INED+7731+Spring+2013


 * Welcome to our RESOURCE site for INED 7731! **

__** GLOSSARY **__


 * formative assessments** - are ongoing assessments and provide the the most valuable feedback both to the student and to the teacher.


 * summative assessments** - are final, at the end of a unit, there is no opportunity for adjustment or to change strategies to facilitate learning and it represents final judgement of the student's performance


 * portfolio assessments-** project based assessments in which articles of information are collected over time.The collection of information will serve as evidence of learning of a period of time or unit of instruction.


 * RTI** - (Response to Intervention) is a four tiered “process of aligning appropriate assessment with purposeful instruction for all students”. Tier 1 consists of standards based teaching, and all students automatically fall on this level. Tier 2 is the first step beyond the regular instruction given to the majority of students. It includes special interventions provided to individual students on a need basis. Tier 3 consists of the SST, or school support team. Tier 4 is the final tier, and in addition to the first three tiers, students take part in special programs and instructional styles. (See [] "Introduction to RTI for ELLs" for further information.)

[]
 * Cognitive Learning Styles**
 * Field Independent and Field Dependent Learners


 * Evaluation: ** when we evaluate, we decide whether or not students have learned what they needed to learn. We also check to see how well they learned the material, or how much of the material they understood. Therefore evaluation is the process of reviewing the evidence and determining its value (how well the students understood the material).


 * Assessing: ** is the process of gathering the evidence of learning. This process helps us to evaluate our teaching and therefore helps our students learn more.


 * Assessment __for__ learning: ** is also known as Descriptive Feedback. Descriptive feedback allows the students to make adjustments to what he/she is doing in order to improve. This feedback can come from the teacher, peers, and the students themselves (by comparing the own work to samples or criteria).


 * Assessment __of__ learning: ** is also known as Evaluative Feedback. This kind of feedback tells the student how he/she has performed as compared to other or a given standard. Evaluative feedback is often reported using letters, numbers, checks, or other symbols – it is encoded.

__** KNOWLEDGE BASE - Concepts and Frameworks for Assessment **__


 * assessment framework -** is the process of creating a specific criteria for scoring, grading, or evaluating various projects or assignments.

1) Develops the descriptions of learning 2) Describes what success looks like for students 3) Thinks through the evidence that will be needed
 * Assessment Cycle - (ES)**


 * beginning with the end in mind -** before a plan is formulated, the outcome of the lesson is determined first. Then, a plan if formulated to ensure the end result.

Children acquire a "first" language; while adults have to learn a new language (df)
 * The Acquisition-Learning hypothesis:**

Teaching comparable words in the language of her students, instruction in cognates is an excellent way to increase vocabulary (Examples- madre/ mere/ mother) (df)
 * Cognates:**

Students learn to rank the different elements of a topic. It requires that relationships between words and phrases be ranked in order of importance from the most general to the most specific(df)
 * Concept Maps:**


 * ACCESS for ELLs is used to determine the English language proficiency levels and progress of ELLs in the domains of //__speaking, listening, reading, and writing__//. ACCESS for ELLs serves five main purposes. These include:**
 * Determining the English language proficiency level of students;
 * Providing districts with information that will help them evaluate the effectiveness of their ESOL programs;
 * Providing information that enhances instruction and learning in programs for English language learners;
 * Assessing annual English language proficiency gains using a standards-based assessment instrument;
 * Providing data for meeting federal and state requirements with respect to student assessment.
 * The ACCESS for ELLs series spans over five grade level clusters: **
 * Kindergarten
 * Grades 1-2
 * Grades 3-5
 * Grades 6-8
 * Grades 9-12
 * The results for the ACCESS for ELLs are reported in the four domains and in six proficiency levels (KP): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Entering (Level 1)**- Students at this level can process, produce, understand, or use (PPUU) or use visual representation of content area language as well as words and basic phrases when asked Level 1 questions and given one-step commands. Students at this level need visual and graphic support.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Beginning (Level 2)**- Students at this level can PPUU phrases and short sentences using general language related to the content area. Phonological, syntactic, and semantic errors that impede the meaning of the communication are common in language production and interpretation. Students at this level need visual and graphic support.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Developing (Level 3)**- Students at this level can PPUU expanded sentences in oral interaction and/or written paragraphs utilizing some specific language of the content areas. Although the produced language errors of Level 2 are still present at this level, the meaning of the communication is usually retained when presented with narrative or expository descriptions. Occasional visual and graphic support are necessary for students at this level.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Expanding (Level 4)**- Students at this level can PPUU a variety of sentence lengths of varying complexity in both oral and written discourse utilizing specific and some technical language of the content areas. Phonological, syntactic, and semantic errors are minimal and do not hinder the overall meaning of communication when presented with lengthy oral or written discourse with occasional visual and graphic supports.
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Bridging (Level 5)- **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students at this level can PPUU a variety of sentence lengths of varying complexity including stories, essays, or reports utilizing the technical language of the content areas. These students' oral or written language is nearly comparable to that of English proficient peers when presented with grade level material.
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Reaching (Level 6)- **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students at this level PPUU grade-level sentences of varying lengths and linguistic complexities using specialized or technical language related to the grade level content area. Their oral or written communication in English is comparable to those of their English proficient peers.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">W-APT stands for the WIDA-ACCESS Placement Test **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">. It is an English language proficiency **"screener"** test given to **incoming students who may be designated as English language learners**. It assists educators with programmatic placement decisions such as identification and placement of ELLs. The W-APT basically determines whether or not a student needs English language support and to what extent (KP). The W-APT is one component of WIDA's comprehensive assessment system.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">W-APT test items are written from the model performance indicators of WIDA's five English Language Proficiency (ELP) standards: **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Social & Instructional Language
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Language of Language Arts
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Language of Mathematics
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Language of Science
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Language of Social Studies

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Based on Cummins' distinction between Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP), students acquire proficiency in the order the ELP standards are listed, with social and instructional language proficiency acquired first, then the language of Language Arts, then the language of Mathematics, etc (KP).


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Test forms are divided into five grade-level clusters: **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Kindergarten
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Grades 1-2
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Grades 3-5
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Grades 6-8
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Grades 9-12


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Each form of the test assesses the four language domains of Listening, Speaking, Reading, and Writing. The W-APT uses the same proficiency levels as the ACCESS to classify ELLs. **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The W-APT is designed to be individually administered and adaptive, meaning that parts of the test may be discontinued as soon as the student reaches his or her performance "ceiling." **

__** ANNOTATED BIBLIOGRAPHY WITH LINKS **__

RubiStar - free website for generating rubrics uses templates and free form construction

[] website for rubrics and worksheets (ES)

[|ACCESS: Georgia Department of Education]

[|W-APT]

[|Digital Storytelling]- this is a great tool for teachers to explore an effective way to implement technology in helping ELs demonstrate evidence of learning. Digital storytelling or digital writing is essentially the practice of using multimedia to tell a story. It is useful because it is designed with an authentic audience in mind (peers, families, and/or the internet community), and it is ideal for collaboration, which helps students develop their language skills and also cultivates leadership and decision-making skills. [|University of Houston on Digital Storytelling]- another useful link to learning about digital storytelling (KP)

__ **GACE** __
 * Chomsky**
 * LAD - language acquisition device; hypothesized part of the brain that is "hard wired" to acquire language. Related to the the innateness theory of language acquisition/learning
 * Universal Grammar (UG) - humans are hard wired to produce all forms of language; thus, over time humans revise specific language features for they need for communication. This explains why a child born to Mandarin speaking parents can be adopted in the US and acquire English without any problems.
 * Markedness - the linguistic distance between languages
 * Vygotsky**
 * ZPD - zone of proximal development - teaching/scaffolding at a level that is beyond individual ability; teaching slightly above what the student can do independently
 * Krashen**
 * Input Hyposthesis
 * Acquisition versus learning - acquisition relates to using language in authentic and meaningful ways whereas learning is decontextualized and isolated.
 * i+1 - Krashen's notion that students should be taught at a level just beyond (+) what they can do independenlty (1)...related to ZPD. Krashen's i+1 related specifically to language use. The WIDA Can-Do descriptors exemplify this concept.
 * Piaget**
 * Cognitive development - stages are 1) sensory motor, 2) preoperational, 3) concrete operational, 4) formal operational
 * Developmental readiness as it relates to academic achievement


 * Phonics - Phonemic Awareness - Phonology**
 * Phonics is the relationship between letters and sounds - how symbols represent sounds
 * Phonemic awareness is the ability to differentiate between sounds in a particular language
 * Phonology is the study of the sound system of a language - how are sounds produced and articulate


 * GACE Tricks**

Always, always, always remember that the correct answer will be the one sensitive to the ELL. One of the most important ways is through grammar correction. DO NOT correct every single grammar error. Pick a few major ones and stick to those. If possible, repeat back the student's answer with the correct grammar and pronunciation. Pick the most sensitive answer! Be sure to know several strategies for teaching ELLs. Not just theory, but application of theory! Reference tools like role-plays, graphic organizers, videos, vocabulary games, dialogue journals, etc. Be sure to be able to show how these tools are effective! Look for answers that focus on getting the community involved. This is an important aspect of effective ESOL teaching.