Assignment 3: Materials Development and Unit Assessment

Plan
Ali Pravda Haas
TESL 36: Literacy for English Language Learners
March 24th, 2017
Jean Campbell
N.B.:

With further considerations to the learners and their CLB level, the language goals were
reduced and/or adapted.
Materials developed follow the same theme, but would take place before the majority of
the lessons included in the unit plan from Assignment 2.
The supplementary tasks from the Assignment 2 unit plan are still deemed appropriate
with some adjustments of the delivery timeline. Excellent idea!

Theme: Sports and Hobbies

Subtheme: Body Parts and Movement

Case Study: 5 ESL Learners; all immigrants from Iraq and Sudan. They have been in Canada
from 12 to 18 months. They are in grade 5 (three males) and grade 6 (two females).

STUDENT DESCRIPTION

Focus Group Grades 6-12 ___ Adult Immigrant

Immigrant/Refugee __ Aboriginal __Other Canadian Non-

English Speaker
CLB or equivalence
Foundation: De Foundation L CLB 1L CLB 2L ___CLB 3L
___CLB 4L

Writing is at Foundation L and Phase 1L, while reading is

mostly at Phase 1L and Phase 2L.

Teaching will be focused on Phase 1L / CLB1L.

Learners can (related to the theme):

(Speak) Can minimally speak using short phrases; can

maximally speak using simple sentences.

(Speak) Learners have some basic vocabulary (e.g.

personal pronouns; basic verbsto be and to have; some
basic grammardeterminants such as this, that, these, and
those)

(Listen) Can follow some basic directions

(Listen) Can follow basic conversations

(Write) Can look back at a model when copying

(Read) Can use pictures and context for

comprehension

(Read) Can maximally read patterned sentences

 (Read) Can read some sight words

(Read) Can understand basic phonetics

(Sam)
S - speaks in sentences
understands most conversation
L - Follows directions
S - Spokesman for group work
S - Excellent enunciation and pronunciation

(Robert)
S - speaks using short phrases and broken English
S - Good consonant sounds
R - Reads short Phase 1 books (Pg. 30)
R- Good use of picture clues and context (Phase II
pg. 55)
Good worker; tries hard to please

(Fatuma)
S - Does the speaking for Robert

(Mary)
R - Early reading stage
R - Read patterned sentences
R - Focus on letters and the words (Phase II?)
S - Speaks in short phrases

(Ali)
R - Reads using phonics
R - Word calls at Phase 1 developing level (pg. 30,
34)
S / L - Speaking and Listening at CLB 2 (pg. 55)

Learners cant:

(Listen) Cannot follow all basic directions

(Speak) Cannot speak in simple sentences

(Read) Cannot differentiate between pronounced and

silent letters

(Write) Cannot follow word order

(Sam)
immature; cannot focus
R - Beg. (Phase 1 initial) reading (pg. 12)

(Robert)
L - Following directions
S - Shy and reticent to speak
 L / R - misses main ideas of conversation/lesson
Follower (trouble with Sam)
S / W - Misses nouns

(Fatuma)
R / W - Does not like to read or write (Phase I initial)
(pg. 12)

(Mary)
C - Remembering routine
Not very motivated
Uses others as models rather than doing her own
R - Needs reminding to use picture clues (Not fulfilled
Phase II)
R - Does not put meaning to text

(Ali)
R - Dismayed with silent letters (Phase II)
W - Writing does not follow the patterns of word order
(Becoming familiar = Phase II)

Age Grade 5 and 6 (ages 10-12)

Class size; students L1; 5 students from Sudan (2) and Iraq (3). L1 is Assyrian.
country of origin

Educational Background Non-literate in L1; fewer than 5 years of formal education.

Current ESL Support: Oral part of Rosetta Stone LLP;

completed identifying initial consonant sounds; two are
working on discriminating between final consonant sounds.
Read levelled books at home.

Purpose(s) for studying Increase expressive and receptive language. Read with
English meaning.

Communicate with others in English; develop skills to be

successful in a regular academic setting.

Rationale for theme choice Children and youth enjoy extracurricular sports and clubs, as
well as personal hobbiesthis gives them great opportunities
to socialize and find new interests. ELLs often have a difficult
time becoming involved in school activities because they do
not understand commands from their coaches, how to move
their bodies, or the culture of this type of community. In
addition, there is often jargon with each new activity that can
leave the most fluent of English speakers confused.

As students start to understand each of these new concepts,

they first have to attain the skills and vocabulary to
 understand their body and the ways to move it. Depending on
the sport or hobby of interest, students may need macro-
movement (e.g. legs and arms for running) or micro-
movement (e.g. fingers for playing guitar, or ankle-movement
in dance). It is important for students to fully understand these
concepts so that they are not further at risk for hurting
themselves or others while learning new activities. Luckily, the
body and its movement can be extremely visual; which makes
it easier for students to follow along and gain context while
learning the language.

Goals and Learning Outcomes

Vocabulary Body parts: Arm, leg, knee, shoulders, toes, foot,

head, eyes, ears, nose, mouth, hand, finger
(note: the bolded and
italicized vocabulary is the Level 1 verbs: move, touch, put, use
main focus, while additional
vocabulary may be used for Possessive Determiners: her, his, their, my, your,
extension activities and/or
advanced students) Prepositions: to, on

Left, right

Listening/ Says, listens and understands sounds of letters

Speaking Says, listens and understands syllables

Says, listens and understands more than one syllable

Says, listens and understands sentences that follow

SVO pattern structure by repeating a model

Says, listens and understands a song that refers to

body parts (i.e. Head, Shoulder, Knees, and Toes)

Listen to then repeat vocabulary and sentences said

by the teacher

Verbally identify body parts

Reading Observe pictures and make world connections

Identify letters in the vocabulary words

Find words that begin with a specified sound

Recognize and pronounce letters of the alphabet

Read and recognize 13 body part vocabulary words

 Match vocabulary word to picture

Scan text for vocabulary words

Reading simple sentences about body parts

Consider the sentence context when copying from a

model

Writing Write letters correctly and directionally correct when

copying and when independent.

Write numbers 1, 2, and 10

Write full words by copying and when independent.

Writes on the line

Writes words consistently in lower case letters by

copying and when independent.

Numeracy Count to ten

Use zero

Identify singular and plural subjects/nouns

Grammar/ Simple present tense (to be and to have)

Structure Use word order by using a model: Subject / Verb /
Object (SVO sentence structure)

Nouns, prepositions, verbs

Social Work with partners, small groups, and large groups by

participating in task
 Part 1: Materials Preparation
Goal: identify the parts of the body using listening, speaking, reading, and writing skills. Arm,
leg, knee, shoulders, toes, foot/feet, head, eyes, ears, nose, mouth, hand, finger

Materials Teach and/or practice

1. Flashcards

Activity 1:
Point to each
letter and say
the name of
the letter.
Activity 2:
See the card
and point to
the body part
on ones self.
Activity 3:
Read each
word as a
class (i.e.
choral
repetition).
Activity 4: https://esllibrary.com/
Say the sound
a letter makes
and ask the
class to hold
up a flash card
that starts with
that sound
(e.g.
a/schwa, t,
m, etc.)
Activity 5:
Match cue
cards to http://teacherlingo.com/resources/thumbnail/pocket-chart-cards-parts-of-the-body-vocabulary-
alphabet for-esl-esol-ell-speech.jpg
letters.
Students sort
cards into
alphabetical
order (with the
alphabet laid
out on the floor
or table
depending on
 the size of the
cue cards).
2. Outlines

Activity 6:
After cutting
the first
outline, on the
dotted lines,
have the
students
match the
body parts to a
reprinted copy
of outline
number 1.
Extension
Activities:
After they
practice this
they can
match the cut
out pieces to Outline 1 Outline 2 Outline 3
outline number (recreate a hard-copy, as the digital printing can be more difficult to read)
2, and Image adapted from outline 3:
eventually, http://www.clipartkid.com/images/3/body-template-clipart-best-UonyMz-clipart.png
number 3.
3. Colour-Coded
Children

Activity 7:
As a class,
point to the
body part on
one picture
and say the
colour and
name. (i.e.
yellow arm,
blue face, grey
leg, etc.).
Image adapted from http://www.skylinepedicab.com/coloring-
Activity 8: upload/2015/11/18/children-coloring-pages-coloring-town.jpg
After labeling Image adapted from http://azcoloring.com/coloring/xig/nM5/xignM5bjT.gif
the picture Image 3C:
(see image
3C), ask
students to
finish the
sentences
prompted by
 you: She has a
yellow _____.
She has a blue
____. She has
a grey _____.
Etc.

At first, you
can point to
the word; then
point to just
the colour;
then only ask
the sentence
promp.

Actiity 9:
Give students
the image (3C)
and the
sentences.
Have students
copy the
words into the
blanks.

She has a yellow ________. She has a blue _________. She has a grey ___________.
She has a orange __________. She has a white ___________. She has a purple _________.
She has a pink __________. She has a red _____________. She has a green ___________.
4. Sort

Activity 10:
After cutting
out the cards,
BODY COLOUR
PARTS S
have students
sort them into
two piles, body
parts and

arm yellow
colours. Have
students say
out-loud the
word that they
are sorting.
 hand green
leg blue
toe pink
foot orange
shoulder black
ear white
eye grey
finger red
head purple
nose
knee
 mouth
5. Matching

arm
Activity 11:
After cutting
the cards
apart, have
students
match the
word to the

hand
picture.

leg
toe

foot
shoulder
ear
eye
finger

head

nose
 knee
mouth

6. Word Search

Activity 12: head ear abcfootdfjheadu

Have students
complete the nose knee efd
word search.
mouth arm appteeeyeolnose
eye finger eqr
leg toe yfongdtrefingerj
foot olk
olegdghomouthr
mitt
7. Fill-in the
Blank

Activity 13:
Have students
fill in the first
letter of the
____ rm
word (with the
pictures
beside the
 word).
Activity 14:

and
Repeat activity
while omitting
other letters at ____
random. (E.g.
mo_th, le_,
e_r, etc.)

____ eg
____ oe

____ oot

____ houlder
____ ar
____ ye
 ____ inger

____ ead

____ ose
____ nee

____ outh
8. Organize and
sequence H E A D
Activity 15: N O S E
After cutting
out the letter M O U T H
cards, give
one word of E Y E L E G
letters to a
 student and
have them E A R A R M
arrange the
letters into the K N E E
word. You may
start by telling F I N G E R
them the word
when you give T O E
them the
letters. After F O O T
they practice,
do not tell
them the word.
H A N D
Extension:
Give students
letters for
more than one
word and have
them sort the
letters when
you tell them
the word(s)
they have.
Alternatively,
you may tell
them one
word, have
them spell it,
and then ask if
they can make
the second
word without
you telling
them first.
9. Listen and
write:

Activity 16:
While holding ____ ____ ____
up the picture,
say the letters
and have
students fill-in
the spaces on
their own
worksheet, ____ ____ ____ ____ ____ ____
while they
repeat the
letters back
 after they
complete the
writing.
____ ____ ____ ____
Activity 17:
Using the
vocabulary
words from
material
number 5, put
a word on
each students ____ ____ ____
back or have
them hold it to
their forehead.
Have students
work in pairs. ____ ____ ____
S1 tells S2
what word S2
has on their
back. S2
spells the word
from memory
(making the
shape in the ____ ____ ____ ____
air if they are
able to). S1
follows the
word on the
back and
corrects them
if necessary. ____ ____ ____ ____ ____ ____ ____ _____
The partners
switch roles.
When
complete, they
get new cards.

____ ____ ____ ____ ____

____ ____ ____

____ ____ ____ ____

____ ____ ____ ____

____ ____ ____ ____

____ ____ ____ ____

10. Complete the
chart 1 or
I have Body part
Activity 18:
Have students
2
fill-in the chart
with numbers.
Have students nose
copy down the
last two
answers (i.e.
fingers and
toes) from the
board.
I have (1)

Hands

I have (2)

Head
I have (1)

Eyes

I have (2)
11. Singular or
Plural Chart
1 2 10
Activity 19:
Cut each strip one two ten
from the chart

No Yes
in material
number 10,
and have
students sort

_s _s
into 1, 2,
and 10 piles
with the
respected
header cards Hands (2)
cut on the
desk or floor. eyes (2)
Have students Nose (1) arms (2)
complete the
chart by head (1) legs (2)
copying the
body part word mouth (1) ears (2)
into the
column. After,
have them
toes (10)
write the
number of the
fingers (10)
pile they These are my
sorted them This is my ___.
into. ___.
Have them
copy the
sentence
frame in the
chart as well.

Activity 20:
Fold the
students chart
in half and
have them
copy the
bottom
sentence
numerous
times into their
book by filling
in the blank
with a
vocabulary
word from that
side of the
chart.

Good consistent use of visuals. Nice progression well scaffolded. Well

focused. Not trying to do too much but supporting new vocab with visuals; initial
letter; key structures [plurals; possessive pronouns]. Effective use of one
activity/material set for multi-purposes.
 Part 2: Assessment
Assessment Plan / Series of Tasks:

Includes:

Activities from Part 1: Materials Preparation;

Supplementary Tasks from Assignment 2: Unit Plan;
and independently made assessments: Self-Assessments, Peer-Assessments,
and Tests.

N.B.:

When documenting formative assessments, I am tracking student progress, and

therefore analyzing areas of extra need/support, quality of instruction, and skills
that have been improving.

Activity: Type of Skills Level of Tools

Assessm Accomplished achievemen (e.g. rubrics,
ent t necessary checklists,
over length etc.)
of time
Activity 1: Task Reading: recognizes 80% accurate Checklist of the
Point to each Completio and pronounces letters 15 minutes alphabet. Check
letter and say the n of the alphabet off the letter when
name of the Formative Reading: says the they read it. Mark
letter. letters when pointed to the chart with an
Speaking: appropriate
pronounces letters in a symbol if student
way that is fitting to is having
their accent. challenges.
Other Considerations:
Hearing a student list each letter of the alphabet can take up considerable amounts of time;
particularly when each letter is not presented in a single sitting. It would be more manageable
to rotate between students with one sheet of paper. For example:
Letter Student Student Student 3 This type of chart can be used throughout the
s 1 2 school year to continuously document students
a progress (e.g. a new marker colour could be
b used each month).
c The letters specifically needed to spell the
d or X or vocabulary words need to have closer to 80%
completion in order for the student to continue
on and to be successful.
A circle in the chart allows for the teacher to add a check mark when the task does get
completed. It is important to give feedback during this task, as it is necessary to hear the
correct pronunciation and/or give the letter name, but it is just as important to not make the
student feel unmotivated.
Activity 2: Task Reading: 100% correct Checklist of
See the card and Completio Connects image and students names
point to the body n word to life. (Text-to- 4 minutes per and vocabulary.
part on ones Formative self/world connection) student
self.

Other Considerations:
This activity is first done as a class, then individually. There may be some cultural discomfort
with talking or referring to ones own body. Respect that boundary and do not push students if
this seems to be an area of discomfort.
Follow similar management as Activity 1. Observe student pointing to body part while holding
or pointing to the card.
Self-Assessment Self Reading: 100% complete
Task 1 Assessme Connects image and 50% correct Vocabulary
Using a cut out of nt word to life. Observe cards from
each face, have Formative student activity one and
students sort the Informal attempting the two
cards depending task and
on if they know placing cards
where to point. If into appropriate
they know they piles.
are pointing to 8 minutes
the right spot,
then it goes to
the happy face,
etc.
Other Considerations:
When students finish the task, look at the ones that were not in the happy pile. If more
than one or two students do not understand the same words, then go over those words as
a class. Students have done the pointing activity at least two times now, so students will
be able to add on this next step of sorting.
Activity 3: Task Speaking: Says 100% completion Checklist
Read each word Completio vocabulary word from 80% accuracy (Same as
as a class (i.e. n model. Activity 2)
choral repetition). Formative 5 minutes

Other Considerations:
All students need to participate for this activity.

Activity 4: Task Reading: recognizes 60% accuracy over Checklist of

Say the sound a Completio 13 vocabulary words the day. students
letter makes and n on flashcards name and
ask the class to Formative sounds.
hold up a flash Reading: connects
card that starts sounds to letters
with that sound
(e.g. a/schwa,
t, m, etc.)

Other Considerations:
Consider how many cards the students have out at once. Do not have all 12 out to start with.
Therefore, students need to have the same cards laid out to accurate do the task and not
create further student anxiety. Because the cards will be held up facing you, this activity is
relatively low risk for the learner.

Self-Assessment Self Self-assesses ability to 100% I can

Task 2 Assessme write. completion 1. Write the
nt over 5 minutes.
Formative
letters I hear.
Informal

2. Write in
small letters.

Other Considerations:
Students will need to be shown how to do a self-assessment and examples of these I can
statements.
Faces/Emojis from:
http://prefieroandroid.com/wp-content/uploads/sites/10/2015/12/emoticonos.jpg
http://getemoji.com/assets/og/mobile.png
Activity 5: Task Reading: reads 13 80% accuracy over Observe
Match cue cards Completio theme-based 20 minutes. final product
to alphabet n vocabulary words and
letters. Students Formative / document
sort cards into informal Reading: matches amount
alphabetical word to picture correct.
order (with the
alphabet laid out Speaking:
on the floor or Says 13 vocabulary
tabledepending words.
on the size of the
cue cards).
Have students
say the letter
and/or the word
that they are
matching.
Other Considerations:
Note if the alphabet has only upper case letters or both, while the que cards have only lower
case letters, etc. Does this become an issue? If so, for what letters?
Document the accuracy and note which letters or words had difficulties.

Test 1: Test Listening: Listens 80% (If there is Cue cards

Listening to vocabulary 50% or less with the
As a class, or in Summative words and accuracy, then body part
small groups, identifies the students may be picture on
give students the picture. guessing and not one side and
pictures of the actually hearing vocabulary
vocabulary words and identifying the word on the
without the word). other.
words. Say the The test can be
word and have redone after Checklist of
students point to review or repetition vocabulary
the pictures. of previous tasks. words
4 5 minutes per mark
student. dependent
on students
answer.
Other Considerations:
Because this assessment is one-on-one, it can be time consuming overall. Make sure that
students are working on other material, or do a pull-out situation from another task.
Unit Scaffolded Task Writing: Copy: 100% Check for
Task 1 [TESL 36 Completio Uses proper accurate completition
Assignment 2 n conventions of writing: Cover and Copy: and give
Material] Self- 100% complete; feedback.
directions, spacing, in
Assessme
Copy the letters the proper amount of with corrections,
nt of
of the vocabulary space. 100% accurate.
writing
words into the letters (i.e. Writes letters. 25 minutes
squares. cover,
*Students may copy, and
only cover one check)
letter after Formative
looking at it first. informal
Other Considerations:
Go through corrections with student; write the letter above the box that was mistaken.
Activity 6: Task Reading: guesses 100% completed Check for
After cutting the Completio words by using other and accurate (after completion.
first outline, on n supports as clues, feedback).
the dotted lines, Formative e.g., pictures, context, 8 minutes
have the Informal
students match
the body parts to
a reprinted copy
of outline number
1.
Other Considerations:
Students need to make sure that they are accurately matching the left and the right side.
Make sure that students are not flipping the body parts around and that the word is still
showing.
Give the next outline after a few tries with the easier outline.
Activity 7: Task Speaking: Says 100% complete. Observe and
As a class, point Completio vocabulary word from 8 minutes listen to
to the body part n model. students
on one picture Formative pronunciatio
and say the Informal n; instruct
colour and name. further if
(i.e. yellow arm, necessary.
blue face, grey
leg, etc.).

Other Considerations:
Because of the large group assessment, it is not always necessary to call on one student.
Instead, make a general correction to the group.
Activity 8: Task Speaking: Says 50% accurate. Observe and
After labeling the Completio vocabulary word. 10 minutes listen to
picture (see n students
image 3C), ask answers; if
students to finish Summative they do not
the sentences by know, go
speaking, and over the
prompted by you: answer
She has a yellow numerous
_____. She has a times and
blue ____. She then prompt
has a grey them again.
_____. Etc. Observe and
listen
At first, you can pronunciatio
point to the word; n; instruct
then point to just further if
the colour; then necessary.
only ask the
sentence promp.

Other Considerations:

Students can look at their notes and at the picture and corresponding labels for accuracy.
Do the activity first as a whole class, then you can ask each student to do one on their own.

Actiity 9: Task Reading: 50% accuracy Use

Give students the Completio 15 minutes Rubric 1
image (3C) and n Considers the to mark
the sentences. Formative sentence context when this
Have students copying from a model assignm
copy the words ent (see
Writing:
into the blanks. below).
Uses lower case
consistently
throughout words (i.e.,
does not mix upper &
lower case within a
word e.g., woRd

Writes on the line

Uses proper
conventions of writing:
directions, spacing, in
 the proper amount of
space.
Writes vocabulary
words.

Copies vocabulary
words accurately.

Writing: uses lower

case consistently
throughout words (i.e.,
does not mix upper &
lower case within a
word e.g., woRd

Other Considerations:
Students can look at their notes and at the picture and corresponding labels for accuracy.

Rubric 1:
Criteria 4 3 2 1 0
Uses lower All the time, All the time Most of the They switch Never; they
case letters except proper (including time between always use
when writing nouns (e.g. proper nouns) capitals and upper case,
names) lower case is illegible,
letters. or does not
produce a
sample.
Writes on the Writing is Writing is Writes Writing is Writing is
line consistently mostly on the through the almost not
in the line, but does line; never near produced
accurate lift or lower sometimes is the line. Writing is
position. sometimes. slightly never near
above or the line..
below.
Spacing All letters are Most letters Some letters The letters The words
appropriately are are are mostly are not
and evenly appropriately appropriately overlapping written in
spaced and evenly and evenly or the given
amongst spaced spaced inconsistent space or
each other. amongst each amongst distances are not
The words other. The each other. apart. The written at
are nearly in words are not The words words go all.
the middle of crowding are onto pre-
the space. other text. sometimes existing text
 crowding frequently.
other text.
Copying All words are Most words Some of Most of the None of the
copied and are copied each word is words are words are
completed and copied not copied copied
correctly. completed correctly. correctly. correctly, or
correctly. are
nonexistent.

Activity 10: Task Reading: recognizes 80% complete and Observe and
After cutting out Completio 13 sight words and/or accurate. document
the cards, have n colours. 5 minutes final
students sort product/num
them into two Formative Speaking: ber of
piles, body parts answers
Says 13 vocabulary
and colours. correct.
words.
Have students
say out-loud the
word that they
are sorting.
Other Considerations:
Tell students to make another pile for cards that they do not know where to sort them to.
When they have went through the set once, have them take those cards and find the words in
their books/wall charts.
Self-Assessment Self Self-assesses skills. 100% complete I can
Task 3 Assessme 1. Read
nt 3 minutes
Formative
Informal colours.

2. Read
body parts.

Other Considerations:
Student may need to be reminded how to do a self-assessment. It is good to show a sample
of the assessment completed.

Test 2: Test Speaking: 80% accuracy. Use Rubric 2

Speaking Summativ Says 13 vocabulary 4 - 5 minutes (see below).
Hold up the e words. per student.
picture of each
body part to one
student at a time.
Have student say
the word.
Other Considerations:
As with test 1, it can be time consuming to have one-on-one assessments, therefore, have
other students reviewing or working on another task when pull-out assessments are taking
place. Consider the noise level in the room if others are in the roomsome students may find
this distracting or embarrassing. If students are in the other room, make sure that there is
adequate supervision.

Rubric 2:
4 3 2 1 0
Pronunciatio Student can Student can Student can Student can Student is
n make proper make some make make some not sure
sounds that proper sounds that noises that what to say
accurately sounds that are similar to resemble parts or unable to
depict the mostly the of the word. say an
phonemes accurately phonemes of English
of each part depict the each part of word/sound.
of the word. phonemes of the word.
each part of
the word.
Volume Student can Student can Student is Student is a Student is
be clearly be mostly soft-spoken, murmur. inaudible.
heard heard from but loud
across the across the enough to be
room when room when heard when
others are no one else in proximity
not talking. is talking. of.
Student is
yelling
obscenely.
Fluency Student Student may There are Student stops Student is
does not take pauses frequent and stutters to unable to
take or say uhm pauses and the point of near say
unnatural on occasion. uncertainty. incomprehensio anything.
pauses. Most words Student n. Student
Student come trips-up on does not
says the quickly. many words. speak
words English.
confidently.
Accuracy or Student has Most of the Student Student does Student is
Whole Word proper words have makes some not have unable to
Pronunciatio stress and proper stress errors of understanding of say
n sounds of and phoneme vs. pronunciation of anything.
entire word. pronunciatio whole word entire word. Student
n. pronunciatio does not
n. speak
English.
Activity 11: Task Reading: reads 12 100% accurate Document
After cutting the Completio theme-based after feedback. accuracy of
cards apart, have n vocabulary words 8 minutes final product.
students match Formative Give
Reading: matches
the word to the word to picture feedback
picture. and assist in
corrections.
Other Considerations:
When giving feedback, sort answers into a group of correct answers and incorrect answers
therefore, they are not distracted by other words that are not options for their answer. They
also can easily move the cards around to find the correct answer. This is also a gentle way to
show what was done well and what to focus on.

Self-Assessment Self- Self-assesses word 100% complete Observe

Task 4: Assessme recognition. and accurate final product
Match the nt after self- and guide
vocabulary words Formative correction. corrections
to the pictures Informal 8 minutes where
Have students needed.
self-correct their
work by
comparing to
vocabulary cards.
Other Considerations:
Students may need reminding of how to self-correct; show them how to take the vocabulary
card that looks like the picture out and then compare the word letter-by-letter.

Activity 12: Task Reading: recognizes 80% complete Observe

Have students Completio 13 sight words by 8 minutes final product
complete the n scanning text and guide
word search. Formative corrections
where
needed.
Other Considerations:
Because of the tight space, it is easy for mistakes to make it more difficult to find the correct
answers. If students make more than one or two mistakes, it may be better to give them a
new word search and quickly put down the answers they already made that were correct.

Test 3: Test Reading: reads 12 60% complete Docume

Reading Summativ theme-based nt
e vocabulary words 5 minutes accuracy
Match the of final
vocabulary words Reading: matches product.
to the pictures. word to picture

Other Considerations:
It is better to make the test as it was practiced: with vocabulary words and pictures that look
similar to the activity in class. It is not recommended to make a letter to number matching test
because that is a cultural norm that the student may have not experienced before, and by
adding more language and numbers it could confuse the student further.
Activity 13: Task Writing and reading: 60% accuracy Docume
Have students fill Completio fills in initial letter e.g., nt
in the first letter n __rm; writes arm 15 minutes accuracy
of the word (with Formative when looking at of final
the pictures picture. product.
beside the word). Give
Writing: feedback
Writes on the line and
assist in
Uses proper
correctio
conventions of writing:
ns.
directions, spacing, in
the proper amount of
space.

Reading:
Recognize forms of
words.

Other Considerations:
The letter formation is not the most important here (e.g. does the tail of the a touch the o
part). Instead, the goal is to recognize a portion of a word and come to the conclusion of what
is missing.

Activity 14: Task Writing and reading: 60% accuracy Docume

Repeat activity Completio fills in letter gap; e.g., nt
while omitting n a_m; h_nd; ea_, when 15 minutes accuracy
other letters at looking at picture. of final
random. (E.g. Formative product.
mo_th, le_, Writing: Give
e_r, etc.) Writes on the line feedback
and
Uses proper assist in
conventions of writing: correctio
directions, spacing, in ns.
the proper amount of
space.

Other Considerations:
(As above) The letter formation is not the most important here (e.g. does the tail of the a
touch the o part). Instead, the goal is to recognize a portion of a word and come to the
conclusion of what is missing.

Activity 15: Task Listening: connects 50% accuracy Checklist

After cutting out Completio letters to sounds (see
the letter cards, n 25 minutes below)
give one word of Reading: Reads
letters to a Formative individual letters and
student and have can distinguish the
them arrange the right side up.
letters into the
word. You may Reading: Connects
start by telling sounds to letters
them the word
when you give Reading: reads a
them the letters, group of letters and
but after they understands it to be a
practice, do not specific word (i.e.
tell them the spelling).
word.

Other Considerations:
This can quickly get confusing as letters may get turned sideways, upside down, etc.
Therefore, make sure that all letters are on the desk facing the right way for the student when
it gets handed out. Start slow and add gradually. Some students may recognize some letters
as being upside down, but not all. Only do so far as the student have 90% success and only
5-10% frustration/challenge. It may be best to ask students if they want to try another word or
if it is time for a break.

Checklist: (Note: saying implies that the teacher said the word when the letters were given
to the student)
[Student Name]
1 word - saying 1 word not saying 2 words saying both 2 words saying 1
Hand
Arm
leg
eye

You may also want to track the combinations that have been given:
hand Arm Leg Eye Nose Ear finger
hand X X X X X X
Arm X X X X X
Leg X X X X
Eye X X X
Nose X X
Ear X
finger
Activity 16: Task Listening: 20 minutes Checklist
While holding up Completio Can identify letters to (See
the picture, say n sounds. (sound-letter below)
the letters and recognition)
have students fill- Formative / Writing:
in the spaces on Summative Can write down words
their own (Second when spelled aloud.
worksheet while time)
they repeat the
letters back after
they complete
the writing.
Other Considerations:

Checklist:
Copies down every letter.
 Makes legible letters.
Uses all lower case letters.
Spells word accurately. (Final product is complete)
Says letters back accurately.

Activity 17: Task Reading and Listening: 50% accuracy Observe

Using the Completio recognizes and listens 10 minutes and give
vocabulary words n to letters of the feedback
from material alphabet when
number 5, put a Peer- necessar
word on each Assessme Speaking: Says letters ythe
students back or nt of the alphabet. students
have them hold it peers
to their forehead. Formative Spells word verbally. are
Have students Informal required
work in pairs. S1 to give
tells S2 what most of
word S2 has on the
their back. S2 feedback
spells the word first.
from memory
(making the
shape in the air if
they are able to).
S1 follows the
word on the back
and corrects
them if
necessary. The
partners switch
roles. When
complete, they
get new card
Other Considerations:
There may be some discrepancies between students, therefore it may be highly necessary to
observe and calmly step-in if necessary.

Self-Assessment Self- Dictating: writes entire 100% complete Observe

Task 5: Listening, Assessme word e.g., __ __ __; and accurate and give
Spelling, and nt writes arm when after guidance feedback
Writing spoken and self- when
Read the Formative feedback. necessar
vocabulary words Informal Reading: Reads two ythe
to the students words and can find the student
and have them differences. is
write down the Writing: required
words. Uses proper to give
Have students conventions of writing: most of
self-correct the directions, spacing, in their own
words by the proper amount of feedback
comparing to space. first.
vocabulary cards
or a
model/answer
key.

Other Considerations:
Students have done this type of self-assessment before, but do give some gentle reminders
of how to self-correct. Observe that they are actually correcting their work and not just
assuming that it is correct or having a friend do it.
Test 4: Test Dictating: writes entire 50% accurate Docume
Spelling Test: word e.g., __ __ __; 13 minutes nt
Read the Summativ writes arm when results.
vocabulary words e spoken
to the students
and have them Writing:
write down the Uses proper
words. conventions of writing:
directions, spacing, in
the proper amount of
space.

Other Considerations:
It is most important that students have the spelling of the word, rather than perfect letter
formation. The work needs to be legible first, then fitting to the spelling, then further
accuracy can be achieved.
Activity 18: Task Writing: 80% accuracy Observe
Have students Completio Writes on the line 13 minutes and give
fill-in the chart n feedback
with numbers. Uses proper when
Have students Formative conventions of writing: necessar
copy down the directions, spacing, in y.
last two answers Informal the proper amount of
(i.e. fingers and space.
toes) from the
board. Reading: Reads and
comprehends
vocabulary.
Other Considerations:
Give examples of this as a lack of answer may be a result of not knowing the sentence rather
than not knowing the number of body parts.
Pay extra close attention to the s on fingers and toesthis is new to students.
Activity 19: Task Writing: 80% accuracy Observe
Cut each strip Completio Writes on the line 20 minutes and give
from the chart in n feedback
material number Uses proper when
10, and have Formative conventions of writing: necessar
students sort into directions, spacing, in y.
1, 2, and 10 Informal the proper amount of
piles with the space.
respected header
cards cut on the Reading: reads 12
desk or floor. theme-based
vocabulary words
Have students
complete the
chart by copying
the body part
word into the
column. After,
have them write
the number of the
pile they sorted
them into.
Have them copy
the sentence
frame in the chart
as well
Other Considerations:
It is likely best to cut the strips yourself, because cutting incorrectly can make the task
impossible or extremely challenging. It may be better that students start in groups so that it is
easier for you to observe and make sure it is correct before there is too much frustration and
anxiety.
Activity 20: Task Writing: 50% accuracy Observe
Fold the students Completio Writes on the line 20 minutes and give
chart in half and n feedback
have them copy Uses proper where
the bottom Formative conventions of writing: necessar
sentence directions, spacing, in y.
numerous times Informal the proper amount of
into their book by space.
filling in the blank
with a vocabulary Uses lower case
word from that consistently
side of the chart. throughout words (i.e.,
does not mix upper &
lower case within a
word e.g., shouLDeR

Considers the
sentence context when
copying from a model:
e.g., Model: These are
my arms. Worksheet:
These are my
_______. Does not
write: These are my
 This is my.

Other Considerations:
These are longer sentences to copy down, so students may need to cover most of the
sentence to focus on one aspect at a time. Sentences repeat, so they may want to write the
same word in each sentence first before writing the next word.
Unit Scaffolded Task Reading: reads 12 80% accurate Docume
Task 2 [TESL 36 Completio theme-based 15 minutes nt
Assignment 2 n vocabulary words accuracy
Material and give
Matching Formative feedback
sentence frames. .
[These are my /
This is my ] and
[vocabulary].
Other Considerations:
Students may need to be reminded about the previously made chartthis can help them in
the actively and should be used as a resource. Have students read their strips and find that
strip on their chart, etc.

Unit Scaffolded Task Writing: 50% accurate Checklist

Task 3 [TESL 36 Completio Writes on the line 30 minutes per
Assignment 2 n half/session.
Material] Uses proper
Formative conventions of writing:
Monster activity: (first half) directions, spacing, in
Count the the proper amount of
number of body Summative space.
parts each (second
monster has and half) Writes numbers 0-12
fill-in the blanks Counts to 12.
with the number Understands the
and the body concept of 0.
part.
Writes vocabulary
words.

Spells vocabulary
words accurately.
Other Considerations:
The most important aspect is the number given by the student. That means that students
have read the question, found the vocabulary word, identified the body part on the monster,
and then counted accurately and wrote a number. The constant success of this part of the
assessment shows numerous skills growing on one another.

Checklist:
writes the correct number (showing counting accuracy)
accurately writes the number
writes the correct body part (showing reading and copying accuracy from the model in the
question)
proper spacing between number and body part
proper spacing in area and on line

Test Test Writing: 13 minutes Rubric

Writing Writes on the line (See
Label a body by Summative 100% accurate below)
writing each of Uses proper with regards of
the vocabulary conventions of writing: body part
words without a directions, spacing, in recognition
model. the proper amount of
space. 80% accurate
with
Writes vocabulary regards to
words. spelling
Spells vocabulary
words accurately.
Other Considerations:
This is the first time that students are writing these words without any prompting or modeling
(outside of the blank diagram). There may be a range of success, from knowing the first letter,
to knowing some of the wordbut not the full spellingto having accurate spelling but messy
writing. The goal is vocabulary knowledge first and spelling and writing second.

Rubric 3
Criteria 4 3 2 1 0
Letter All words are Most words There are a Most of the All of the
formation easily legible. and letters are few (2-5) work is work is
legible, but a types of illegible. illegible or
few common mistakes does not
errors exist. with letter exist.
formations.
Writes on the Writing is Writing is Writes Writing is Writing is
line consistently mostly on the through the almost not
in the line, but does line; never near produced
accurate lift or lower sometimes is the line. Writing is
position. sometimes. slightly never near
above or the line..
below.
Spacing All letters are Most letters Some letters The letters The words
appropriately are are are mostly are not
and evenly appropriately appropriately overlapping written in
spaced and evenly and evenly or the given
amongst spaced spaced inconsistent space or
each other. amongst each amongst distances are not
The words other. The each other. apart. The written at
are nearly in words are not The words words go all.
the middle of crowding are onto pre-
the space. other text. sometimes existing text
crowding frequently.
other text.
 Spelling All words are Most words Some of Most of the None of the
spelt and are spelt and each word is words are words are
completed completed spelt not spelt spelt
correctly. correctly. correctly. correctly. correctly, or
are
nonexistent
.
Correct 10 - 12 7-9 answers 4-6 answers 0-3 answers No answers
answers answers correct correct correct correct
(x3) correct
Interview Interview Listening: 5 minutes Rubric
Speaking and Understands 5 W Able to
listening Summative questions. communicate
Listen to Understands body part understanding
questions and vocabulary. 80% of the
talk about your time.
body. Speaking:
Uses body part
vocabulary.
Uses simple
sentences.
Other Considerations:
Students may answer questions in non-verbal waysthis is fine because it shows listening
comprehension. Students should be able to use some language though.

Rubric 4:
4 3 2 1 0
Pronunciation Student Student can Student can Student can Student is
(Speaking) can make make some make sounds make some not sure
proper proper that are noises that what to say
sounds sounds that similar to the resemble parts of or unable to
that mostly phonemes of the word. say an
accurately accurately each part of English
depict the depict the the word. word/sound
phonemes phonemes of .
of each each part of
part of the the word.
word.
Volume Student Student can Student is Student is a Student is
(Speaking) can be be mostly soft-spoken, murmur. inaudible.
clearly heard from but loud
heard across the enough to be
across the room when heard when
room when no one else is in proximity
others are talking. of.
not talking. Student is
yelling
obscenely.
Fluency Student Student may There are Student stops Student is
(Speaking) does not take pauses frequent and stutters to unable to
take or say uhm pauses and the point of near say
unnatural on occasion. uncertainty. incomprehension anything.
pauses. Most words Student . Student
Student come quickly. trips-up on does not
says the many words. speak
words English.
confidently.
Accuracy of Student Most of the Student Student does not Student is
Whole Word has proper words have makes some have unable to
Pronunciation stress and proper stress errors of understanding of say
(Speaking) sounds of and phoneme vs. pronunciation of anything.
entire pronunciation whole word entire word. Student
word. . pronunciation does not
. speak
English.
Answers Student Student gives Student gives Student rarely Student is
Appropriately to gives mostly some gives appropriate unable to
question frame answers appropriate appropriate answers to the answer any
(Listening) relavent to answers to answers to questions asked. questions.
the 5 Ws the questions the questions Student
question. asked. asked. does not
speak or
does not
speak
English.
Answers Student Student Student Student Student
Appropriately to accurately accurately accurately accurately refers does not
vocabulary used refers to refers to most refers to to only one or accurately
(Listening) each body body parts some body two body parts respond to
part referred to in parts referred referred to in any of the
referred to questions. to in questions. body parts
in each questions. referenced.
question.
Extensive and thorough assessments. Lots of good tools; criteria show understanding of
language and the ability to match it to your current theme.

This is much beyond what was expected here and probably more than you would want to do
while teaching and managing learning, but a great exercise and it shows that you are
comfortable with assessment and able to adapt it as needed. You also show you are sensitive
and aware of the nuances of language and culture and what you might watch for.

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