ESOL- Testing & Evaluation Education Coursework Paper
Please see the attached file. There are 1-5questions that need to be complete. Please follow the instruction. Thank you.
Testing & Evaluation
Read the article “The Stages of Second Language Acquisition” available at
http://www.colorincolorado.org/article/language-acquisition-overview
- Review “The Stages of Second Language Acquisition Chart”:
Four Stages of Second Language Acquisition
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Stage 1 |
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Stage 2 |
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Pre- |
Production |
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Early |
Production |
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• 500 word receptive vocabulary |
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1000 word active/receptive vocabulary |
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Minimal comprehension |
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Limited comprehension |
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No verbal production |
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One/two word responses |
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Classroom Activities: |
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Classroom Activities: |
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- Listen |
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- Draw |
- Name |
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- List |
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- Point |
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- Select |
- Label |
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- Categorize |
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- Move |
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- Choose |
- Group |
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- Tell/Say |
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- Mime |
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- Act/Act Out |
- Respond |
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- Answer |
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Stage 3 |
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Stage 4 |
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Speech |
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Fluency |
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Emergence |
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Intermediate |
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3000 word active/receptive |
• 6000 word active/receptive vocabulary |
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vocabulary |
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Very good comprehension |
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• |
Increased comprehension |
• |
More complex sentences |
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• |
Simple sentences |
• Fewer errors in speech |
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• Some basic errors in speech |
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Classroom Activities: |
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Classroom Activities: |
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- Analyze |
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- List |
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- Recall |
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- Summarize |
- Create |
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- Categorize |
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- Retell |
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- Describe |
- Defend |
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- Tell/say |
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- Define |
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- Role-Play |
- Debate |
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- Answer |
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- Explain |
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- Restate |
- Predict |
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- Hypothesize |
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- Compare |
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- Contrast |
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Adapted from: Judie Haynes, EverythingESL.net, 2006.
You may refer to this chart to help complete questions 3,4,5, and 6:
- Modify an existing published chapter test question or teacher-made test question (left column) for a entering (non) level speaker (A1/Level 1) an emerging (limited) speaker (A2/Level 2) and a developing (intermediate) speaker (B1/Level 3). Refer to Broward County Language Classification Chart in Week 5 and the WIDA Can Do Descriptors in Week 4.
- Original Chapter Test Question or Teacher Made Test Question:
- Modified Question for A1/Level 1 speaker:
- Modified question for A2/Level 2 speaker:
- Modified question for B1/Level 3 speaker:
This checklist represents the kind of literacy development practices often seen in a literacy rich environment.
3. Complete the following checklist based on your classroom:
Literacy Rich Environment
Need no help in this area
Need some help in this area
Need considerable help in this area
Voice output available for
non-speakers (e.g. tape player)
Library of books for learning
Library of books for
enjoyment
Books displayed on open
shelves
Books and/or literacy
connection is evident in all
areas of the classroom
New books are added
periodically to all classroom
areas
Writing materials and tools
available throughout all
classroom areas
Technologies/computers are
available and accessible
Appropriate software
Labeled items with the
environment
Variety of student’s work is
displayed in the classroom
Daily schedules includes time
for self-directed activities and
independent exploration
Vocabulary word wall
Bilingual dictionaries
Classroom activities are
structured and predictable
Games and manipulatives
available
Activities integrate listening,
speaking, reading, and writing
skills
- Based on the results from the checklist, create a plan for a language rich environment:
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Current Classroom Set-Up |
Plan for a Literacy Rich Environment
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Technology:
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Technology:
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Books:
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Books:
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Classroom (e.g. word wall, student work displayed, etc.):
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Classroom (e.g. word wall, student work displayed, etc.):
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Reflection
- List three ways you currently assess your ELLs in the left column. In the right column, list and briefly explain three new insights you gained about making assessments responsive to ELLs at all levels of language acquisition and with individual learning styles.
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BEFORE
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AFTER |
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1.
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1. |
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2.
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2. |
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3.
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3. |
Testing & Evaluation
Read the article “The Stages of Second Language Acquisition” available at
http://www.colorincolorado.org/article/language-acquisition-overview
- Review “The Stages of Second Language Acquisition Chart”:
Four Stages of Second Language Acquisition
|
|
|
|
|
|
|
Stage 1 |
|
|
|
|
|
|
|
Stage 2 |
|
||||||||
|
|
|
|
Pre- |
Production |
|
|
|
|
Early |
Production |
|||||||||||||
|
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|
|
|
|
|
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|
|
|
|
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|
|
|
|
|
|
• 500 word receptive vocabulary |
• |
1000 word active/receptive vocabulary |
||||||||||||||||||||
|
|
• |
Minimal comprehension |
• |
Limited comprehension |
|||||||||||||||||||
|
|
• |
No verbal production |
• |
One/two word responses |
|||||||||||||||||||
|
|
Classroom Activities: |
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|
Classroom Activities: |
|||||||||||||||||||
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|||||
|
|
- Listen |
|
- Draw |
- Name |
|
|
- List |
||||||||||||||||
|
|
- Point |
|
- Select |
- Label |
|
|
- Categorize |
||||||||||||||||
|
|
- Move |
|
- Choose |
- Group |
|
|
- Tell/Say |
||||||||||||||||
|
|
- Mime |
|
- Act/Act Out |
- Respond |
|
|
- Answer |
||||||||||||||||
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|||||||||||||
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Stage 3 |
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Stage 4 |
|||||||||||||
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Speech |
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Fluency |
|||||||||||
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Emergence |
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Intermediate |
||||||||||||||||||
|
|
|
|
|
|
|
|
|
|
|
|
|||||||||||||
|
|
• |
3000 word active/receptive |
• 6000 word active/receptive vocabulary |
||||||||||||||||||||
|
|
|
vocabulary |
• |
Very good comprehension |
|||||||||||||||||||
|
|
• |
Increased comprehension |
• |
More complex sentences |
|||||||||||||||||||
|
|
• |
Simple sentences |
• Fewer errors in speech |
||||||||||||||||||||
|
|
• Some basic errors in speech |
|
Classroom Activities: |
||||||||||||||||||||
|
|
Classroom Activities: |
||||||||||||||||||||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|||||||||||
|
|
|
- Analyze |
|
|
- List |
||||||||||||||||||
|
|
- Recall |
|
|
|
|
|
|
|
|
|
|||||||||||||
|
|
|
- Summarize |
- Create |
|
|
- Categorize |
|||||||||||||||||
|
|
- Retell |
|
- Describe |
- Defend |
|
|
- Tell/say |
||||||||||||||||
|
|
- Define |
|
- Role-Play |
- Debate |
|
|
- Answer |
||||||||||||||||
|
|
- Explain |
|
- Restate |
- Predict |
|
|
- Hypothesize |
||||||||||||||||
|
|
- Compare |
|
- Contrast |
|
|
|
|
|
|
|
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||||||||
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|
Adapted from: Judie Haynes, EverythingESL.net, 2006.
You may refer to this chart to help complete questions 3,4,5, and 6:
- Modify an existing published chapter test question or teacher-made test question (left column) for a entering (non) level speaker (A1/Level 1) an emerging (limited) speaker (A2/Level 2) and a developing (intermediate) speaker (B1/Level 3). Refer to Broward County Language Classification Chart in Week 5 and the WIDA Can Do Descriptors in Week 4.
- Original Chapter Test Question or Teacher Made Test Question:
- Modified Question for A1/Level 1 speaker:
- Modified question for A2/Level 2 speaker:
- Modified question for B1/Level 3 speaker:
This checklist represents the kind of literacy development practices often seen in a literacy rich environment.
3. Complete the following checklist based on your classroom:
Literacy Rich Environment
Need no help in this area
Need some help in this area
Need considerable help in this area
Voice output available for
non-speakers (e.g. tape player)
Library of books for learning
Library of books for
enjoyment
Books displayed on open
shelves
Books and/or literacy
connection is evident in all
areas of the classroom
New books are added
periodically to all classroom
areas
Writing materials and tools
available throughout all
classroom areas
Technologies/computers are
available and accessible
Appropriate software
Labeled items with the
environment
Variety of student’s work is
displayed in the classroom
Daily schedules includes time
for self-directed activities and
independent exploration
Vocabulary word wall
Bilingual dictionaries
Classroom activities are
structured and predictable
Games and manipulatives
available
Activities integrate listening,
speaking, reading, and writing
skills
- Based on the results from the checklist, create a plan for a language rich environment:
|
Current Classroom Set-Up |
Plan for a Literacy Rich Environment
|
|
Technology:
|
Technology:
|
|
Books:
|
Books:
|
|
Classroom (e.g. word wall, student work displayed, etc.):
|
Classroom (e.g. word wall, student work displayed, etc.):
|
|
|
|
|
Reflection
- List three ways you currently assess your ELLs in the left column. In the right column, list and briefly explain three new insights you gained about making assessments responsive to ELLs at all levels of language acquisition and with individual learning styles.
|
BEFORE
|
AFTER |
|
1.
|
1. |
|
2.
|
2. |
|
3.
|
3. |
Read the article “The Stages of Second Language Acquisition” available at
/article/language-acquisition-overview
1 Review “The Stages of Second Language Acquisition Chart”:
Four Stages of Second Language Acquisition
62230-260350
Stage 1
Stage 2
Pre-
Production
Early
Production
• 500 word receptive vocabulary
•
1000 word active/receptive vocabulary
•
Minimal comprehension
•
Limited comprehension
•
No verbal production
•
One/two word responses
Classroom Activities:
Classroom Activities:
- Listen
- Draw
- Name
- List
- Point
- Select
- Label
- Categorize
- Move
- Choose
- Group
- Tell/Say
- Mime
- Act/Act Out
- Respond
- Answer
Stage 3
Stage 4
Speech
Fluency
Emergence
Intermediate
•
3000 word active/receptive
• 6000 word active/receptive vocabulary
Vocabulary
•
Very good comprehension
•
Increased comprehension
•
More complex sentences
•
Simple sentences
• Fewer errors in speech
• Some basic errors in speech
Classroom Activities:
Classroom Activities:
- Analyze
- List
- Recall
- Summarize
- Create
- Categorize
- Retell
- Describe
- Defend
- Tell/say
- Define
- Role-Play
- Debate
- Answer
- Explain
- Restate
- Predict
- Hypothesize
- Compare
- Contrast
...
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