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LANGUAGE ASSESSMENT FINAL Makidon

Introduction:

The student I will be assessing is "Adam." He has been in school since kindergarten and is
currently a 2nd grader (7 years old). He was born in Syria and moved to the US when he was
only a few years old. His parents do not speak English, and he did not speak it either when he
entered school. He was in my kindergarten class and was very quiet and shy. Because he did not
know much English, he was extremely reserved and it took a lot of prompting to get him to
speak at all (even in Arabic). Arabic is his L1 and he can speak and listen to it but cannot read or
write it. Although I've seen him speak in Arabic with his older siblings and parents, he uses
mostly English to talk to peers in the classroom and on the playground. While it definitely took
him time to warm up to school, he did start getting more confident with English and more
comfortable to speak in class. Adam is showing progress, but still struggles with reading and is
still a Level 1 on WIDA. He still at a kindergarten reading level but has shown gains with his
phonemic awareness/phonics. He also loves math and even volunteers to share answers and
explanations in front of his class this year which was a huge achievement! Last year, he was still
shy and kept to himself a lot, so his teacher this year often shares with me instances of him
voluntarily speaking in front of the class and sharing his thoughts. He receives pull-out support
4 days a week with a small group of 7 students, and 1 day of push-in for 30 minutes each
session.

With listening, he is excelling. Listening and following directions have never been a
problem. He follows along with class read aloud and can keep up with the conversations.

With reading, he is still below grade level (end of kindergarten level) but showing
improvements. He used to have a difficult time sounding out words on his own. He is now using
phonics rules and sight words to read more independently.

With speaking, he is gaining confidence and volunteering more in class. He has been
showing improvement is using academic vocabulary but struggles to answer in complete
sentences consistently. When he is unsure, he likes to answer quickly and does not take the
time to make it a complete thought.

With writing, he is working hard and making improvements to write independently. He


still relies on a word box but is using them without assistance now. His general education class
has been working on telling a small event in logical order. He can verbally tell the order, but still
needs assistance putting the sentences together.
LANGUAGE ASSESSMENT FINAL Makidon

Standards:

WIDA

English Language Proficiency Standard 1: English language learners communicate for Social and
Instructional purposes within the school setting.

English Language Proficiency Standard 2: English language learners communicate information,


ideas, and concepts necessary for academic success in the content area of Language Arts.

Common Core State Standards

CCSS.ELA-LITERACY.W.2.3
Write narratives in which they recount a well-elaborated event or short sequence of events,
include details to describe actions, thoughts, and feelings, use temporal words to signal event
order, and provide a sense of closure.

CCSS.ELA-LITERACY.L.1.1.J
Produce and expand complete simple and compound declarative, interrogative, imperative, and
exclamatory sentences in response to prompts.

CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.

CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate
understanding of its characters, setting, or plot.

Objectives:

Listening – The student listens to a short story and arranges events in the correct order.

Reading – The student reads a story and answer simple multiple-choice comprehension
questions.

Speaking – The student verbally answers in complete questions about a pet they want.

Writing – The student writes about their school day using signal words and a word bank.
LANGUAGE ASSESSMENT FINAL Makidon

LISTENING ASSESSMENT

Instructions:

1. Before the activity, cut out the 4 colored pictures and reserve the top portion (number
grid).
2. Pass out the 4 cut out pictures of pumpkins for the student to look at.
3. Hold up the picture of the boy using a marker to draw on the pumpkin.
a. Say aloud “in this picture, the boy is drawing a face on the pumpkin.
4. Hold up the picture of the pumpkin with the top cut off.
a. Say aloud “in this picture, the stem and top are cut off”
5. Hold up the picture of the boy carving the pumpkin.
a. Say aloud “in this picture, the boy is carving a face in the pumpkin”
6. Hold up the last picture of the boy scooping out the middle.
a. Say aloud “in this picture, the boy is scooping out the seeds and strands.”
7. Pass out the grid with numbers 1-4.
8. Explain that you will be reading a short story and the student will need to glue down the
pictures in the correct order from the story (first event goes on one, second on two,
etc).
9. Read the story “Carving a Pumpkin” one time through without pauses-
a. “First, I draw a face on my pumpkin. Next, I cut around the stem and take off the
top. Then, I scoop out the seeds and strands. Last, I carve a face into my
pumpkin. “
10. Tell student to put the grid and all pictures in front of him/her in a row.
a. Say “After each step I read, I want you to put the picture that matches that step
on the number of the step.”
11. Read the story again, but this time, pause between each sentence so that the student
can place the picture on the number.
a. Read “First, I draw a face on my pumpkin” (pause briefly) “Now place the picture
that matches the step on the number 1.” (Pause until the student puts a picture
on the number 1).
b. Read “Next, I cut around the stem and take off the top” (pause) “Now place the
picture that matches that step on the number 2.” (Pause until the student puts a
picture on number 2).
c. Read “Then, I scoop out the seeds and strands.” (pause) “Now place the picture
that matches that step on the number 3.” (Pause until the student puts a picture
on the number 3).
LANGUAGE ASSESSMENT FINAL Makidon

d. Read “Last, I carve a face into my pumpkin.” (pause) “Now place the picture that
matches that step on the number 4.” (Pause until the student puts a picture on
the number 4).
12. Hand the student a glue stick and let him/her glue down the pictures he/she placed
down.
13. Collect the work.

Answer Key:

The order that the pictures are in on the original worksheet is the correct order.

Scoring:

Student gets one point for each picture in its correct place.

0-1 points Student has limited understanding of


sequencing pictures involving pumpkin
carving with time-order words in single
sentences.
2-3 points Student has some understanding of
sequencing pictures involving pumpkin
carving with time-order words in single
sentences.
4 points Student excels with understanding how to
sequence pictures involving pumpkin carving
with time-order words in single sentences.
LANGUAGE ASSESSMENT FINAL Makidon
LANGUAGE ASSESSMENT FINAL Makidon
LANGUAGE ASSESSMENT FINAL Makidon

Listening Assessment Evaluation

Listening has not been an area of concern for this student, so I expected him to preform
well. This activity involved sequencing events, which he has been working on, so it was great to
see him using those signal words accurately. When I read the passage the first time, he started
to move the pieces around in front of him, but not place them on the paper. When I read it the
second time, he had no problems placing them in the correct order. In the future for this
student, I would use more multi-step directions instead of speaking one at a time. He was
almost at the point of putting the events in order when I read the passage at a normal
conversational pace, so when I read them one at a time, he was very confident. I believe he
would be able to accurately follow multi-step directions such as “Put the carved pumpkin on
number 4 and then draw a mustache on him.”
LANGUAGE ASSESSMENT FINAL Makidon

READING ASSESSMENT

Instructions:

1. Pass out the book Silly Sally for the student to read.
a. A digital version of the book can be found here.
2. Ask the student to read the book, assist with unknown words that the student struggles
with.
3. Pass out the reading assessment and have the student do it independently.
4. Score the test using the answer key once the student is finished.

Scoring:

Each question is worth 1 point.

1. B
2. C
3. A
4. A
5. D

Total: ____ / 5
LANGUAGE ASSESSMENT FINAL Makidon

Name: _________________________________________________

Directions: Circle the correct answer.

1. Who is the main character?


a. Pig
b. Sally
c. Loon
d. Sheep

2. How does Sally get to town?


a. Jumping forward
b. Running backward
c. Walking upside down
d. Jogging sideways

3. Who did she play leapfrog with?


a. Dog
b. Cat
c. A boy
d. Frog

4. Did Sally tickle a person or an animal?


a. Person
b. Animal

5. Who woke up Sally?


a. Pig
b. Loon
c. Dog
d. Neddy Buttercup
LANGUAGE ASSESSMENT FINAL Makidon
LANGUAGE ASSESSMENT FINAL Makidon

Reading Assessment Evaluation

The book I chose was at his level which was a DRA 3 (the assessment we use for reading
levels is DRA). I wanted to make sure the book was something he could read with little
assistance so that he could focus on comprehension and not decoding. This book has excellent
picture clues and follows a pattern. At first, he needed assistance reading “backward upside
down” but then recognized the pattern and was reading the pages completely on his own. He
also did a great job of using the pictures when he was unsure of a word. Because this book is
repetitive in nature, I asked 5 simple comprehension questions to see if he remembered details
from the story. He was able to read the questions almost independently. He recalled specifics
from the story without looking back in the book for clues. In the future, I would add more
questions. Now I know that at his level, he can answer multiple choice questions, I would add in
more. I think I would also add questions that involved those sequence words he has been
learning about, such as “point to which character Sally meets third.”
LANGUAGE ASSESSMENT FINAL Makidon

SPEAKING ASSESSMENT

Instructions:

1. Tell the students that they are going to have to answer questions today by speaking
their answers aloud
2. Tell students that their answers need to be in complete sentences
3. Ask the students the warm up questions (one at a time) and give verbal feedback if their
answers were not in complete sentences. For example, if the question is “What is your
name?” The correct answer would be “My name is ______.” Just answering with one
word is not enough.

Warm up questions –

1. What is your name?


2. What day is today?
3. What grade are you in?
4. Who is your teacher?
5. When is your birthday?

4. Tell the students to listen to a short story about a pet and that after, they will have to
answer 4 questions.
5. Read the following paragraph:

I have a dog; his name is Buddy. Buddy is my best friend. He is brown and has a small black spot
on his side. Buddy needs to go on a walk every day. I have to feed him and give him fresh water
too. My favorite thing to do with Buddy is play!

6. Ask the student the following 4 questions (one question at a time). Score each response
by using the rubric below.

1. If you could have any pet, what would you have?


2. What would you name your pet?
3. What would your pet look like?
4. How would you take care of your pet?
LANGUAGE ASSESSMENT FINAL Makidon

Scoring:

Each question is worth 3 points

Question 0-point
1-point answers 2-point answer 3-point answer
number answer
No response Single utterance Short phrase Complete sentence
1 or “I don’t Ex: “dog” “cat” Ex: “I have dog” Ex: “I would have a dog.”
know” “fish”
No response Single utterance Short phrase Complete sentence
2 or “I don’t Ex: “Buddy” “Sam” Ex: “Name Buddy” “His Ex: “I would name my dog
know” name Buddy” Buddy.”
No response Single utterance Short phrase Complete sentence
3 or “I don’t Ex: “big” “nice” Ex: “He small” “Dog Ex: “My pet is big.” “My dog is
know” brown” black and white and little.”
No response Single utterance Short phrase Complete sentence
4 or “I don’t Ex: “walk” “food” Ex: “Give food” Ex: “I would take care of my pet
know” by giving him food and water.”

Total Score:

0-4 points 5-6 points 7-8 points 9-10 points 11 – 12 points

1 2 3 4 5
Beginner Intermediate - Intermediate Intermediate - Proficient
low high

Student Student can Student Student can Student


struggles to produce mostly communicates sometimes answers
produce English one-word mostly through communicate in verbally express
in more than utterances, but short phrases complete complete
one-word occasionally consisting of sentences, but thoughts in
utterances. two-connected two words. sometimes complete
words. reverts to sentences.
simple short
phrases.
LANGUAGE ASSESSMENT FINAL Makidon

Speaking Assessment Transcript


Teacher: I’m going to ask you a couple questions about yourself. You need to make sure you are
answering in complete sentences. Ready? What is your name?
Student: My name is Aboodi.
T: Good! What day is today?
S: Um,
T: Today… is…
S: Um, today is Monday.
T: Good! What grade are you in?
S: I’m in second grade.
T: Good job! Who is your teacher?
S: Ms. B.
T: In a sentence.
S: My teacher is Ms. B.
T: Good job Aboodi. When is your birthday?
S: (silence)
T: My birthday
S: My birthday
T: is..
S: is…
T: When is it?
S: I don’t know.
T: Oh that’s okay. Now, I am going to read you a little story and then I am going to ask you 4
questions after. Are you ready?
S: Yes.
T: Okay. I have a dog. His name is Buddy. Buddy is my best friend. He is brown and has a small
spot on his side. Buddy needs to go on a walk every day. I have to feed him and give him fresh
water too. My favorite thing to do with Buddy is play! Are you ready for some questions?
S: Yeah.
T: Remember, we are answering in complete sentences, right?
LANGUAGE ASSESSMENT FINAL Makidon

S: Right.
T: If you could have any pet, what would you have?
S: Um, a fish and a, and a bird.
T: A fish and a bird? okay. What would you name your pet?
S: I don’t know.
T: Think about it. You can take a minute to think.
S: Snow?
T: Snow?
S: Yes.
T: Okay. What would your pet look like?
S: White.
T: White? How would you take care of your pet?
S: Feed it food and give it water.
T: Good job!! Thank you Aboodi, we're all done.
LANGUAGE ASSESSMENT FINAL Makidon
LANGUAGE ASSESSMENT FINAL Makidon

Speaking Assessment Evaluation

Speaking is an area where this student has shown huge progress this year! He used to
be very shy and reserved but has recently gotten more confidence. In ESL support, his group
has been working heavily on answering questions, ALL questions, in complete sentences. They
are very used to short phrases with little detail. When we first started the warm up, he was
answering in all complete sentences, but these were questions he really knew the answers to.
As soon as we switched to the pet topic, he got nervous and totally forgot to answer in
complete sentences. I will have to keep using reminders for complete sentences until this skill
becomes more automatic. In the future, I will give sentence starters for this assessment so that
they have a starting place. After a few practices with sentence stems, then I would assess on
the ability to use complete sentence independently.
LANGUAGE ASSESSMENT FINAL Makidon

WRITING ASSESSMENT

Directions:

1. Pass out the writing assessment page


2. Read the directions aloud to the student while the student follows along
3. Read all the signal words and school words aloud with the student
4. Give the student about 8 minutes to write
a. If the student finishes quickly, ask him/her to go back and read their piece,
checking to see if anything needs to be added
b. If the student is taking the whole time, give him/her a 1-minute warning to finish
up
c. If the student struggles to write, assist him/her in starting the first sentence by
writing “First, I” and allow them to finish the sentence.
i. NOTE: do NOT count the word “first” as a signal word the student used
while scoring on the rubric. The student needs to use at least 3 signal
words on their own
5. Collect the writing and score it using the rubric
LANGUAGE ASSESSMENT FINAL Makidon

Name: __________________________________________________

Directions: Write about your day at school. Use 3 signal words (or more!) in your writing. The
school words do not have to be used but are there if you want to use them.

signal words school words

first next then after school bus lunch breakfast classroom

before last finally music gym math reading stations


LANGUAGE ASSESSMENT FINAL Makidon

Scoring:

Topic development Use of signal words Mechanics

The piece has a clear


beginning, middle, and Uses at least 3 signal words Virtually no spelling or
4
end with events in logical correctly punctuation errors
order

There is a logical order to Few errors in punctuation


events, but there is no and/or spelling. Minor
3 Uses 2 signal words correctly
clear structure of grammatical errors that
beginning, middle, end do not confuse meaning

The events are connected Several errors in


2 to the topic, but the order Uses one signal word correctly spelling/punctuation that
does not make sense interfere with meaning

Many errors in
Events are not in a logical
spelling/punctuation that
1 order, writing piece does Uses no signal words in writing
make the meaning of the
not flow together
piece hard to understand
LANGUAGE ASSESSMENT FINAL Makidon
LANGUAGE ASSESSMENT FINAL Makidon
LANGUAGE ASSESSMENT FINAL Makidon

Writing Assessment Evaluation

The trickiest part of evaluating the writing was when it came to scoring mechanics. He
did not use capital letters, periods, or complete sentences, but it did not really affect the
meaning of the piece. The events made sense in order and he used the signal words, so it was
not too complicated to follow. In the future, I will have to add more details in the rubric when it
comes to spelling and punctuation. The main determiner for me was the fact that I could still
tell the order of events he was telling me, especially because he separated them on different
lines. Again, I think sentence stems would have been an important feature to include for this
assessment. Using a format of “_______, I go to __________” would allow the student to still
have the opportunity to choose an appropriate signal word, and also fill in the school word. This
would assess the concept but take away the linguistic complexity of writing in complete
sentences and writing the correct verb tenses. He was able to use the signal words and select
events in his school day, but actually putting them in sentence format was too challenging. I
could also reformat this as a cloze assessment and only leave out signal words and subject
words.
LANGUAGE ASSESSMENT FINAL Makidon

References

Thomson, E. (n.d.). How To Writing Kindergarten Prompts: Cut, Paste, Write. Retrieved from

https://www.teacherspayteachers.com/Product/How-To-Writing-Kindergarten-

Prompts-Cut-Paste-Write-3609827.

Wood, A. (1995). Silly Sally. New York: Scholastic.