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Forum 5.
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I felt there was a lot of helpful information throughout this site. It was reassuring to see
such detailed examples and instructions on certain key components of the WIDA tests.
For example, I was ale to take part in the administration of the W!A"# during one of my
oser$ations, and the teacher was $ery helpful with helping me understand how it worked
and the scoring was done. %owe$er, ne$er seeing the A&&'(( gi$en, it was great to see
the detailed growth reports and the some of the ways which the scoring is done. )eing
familiar with the reasoning ehind a test, the way it is scored, and the o$erall
de$elopment and use of the assessment is a $ital point to proper instruction in any
classroom.

I also really liked the #ier "lacement #utorial. I felt the examples and explanations they
ga$e as to why students who otained certain scores were assigned a specific #ier was
$ery clear. I feel like ha$ing something like this on hand would e a great tool for
growing as an '(* teacher and ensuring that students are eing placed in the correct #ier
to ensure they are eing appropriately challenged and not eing gi$en work that is too
hard or too easy ased on their assigned #ier.
+ustin (te$enson
5,1,1-
'(* 5
Instructional "lans F)A Assignment
Lesson 1
1. .rade le$el of the '** / 5th
0. (u1ect / *anguage Arts 2(peaking3 connected with (cience
4. 'nglish language proficiency le$el of the '** / *e$el 4 2Intermediate 5 De$eloping3
-. Identification of 5!16 $ocaulary words related to a (cience /
cat, pig, 7era, tiger, ear, kitten, piglet
5. &ontent and *anguage 81ecti$es!
&ontent 81ecti$e9 #he students will e ale to identify correct science
$ocaulary words ased on context clues and ad1ecti$es. For example9 A :::::::
has lack and white stripes. 2zebra3
*anguage 81ecti$e9 #he students will e ale to correctly fill in lanks ased
upon a story we will read in class.
;. '*" (tandards, &ommon &ore, and "A Academic standards,anchors!
1.1.5.B: <se knowledge of phonics 2e.g., syllaication, root words, prefixes,
suffixes3, and the dictionary or context clues to decode and understand new words
during reading.
1.1.5.D: Demonstrate comprehension , understanding efore reading, during
reading, and after reading on grade le$el texts through strategies such as retelling,
summari7ing, note taking, connecting to prior knowledge, extending ideas from
text, and non!linguistic representations.
=. >aterials! ig ook, student 1ournal, pencil, white oard, picture cards
?. Introduction! Acti$ating,)uilding "rior @nowledge
We will egin y going o$er selected picture cards of assorted animals. We will
talk aout how they look, what the ay $ersion of that animal is called, where
they li$e, etc.
A. "rocedures,De$elopment! Following the introduction, we will e reading a )ig )ook
which discusses the names of different animals, descriptions of those animals, and the
names of their aies 2kitten, piglet, etc3. As we read through the story, I will check for
understanding y restating information and asking Buestions which apply to the story.
Following the ook, we will ha$e a rief discussion aout what we read, any stories the
students ha$e aout animals or pets, and answer any Buestions the students ha$e.
16. Assessment! Formati$e and ,or authentic methods 2must include and use a formal
assessment instrument! refer to,include (ection = C ?.3 In this section howe$er, you
><(# include a description of the assessment that is administered to the '**. Dou will
include the copies in (ections = C ?.
#he students will complete sentences in their noteooks ased on the story. An example
sentence will e gi$en to demonstrate how they will complete the rest of the sentences.
For example, on the oard it would say9 A ay :::::::::: is called a kitten. (tudents
will e reBuired to copy this example into their noteooks accurately and fill in the lank
on their own. #heir aility to write sentences, understand material, and use correct
$ocaulary will e ased on the use of a pre!determined checklist. #he checklist will e
gi$en to the students and we will go o$er it efore they egin the assessment.
11. Adaptations! Include scaffolds, supports used during the lesson
a. Accessing "rior @nowledge
. .i$e 'xtra #ime #o #alk
c. "re #each Eocaulary
d. <se Eisual Aids
e. "ause, Ask Fuestions, "ause, Ge$iew
10. &onnection! e sure to connect the adaptations you use in each lesson to the 'nglish
proficiency le$el of your '**.
*e$el 4 / De$eloping
.eneral and specific language related to the content area.2Adaptations9 a. . c. e.3
'xpanding sentences into oral and written language. 2Adaptations9 c. d. e.3
8ral and written language may contain errors in con$entions, ut o$erall meaning
is retained. 2Adaptations9 a. . c. e.3
Lesson 2
0. (u1ect / *anguage Arts 2Writing3 connected with (ocial (tudies
-. Identification of 5!16 $ocaulary words related to (ocial (tudies 2social interactions3
*ikes, eats, lo$es, day, night, sleep, funny
&ontent 81ecti$e9 #he student will e ale to de$elop social sentences which
would e used in e$eryday social situation.
*anguage 81ecti$e9 #he student will e ale to de$elop sentences independently
using pro$ided $ocaulary words.
1.5.5.E: Ge$ise writing to impro$e organi7ation and word choice9 check the logic,
order of ideas, and precision of $ocaulary.
1.5.5.F: <se grade appropriate con$entions of language when writing and editing9
(pell common, freBuently used words correctly, use capital letters correctly,
punctuate correctly, use correct grammar and sentence formation.
=. >aterials! H#he *ittle DogI ook, student 1ournal, pencil, white oard
I will egin y listing the $ocaulary words on the oard. We will chorally read
them and discuss what the words mean and students will gi$e example sentences
if they know the meaning of the word.
A. "rocedures,De$elopment! Following the introduction, we will e reading H#he *ittle
Dog.I As we read through the story, we will e identifying when we come across one of
the $ocaulary words and riefly discuss how it is eing used in the sentence. Following
the ook, we will ha$e a rief discussion aout what we read and chorally read the words
one more time.
#he students will complete sentences in their noteooks ased on the story. (tudents will
e de$eloping sentences in small groups,partners which display their understanding of
the $ocaulary. Assessment of their $ocaulary knowledge will e ased on a ruric
which will e gi$en to each student efore they egin the assessment.
d. <se Eisual Aids 2ook with pictures3
Lesson 3
0. (u1ect / *anguage Arts 2*istening3
-. Identification of 5!16 $ocaulary words9
&hildren, pets, puppy, dog, street
&ontent 81ecti$e9 #he student will e ale to write a asic summary of a story
ased on the eginning, middle, and end.
*anguage 81ecti$e9 After listening to a story, the student will e ale to de$elop
sentences independently which accurately descrie parts of the story in a
summary.
R3.A.1.3.1: >ake inferences and,or draw conclusions ased on information from
the text.
R3.A.2.5.1: (ummari7e the ma1or points, processes, and,or e$ents of a
nonfictional text as a whole.
=. >aterials! H#he *ittle DogI ook, student 1ournal, pencil, white oard
I will egin y listing the $ocaulary words on the oard. We will chorally read
them and discuss what the words mean and students will gi$e example sentences
if they know the meaning of the word. #his lesson is also a follow up to a
pre$ious lesson where we read the story H#he *ittle Dog.I #herefore, this lesson
should e uilding on the prior knowledge attained in the pre$ious lesson.
A. "rocedures,De$elopment! Following the introduction, we will e re!reading H#he
*ittle Dog.I As we read through the story, we will e identifying when we come across
one of the $ocaulary words and riefly discuss how it is eing used in the sentence.
Following the ook, we will ha$e a rief discussion aout what we read and chorally read
the words one more time. We will then talk aout what first happened in the story, what
happened in the middle of the story, and what happened at the end of the story. An
example setup will e shows on the white oard for students to use as a model when they
are to write their summaries. For example9
1. :::: :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
0.::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
4.::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
#he students will complete sentences in their noteooks ased on the story. (tudents will
e de$eloping sentences independently which display their understanding of the
$ocaulary, story, and aility to write a asic summary of a story they ha$e listened to.
Lesson 4
0. (u1ect / *anguage Arts 2Geading3 connected with (ocial (tudies
-. Identification of 5!16 $ocaulary words9
%all, class, homework, teacher, whisper, chew, shout
&ontent 81ecti$e9 #he student will e ale to complete two workook pages in
order to display understanding of key $ocaulary words necessary in social
situations.
*anguage 81ecti$e9 (tudents will display knowledge of 'nglish phrases and
understanding of context y completing workook pages.
R3.A.1.2.2: Define and,or apply how the meaning of words or phrases changes
when using context clues gi$en in explanatory sentences.
1.5.5.F: <se grade appropriate con$entions of language when writing and editing9
(pell common, freBuently used words correctly, use capital letters correctly,
punctuate correctly, use correct grammar and sentence formation.
=. >aterials! Skill Sharpeners workook, student 1ournal, pencil
I will egin the lesson y ha$ing students open up to the correct page in their
H(kill (harpenersI ooks. We will go o$er the words in the Data )ox 2the word
ank3 to assist students in understanding and identification of words. As we go
through, I will stop to highlight important words 2hall, class, homework, etc3. #his
will e a good way to 1udge their prior knowledge on certain words and concepts,
re$iew words they may ha$e heard ut are unsure of, and gi$e some experience
with unfamiliar items.
A. "rocedures,De$elopment! Following the introduction, we will egin y doing the first
workook page as a group. #his will help familiari7e students with the way the page
needs to e completed while also helping scaffold the acti$ity for those who may e
struggling. All sentences are accompanied y an illustration to help understand the
sentences. We will read a sentence as a group from the ook9 H:::::::: in the hall.I I
will then write this sentence on the oard and ha$e students copy this down into their
1ournals. I will ask if anyone knows which word goes in the lank, fill in the lank on the
oard accordingly, and ha$e students do the same in their 1ournals. We will do this
together for the entirety of the first workook page.
#he students will complete the following workook page on their own. (ince the
following page is $ery similar to the page we did as a group, they should e familiar with
the way it needs to e completed and therefore only need to concentrate on correctly
identifying words, reading, and writing in their 1ournals.
+ustin (te$enson
'(* 5
5,?,1-
(ection = Assessments F)A Assignment
Lesson 1
Following the (peaking ased reading lessons, which was centered on the reading of a
)ig )ook, I wrote an example sentence on the oard. (tudent had to copy this sentence
into their noteook as we answered the HlankI as a group. After the example sentence
was finished, students had to come up with - sentences of their own using a gi$en
$ocaulary set of words they could use in their sentences9 cat, pig, 7era, tiger, ear, dog,
kangaroo, elephant. #he grading of this assessment was ased on a checklist which the
students were gi$en prior to completion.
'xample (entence9 A ay :::::::::::: is called a kitten.
Lesson 2
Following the Writing ased lesson, which egan with the reading of a story, and was
continued with students working in small groups,partners to formulate their own
sentences ased on specific $ocaulary read in the ook H#he *ittle Dog.I We egan y
doing four example sentences together as an example of how to complete the acti$ity.
After these four examples, which students will write in their 1ournals, students will e
partnered,grouped to de$elop four of their own sentences ased on the $ocaulary words.
'xample (entences 2de$eloped as a whole group, some con$entions ha$e imperfections39
1. HI had a little girl dog.I
0. H>y dog likes to run.I
4. H#his dog lo$es to eat chicken.I
-. H'$ery night I sleep with my dog.I
Lesson 3
As a follow up to lesson 0, lesson 4 will e a *istening ased lesson which focuses on
aility to recall e$ents seBuentially and aility to write them down as a asic summary
2eginning, middle, end3. example setup will e shows on the white oard for students to
use as a model when they are to write their summaries. A sample format will e written
on the white oard for students to follow as they construct their own summaries.
For example9
1. :::: :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
0.::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
4.::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
#he aility of the students to correctly interpret the information will e displayed through
a seBuential summari7ation of what happened in the story.
Lesson 4
#his lesson will e a Geading ased lesson with connections to social studies,social
situations. (tudents will e completing a workook page as a whole group, and a
following page as an indi$idual assessment. 'ach sentence in the Skill Sharpeners also
has a picture that goes along with it, ut elow is the asic layout of the two pages 2minus
the accompanying pictures3. (ome of the elow examples donJt make much sense, or are
unclear without the pictures, ut this is what they will e writing in their noteooks.
First "age 2&ompleted as a whole group3
1. :::::::::: in the hall 0. DonJt :::::::::: in the hall.
4. )e on :::::::::: for class. -. DonJt come ::::::::::.
5. ::::::::: your hand. ;. DonJt :::::::::: out in class.
=. "ay :::::::::: to your teacher. ?. DonJt :::::::::: in class.
A. Do your :::::::::. 16. DonJt chew ::::::::.
Data )ank
)e on time for class. Gaise your hand. DonJt chew gum.
"ay attention to your
teacher.
DonJt whisper in class. DonJt come late.
Walk in the hall. DonJt run in the hall. DonJt shout out in class.
Do your homework.
(econd "age 2&ompleted indi$idually3
1. "lease ::::::::: down. 5. :::::::: to this.
0. ::::::::: at this. ;. :::::::: with a ::::::::::.
4. :::::::::: your hand. =. ::::::::: your ooks.
-. :::::::: your ooks. ?. :::::::: on the ::::::::::.
Data )ank
*ook at this. Work with a partner.
8pen your ooks. &lose your ooks.
"lease sit down. Write on the oard.
Gaise your hand. *isten to this.
+ustin (te$enson
'(* 5
5,16,1-
(ection ?9 Assessment Instruments
Lesson 1 Assessment
)ased on the needs assessment, I felt the student was lacking key important $ocaulary
words. (ince the assessment had a numer of Buestions ased on animals, I felt this
would e a good place to start when addressing her lacking $ocaulary. IJm hoping that
after the lesson, the student will ha$e gained new understanding of $ocaulary ased on
contest clues from the story.
1. Assessment instruments must align with instructional goals9
Instructional .oal ! #he students will e ale to correctly fill in lanks ased upon a story
we will read in class. #he story will focus on animal $ocaulary and identification of
animals through ad1ecti$es. For example9 A ::::::: has lack and white stripes. 2zebra3
0. Assessment instruments must align with lesson plans from (ection ;9
After oser$ing this class, I ecame aware they were $ery familiar with the techniBue of
copying sentences off of the white oard in the front of the room into their 1ournals. For
this reason, I decided to keep this first lesson consistent with what they were used to and
uild a lesson similar to this style.
4. Assessment instruments must align with assessment administered in (ections ;C=9
As an assessment, students were reBuired to copy sentences off of the oard that had a
HlankI in them which they would fill in the appropriate word. #his assessment reBuired
students to correctly copy and write words in their 1ournal, use context clues and
ad1ecti$es to decipher what word the sentence reBuired, and helped determine their
knowledge of particular $ocaulary.
-. Assessment instrument results must e analy7ed for instructional decision making9
)ased on the results from the lesson, the student was ale to correctly fill in the lanks
with the correct word. %owe$er, there were many con$entional errors which appeared in
her writing. For example, on sentence two, she wrote9 HA baby pig is calledanI (he did
not finish the sentence, did not space words accordingly, and changed HaI to Han.I
(imilar con$entional errors were made throughout the rest of this assessment.
5. Assessment instrument results must determine instruction for the suseBuent lesson9
#he results of this assessment were ased upon a predetermined checklist which was
made up of the following items9
#he student was ale to correctly copy words and sentences into their noteook.
#he student was ale to correctly identify $ocaulary words to fill in sentence
lanks.
#he student used correct con$entions 2punctuation, spacing, capital,lowercase
letters3.
)ased on the results of this assessment, I made the following determinations. First, the
student was ale to correctly identify $ocaulary words y using context clues within the
sentence. %owe$er, she struggled with accurately copying the sentences off the oard.
(he also struggled with con$entions such as9 capitali7ation, spacing, and complete
sentences. For this reason, the student will complete a $ery similar assessment for the
next lesson. %owe$er, I will make certain ad1ustments such as9 stressing certain aspects
of the checklist, such as9 correct punctuation, capitali7ation, and spacing. #o address her
inaility to correctly copy sentences, I will gi$e her more time to complete the
assessment and try to emphasi7e that the student should take their time and make sure
they copy e$erything I write on the oard.
Lesson 2 Assessment
Instructional .oal ! #he student will e ale to de$elop sentences independently using
pro$ided $ocaulary words.
(ince the student showed familiarity with the pre$ious method of copying information off
the front oard and answering in her 1ournal, I tried this method again. %owe$er, I did
make small ad1ustments ased on her pre$ious difficulties in completing the lesson.
First, students will copy four sentences into their 1ournal with lanks they need to fill in. I
will allow student to de$elop these sentences as a group to help with their familiarity with
topics. #his is similar to the pre$ious lesson assessment, howe$er, this time I will make
sure all information is copied accurately and we will complete these four sentences
together. >y hopes are that this will make it easier for the student to complete when she
is working on her own. After doing the first four sentences together, the student will e
gi$en the opportunity to de$elop her own sentences which display her knowledge of
certain $ocaulary. I felt this would assess her aility to use $ocaulary and write
sentences while still pushing her and gi$ing her the opportunity to show what she knows
rather than simply copying off of the front oard.
)ased on the results from the lesson, the students tended to de$elop similar sentences to
display different $ocaulary words. For example, many of the sentences we did together
were aout dogs. I feel this is most likely due to the fact that we had 1ust read a story
aout a dog and they were familiar with this. I also noticed that the accuracy of what the
student wrote in her 1ournal was much more accurate to what was on the front oard.
#here were no omitted words, accidental capitali7ations, spacing errors, or missing
punctuation. #his can e ecause of the extra time I ga$e or the emphasis I put on the
class to copy the sentences accurately. When the student de$eloped her own sentences, I
noticed similar errors to the pre$ious lesson, ut not as many. For example, she did ha$e
a few missing letters from her words and sentences that were not grammatically correct.
made up of the following items 2similar to the pre$ious lesson checklist, ut with one
extra element39
#he student was ale to correctly copy words and sentences into their noteook.
lanks.
letters3.
#he student was ale to de$elop sentences which appropriately fit $ocaulary
words.
)ased on the results of this assessment, I made the following determinations. First, as a
whole group, the students were ale to correctly de$elop sentences which accurately
descried $ocaulary words. (ince these sentences were also written on the oard, the
student I work with was ale to copy the information correctly into her noteook without
errors. #his was an impro$ement from the difficulties she had with copying and writing
accurately in the pre$ious lesson. (econd, her aility to de$elop and write her own
sentences was a good way to measure her knowledge since she was ale to accomplish
this goal. %er sentences did ha$e errors, ut the o$erall idea was decipherale and was a
good way to enale her to display her knowledge. For this reason, I will next ha$e the
student de$elop her own sentences in the assessment. Although I will gi$e a model for
them to use, all sentences will e student de$eloped.
Lesson 3 Assessment
Instructional .oal ! #he student will e ale to answer Buestions ased on a story read to
the class which will display their seBuential understanding of the information in the story.
#he student will e ale to write the answers in complete sentences y descriing
important e$ents in the story.
For this assessment, the student will e reBuired to de$elop her own description of a
listened to story and create a simple summary.
#his lesson will re$ol$e around the re!reading a story from lesson 0 H#he *ittle Dog.I
%owe$er, this time the student will e reBuired to de$elop her own sentences which show
understanding of the story in a summary fashion. I will instruct the class to do this in
three parts, such as )eginning, >iddle, 'nd to keep it simple and organi7ed.
)ased on results from the assessment, the student again showed understanding of the
material, an aility to form her own sentences which accurately summari7ed the story,
and grammatically correct sentences. %owe$er, she still showed errors in capitali7ation
and missing letters.
made up of the following items 2similar to the pre$ious lesson checklist, ut with one
extra element39
lanks.
letters3.
#he student was ale to de$elop sentences which appropriately fit $ocaulary
words.
#he student was ale to accurately depict e$ents from the story in a written
2summary3 fashion.
)ased on the results of this assessment, I made the following determinations. #he student
was ale to comprehend the material from the story. (he was also ale to con$ey this
knowledge in a grammatically accurate manner. %er difficulties lie in her writingK
difficulties with capitali7ation, spelling, and other asic 'nglish writing con$entions.
(ince her impro$ement seemed to e noticeale ut inconsistent, I was anxious to see
how she would do on the final lesson. #he final lesson and assessment would e ased on
a pulished workook rather than teacher made. It would still measure her aility to
accurately copy sentences into her 1ournal 2something she originally showed difficulty
with3, ut she would e doing it from a ook rather than on the front oard. It would also
text her knowledge of social context situations ased on writing.
Lesson 4 Assessment
Instructional .oal ! #he student will e ale to correctly fill in the lanks of sentences
gi$en in a classroom workook called H(kill (harpeners.I #he student will e reBuired to
read the gi$en sentences and pro$ided $ocaulary words in order to correctly complete
the sentences.
For this assessment, the student will e reBuired to use the context clues she has read in
the sentence to help her identify which words would correctly complete the gi$en
sentences. Geading is an essential element in this case since the task will e gi$en on an
indi$idual ases and she will not e ale to hear the sentences orally 2as oppose to
pre$ious lessons which were all eBuipped with scaffolding y oral assistance3.
#his lesson will reBuire students to read, identify words and phrases, and write the correct
words all independently. (ince this was a de$iation from the pre$ious three lessons, I was
$ery curious to see how the results of the student ased on this style of assessment would
differ from the pre$ious lessons.
I was surprised y the results of this lesson and assessment. "re$iously, the work I was
reBuiring of the student was much more independent ased. I thought this last lesson was
simpler and would therefore produce etter results. #he students were reBuired to copy
sentences into their 1ournal from their noteook, find the correct phrase at the ottom of
the page, and insert the missing word into the sentence. For almost all of the assignment,
the student was ale to correctly fill in the missing word. %owe$er, she still exhiited the
same difficulties with con$entions 2missing words,letters, incorrect punctuation, incorrect
capitali7ation3. (ince this was the final lesson in the seBuence of the four lessons, I was
not planning a lesson to follow this one. %owe$er, if I were, I suppose I would refocus
my lessons on correct grammar usage, punctuation, and other important elements of
writing.

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