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Foundations and Methods of English Language

Literacy Development and Content Instruction
Assignment

Rationale for Assessments

There are a variety of ways in which a teacher can assess a student. Assessments should occur throughout a
lesson and adjustments to that lesson should be made immediately. Sometimes adjustments happen
automatically (no one is able to answer a question, so the teacher begins a review) or the adjustment needs to
be made for the next lesson (in assessing group work, it is noted that some students need additional time).
Some examples of assessments include: rubrics, graphic organizers (including Venn Diagrams and KWL
Charts), oral questioning, and student self-assessments. Here are some ways in which I assess the first five
lesson plans in the 10th grade Language Arts Unit on Lord of the Flies.
Graphic organizers are a common way in which my lesson plans are assessed. In Lesson One, Students have
to research and define two terms (Dystopia and Utopia) and then create a Venn Diagram displaying how the
words are different/similar. This visual of the vocabulary terms is then hung around the room to reinforce
learning. I can instantly assess whether students understand the concepts of Dystopia and Utopia. If more
information is needed, it can be addressed instantly. The diagram is then used to make connection to themes
in the book. This visual is very effective.
In another lesson, I utilize a KWL chart to help students identify three specific areas: what they already know,
what they want to learn, and then finally, what theyve learned from that days lesson. When I use a KWL
chart, I can also gage how much in depth I need to get with a particular lesson. If everyone already knows
certain things about the topic, we can skip on to more in-depth knowledge. Another form of assessment I use is
an Exit Interview. After teaching the students vocabulary terms, I have them write down three terms from the
day, including definitions. Upon exiting my room, they turn in the Exit Interview for credit.
Vocabulary terms are very important in my classroom; students are better at understanding passages within a
text/article; they are better able to communicate; they are more successful at passing the SAT and ACT; and
they are overall better prepared for college when they are able to identify, define and utilize vocabulary terms.
Each lesson includes a verbal and/or written vocabulary assessment. At the beginning of the lesson the
vocabulary terms are taught or reviewed. Throughout the lesson, whenever we come across a term (i.e. when
we read that particular chapter or come across it in an article) we stop to define it and use it in our own
sentences. One way in which I assess students in vocabulary is through their Word Journals. Word Journals
are updated often. If a student comes across a word they do not know, they enter the word into their Word
Journal. As soon as possible, they define it and then they create a sentence using that word. I collect those on
a regular basis and grade according to quantity and completion (word, definition and a complete sentence).
Another way in which I assess vocabulary is through a quiz. I do not assign a letter grade to the vocabulary
quiz; rather the result of the quiz is an indicator for the students progress. The quiz assesses where they
currently stand if they were to take the unit or chapter vocabulary test at that minute. Per the rubric, they are on
task and at an excellent point in studying (20-15 words correct); they need to keep studying (14-10); they may
need additional help (9-5); or they require additional help (4-0). Assessing in this way allows me to focus on
the vocabulary terms giving students difficulty. Simply reviewing this quiz as a class reinforces learning the
vocabulary terms as well.

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Daily journals are another way in which I assess my students. I choose a question that not only ties in to the
days lesson plan, but one in which students will be interested in expressing an opinion. During my
assessments of their journals, I am not only looking for understanding and connections to the theme, but also
checking for correct spelling and grammar. This enables me to identify areas of grammatical weakness and
then to address those areas with additional mini-grammar lessons. In addition, writing journals are a good way
to determine if an individual is struggling (with themes, concepts and even personally) and that can be
addressed through 1:1s.
The way in which I group students is another form of assessment. Lower level learners are sometimes grouped
with higher level learners. Higher level learners are able to reinforce their knowledge when they are able to
teach it to someone else. Lower level learners are getting the extra attention they need to reinforce a concept.
The same applies to an ELL with a native speaker. The ELL is able to practice English in a more intimate
setting and may be less apprehensive about speaking when there is only one or two others in his/her group. In
addition to grouping according to level, I assign varying roles with each lesson. In one lesson a student may
be a reporter; in another lesson, a recorder. This enables each student to practice and master various spoken
and written forms of English as well as promotes leadership skills.
There are several ways in which students are assessed in the Unit on Lord of the Flies, Lessons 1-5.
Assessment is essential. If you are to be successful in the classroom, meet expectations, and cater to student
needs, daily assessment is necessary.