ESL 2 Assessment Rubric Information

Field-based Key Assessment ESL 2 - Field-based Key Assessment: Multicultural Curriculum Education Plan Field Hours: 10 This key assessment includes the following components: Curriculum guides/manuals evaluation & analysis o 3 curriculum manuals (Language arts, Math, and Science) o Create evaluation tool/instrument or select one already published for curriculum evaluation o valuate and analy!e for bias, pre"udice, stereotypes, etc# o Share results of evaluation Selection of school/classroom $ith LLs Class profile of entire classroom $ith concentration on acculturation, assimilation, biculturation, and resistance Curriculum and assessment analysis that includes% o Classroom from previous section# o &reparation of assignment for classroom# o 'istribution of assignment and assessment o (esults analysis of completed assignment o (eflection on planning and adapting curriculum, instruction, & assessment methods )eacher professional staff development session plan &arent $or*shop plan Community cultural event plan (eflection

ESL 2 - Field-Based Key Assessment: Multicultural Curriculum Education Plan Scoring Tool
P E Com!etency 10 !A 2d "e#uirements Field &ours "o#er sheet$ Student name% ame & umber of "ourse% Title of Assessment% 'ield (isit )ates Section +% Curriculum guides/manuals evaluation & analysis o Select 3 curriculum manuals (Language arts, Math, and Science)# o Create evaluation tool/instrument or select one already published for curriculum evaluation# o valuate and analy!e for bias, pre"udice, stereotypes, etc# as $ell as other components of curriculum ,uality# o Share results of evaluations for each curriculum manual# Selection of school and classroom $ith LLs Pa$es 'nclude on co(er s&eet Per%ormance Must be com!leted in order to recei(e score %or assessment) !A ,ossible ,oints: -. ,oints Achie#ed:

*inimum: + pages

+/ 0b% d% g 2b +/ 2i

Section -% Class profile of entire classroom $ith concentration on acculturation, assimilation, biculturation, and resistance# Complete the follo$ing chart in this section%

Include in school and classroom profile1 *inimum: 3 page

*ust be completed in order to recei#e score for assessment1 ,ossible ,oints: 2. ,oints Achie#ed:

0b% d% g

3e 2h +a% c% d% f% / 2a% e% g% i 0b% d% g

School and Classroom n!ormation School .ame School 'istrict )eacher .ame /rade Level Content01rea .umber of Students in Class .umber of LLs in Classroom nglish Language &roficiency Levels for LLs Cultures (epresented Cultural "escri#tions Transitions 1cculturation 1ssimilation 2iculturation (esistance Section 3% Curriculum and assessment analysis that includes% Classroom from previous section# &repare an assignment and assessment for the classroom# Select a content area to focus on (e#g#, language arts/ nglish, math, science, social studies/history, etc#)# &repare an assignment and assessment for that classroom# )he assignment must include% standards0aligned instruction in nglish utili!ing &1 academic standards (or standards from your State), nglish language proficiency standards, Can0'o descriptors in relation to the continuum of proficiency levels, and Common Core# 1ssignment must align $ith one or more content areas% language arts, math, science, social studies/history, etc# 3nclude communicative activities that promote authentic interactions for social and academic purposes and that integrate all language s*ills (i#e#, reading, $riting, spea*ing, and listening)# 1pply strategies that recogni!e the role of the students4 L+ as a resource for language and literacy development and for communicating# 1ssessment procedures/description 'evelop assessment scoring tool/rubric to assist $ith scoring/grading# 'istribution of assignment and assessment to entire classroom# Correct assignments and assessment# 1naly!e results of completed assignment and assessment# 3nclude specific results and summary of performance of classroom# 3nclude specifics regarding all LLs and other students in classroom# (eflection on the follo$ing components% &lanning% How did you go about planning the assignment and assessment? 1dapting curriculum, instruction, & assessment methods% How did you adapt the curriculum, instruction, and assessments for the classroom, particularly for the ELLs, but also include other learners. 3nclude the follo$ing headings $hen typing this section and

*inimum: 2 pages

,ossible ,oints: 0. ,oints Achie#ed:

0e% f

0e% f

0e% f

0a% b% d% e% g

your responses% Content area /rade level &1 academic standards nglish language proficiency standards nglish language proficiency levels of LLs Cultures represented Can0'o descriptors Common core Curriculum used (references) 1daptations utili!ed 1ssignment procedures/descriptions Communicative activities Strategies that recogni!e the L+ 1ssessment procedures/description 1ssessment scoring tool/rubric 1ssignment and assessment results (eflection0 &lanning5 1dapting curriculum, instruction, and assessment methods# Section 6% )eacher professional staff development session plan0 Must focus on appropriate adaptations, instruction, and assessment methods for LLs# 3nclude the follo$ing information% Session length: full day in$ser#ice or workshop 4- hours5 Topics of focus for staff de#elopment Time segments for each topic 6ands$on!interacti#e application of staff de#elopment topics E#aluation instrument!form Section 7% &arent $or*shop plan0 Must focus on support for LLs and families# 3nclude the follo$ing information% Session length% + hour )opics for focus of parent $or*shop )ime segments for each topic 8ands0on/interactive component for parent $or*shop valuation instrument/form Section 9% Community cultural event plan# 3nclude the follo$ing information% )opic/title of event )ime allotted for event Location &urpose of event &eople involved (sta*eholders or those responsible for event) 1ctivities at event valuation instrument/form Section :% (eflection ;hat have you learned about each of the follo$ing &' SL program specialist/) S<L competency categories= +# Language -# Culture 3# <bserving, &lanning, 3mplementing, and Managing 3nstruction 6# 1ssessment 7# &rofessionalism

*inimum: 3 page

,ossible ,oints: 2. ,oints Achie#ed:

*inimum: 3 page

,ossible ,oints: 2. ,oints Achie#ed:

*inimum: 3 page

,ossible ,oints: 2. ,oints Achie#ed:

*inimum: 3 page

,ossible ,oints: 2. ,oints Achie#ed:

*otal

Possible Points: 2+0 Points Achie$ed:

ESL 2

'ield$7ased Assessment

"ebecca Milli,en +-1.-201/

)ates of obser#ations: +!0!32% +!-!32% +!8!32% +!32!32% +!3+!32% +!39!32% +!2.!32% +!23!32% +!2-!32% +!28!32% +!2:!32

Section 3: "urriculum guides!manuals e#aluation & analysis Lan$ua$e Arts: http:!!www1cde1ca1go#!ci!cr!cf!documents!rlafw1pdf Science: http:!!www1cde1ca1go#!ci!cr!cf!documents!scienceframework1pdf Mat&: http:!!www1cde1ca1go#!ci!cr!cf!documents!mathfrwk1pdf

"ontent is There is no reason thorough and Some *any to be confident Content accurate with "ontent appears inaccuracies are inaccuracies are about the Accuracy credible accurate1 found1 found1 accuracy of the authorship and content1 re#iewers1 "ontent "ontent is co#erage is rich1 co#ered but Significant "ontent Content ;pportunities to there are few "ontent co#erage amounts of co#erage is e!t& e<plore depth of opportunities to is superficial1 important content weak1 content are e<plore content are not co#ered1 numerous1 in depth1 Thoroughly *entions but )oes not address Content co#ers "o#ers key "o#ers some key does not co#er the ma/ority of Sco!e foundational concepts1 concepts1 foundational foundational concepts concepts1 concepts1 )esign )esign helps in facilitates use )esign does not organi=ation of )esign distracts )esign hinders esi$n with appealing help or distract content but is from ease of use1 use1 features and from use1 not appealing1 na#igation ease1 After training% program is well Some materials in laid out and ,rogram *ost materials the program will intuiti#e1 re>uires little or are not effecti#e E#en after not be used )istincti#e no training and not worth training% program Ease o% 0se because they are materials are because it is like the effort it will is unnecessarily worth the time other programs take to learn incomprehensible1 confusing and to implement we ha#e used1 how to use them1 ineffecti#e1 because they are effecti#e1 Lesson plan design includes Lesson plan Lesson plan Lesson plan effecti#e design organi=es Lesson plan design omits design distracts concept lesson into design is Lesson Plan important from the introduction% stages of none<istent or Model features critical to de#elopment of practice% introduction% impedes concept concept concept summari=ing% de#elopment% de#elopment1 understanding1 de#elopment1 and assessment and assessment1 of key concepts1 ,rogram has a sound ,rogram philosophy philosophy is grounded in sound and based credible ,rogram ,rogram on credible ,rogram Pro$ram e#idence% philosophy is not philosophy information% but philosophy is P&iloso!&y research% and!or strong and is not reflects ineffecti#e the philosophy is not apparent1 e<perience1 The clearly e#ident1 practices1 only e#idenced philosophy is in specific e#idenced locations1 throughout the program1

'or this assignment% I used one rubric to e#aluate three curriculum guides!manuals1 I highlighted the area I belie#ed to fit for each category1 I preferred this method of curriculum guides because it allows you to #isually see the curriculums strong points as well as its weak points1 The specific curriculums I used came from the "alifornia area public schools because my own school is still in the works of creating a standard curriculum1 ;#erall% I belie#e the "alifornia area public schools ha#e a great foundation for education1

Section 2: "lass profile of entire classroom with concentration on acculturation% assimilation% biculturation% and resistance1 Sc&ool and Classroom 'n%ormation C&artiers-Houston 1r)-Sr) Hi$& C&ariters-Houston Sc&ool istrict Mrs) Mc2ride 11 Mat& 13

School ame School )istrict Teacher ame ?rade Le#el "ontent$Area umber of Students in "lass

umber of ELLs in 1 "lassroom English Language ,roficiency Le#els for ELLs "ultures Represented Cultural *ransitions Acculturation Assimilation 7iculturation Resistance Listenin$-"eac&in$4 S!ea,in$-"eac&in$4 "eadin$- e(elo!in$4 5ritin$-E6!andin$ 7&ana escri!tions
)he student has absorbed the culture of society $ell# )he student integrates ne$ *no$ledge $ith $hat she already *no$s# )he student $or*s on involving her o$n culture and the >nited States4 culture in a form of co0e?istence# )he student does not seem to $ithstand ne$ *no$ledge#

Section Three: "urriculum and Assessment Analysis E6 1: 7ra!& t&e solution to y 8 26 9 +) 31 'irst step is to find the @e>uals@ part1 'or two$#ariable linear ine>ualities% the @e>uals@ part is the graph of the straight lineA in this case% that means the @e>uals@ part is the line y B 2x C +:

21 Look at the original ine>uality: y D 2x C +1 ow% we need to decide which side of the blue line we are going to shade1 Ee do this by choosing an <$#alue: < B . then y D +1 +1 Since the point 4.% +5 is below our blue line we shade in below the blue line1 So I shade it in:

E6 2: 7ra!& t&e solution to 2x : +y 8 ;) 31 'irst% IFll sol#e for y: 2x G +y D Subtract 2< from both sides G+y D G2x C di#ide by $+ and flip the ine>uality y H 4 2!+ 5x G 2 21 ow I need to find the @e>uals@ part% which is the line y B 4 2!+ 5x G 21 It looks like this:

+1 7ut this e<ercise isnFt an @or e>uals to@ ine>ualityA itFs only @ y greater than@1 In the case of these linear ine>ualities% the notation for a strictly greater than or less than ine>uality is a dashed line1 7y using a dashed line% I still know where the border is% but I also know that the border isnFt included in the solution1 So the border of my solution region actually looks like this:

21 ow% we need to decide which side of the blue line we are going to shade1 Ee do this by choosing an <$#alue1 < B .% y H $21 01 Since this is a @y greater than@ ine>uality% I want to shade abo#e the line% so my solution looks like this:

Differentiated Instruction-Learnin$ Modalities < Multi!le 'ntelli$ences: Auditory- lecture% round robin% discussion =isual- lecture slides% notes% homework worksheet% printed out copy of lecture slides% handout for student to complete during lecture *actile-Kinest&etic- mo#ing seats for homework Lan$ua$e-Lin$uistic- lecture% round robin% discussion% handout for student to complete during lecture Lo$ical-Mat&ematical- lecture slides% homework worksheet% notes% round robin% printed out copy of lecture slides% handout for student to complete during lecture 'ntra!ersonal- lecture slides% notes% homework worksheet% printed out copy of lecture slides 'nter!ersonal- lecture% round robin% discussion S!atial-Artistic- lecture slides% notes% homework worksheet% printed out copy of lecture slides% handout for student to complete during lecture Musical 'ntelli$ence- choice to use i,od while completing homework worksheet% ,andora on in the background during homework time 2odily-Kinest&etic- mo#ing seats for homework >aturalistic- !A ?uestions %or Students < Class iscussion Kno@led$e- Eho can de%ine ine>uality notationI Com!re&ension- "an anyone summariAe the steps in#ol#ed in graphing a linear ine>ualityI A!!lication- "an anyone a!!ly todayJs class to a pre#ious lessonI Analysis- "an anyone distin$uis& t&e di%%erence between y K - and y D -I Synt&esis- "an anyone !redict if the following ine>uality will be shaded abo#e or below the e>uation line% y C : L 2<I E(aluation- "an anyone conclude what a graph of a linear ine>uality is used forI Modelin$: The teacher will engage #isual students by using esthetically pleasing colors on the promethium board for written board e<amples1 The teacher will pro#ide lecture worksheets with e<amples that are different from those pro#ided on the promethium board1 The teacher will pro#ide a handout for the student to complete during lecture that will assist in learning the math #ocabulary and steps in#ol#ed in sol#ing ine>ualities while practicing writing in English1 The teacher will pass out homework worksheets for each student as well1 The teacher will pro#ide the student with a hard copy of the lecture in order to reference the steps for sol#ing linear ine>ualities and the definitions the student wrote down1

C&ec,in$ %or 0nderstandin$: The students will take notes during lecture1 The students will re#iew the following e#eningJs homework assignment1 The students will work independently to graph linear ine>uality problems for homework1 ' will fre>uently ask >uestions during lecture1 ' will circulate the room during the independent homework time to ensure all students are engaging in learning and completing the task at hand1 ' will make sure all students clearly understand all directions and tasks before starting the ne<t part of the lesson1 'nclusion: Some of the students will conclude what a graph of a linear ine>uality is used for and predict if the following ine>uality will be shaded abo#e or below the e>uation line% y C : L 2<1 Most of the students will apply todayJs class to a pre#ious lesson and distinguish the difference between y D - and y K -1 All of the students will define ine>uality notation and summari=e the steps in#ol#ed in graphing a linear ine>uality1
PA ELP Acti(ities:

ESL/ELL- I will e<plain all of the following e#eningJs homework problems before class orally and on the promethean board1 I will adapt this lesson to include ESL!ELL students by summari=ing the lesson before and after lecture1 I will pro#ide a printed out copy of the lecture for the student1 I will use se#eral different types of e<amples during lecture1 I will e<plain the e<amples put on the board by applying what I am saying to what I ha#e written1 I will circulate the room during partner work% to ensure the student understands the task at hand1 I will list homework assignments on the board as well as say them aloud when announcing the assignment1
Key Words/Word Bank-ESL

"onclude Apply )efine ,redict

Sol#e )istinguish Summari=e

7uided Practice: The students will ha#e numerous opportunities to connect% reflect% and master the lesson in class% as well as out of class1 This will be accomplished by making sure that all students understand what is being taught through reflecti#e >uestions% a #ariety of e<amples% allowing independent homework time in$class% and being prepared to answer any >uestions1 I will also use guided practice by walking around the room and making sure all students are completing their work% no one is confused about what they are doing% and consistently presenting >uestions to e#eryone as a group1 I will assist the students for

comprehension of directions and check for understanding while they perform their independent assignments1 Closure: A final summary of the lesson will be made in the last two to three minutes1 I will remind the students that the rest of the worksheet is their homework and will be re#iewed the following day1 Assessment Summati#e Authentic ,erformance Matc&in$ BbCecti(e 4Students will take notes during lecture5 4Students will graph linear inequalities.5 4Students will work on a worksheet5

Materials "e#uired ,aper ,encil "alculator 6andout 6omework worksheet ,romethium board

Section 'our: Teacher ,rofessional Staff )e#elopment Session ,lan The professional staff de#elopment session would be a full day in$ser#ice1 The topics of focus would include building trust in the classroom% welcoming ELLJs% the silent period% and introduction and language ac>uisition1 There are four main topics and each topic will appro<imately be an hour long% allowing time for >uestions and answers1 The topics will be interacti#e and hands$on to ensure acti#e learning1 Teachers will be ad#ised to bring their own technology to follow along the presentations1 The beginning of the presentations will be the only time that teachers in a lecture style en#ironment1 They will then break up into groups and dissect particular topics that they will later share with the group as a whole1 Teachers will also ha#e an interacti#e M>ui=N at the end of each session that they will be able to answer the >uestions by using their appropriate technology1

Section 0: ,arent Eorkshop ,lan

The parent workshop will be an hour long and focus on student success1 The three main topics to be discussed are their childJs future% helping their children succeed% and their childrenJs o#erall interests1 Each topic will be appro<imately twenty minutes long1 The topics will be shown as an interacti#e ,ower,oint that includes English and the nati#e language of the parents1 The parents will be shown ways to help their children succeed1 The parents will be e#aluated at the end of the session by answering a sur#ey that directly relates to their child1

Section -: "ommunity cultural e#ent plan

The title of this e#ent will be% M'rom our "ulture% to yours1N The e#ent will take place on a 'riday night starting at fi#e thirty and ending at eight1 The location of the e#ent will be at the townshipJs community building1 The purpose of the e#ent is to showcase different cultures in our area and o#erall for the community to recogni=e the importance of these cultures1 The schoolJs ESL teachers will be hosting the e#ent and anyone is eligible to #olunteer at the e#ent1 Students and parents will recei#e a letter informing them of this e#ent two months prior to allow for proper planning1 At the e#ent there will be food from different cultures as well as acti#ities for both parents and children1 Eell all guests are en/oying food and acti#ities% music from the different cultures will be playing1 Specific e<amples of acti#ities at the e#ent include henna washable MtattoosN done by a #olunteer with the Indian background1 E#eryone at the e#ent will be asked to e#aluate their knowledge of the different cultures before and after the e#ent1

Section 8: Reflection

This course pro#ided me with beneficial information about the importance of language and culture of ELL students1 The discussion boards were e<tremely helpful because it allowed me to read about multiple cultures and languages all in one spot1 This reminded me that it is important to remember the differences in language and culture when working with ELL students and especially their families1 Instruction of ELLJs is e<tremely important because this could honestly make or break it for most students1 Ehile I was obser#ing% I noticed a lot of mainstream teachers are not trained on how to handle ELLJs properly1 E#ery teacher does their best to help but they are not highly >ualified to teach ELLJs1 The learning styles of ELLJs are e<tremely important and must be taken into consideration when planning% implementing% and managing instruction1 There is no Mcookie cutterN techni>ue to teach all ELLJsA instruction must personally fit their educational needs1 Ehen ELLJs are assessed a number of factors need to be taken into consideration including whether or not they are proficient to be assessed in English rather than their nati#e speaking language1 As always% professionalism is e<tremely important when planning any type of instruction especially with ELLJs1