Monday, October 8, 2012

Accurate (i+1) Assessment for English Learners

My student has been reclassified fluent English proficient (RFEPed) and is at ELD level 4. When instructing and therefore assessing her, I will do so at an ELD level 5. Students do not need to be taught at the level they are already at because those skills and knowledge are ones they already have. In order for the student to be challenged and advance in skill and knowledge level, they need to be taught and assessed at one level higher than their current level.

For my lesson, the ELD standards were:

Reading Fluency & Systematic Vocabulary Development – Cluster 6: Use a standard dictionary to determine the meaning of unknown words.
Writing Strategies & Applications – Cluster 5: Write expository compositions, including analytical essays and research reports, for the language arts and other content areas and provide evidence in support of a thesis and related claims. 

For my lesson, my assessments were:
A. Diagnostic/Entry Level:
Students' writing abilities will be assessed prior to this class. With these results, the teacher will differentiate any assignments needed. 
B. Formative-Progress Monitoring:
The teacher will observe the students filling out the graphic organizer for the 3-Hole Bottle Demo as well as the Seed Lab and pause periodically to check for understanding by posing questions. Further understanding will be observed through the extension exercise.
C. Summative:
Students will complete the 3-Hole Bottle Demo graphic organizer as well as complete the Seed Lab write-up in their notebooks. The write-up will include the break down of the Scientific Method (Question, Purpose, Hypothesis, Materials, Methods, Observations, Results, Discussion) as well as any diagrams, charts or pictures needed to support the investigation. Students will go over their results in front of the class where the assignments will be graded by means of completion and comprehension.

I feel like my assessment accurately addresses the ELD standards chosen with an i+1 approach because students will be demonstrating their comprehension of scientific terminology through the use of an expository composition (lab write-up). They will further be providing evidence for their experiment through their observations and discussion of the lab write-up.

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