ESL 4 Field-Based Key Assessment-Sections 1,2,3,6,8,10,11 In class Observations of Students in a Middle School Science Class; Observation of WIDA ACCESS Test September 10, 11, 12, and 15, 2014
Section 1: Classroom Profile
School District: Hazleton Area School District School Name: Heights Terrace Elementary/Middle School Teacher Name: Diane Zecker; D. Kupsho Grade Band(s): Grade3-5; 6-8 Teaching Schedule: Testing the first 2 weeks of school and general observations of new students; most observations took place in a grade 8 science class. Subject Taught: English, science ELP Levels: Testing student: Level 4; science students: Levels 1-5 Curriculum Used: WIDA Test; Prentice Hall Physical Science Assessment Types used for language acquisition and development: WIDA ACCESS test; Observations of grade 8 science class students by assessing the various levels of students with Can-Do descriptors
Section 2: Student Assessments
Assessment used: With our school district under a federal audit, it is a requirement this year to assess ELLs in the classroom by monitoring each ELL student in the content area classrooms. Each student has a monitoring form which includes the ELP level and the Can-Do descriptors for reading, writing, speaking, and listening. Since I am teaching grade 8 science, I have almost 60 ELLs to monitor and determine their English skills based on the descriptors. If the skill for a reading descriptor was given an opportunity in class, the skill is checked off. If that reading skill was observed, then a y is placed on the line. If not, an n is placed on the line. Every two weeks the forms are handed back to the ESL staff to evaluate the ELLs progression in their RWSL skills.
Results of Assessment Student ELP Level Results of Assessment: what I observed after 2 weeks of observation 1 Level 1 New Student; Listening - _can follow one-step commands; match content-related pictures to words Reading - match content- related pictures to words; identify common symbols, signs, or words Level 2 skills observed: Writing - responds to choice questions; uses bilingual dictionaries/glossaries 2 Level 2 Listening - Follows multi- step commands/instructions; Speaking - State main ideas of classroom conversation; express everyday needs and wants; communicate in social situations; make requests Reading - use pre-taught vocabulary to complete simple sentences; use bilingual dictionaries; Writing - connect simple sentences; respond to choice, and wh- questions; convey content through high frequency words 3 Level 2 Listening - Follow multi- step instructions Speaking - convey content through high frequency words; state main ideas of classroom conversation; make requests; express everyday needs; communicate in social situations; describe situations from modeled situations; use bilingual dictionaries Writing - respond to yes/no, choice, and some wh-questions 4 Level 3 Listening - Categorize content-based examples from oral directions; match main ideas of familiar text read aloud to visuals; identify everyday examples of content-based concepts described orally Speaking state opinions; state main ideas with some supporting details; ask for clarification Reading - make predictions based on illustrated text; differentiate between fact and opinion; use English dictionaries Writing Give opinions preferences, and reactions along with reasons 5 Level 5 Listening - use oral information to accomplish grade-level tasks; make inferences from grade level text read aloud Speaking - defend a point of view and give reasons; communicate with fluency in social and academic situations; negotiate meaning in group discussions Reading - critique material and support argument Writing- create expository text explain charts
Reflection: It is very challenging when there are 15 ELLs out of 24 students in one classroom and at levels from 1-5. I know that it would be difficult to monitor all of them in one class but I try to monitor one or two in one period and be familiar with their ELP level and the skills expected. Giving students the opportunity to show their skills can be at times be scary to an ELL, especially level 1 ELLs who are new to our country. It has been a great experience to see a level 1 ELL in one of my classes come to my class with no English skills and after a week, begin volunteering to write on the board. The amount of growth of the students English skills is easily identified even after two weeks of school. Some ELLs are still scared to participate and I try to make them feel comfortable by assessing in private if needed. Student 1: This student is still in the silent period and has yet to speak any English. I have him paired with a bilingual student, which has made the student more comfortable in a classroom setting. The bilingual student has had to translate instructions to Student 1 on several occasions and I find that I may be speaking too quickly for Student 1. The bilingual student has told me that Student 1 does understand many commands that I have given in class. I do have more ELLs in this class that would benefit academically if I slow down when speaking. Also this student may benefit with more visuals and a word wall in my classroom, especially since science can be not only difficult but also abstract.
Student 2: This student is one that has a great deal of initiative and works to the best of her ability in class. Student 2 consistently asks questions and wants to know if her written answers are correct. She tends to mix up words like more and less which I have helped her comprehend by giving her other examples in Spanish or English to clarify. Student 2 sits next to a level 4 ELL and they often work together in clarifying the instructions given in class. Student 2 is a student who I can identify as speaking fluent English in a short period of time.
Student 3: This student is one that is difficult to keep on task and needs to be redirected often throughout the class period. He can be talkative but I feel that is due to his inability to understand the instructions given in class. Student 3 likes to volunteer when the questions are one-word answers and often makes requests for assistance when he does not understand the directions.
Student 4: This student is a pleasure to have in class and is always eager to share answers with the class. Inferring is one of topics discussed in class, which can be difficult for an ELL student. Student 4 has been able to express her opinions and inferring by answering orally in class and writing with a few details to support her answer. This student has shown an interest in learning and continues to ask for acceptance in her written responses when an in class assignment is completed.
Student 5: This student has exited the ESL program but I wanted to monitor her to get a feel for the abilities of a level 5 ELL. This student has demonstrated proficient skills in English and always shows an interest in participation in class. Although this student still speaks her native language from my observations, she tries to speak only English in school to help her other classmates improve their English speaking skills. Besides hitting all her Can-Do descriptor milestones, I also have seen this student have an interest in helping other ELLs. She consistently comes to me and asks if she can help students who need assistance, either to clarify instructions in L1 (Spanish) or to help open a student who cannot open a locker.
Section 3: Communication Support Strategies and Methods
ELL Student Social Goal Academic Goal Support Strategies and Methods 1
Connect with more L2 students to grasp more English socially More class participation; speaking some English Peer tutoring, speak slower, more visuals; use repetition and have students pronounce words in class as a group 2
Connect with more L2 students to grasp more English socially Continue to encourage class participation Utilize more group activities in class to strengthen English speaking skills and social skills
3
Connect with more L2 students to grasp more English socially; use English to participate in social interactions Ability to follow multi- step instructions without assistance Use more visuals to enhance content area, pair with a bilingual student to keep on task and provide further explanations on directions; more group activities 4 Interact more with other students in class when needed Confidence in ability to express herself orally and in writing Develop more group activities and encourage a leadership role within a group 5 Develop leadership skills Use only English in class Assign a leadership role when working in groups; continue to encourage peer tutoring in class
Section 6: Lesson Development for Reading, Writing, Speaking, and Listening (RWSL)
Grade level: 8 Subject: Science ELP of ELLs: levels 1, 2, 3,4 Vocabulary Words: atom, electron, nucleus, proton, neutron, and atomic theory Vocabulary Instructional Plan: Students will practice repeating the new vocabulary words orally. (phonology) Students will recognize the vocabulary words in a functional sentence. (semantics) Students will use the words in context appropriately. (Pragmatics)
Content Objectives: Students will be able to demonstrate understanding of the parts of an atom. Language Objective: Students will be able to use listening, speaking, reading, and writing o learn the key vocabulary related to the parts of an atom. ELP Standards: Standard 4 Language of science CC: cc3.5 Academic and Social Interactions: Students will participate in class by answering question orally and working in groups. Materials: Textbook p. 102-105; transparencies; ball, cookie, peach, and an onion. Hand lenses, cartoon papers from Sunday newspaper Introduction: Distribute hand lenses and sections from Sunday newspaper comics. Have students work in small groups and examine the comics with the hand lenses. Have each group write in their classroom notes what they observe. Ask How do the comics compare to the painting in figure 1 page 102 of textbook? Procedures: Have students look through pages 102-105 and look at the visuals provided. Using a provided KWL chart, give students time to brainstorm what they know about atoms. Have students share their answers about what they know about atoms. Write responses on board. Have students listen to this section on the student audio CD. After each atomic model is discussed, stop the CD and talk about each atomic theory, using transparencies provided. Have students repeat new vocabulary words as they are presented in the text. Demonstrate each model using a peach, ball, onion, and a cookie. Have students copy flow chart of scientist, theory, and drawing of each atomic model written on board. Assessment: Have each student pair with another student and Fill in the KWL section of what they learned about atoms. Adaptations: KWL chart, audio CD Academic and Social Interactions at ELP Levels: Students will participate in sharing KWL charts with a partner as well as participating in answering questions in class. Level 1- Answer yes and no questions when given the opportunity; draw content related pictures of atomic models Level 2 Communicate with other students while sharing information on the KWL; identifying information on charts based on oral statements Level 3 identify everyday examples of atomic models described orally Level 4 Complete content-related assignments based on oral discourse
Connection: Listening - Using graphics, students can identify the atomic models Speaking - Students can distinguish the difference between the different models and their visual representations Reading sort pre-taught key terms and label the model drawings Writing Students can fill out the KWL chart with prior knowledge and what was learned during class
Section 8: Reteaching Plan If ELLs have difficulty with the 4 atomic theories, I will introduce more visuals to further reinforce the shapes of the models. Using a graphic organizer, students will work in small groups and determine which type of candy represents one of the four atomic models. Students will draw a picture to represent the atom and the parts of the atom. Tootsie pop Ferrero Roche Gobstopper Blueberry muffin
Dalton
Thomson
Rutherford
Bohr
Section 10: Comprehension and Learning Strategy Rationales
Strategies/Methods Rationales KWL Best way to activate prior knowledge and build background. Visuals (transparencies), using props to illustrate each atomic model Allows students to hear English words and connect them to the visual images being displayed Small groups or partners Effective for ELLs because of the opportunities for verbal interaction and support it provides Graphic organizers Helps connect the scientist and their theory with a drawing of the atom that goes with the theory Repeating word pronunciation Helps students say the word correctly while looking at the spelling of the word and the visual of the printed word
Section 11: Reflection
Language I am starting out the school year teaching grade 8 Physical Science. Out of the 110 students, 60 students are ELLs. It has been a challenge to break the language barrier, especially with a difficult content area like science. I have found my Spanish speaking skills to be helpful in communicating simple commands in the classroom. Speaking some Spanish has also earned me the respect of the students because I can relate to them in a small way and come into their world.
Culture Working with many Hispanics on a daily basis in the classroom has helped me learn many things about the Hispanic culture. I have seen the usual lateness to school in the morning and how affectionate and relational Hispanic students can be toward each other. Although there is respect forming between the students and me, there is still room to be relational and be someone that the students can look up to in school and in their personal lives.
Observing, Planning, Implementing, and Managing Instruction Working on lesson plans to accommodate the native English speakers and the varying levels of ELLs in one class can be challenging. I have found that using many strategies like graphic organizers, visuals, and small grouping can help ELLs learn the content and make the vocabulary recognition and meaning easier to learn.
Assessment Assessing ELLs at varying ELP levels can be challenging in a classroom. Learning to give the ELLs opportunities to use the Can-do descriptors in class can aid in assessing the ability of the student and their academic abilities. I have seen the WIDA ACCESS scores prior to the start of the school year and I know some students will excel in their English when given appropriate tasks to accomplish in class.
Professionalism Being a professional teacher in the classroom is the key to earning respect from the students and consistency in the classroom. Keeping the students accountable for their actions gives the students structure and a classroom that they will want to come to everyday. Working with other teachers and sharing ideas and strategies will make the school environment as whole earn the respect of administrators and parents.
(Cambridge Language Education) Jack C. Richards, Thomas S. C. Farrell - Professional Development For Language Teachers - Strategies For Teacher Learning (2005, Cambridge University Press)