentence is a complete thought

-paragraph topic, detail and concluding sentence

X - developing

X

X

X

X

needs to continue to develop

*Focus

Application(making connections)

-transfer of knowledge to individual experiences

I make a connection to my own experience

X developing

The Ontario Curriculum Achievement Chart grades 9 12 ESL &ELD

Key IssuesAddressed:

Social integration-

-Alex was not working on the same text as the other students, however, he did complete similar activities, such as journaling.

- He continues to develop the language facility of native English speakers, the group is more inclusive, and it has allowed him to participate in the activities.

Oral Language proficiency (Level 3)

-participates in casual conversations with native English speakers

-uses communication strategies in order to prolong conversations

-pronounces English vocabulary in a way that is comprehensible to most native English speakers

-communicates facts, opinions and attitudes in response to questions

-understands and expresses main ideas and descriptions/narrations

-takes notes from a teacher presentation that is well-organized, slower than normal pace

Continues the use of L1 to develop language and literacy

-The support of Korean speaking persons (L1)

Reading Proficiency and the integration of technology-(Level 2/3)

-some ability to predict the meaning of unfamiliar words from a written context

-independently reads and understands the main idea of descriptive and expository prose at a grade3 level

-comprehends details relating to who, what, when, where, why and how

Writing Proficiency-(Level 2/3)

-writes 1 2 paragraphs on familiar topics attempting to use some complex sentence patterns

-uses a limited number of cohesive devices to show sequence

--writes a plot summary of a narrative

-responds to reading with reflections related to personal experiences

-uses bilingual dictionaries

-uses basic punctuation such as periods, commas and capital letters

Source:Levels/Expectations: Ontario Curriculum ESL Learners

Final Assessment Alex Kim

Desired Outcomes:Stages of Development for planning and assessment toward achieving desired outcomes at the end of Grade 8:

Level 2 *Goal at the end of the first half Grade 8

Level 3 * Goal at the end of Grade 8

Listening

& Speaking

understand instructions of three to four steps for classroom tasks

interact orally with native speakers of English in most school-based situations, using strategies, such as indicating understanding, requesting repetition

carry on comprehensible oral conversations, with few repetitions, about everyday topics with sympathetic native English speakers

participate in classroom discussions on topics of study in the classroom

respond to oral presentations of information: ask questions for clarification, answer oral and written questions with short sentences

give five-minute oral presentations on topics studied individually or in class

participate in group work with other students in ESL class and, to a limited degree, with native English-speaking students who are patient, sympathetic listeners

use vocabulary that goes beyond what was studied in class to comprehend and express basic ideas related to school situations

use bilingual dictionaries and/or learners dictionaries regularly to increase vocabulary.

p.115

participate in casual conversations, interviews and discussions

about topics of current public and personal interest with native

English speakers

use communicative strategies, such as requests for repetitions,

pauses, conversation fillers and circumlocutions in order to prolong

conversations

pronounce English vocabulary in a way that is comprehensible to

most native English speakers, with some repetition and negotiation

communicate facts, opinions and attitudes in response to questions

understand and express main ideas and details of descriptions,

narrations, explanations that are set in different time frames

(present, past, future) on a variety of familiar topics beyond the

immediate context

give well-organized, comprehensible oral presentations on research topics, using cohesive devices, such as pronoun reference and signal words to indicate comparison/contrast, sequence

take notes from a teacher presentation that is well-organized, slower than normal pace and accompanied by graphics or other devices to clarify meaning.

p.118

Reading & Writing

independently read and understand the main idea of descriptive,

narrative and expository prose several paragraphs in length, that is:

clearly structured

composed of simple sentences and familiar tense structures and

sentences patterns

supported by visuals and graphics

accompanied by a glossary

demonstrate some ability to predict the meaning of unfamiliar

words from the written context

write three to four paragraphs on familiar topics using some

complex sentence patterns

use a limited number of cohesive devices to show

comparison/contrast, sequence and coordination

give relevant written answers with some degree of accuracy

fill in outlines from well-organized, slow-paced oral presentations or interviews

use basic punctuation, such as periods, quotation marks, possessive markers, capital letters.

p.117

understand two or three pages of factual, expository and technical

prose in areas of study

often determine meanings of unknown words from context in short

passages of text

comprehend details relating to who, what, when, where and why,

and simple inferences from texts that are not heavily influenced by

unfamiliar cultural references

respond to reading with interpretations and reflections

understand abstract topics in familiar contexts

paraphrase and summarize short factual articles that were read and

discussed in class

write plot summaries of narratives

describe and narrate personal experiences

carry out structured research using designated sources and write one to two page reports using basic report format

use bilingual dictionaries and English-only learner dictionaries

consistently use basic grammatical structures accurately in simple

sentence structures.

p.119

Source: English as a Second Language Senior High Guide to Implementation

http://education.alberta.ca/media/653515/esl_shgi.pdf

Heading: Lesson Plan for the End of Grade 8 Reading and Writing

Assignment - Reading & Writing -Final Journal for a novel study -has been ongoing/with feedback this is the last entry

Explanation for the Assessment - learning is ongoing

The journal writing was built on previous work short answers both oral and then written from short stories (culturally relevant fact and fiction) and also paragraph writing. Aspects of the journal writing were introduced in the short story unit. (see Success Criteria)

Students had chosen a novel or a piece of nonfiction. (Have been encouraged to choose relevant to their abilities and Next Steps)

Alex wrote 4 journals.

The first journal writing for Alex included prompts from the teacher that were related to the rubric (and previous work) so that the student would understand (see learned sentences) the expectation/success criteria. There were no changes in the rubric so that there were no confusions/surprises for Alex.

There was also self-reflection and feedback (oral and written) which included editing lessons of Alexs work related to the rubric/cross referenced to improve student understanding of the reading and written work/success expectations/rubric.

Each journal was self-assessed by the student. That assessment was discussed based on the learned in conjunction with the categories to try to extend understanding (transition to High School) and these were revisited with each journal so that we could look at learned/strengths and determine if there was movement there from Next Steps

Assessment:

Accommodated Rubric For Alex Kim:

Category & Success Criteria

Learned

Strengths

Next steps

Level

Knowledge of Content

(comprehension of meaning)

-plot

Character(s)

Relationships

and

motivation

I understand the story.

I know the characters.

I know how the characters are related.

I know why the characters act the way they do.

(cause and effect/sequence)

X

X

X

X

2/3 as the novel was not completed

Thinking

(critical/creative skills/processes)

-organizing the assignment

- analysing character

-chooses relevant proof/examples

-forming course relevant and insightful synthesis / conclusions

I have the correct ordering of the story.

I have ideas (proof) from the story to prove what I say about the character.

I use critical explanations.

Other people understand the meaning of what I am writing.

X

X

X

X

Communication

(conveying info/meaning through journal/paragraph and persuasive structures)

-organization of ideas

-use of conventions

-vocabulary

-sentence and paragraph structure

I follow the writing process:

My writing has a beginning, middle and end

I use language conventionsproperly

-capitalization

-punctuation

-correct present/past tense

-vocabulary

-sentence is a complete thought

-paragraph topic, detail and concluding sentence

X

X

X

X

needs to continue to develop

Application

(making connections)

-transfer of knowledge to individual experiences

I make a connection to my own experience

X developing

The Ontario Curriculum Achievement Chart grades 9 12 ESL &ELD

Heading: Assessment

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