Amy Reese

Assessment and Support

ESL 5
Assessment of Jose Novas
October 8, 20-23, and 27, 2014

Section 1: Student Profile:

Name of student: Jose Novas

Cultural background: Dominican Republic

ELP: Level 2

School District: Hazleton Area School District

School Name: Heights Terrace Elementary Middle School

Grade Level: Grade 4 (band 3-5)

Section 2: Teacher Interview with Diane Zecker (ESL teacher at Heights

Terrace Elementary Middle School)
1. How long has Jose been in the United States? Did he have any formal schooling
before coming to the United States?
Jose has been in the United States since May 4, 2013. In the Dominican Republic he
completed first grade and attended half of second grade.
2. How did he score on his assessment when he enrolled in school?
Joses initial W-APT revealed is level to be a 0. He could not write his name, he could
not read in Spanish, and had no L1 literacy in reading, writing or in math. Jose was
tested at the end of his first year of school (Spring 2013-2014) with the ACCESS test
and scored a 1.9.
3. Has he been in the same school since he arrived in the United States?
NO. He was in another school within the district for grade 3.
4. Has the student shown any signs of improvement based on his prior assessment?
No. I have had to start working with him one-on-one because he does not know his
letters. I gave him an assessment from the Reach curriculum. He scored low on
grammar, comprehension, and vocabulary. The test placed him at a level 2 but I have
found that he cannot even tell me names of letters or the sounds they make.
5. What does Jose need improvement on?
Since his L1 skills are low and almost non-existent, he really is struggling with English.
He struggles with reading, writing, listening, and speaking. Speaking seems to be the
most difficult scoring a zero on his initial language assessment. The student needs to

learn his initial sounds so he can write and speak in English, as well as learn grammar
and comprehension.
Section 3: Needs Assessment
My district did not allow me to administer a standardized assessment.
Fortunately, the ESL teacher I am working with just administered an assessment
from the ESL curriculum that they are presently using this year. It is from National
Geographic and is called Reach. I have included a copy of this test in a separate
document. The assessment tests each ELL on their prior knowledge of vocabulary,
grammar, and comprehension. There was also a writing section.
The ESL teacher felt that something was wrong when Jose had difficulty keeping up
with the other ELLs so she administered another assessment on identifying letters
and sounds. He could only identify one sound.
Type of needs assessment: Standardized assessment from the publishing
company, National Geographic.
Date administered: September 24, 2014
Why selected: Part of a pre-test and creating a prior knowledge base to determine
the ELLs ELP level.
Test results can be found in Section 11. (See Support Materials)

Section 4: Goal Setting

The teacher reviewed with me the needs assessment previously
administered to Jose. I also observed the ESL teacher teach a lesson to Jose.
Although Jose had a full year of school here I the United States, he still is having
difficulty with material that he should have learned previously in school last year.
Jose was having difficulty with the material being presented in class and could not
keep up with the rest of the students who were all level 2. The ESL teacher decided
to administer Jose another assessment by having him identify sounds of letters. He
could only identify one sound even after using the same material last year in school.
The teacher has pulled him out of his original class and has decided to work with
him individually. Although he did score as a level 2 according to the curriculum
assessment, The ESL teacher feels that it is a false result and wants to help Jose by
starting with teaching him letters and sounds, as well as high frequency vocabulary
and matching illustrated words. The ESL teacher has placed him in the curriculum
for newcomers instead of the grade four book, which he struggled with and could
not catch on with the rest of the class. She wants to concentrate first on level 1 can
do descriptors and move him along as quickly as possible. The results of his needs
assessment can be found under Reach Needs Assessment test for Jose in attachments.

Needs Assessment Result

Instructional Goal

Explain, Connect, & Defend

Goal

Letter/Sound: could only

identify 2 sounds with the
letters

Student will build

phonological awareness and
match initial sounds (m, s, f,
t, a, and h) to illustrated
words.

The student is having

difficulty recognizing sounds
based on an assessment given
by the ESL teacher. The
teacher feels going back to
basics and learning letters
and sounds will help the
student learn frequently used
words.
The student has now learned
the initial sounds and will be
introduced to new
vocabulary words that will
match the initial sound
words. The ESL teacher really
emphasizes vocabulary in
this class. She recognizes the
learning of vocabulary as s
vital part of learning a
language.
Although the student scored
low on grammar and
comprehension, the teacher
decided to focus attention on
phonics. Due to a lack of a
formal education in Spanish,
the basics are being
concentrated on initially with
Jose.

Vocabulary: scored a 7/12. Student will associate

sounds and spellings of
words with initial sounds of
a, s, f, t, h, and m. by
matching illustrated words
to the written word.

Grammar: scored 4/12

Comprehension: scored
4/12

Student will associate

sounds and spellings using
short a sound.
Student will blend
previously learned sounds
to decode words.

Section 5: Instructional Sessions

Session 1:
Date: 10/8/2014
Focus of session: I met with the ESL teacher and she shared with me information
about her student Jose Novas.
Time Frame of Instructional Session: 9 am 11 am

Session 2:
Date: 10/20/2014
Focus of lesson: Phonics
Goal focused on for meeting: Student will build basic phonological awareness and
match initial sounds
Lesson Plan Title: Letters and Sounds (s, m, f, h, t, and a)
Time Frame of Instructional Session: 9:30 am 10:30 am
Session 3:
Date: 10/21/2014
Focus of lesson: Vocabulary with beginning sounds s, m, f, h, t, and a
Goal focused on for meeting: Student will be introduced to vocabulary words with
beginning sounds introduced in lesson 1.
Lesson Plan Title: Teaching sounds and spellings of vocabulary words
Time Frame of Instructional Session: 9:30 -10:30 am

Session 4:
Date: 10/22/2014
Focus of lesson: Short a sound
Goal focused on for meeting: Student will begin to sound out simple words with
the short a sound by using letter cards.
Lesson Plan Title: Introduction to short a sound
Time Frame of Instructional Session: 9:30 -10:30 am
Session 5:
Date: 10/27/2014
Focus of lesson: Blending sounds to form words using the short a sound
Goal focused on for meeting: Student will continue to practice the vocabulary
words in session 3 and develop mastery.
Lesson Plan Title: Reteach Vocabulary
Time Frame of Instructional Session: 9:30- 10:30 am
Session 6:
Date: 10/27/2014
Goal focused on for meeting: Meet with teacher to discuss Joses progression in
his English speaking skills
Time Frame of Instructional Session: 10:30 am 12:30 pm

Section 6: Instructional Plans

Lesson 1
Grade Level: 4
Subject: English

ELP Level: Level 1-2

Content Objectives: Student will be able to isolate and match initial sounds
Language Objectives: Students will be able to use listening, speaking, reading, and
writing to make sound/symbol/ words relations.
ELP Standards: Language Arts
Common Core/PA Academic Standards/Anchors: 1.1.4 (although this is where
Jose should be with some adaptation, his lack of formal education in his native
language has put him behind. He is working around kindergarten level)
Materials: Text - In the USA
Introduction: Show student the initial sounds illustrated on picture cards. Ask the
student to identify any that he may know.
Procedures: 1. Turn to page 11 in student book. Introduce each initial sound and
its illustration.
2. Point out the capital letter and the lower case letter of each sound.
3. Have student repeat each initial sound and show the picture card
associated with that sound.
4. Build phonetical awareness by introducing three words with the
same initial sound.
5. Continue with the remainder of the initial sounds and use the
picture cards.
6. Use practice master Letters and Sounds and have the student say
the name of the picture and ask what letter spells the first sound that
is heard. (See Support Materials)

Assessment: Literacy Assessment from the curriculum was given to the student
(See Assessments 1-4). Teacher said the initial sound of a given picture. Student
chose the correct letter that spelled the first sound the student heard. Student was
given three choices.
Jose did well with this assessment. He chose the correct initial sound for all
five pictures. I also used a checklist to assess this lesson (See Completed Assessment
Tools).

Lesson 2
Grade Level: 4
Subject: English
ELP Level: Level 1-2
Content Objective: Student will be able to identify vocabulary words and their
correct spelling.
Language Objective: Student will identify objects on picture cards by pointing to
the correct picture when the vocabulary word is given.
ELP Standards: Language Arts
Common Core/PA Academic Standards/Anchors: 1.1.4
Materials: Picture cards and vocabulary words (apple, astronaut, ant, fence, fish,
fan, hand, helmet, hall, tiger, tape, table, mop, mask, soap, seed, sandwich, mouse)
Introduction: Given a vocabulary pre-assessment to check background knowledge
was given by the ESL teacher. ( See Assessments 1-4).

Procedures: 1. Reintroduce the picture cards with the spelling of the vocabulary
words to the student, saying the word and student repeating the word.
2. Place 6 picture cards without the words and say a vocabulary word
and have the student find the correct picture that corresponds with
the spoken word.
3. Repeat with the rest of the picture cards in groups of 6 cards each.
4. Take 6 picture cards and the corresponding word cards and have
the student match the word with the correct picture card.
Assessment: The assessment I used for this task was a checklist (See Assessment
Tools and Completed Assessment Tools lesson 2) of the words for my own records as
well as a teacher-made worksheet provided by the classroom teacher which she
required for Joses assessment (See Assessments 1-4 lesson 2).
Lesson 3
Grade Level: 4
Subject: English
ELP Level: Level 1-2
Language Objectives:

Student will be able to isolate sounds, match initial sounds, and final sounds.

Student will be able to associate sounds and spellings

Student will be able to blend sounds to decode words

Student will be able to spell words with short a

ELP Standards: Language Arts

Common Core/PA Academic Standards/Anchors: 1.1.4 (although this is where

Jose should be, he is below grade level and is working at kindergarten level
according to the standards.
Materials: Letter cards, textbook- In The USA page 21, Teachers manual pages
T21A and T21, practice masters
Introduction: Review initial sounds.
Procedures:
1. Follow Reading Routine 1 on page T21A, which consists of the following steps:
Build phonological awareness

a //

Use letter cards

Tell student that these words

have // at the beginning and say
three words.
Tell student that these three
words have // in the middle and
say the three words.

Apple, ant, arrow

Tell student: I will say a word.

Listen for the //. If you hear it at
the beginning, raise one hand. If
you hear it in the middle, raise
both hands. If you do not hear it at
all, keep your hands down.

can, nap, after, pack, at, tin

Introduce the sound/spelling

Use picture/spelling cards and letter
cards
Display the picture side only of
the card. Point to and name the
picture: apple. Develop meaning
for the word: This is an apple. An
apple is good to eat. Have
students repeat the word-apple.

Stand, bat, clap

Say //. Have student repeat.

Turn the card over. Point to the
letter a and say: The letter a spells
//. Have students repeat.
Give examples of words with the
//a in various positions.

ant, hat, fat

Have student say //as they trace

the letter a on page 21 with their
finger.

Blend sound by sound

Write the spelling of the first

sound. Point to it and say the
h a t
sound. Have student say the
sound.
h a t
Write the vowel and say the
sound. Then blend the sounds
through the vowel, sweeping your h a t
hand below the spellings. Have
student blend the sounds. Repeat
the process for t.
Sweep your hand below the word.
Have student blend and read it.
fat, Sam, sat, mat
Develop meaning by using the
word in a sentence as you
pantomime: I wear a hat on my
head.
Repeat the procedure for other
words.
Spell sound by sound

fat: The cat is fat.

Say the word and use it in a
sentence. Have student repeat the
word.
Guide student to segment the
sounds in the word. Ask student:
Whats the first sound in the word?
Guide student to match each
/f/ // /t/
sound in a sound/spelling card.
Say: Check the card. Whats the
spelling?

Students say the spelling and then

write it on a dry-erase board.
f a t
Repeat until the word is
complete.
Write the word on the board and
have student check spelling of the
word.
Repeat with other words.
ham

2. Complete Practice Master 7 Words with Short a (See Support Materials)

Assessment: I was given a literacy assessment from the curriculum to administer
to Jose.(See Assessments 1-4). The teacher said a word with the // sound. The
student was given three choices to choose the word. I also developed an assessment
tool that measured his understanding of sounds and blending sounds to form and
say words. (See Assessment Tools and Completed Assessment Tools)
Lesson 4
Grade Level: 4
Subject: English
ELP Level: Level 2
Content and Language Objectives: Student will be able to match the picture cards
with the correct vocabulary word cards.
ELP Standards: Language Arts
Common Core/PA Academic Standards/Anchors: 1.1.4
Materials: Picture cards and spelling cards, vocabulary book
Introduction: This is a reteach/reinforce lesson for Jose. The ESL teacher deemed
necessary to spend more time with Jose and helping him build his confidence in his

vocabulary recognition. I reintroduced the lesson by having Jose name all the picture
cards.
Procedures:
1. Write a sentence in his vocabulary book using each vocabulary word and
draw a picture for each word.
2. Upon completing the previous activity, the words were reviewed a final time
and an assessment was given.
Assessment: Using a carpet board and the picture cards and vocabulary cards, Jose
was given the picture cards and matches it to the word cards displayed in groups of
6 words. Then Jose was given the vocabulary words and was given the opportunity
to match it to the correct picture card in groups of 6 words. A checklist used from
lesson 2 (See Assessment Tools and Completed Assessment Tools) was used to record
the results as well as an assessment from the teacher that the student was required
to match the word with correct picture and write it under the picture (See
Assessments 1-4).
Section 7: Assessments
See attachment

Section 8: Assessment Instruments

See attachments

Section 9: Recommendations for future instruction and Support

Teacher Instructional Recommendation

Upon completing my lessons as well as observations with the ESL teacher, I have the
following recommendations:

Jose has the potential to learn but since his formal education in his native
language has been limited, it may benefit to teach Jose in a one-on-one
environment. With so many students in a pull-out classroom, he will fall
behind those who have more formal education in their native language.

Jose also seems to benefit from consistent repetition and review. Reviewing
prior to formal instruction daily may be helpful.

If additional time out of regular content area classroom is allowed, Jose could
benefit from more time with the ESL teacher to help him not only catch up,
but to reduce the frustration of being in a regular classroom with little
comprehension of the content area subjects.

If an ESL teacher is available to be in the room to assist Jose during other

classes, that may prove to ease some anxiety.

Finally, if progress were not made consistently in his English, I would

recommend a child study identify any learning difficulties.

Parent Recommendations

Although I had no contact with the parents, my ESL teacher did have a
conference with Joses father during my observation time at the school.

A suggestion that I did forward to my ESL teacher and she agreed with me, is
that Jose does need extra reinforcement at home. His father speaks English
well and it was recommended that he work with Jose at home.

Jose has been taking home picture cards and vocabulary words and it has
shown some improvement in his English skills.

Section 10: Reflection

Language
Working and observing a child with little formal education and his native
language can be a setback that may take the development of his academic language
so much longer to develop. Having that academic foundation in the L1 is the key to
picking up another language quickly.

Culture
I have learned that culture also plays a role in obtaining academics in a
childs native language. My student had some formal education but not enough to
assist in learning a new language. The family was not serious about formal schooling
and delayed the student in registering for school, missing at least a half-year of
precious time to be exposed to education and the English language.

Observing, Planning, Implementing, and Managing Instruction

The ESL teacher I observed has taught low functioning language students in
the past. Jose has been a student that has been an exceptional challenge since the
beginning of the school year. She explained how difficult it is to teach a small group
of students and one of those students is just not picking up English as quickly and
easily as the rest of the newcomers in her class. Students with little formal schooling
early in their lives do benefit from one-on-one instruction. Unfortunately, with the
little time that these students are with an ESL teacher, it is a very slow process and
progress may be very slow.
Assessment
Consistent informal assessments are key in identifying an ELLs progress.
Checklists, rubrics, and other informal assessments in my opinion are far more
valuable than formal bubble fill in assessments. I think seeing daily, weekly, or
monthly growth is going to be more of an encouragement than a once a year
assessment that causes stress and anxiety not only on the student, but the teacher
too.

Professionalism
Working with the same ESL teacher throughout this entire certification
process has been not only beneficial, but a way to consistently see how one teacher
runs her ESL classroom. I also had the opportunity to talk and discuss with the
teacher the other students in the ESL classroom. While watching the students during
other observation times, the ESL teacher had me watch, listen, and identify any

difficulties that a student may have while in class. We then would discuss it and
entertain options of how we could help that student improve the skills being taught
that day. These discussions included other strategies that would benefit that student
who may learn differently than the rest of the small group of students.

Section 11: Documentation/Support Materials

See Attachments