Mrs. Rogers-Tsai, who has been recording in her notebook the language students use in the conversation, notes that Julio is using some of the academic language
It is essential for teachers to keep tracking and analyzing students' performance so that we can adjust our instructional plans that fits for individual students in a timely manner.
They now work in pairs to collaboratively write a description about what they have learned so far about one aspect of animal behavior,
Having students work in pairs is a great strategy to use in the classroom from past experiences. Students can help one another with understanding what is being asked of them.
graphic organizers, providing increased opportunities for the students to discuss their ideas in small groups or pairs, and primary language support, including drawing attention to cognates and using texts in students’ primary languages.
Using things such as graphic organizers and drawing is a great way for EL students to communicate what they have learned.
Two of the children are able to convey the message of the text, but another has not grasped it. After his discussion with the group, he makes quick notes about each student and briefly records his thoughts about subsequent instruction. He repeats this process with one additional group before the small group work time is over,
This is a great example of being able to conduct an activity and observe what students are taking away and what students need the extra guidance.
Ms. Hatwal is able to match her teaching points to the individual student’s needs. Additionally, after several interactions of this kind, she finds that there are common needs
This is the purpose of the meeting between Ms. Hatwal and Bobby. She wanted to find where the gaps are and help him with that area, and that the same pattern shows in other students, leading her to realize she should elaborate more on this topic.
understandable to a fifth grader,
This is so incredibly important! Explain things in ways that you know the student will understand. In kindergarten, we need to break every tiny little detail down in order to make sure the students understand the instructions. You must alter the way you communicate to ensure each student understands what you are asking of them.
Ms. Hatwal’s initial purpose with Bobby is to follow up on feedback she provided him two days ago based on evidence she elicited from an interaction with him; in that interaction she determined that he needed to provide stronger sources of evidence to support his argument. On this occasion, she wants to see how he has used her prior feedb
This is an important interaction to have especially with a student who needs extra help. You should always follow up to see how they are academically and if there has been any progress made.
(a) applying the reading standard for informational text: explaining how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which particular points (RI.5.8); (b) the writing standard: produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience (W.5.4); and (c) the language standard: vocabulary use (L.5.4-6), particularly transition words to help their writing flow logically. Students are writing an argument to encourage their readers to take more care of the natural environment.
This CCSS can be practiced at many age levels to help prepare them for future reading activities or tests.
The results immediately appear as a pie chart on the Smart board.
The kinder class I help in will sometimes put up everyone's academic progress in knowing the alphabet and sounds. It is used to encourage one another, to get students to be proud of where they are at now compared to where they started.
eachers also use this type of evidence to explicitly draw their EL students’ attention to ways they can express through English writing or speaking what they already know and are able to convey in their primary language. While all teachers may not be able to provide this type of support themse
This is a great way to keep the students engaged. The student does no regress when doing it this way either. I see it as a win-win for the teacher and student.
Teachers can ask their newcomer EL students to quickly write responses to text-based questions first in their primary language
This is a great idea, I never thought to do this. I think this is a great way to identify the progress the student is making and to see where they are at academically.
engaging in intellectually rich tasks at the same cognitive level as their English-proficient peers.
In my experience, teachers can ask simple questions when reading a story such as, "what do you think will happen next?", "what is the character feeling?", "why did the character react this way?".
eachers use a combination of observations (e.g., during collaborative conversations among students about texts read) and informal inventories of reading (e.g., listening to students read aloud during small readin
Teachers observe and perform informal inventories of reading for their EL students to determine how to instruct these students.
students are taught reading in English
English learners often may not be able to address certain topics simply because they do not know how to communicate it. This does not mean they don't understand. How can we allow these students to effectively communicate then?
While formative assessment evidence is not aggregated in the Importantly, teachers’ same way as medium- and long-cycle assessment information, teachers can categorize individual student responses to look for patterns across the class or for particular students who are outliers. For example, after students have responded to a question about a text, a teacher can quickly categorize responses into those resulting actions focus that demonstrate understanding, those that demonstrate partial on individual students. understanding, and those that do not demonstrate understanding. The next day’s instruction is then planned accord
teachers use assessments to track students progress and follow up with a lesson that reflects their progress the next day.
where the students are
it helps the teachers see where each student is in their learning
real
examples of formative assessments can be exit tickets, group discussions, concept maps, think pair share, etc.
mportantly, teachers’ inferences from formative assessment evidence and their resulting actions focus on individual students.
In the kinder class I work in, formative assessments are done by drawing concept maps. We did one when we read the story of Goldilocks. We had the students tell us the order in which events happened and had them draw these events in a map.
Where are my students in relation to learning goals for this lesson? lead to students’ attainment of one or more standards. They e What is the gap? between students’ current learning and the goal? e What individual difficulties are my students having? e Are there any missing building blocks in their learning? e What do | need to adjust in my teaching to ensure that students learn?
formative assessments can be seen through asking questions that find patterns through gaps, individual difficulties, or building blocks. Teachers should ask themselves if they notice any of these signs.
Teachers are clear short-term learning goals (e.g., about the short-term learning goals (e.g., for a lesson) that for a lesson) that cumulatively cumulatively lead to students’ attainment of one or more standards. They are also clear about the success criteria for the lesson goal—how students show they have met, or are on the way to meeting, the lesson goal.
It is important for teachers to establish their learning goal/objective so that students know what is expected of them