Individual English Language Learner Profile for I.H.nikkikumabe.weebly.com/.../individual_student_profiles.pdfIndividual English Language Learner Profile for I.H. Nikki Kumabe EDS

Individual English Language Learner Profile for I.H.

Nikki Kumabe EDS 351

December 6, 2013

I. CLASSROOM CHARACTERISTICS I.H. is in a first-grade self-contained classroom at a K-5 elementary school in Vista

Unified School District. This elementary school is a Title I school, and offers students free and

reduced lunch and a before and after school program. Nearly 80% of students attending this

school are Hispanic, and in this particular classroom, 17 out of the 24 students are English

Language Learners (whose native language is Spanish). I.H. receives instruction in English in

all subject areas, and goes to English Language Development (ELD) four times a week for 45

minutes. During ELD, students are grouped according to beginning, intermediate and advanced

English Language proficiency levels, in addition to two English Only (EO) groups. I.H. is in the

intermediate ELD group. Some instructional strategies I have observed being used in the

classroom to support English language development and to make content more comprehensible

include providing multiple opportunities for students to process information verbally and

nonverbally in different contexts (e.g. whole classroom, small group, and pairs), modification of

language (e.g. speaks clearly, repeats difficult words or phrases, and uses simpler words for

unfamiliar vocabulary), and the use of gestures, facial expressions, and videos.

II. ASSESSMENT DATA CELDT Scores

Score Level Listening Speaking Reading Writing Overall

Beginning

1 1 1 1 1

Express Placement Results (see attached document)

• Score: 7/20 • Level: Early/Intermediate

Houghton Mifflin Quick Checkout Assessment (see attached document)

III. ANALYSIS AND NEXT STEPS:

While I.H.’s CELDT Proficiency Level scores from kindergarten placed her in the

“beginning” stage of language proficiency, the stage that best describes I.H. currently would be

the “early intermediate” stage or beginning to exit the “emerging” stage of the new English

Language Development Proficiency Level Continuum. As depicted through my interactions

with I.H. (see attached Learning Record data), I.H. is able to initiate both academic (e.g. “Look,

this is P.M.’s mom”) and social conversations (“Ms. Nikki, do you know how to talk in

Spanish?”). For the most part, I.H.’s language production is comprehensible (i.e. I can

understand what she is saying), although her language often contains frequent errors in

pronunciation (e.g. saying rock as “wok”), vocabulary (e.g. “glue-thing”), and grammar/verb use

(e.g. “Everyone people has a desk”), which are typical of students in the early intermediate or

emerging stages. I.H.’s language production rarely impedes meaning, and she is able to express

her thoughts and ideas successfully, but she would benefit from more explicit instruction when

she produces language errors. For example, when I.H. said, “Everyone people has a desk,” I

should explicitly tell her that “everyone” already implies that there are people and have her

repeat the correct sentence (“Everyone has a desk”) back to me. I.H. needs more opportunities to

use language in meaningful contexts to further develop her academic language skills.

I.H. comes to school highly fluent in her native language, which is seen through her

ability to accurately translate information from English to Spanish to her Spanish-speaking peer.

Her ability to translate from English to Spanish also demonstrates that her receptive English

skills are more developed than her productive English skills since she is able to translate what I

am telling her. One way to help I.H. progress from the emerging stage to the expanding stage on

the English Language Development Proficiency Level continuum would be to heighten her

metalinguistic awareness. I.H.’s productive Spanish skills are quite advanced, and it is

impressive how quickly I.H. is able to switch from one language to another. I believe I.H. would

benefit from being made more aware of the similarities and differences between English and

Spanish because students need to be explicitly taught to recognize the different ways in which

we use language (e.g. while we do not always use complete sentences when talking to friends, it

is important to do so in the classroom) and that language use often varies according to the

context, task, purpose, and audience. Since I.H. seems to be highly proficient in Spanish, I

wonder whether she would answer the questions on the Express Placement assessment such as

“How many ice cream cones are there?” in a complete sentence. If yes, I would consider ways to

elicit the same responses in English.

I AppnxPrx D I

The Learning Record (Elementary)Adapt€d with permission from the Primary Language Becord (PLR), Developed g1d^ggnVrighted by.the Centre,for Lang'lagein Piimary Education, Webber Row Teacher's 6enire, Webber Row, London SE1 8OW, in 1988 and distributed in the U'S. byHeinemann Educational Books, lnc. ISBN 0-435-08516-6

schootyear ;a) t eTeacherschoor F t\q"mgntctr-Name tH

Languages understood

,i(1{'1\lh L'[,n*l\i'rh

BirthDate fl ldi

Languages written

kt'icjlithDetails of any aspect o{ hearing, vision, or coordinationaifecting the child's language/literacy. Give the sourceand date of this information.

Names ol statf involved with child's development.

n l{{nIn

A1 Record of dlscusslon between child's parent(S) and class teacher (LB Handbook ror reachers K-6, Parr Al)

t:, L l-tr "',-: rTlt ttiff , f ,!\. ti httt\-ur,Cirtii , tqUrQhvt', \nlc\Il, c\nc!ACi"c11\1{1r:\ irr L l-tr "',-: rTlt"ttiff , I,!\. tS hqti."i1l, K\\$L-ttr1Vt'., \t}1L11-\l

eJulld .\t in\\uu*rr{-rrJ (\ilt{'tluili T,\-1. [L,-ut c\t\rr.-\ \t iLht';t t''.!he t[\{) )t .-.t\Lv*\t rtL qu rc qrhru\ \{\ \he rf\c t"Tlr f1:)" } qnl rr-rr\,-,J i \flc\\h, \r1 $\\tilu\{\r.

A\ \ru,me., I-,H. \tFt", TL y\eI 1t(ICharisthrc\ qnl{ rrc\e\'rrr hitlc\e" :t,t-l ,Wqrcher !c,m€, TV, qni\ nbr Slu*\:.i &n,l {cl'.thcr T\1\\lCLr i\y \TeC\f tpnrShGt \rc,tyt€,

-ihe, htUlt,c\rt> i\i;t C,{;n\q\n.\ \u\ c( bl,r'Ss (tY1.l I,h\.'S F{{€{ltgiftl{,i Gu \ittts b.lt t} T H. \n F-ff$tltr fih.{ trY T: hqi ? her \rurttrr trer,,0*q{Aj0it

Signed Parent(s)

Date

Teacher

A2 ReCOrd Of langUage/literaCy COnferenCe with Child (LRHandbookforteachersK-6,PartA2)'I ,!i r%\i\i €n)ttt Qutn"x"tu i,thru\ bacctut(, -qh,Lr,,,Y,. t\}Y r\1fl nYxtht]&file'' CIn th*, CcrnTL'rter r,\ne\ rTr.\,{ ,Qmi r,t\rt \r,ue>_fitrfir\ \*. 't1t" \i}rff l,..: .ai_{i\q-r'I Ttk,i{eu. T.ii \r:ue'* 1r: (e0.1 fifi{ hL\t (( uoLr\oJ" .,U!\"c'i'{*tt \xx-tss qthi:vni, \\tr {' \l'i}n\t, \:uuF \t "C\i{&r,\ The, Eit Re.l DL 9 " L{lJc\ T \i \uve',tC, fetd YrLC,[\l:':e, *{ ths u*ut{'; [i lrcTu;ri,{ L\i\ tc\d \}1E/ SOt ht"1 t0}.tnt:;\t "-t rt,{g\1 rtt[r\ $-r h*-r i..-tCt\ud-' \*\ t\101t1Y 3*\\:Hllt" fcitfiFt''1r'rpurtl\\\pt S{,in-'161ilt(,p1"1c1[ishttr,lti \hL'trtu\hdt)'r \\'"] C'\c\ei hiLthefJfi'"r\ irq.ri'." \rur ulerll\r"1q" \t hug*.,r.,"q^ \1t'-*,s S,.?!tY. f)11 ,"!i1 -d"1,

ii l4l \3

!lir* ' -\f lZi iie i.lSt,iie i['t.i,{, urttih L\*{frx'{ t'i\ TV, Uni\ t\&tl (IeCqV""

Languages spoken'r?Qix\i\\ b.r F-til i\ r.:.\r

PART A ro be completed during the lirst quarter

published as a component of The Learning Record Assessment SystemTM. For further inlormation, call or write the Center for Language in Learning at 10610

Quail Canyon Road, ElCajon, CA92021 (619)443€320,

r APPENDIX D I

Data CollectionName:

E@N :m:*ir*T*'The space below is tor rec-ording examples of thechild's developing use of talk lor learning and inter'acling with others in English and/or other languager

lnclude different kinds of talk (e'g', planning anevent, solving a problem, expressing a point olview or feeling, reporting on the results of aninvestigation, telling a story...).Note the child's experience and conlidence inhandlinq social dimensions ol taik (e.9., initiatinga disculsion, listening to another contribution,qualiiying iormer ideas, encouraging others...).The matrix sets out some possible contexts lorObserving talk and listening. lt may also be usefulFor addressing reading and writing developmentas well. Observations made in space below canbe plotted on the matrix to record the range ol sociiand curriculum contexts samPled.

(LR Handbook for Teachers K-6, Part B)

(The Learning Record, ElementarY)

Grade Lever: l'St

Attach additional

Observations and theilrr ,rir+l,aij \r i k4-t r -Ir

n l-f t3 :--

T tl . "\='- pte, '' cdl\ 1ru n\.'lr ffle' ttfitr'tatt'whqt J. t"l. l'' !t'\\inn'J ?"-"i"',i,$tcr.n,'\rtf .,tl.\ \ilYle\t -i- b'l ti !a,y *lXt } " Ht'' vLl(lirt"i 1* "'it.

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ril i1 i L:i''

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5trt; |et

ti v'e - \tr t{iti ''j*,o u \lc' flte;i: 1i1e-t,r\ , LntA: \i"l heil'\)

\tr;t [ c\fln-a,H'ir[;L:t-,{1rr,;i',Y.Vl',$.i{\u11"\L}Trrbahtndntr"[htti"t(lwcK'i(i,t:trlil-r"tr 1r.,,i :it.;i ;tL:r'\ r:\rt-,'\rtL-)-t\r\"( ''i\ lt,(t-'7" (tfir\'ht\\\zt\t 1 ttt"' '*l " 1i*1:'i)

f1

SOCIAL CONTEXTS

LEARNINGCONTEXTS

palr smallgroup

childwilhadult

small orlarge groupwith adult

collaborative readingand writing activities

t'izt til-^1-

play, dramatic PlaY,drama & storying

environmental studies& historical research

matr & scienceinvestigatons

design, construction,crafts & arts Projects

1n(\t f 'n, {Y:f\+v.j i i1'.

lsf ^nI ut-

hlul <,' Cn \fit.b *a

! APPENDIX D I

PART B To be completed during the second and/or third quarter and to include inlormalion from all teacherscurrently teaching the child.

B1 Talking and Listening (LR Handbook for Teachers K-6, Part B1)

Pleass comment on the child's development and use oi spoken language in different social and curriculum contexts,in English and/or other languages: evidence of talk for learning and thinking; range and variety of talk lor particularpurposes; experience and confidence in talking and listening with dillerent people in dillerent settings.

T.H, Co{f&q \,* tc.fii;iri f"tUent in her Native.' LLlilSuca"qtri [xtt'\nl:C,\! e.\ic\tntq { rn \Kr catrT.|l]\ui\ \ccLt1\r,n wlth her c\asrir'l(tttz uQhu nqa'\ttfrinsiuqrufi firrrr Elrg\str tL Stcir\ rc,ki Thrs dehlurrrtt iL-re', 1lrst .I-", tl .'t

[QCQptive' f.nq\i.;n Sk-\il; L\fe; hrttt'r,O1\-vaitc!t tlo] \t, 1.rt,.]:tlve' f1y1\5Ut\> pourcV[r, T, F\ \q c\k]\e; {c trqns\011{'' Erfgitt:L t, :;pC;'n tsn Lltl ^,11r:\.\., \, \Lvide -n=(x{\s\rf,.,Tlt) ,T,r:,,.1.. }Yt::.Yi..},?..J,1: :lH":lt::1 -:f i}-v-,ir. (Lrc-. t\c\v,lhtt.\- rt \::\U(:i',iuo'-t\ll, '^1 ',]1_*l:,:; t[:"*ll. 3!qclui*tq\) s*'t.L lt r,.n ,

alqli.:'h *. -:t""U.t,:\'^ {+ f."{,,I:Jh::,- "t*}1"$;L{-\ L\rr vv\ " ' .'; *.ntt' rrr' 'r {il':i)(Lu\e. a }r['iv€"-l=-.'n,{ *Yrcr{'1i,i+ * \;,,,,1u:; tt, -tcUK. cl\\A is -Y!t) .L((,Ll"i \t+'l ru r"ttntnun\ect\t' \h .itti"\- *IY*\t:)u^ t:I.;Y] ..ry"\i..'* IY**il;;naE.i- *l arr ( urri ffrr fitr{Atr c.t. *t} Tc,Q.l*rn \c' ('ufi Tt x{s-r . tiutr*,t-rv{ir-, r c m

I

ff\\Alcu\ii; cuUte, p cimpte\wriA (Atf\crl T, b\ ' t! S(LY rn3 -* she' it p tt'n€' fc fte'1ulntI What experiences and teaching have helped/would help development in this area? Record outcomes ol any discussions with other €ift}f}l , n

stalf or parent(s).T tpl'it\e, rt \Dcu[.] W, El*i.{".\f\a\Y hti?{ut Tt> \r0vo tnur€/ PfLnuilciq\ftIrlmr.Lf

{E1eup \x.r uncar.\srvrrL [n1\rr"h r,r\\r T ,h{. tq qb\(, t, onsuitx' ci,uu';ir*nt 1 llY-:i9-qn;i"i*;FrL uqirL >1u,icq::-"r$rp';.. li_-,\:J_tllr.:'t*,\'S| j]':1#Jll,:_rzin.;

i'."'n[ nilr,i,Ir"*;+;i'r.l;"Sn.i't'tiu.,nli ..tn('ti'r.s i\'rr-\ehte > - t.In f hct';r zin'3t' Cgii.\rn"iou'n.f:;',u*t{.\:;, ".r v*vt tnftl"si5 C\ft.\ filtvintJ her tt-p€ttt th*rn \clc\'tu

cunveYi otluni ru.rth f , H tn i\cr.t.ienrrc c rr-Hrx1e rI\ 0irie'' t" futther I ah'{ u.,"

82 Rgading tLR Handbook tor Teachers K-6, parr 82) **,}lPlease comment in your own words on the child's progress and development as a reader in English ".0r", ",n"r,"'.nrru"r$€\[t"the stage at which the child is operating; the range, quantity and variety of reading in all areas o{ the curriculum;the child's

. .pleasure and involvement in story and reading, alone orwith others; the range of strategies used when reading and thechild's ability lo reflect critically on what is read. Refer to the appropriate reading scale.

".?

Published as a mmponent of The Learning Record Assessment SystemrM. For further informatron, call or wnte the Center for Language in Learning at 10610Ouail Canyon Road, El Cajon, CA92021 (619)443-6320.

t)-tt e '; I il'l:ivlV{"{.iiilfi', & thrjr [.Untryiqti I2rlt3 i Cinruri , Bq"ttt(' t\ t{.c\r\ qicu;{ , {1y rra,,',.'

1 ltsVr€\l:€xi Uatitbu\rir y trl *5ifidJ -*rr wt r,i': r{1: .,et\ t tl'\L,e ; w i tl [at \rttr'i 'r-" - -. ^. i ,, Ii- lht, \iltttl \AlGg rt r\,t1 )r

; , 't.H. *'Tt,r\a1 tt fhtfidn"y "I

i- tro trc,id rr:rlt t't'u*t .;on'&',,-i, [, bt.'.', Evt.r1iift(,, f.L?\q, hqg ti .]r*F,"

Tht, 'rrttr{r\ \tuftt o' tv'l'?e,:'c-f-, r-i, , ''$tf{rlc, .,, t*me' ,ffl?e' \', e\u,:i "

EXPRESS PLACEMENT ASSESSMENT FOR SYSTEMATIC ELD

(Section whre bcrchmrrk lr nor rached)eacher table Seore

DOsEc!ao

TE

l. Point to the ball. Points to the ball.2. Show me the bike. Points to the bike. t3. Point to a boy who is running Points to a ranning boy. t4. Horv many dogs do you sce? Two t5. lVhat color is the shirt? (poiw to a green shirg Green \

Eenchmrl o continue to no<t section: {S 6/s

Date ii ib i tB Studenc I. ii.Teacher K G Express Resdt 2

Detelopcd rvith Robyn Lcc{iusclli rnd Linda Palomino. Format atnptcrt rvith pcrmission fnrm Connic Willirms.6.4 ASSESSMENT, MANAGEMENT& F'AcrNG osusrnrDurrol2mi

.. I l,\jc '.

rt pggftl{}]"ir-151, t"zq ; intt g^r,t

rLE cr€irmD('Shc iser glir\rr

o.Unl€ogLo{,ELdtgFI

6. Point to the bird that is in the tree. Poinls ta the bird in the ree.Pleasc usc a complete sentence !o ansrver these questions:7. tforv many ice cream cones are there? (point to alt

three images)

There are three.There are three ice cream csnes.

-

08. What is the boy doing? (Point) IL. boy ls runninq. He ig.Ugeilg. U9. lVhat is this boy going to do? {Point to the boy

getting ready to eat ehe ice cream) lhe boy (He) iq soine to_eat ...{-gonna'is granmatically correct) - I

10. You want to knorv the girl's name. What do you askher? (Point to a girl) \Vhat is your name?

-

cBenchmrrk to continue to next section: 4/5 ,- t5

o.1,T!oELo.lJE(t

Please ansrver these qdestions in a complete sentence.

I l. \Vhat did this girl buy? (Poittt) Shelg1glLan ice cream cone.12. This boy rvants to knorv hory much it costs to buy

an ice cream cone. llhat does he ask? (poi*) ttgrygg! is it (an ice cream cone)?

I3. He couldn't buy an ice crearn cone. Why not?(Poin|

H" $!XJ have enough money.He @lhave any mo{ley.

14. W'hat rvas the girl doing rvhen she fell? (point) She was runnins (Eicking) the ball.15. Horv is this dog different from this dogl (point to_lgrger dog). Prompt u;ith "lVhat else?" {needed

This one is biqee[ (taller, largg).

Eenchmar* to coatinue !o ne<t rection: 4/5 ls

t(,uE6i

!.bLrlur!t

15. This boy is going to lend her a hand. lVhat does itmean? He is going to help her. (Or variation)

17. The Grasshoppen won the game. What would havehappened if the Bumblebees had scored 3 points?

They rvould have won.--,The Bumblebees gglgl[ge rvon.

18. lVho do you see ryhen you look in the minor? Mvsell I see41g!!19. You are going to give your linle cousin advice on

eating an ice cream cone without making a mess.What do you say? Start your sentence with, "[fyou..."

JIyou lick around the outside, it E9!_1tEip. -Jjyou eat it quickly,.!!!g!!won't melt.

Or any othcr grammaticatly concct ,l__, _statemcnt.

i5

20- Horv long have you been coming to this xhool?Begin your sentenct lriah "l've..."

I've been comins to this school since(foO...

8e*hrnarlt to bc &prer retulc Advanced {15 15-

Scoring Sheet for First GradeHoughton Mifflin euick Checkouts

Student Nome I"\1 .

THEME 1:

'\sscss rcadins words' Place the student probe in fiont of the student making s,re to cover tasks

Iirr trther themes' Say to studen! You're going to read some words. pat yourfinger under the

Jint word and go across the page.

z\sscss letter names and sounds. Place the student probe in front of the student making sure to

;:"",,;:::,,X:IZ,!X:";_2y.j:y1"1, yi,;;;;;; to say the namcsfor some tetterc. put

vourfinser under thefirct tettir in the box point ti "r"'h";";;,';;;;ffiltii,ff"jiXi\;,letter' Now put yourftnger under theftnt letter and tell me the soundfor each letter.

can

pig

I Iish Frehave

.j.rmp

man

fan

the

hnd

cat

sip

here

too

\il no

Nlmes:mS

Sounds:mS

i

\3 nz

i

l2l\; t13

Individual English Language Learner Profile for J.A.

Nikki Kumabe EDS 351

December 6, 2013

I. CLASSROOM CHARACTERISTICS

J.A. is in a first-grade self-contained classroom at a K-5 elementary school in Vista

Unified School District. This elementary school is a Title I school, and offers students free and

reduced lunch and a before and after school program. Nearly 80% of students attending this

school are Hispanic, and in this particular classroom, 17 out of the 24 students are English

Language Learners (whose native language is Spanish). J.A. receives instruction in English in

all subject areas, and goes to English Language Development (ELD) four times a week for 45

minutes. During ELD, students are grouped according to beginning, intermediate and advanced

English Language proficiency levels, in addition to two English Only (EO) groups. J.A. is in the

beginning ELD group. Some instructional strategies I have observed being used in the

classroom to support English language development and to make content more comprehensible

include providing multiple opportunities for students to process information verbally and

nonverbally in different contexts (e.g. whole classroom, small group, and pairs), modification of

language (e.g. speaks clearly, repeats difficult words or phrases, and uses simpler words for

unfamiliar vocabulary), and the use of gestures, facial expressions, and videos.

II. ASSESSMENT DATA CELDT Scores

Score Level Listening Speaking Reading Writing Overall

Beginning

1 1 1 1 1

Express Placement Results (see attached document)

• Score: 5/20 • Level: Early/Intermediate

Houghton Mifflin Quick Checkout Assessment (see attached document)

III. ANALYSIS AND NEXT STEPS

J.A.’s CELDT Proficiency Level scores from kindergarten placed him in the “beginning”

stage of language proficiency. I believe J.A. is currently bridging the gap between the

“beginning” and “early intermediate” stages, and that he is progressing through the “emerging”

stage on the English Language Development Proficiency Level Continuum. J.A. has basic

English communication skills but seems more comfortable speaking in Spanish with his peers,

especially in non-academic contexts. J.A. has repeatedly demonstrated his ability to

communicate basic needs by seeking me out to ask for help or to ask a memorized phrase (e.g. “I

need help” or “Can I go to the bathroom?”).

J.A. requires a substantial amount of English language support. On multiple occasions,

J.A. uses nonverbal means of communication, such as nodding his head or pointing. I am partly

at fault because I did not ask J.A. open-ended questions that elicit verbal responses, which is a

type of instructional experience that J.A. would greatly benefit from. With a lot of prompting

(e.g. “Can you tell me what you’re supposed to be doing using your words?”), J.A. is able to

communicate. However, he often responds in incomplete sentences or single words. For

example, when I was doing my student conference with J.A. and asked him, “What do you like

about school?” He responded, “Read.” I inquired further and asked him, “What do you like to

read about?” and he replied with “Clifford.” It is important to set the expectation that J.A.

always use complete sentences, even if they are as simple as “I like to read.”

I believe the single most important type of instruction that J.A. needs is learning the

letters and sounds. As demonstrated through the Houghton Mifflin Quick Checkout (and

confusing as demonstrated through his the Houghton Mifflin Quick Checkouts and his confusion

of the “d” sound with “p” and “b” to write dark), J.A. is below grade level when it comes to

knowing his letters and sounds. J.A. must know the letters and sounds before learning

consonant-vowel-consonant words. In order to help Jose learn the letters and sounds, I want to

find some phonics songs that J.A. could sing along to (since his mother told me how much he

enjoys listening to music). I wonder whether assessing whether J.A. knows the letters and

sounds in Spanish would be helpful, and would be interested in examining whether his English

Language Production I (and pronunciation of words) is better while singing.

I Appnxnrx D I

The Learnin€ Record (Erementary)

fi:#fili[ffiffi$.Jj#$"#,814t#;itiftr,,1l?."Tj:p"..tl"ffgiaLi,?:rJ,igt,,"';,'H,,.,;t,::i:iHie,,:r",School , .,F btErntnlqrY reacher K. O School t.r, e0 \ ?Name Grade Level iSf Binh Date h

BoyrGirl Bt'iyLanguages understood

*|erush & LmlislrD.etails o{ any aspecl offiarreclng lhe.child's language/literacy. Give the sourceanc, dats of this information.

Languages written

Ehgirgh

nlq

Names ol statf with child's aevetopnrent_

nlq

efttc,js '\\stenrfi3 3, s\nq\nq'to mullc.'J A.'s pc]r€n\q fnft\ntV t'tif i., ,

[ngi,.h),.lna JA SperftCs u \ur mt trrns u-:iVh hrE o\der *y1\nrwhctfi€n rrCas tl,nd swsfs \, T"A, "rfl Eng\rs\ q A', rnothe,t" hqi nuf1ce.1

PART A ro oe compteted during the first quanerRecord of dlscusslon between chlld's parent(s) and crass teacher (LB Handbook ",*J]f*I"ill::-SinTJA's rrrc\6e{,J.A. rs qryi*A qnAq?t! *rg\qit"J'q.,sity Alq fe,su\t, h* o$1en k.rrg d,tgw-t\y qcrnp\etine his hurrc.,uuorp ,41 hornd:, A I

lrFe"! t* q\o,y & wct\c"\r, soccer) \,$atch t\q pisntLy chcrnne.\ on. TV, "hq 'i

oa, lti6libA2 Record of language/literacy conference with chlld ,,Hi"Lil "*'n}rs^.,.s"t : ettors

^

J A hr\d rne/ l"rs \tY-es tu reqa boops qbout CtrthrJ, qr,d en6vqurarchrn3 & ?\$1T"9 { A-,qlr:"_\rp: jt':-t\oy^Gi+h h,d ruytoce c&rs Ctnd ffic,tcrcyc\ee " rley q\so syen.{e q \ot cit nrn{?/ w\\h 'his tuco YeCILr o\d s\s\er. Th'erer Qrs q \ct book*s tn tw huusq, bir+t,i* poror,,tr du no\ feqd 1p h\m. t1Q/ liKe,s rp tr:3hch Dtsney Chqnn'el,,Su*i*"n C,cLrtocng) qnd U\{tasd I qnd *o$oYs \tslerrtn3 t.; onyKtnd crt mu s \c

o",. \\ lzi I ta

tlnoL JA hqs besnsperp1n3 rnor€/ trne$h,whic-l,"r WG.s surPnstng.' Signeoparent(s) - " -t -- '' - reacner-t(Al \qve cun rYqd At hufnt, l

CLNd rncAi

S

Languages read

Sfqnish & Ung\rsV,

te.rr.",-LeliI \a_^/rvl lEl I

h*\ p u.A"l

Ei,?,f3*rX1"r3#:Eiti.'lti#jl'?.?3ffillti.rT.ment svstemr,. For turther inrormatjon, callorwrire the cenrer ror Lansuase in Learnins at ,10610

DataCollection

I APPENDIX D T

(The Learning Record, ElementarY)

Grade Level: I S'SOCIAL CONTEXTS

LEARNINGCONTEXTS

parr small9roup

childwithadult

small orlaroe orouowitn iauli

r n.:l lv

collaborative readingand writing activities

r rd:t ,,IEplay, dramatic plaY,drama & storying

environmental studies& historical research

matr & scienceinvestigations

design, mnstruction,crafts & arts projects

i nclefi?YdentAif'.fK

l,Jitt-

Attach additional as necessar

Name:

E@N :m:fi*r'nT*'The space below is tor recording examples of thechild's developing use of talk {or learning and inter'acting with others in English and/or other languager

lnclude different kinds of talk (e.9., planning anevent, solving a problem, expressing a point ofview or f eeling, reporting on the results of aninvestigation, telling a story...).Note the child's experience and confidence inhandling social dimensions of talk (e.9., initiatinga discuision, listening to another contribution,qualifying former ideas, encouraging others...).The matrix sets out some possible contexts forObserving talk and listening. lt may also be usefulFor addressing reading and writing developmentas well. Observations made in space below canbe plotted on the matrix to record the range ol soci;and curriculum contexts samPled'

(LR Handbook for Teachers K-6, Pafi B)

u{r"l

to l z2l isObservations and lheir contexts qnd tnutrc.e.<t.f.A. vrq-; \ro\ c\clni qjrJ.t,Il,n:i .{cin.3*M€, "-C.ctn 1ri'\eif rne; Jftdt \D'u'rc s-upPese-'l -kt'k&

: i,;::.-:'cto 'i*i reri r{l'€/ ug\n{ lour ti"]crc{t f "

: it ,";Il*l:'1ii":h.[gi:;" v€i''L']--nc\ inr'1 ) ' " wYrdrt n k€'_ l-l v L"-t t - r -.^ ._,, , -) )t.f t,"' J"pPcse..\ T-' dc ileKr 7

- I.ft; :-:';I;?f:'YJ'1;o u,CIs.irnishine qn 6?liqnnr€r-it anr

WCt\t-u,'{UptI;rn€/,,tnqt-rihe\p'Tfle'tc\tc't\lnte''i'!r'tslhgsr-l11, r\f..tue t, lqletht f13

\r iai{3

Dete';irjaft*

C{,n }.

rrfzifra

I obsavrrdi't10ne & tl"rt"lr CuntoxltMq/, t W0uj I f: thctt \oLlr {crUcntr} r,e\uf ? "

, '' r. A. hUcls htgdt-Atrcr,.T.A. fintstres uiiflncl hisuqq1", p61 scr,i.ii QDnlr." r.r. l,,r,o. )) (t +Iez rr.1 "*UU-" Yourre, {una " ('nmsqsiztfq

P ssund. "

. lt a) fr-)sc urrtr )

- j.A.,'i)**, .t)Yfl gofie' 'r

CCfit axt ' Th{l. t.laes \r-.KLg ctEF-e.l tc r.r:rrt s,\ h f e't dei cx I l', q bc ct the, MaY{ lu u-r€-r . !

VUYa'g€, Lc"llctbur C-tt-r r,r''i grclt''p frrernbers G"t +g-b\e)*J A, r ro CG[l \0u he\g nne \runte"cda-rB ''2 ')-- ME,. ."r Why iunrt Y 0u trY suundinS 'lt-u\4."*a A.. (tJ CcLn'{,'}-

-Mq. Lsoundifig eqch \q"++'rr out) " p. d',.'l . f orY"tt

fc tho \et'ttr cn Juur nomq'' tq1 "- J,A,:fuin13 \r: "?"..

M<i I lt Th&t rnqKeg $^\Q, ct ?

- "I'A ' " gcin'\+ {* tt grl r,^ ^ ., r-r rr r\ ^ i v'r^ l,,a.r-

.- Urfe o Thails Y€,GJ\Y cicst/ bu+ th*t vn&ktrs G t' ' b

d,of q "\ .. .t .. d .' ' sburd '?

- f, A. , Pc,tn\g Tc t( D ))

fsr..rcrr os 6oa.\rng oh ,shqtstng hts heqd ot- goin\n3) T Inogcn.ls1" qi"restronq wtth oh'tv CIr q f€r,t) T!.$? /?!tOSe4 .. T,A. ts qbisto cornrnun\uo't€/ hts Socicu\ t'reedg Jqtr\\'9tS:fve,\y ('I nssdv.,solp.) 0r (.ccln \Du he\t Tn€/' ,? " ). J.A 5y1r:93\es t ?rcduct/cSiip\q,te/ sentQn% ,_3nd;1n;1^ I* do1lt, thsY it*_ Prcno, .

PA RT B To be completed during the second and/or third quarter and to include inlormation from all teacherscurrently teaching the child.

(LR Handbook for Teachers K-6, Pan B1)

H@Nil'=,d;fl--liie!r,,.,"i,',i'#5,ni{,"rqirr:d*l}*;f[],?d:*,,,ur:.jr1[lifl{#'*:iril"i"'rr'#'T.A.'s PYr.)clr:ctrvv Exlg\tgb, \ohguctg? cKi\ls cLr€/ vqry \\rnl

rtoulEvgr, I k\teve, hts tecethutv ?n3\\sh \cLnSuqq<,sKi\\s CI'reqt er,fi qP?ropnote, leve\ T A otte,n use-q fion v€,rbcr I - 3*€P T_q

v-..'lto qf ff-TnfnahCa-1 €ff"re, \nqofr4c+ V€,fb'tenS{, cF frDnuncicuhof *"ords T- hava, Obsqfved thcut J"A. "is mlJch rnore/ talFcr-trrre

t (nrrti'..aa i,rl \^\r,f)/)V-,r-^

82 Reading (LR Handbook for Teachers K-6, Part 82)Please comment in your own words on the child's progress and development as a reader in English and/or other languag.-e5:

___\-

\----_.___-.

-,"/-'-r''- Published as a component of The Learning Record Assessment SystemrM. For further informatjon, call or wrile the Center for Language in Learning at 1o'61q

\-/ \In intcirnnal sQrhng \r.: I hts Poe,rsWhat experiences and teaching have helped/would help development in this area? Record outcomes of any discussions with other

. stalf or parent(s).

fif,;t, T,A. nqad(, tu tnoster {hs hcfnes of +h<, \tltters ond *hear

CDfra; pondinl S-D,u[dtrfo\litued by o b\enc\irqSf cDnsDncln+ -v;;E\I-*."nsofro,n\ Suurd', Lr \s 'o{sb \vrQo661n+"fol i1Y .} ^osk-'J ilil^up'6ien-.{",4alf,'qrEihov.s \hcrt'qiut rnor? {hctn qrL\roc_inn.) feSDOnSE Cf nqc\ WhQ1l hlg tqspong?,9 ()!f{, not SfOLInrnAhI=ollf"vrs.c\,r'Shiuid.so,\ i\ ccrrecHy and hq.vq/ htrn t€.pea,+ i+ bacK

92

EXPRESS PLACEMENT .ASSESSMENT FC)R SYSTEMATIC ELDtt{rliaTeacher

-K G Express Result

Dcveloprtl with Robyn Lcc€iuscfli anrl Linda Patomino. Format adaptert rvirh permission from Connie Willirms.6.4 ASSESSMENT. MANAGEMENT & PACING osusanrDulro/2fr}i

u lhree "*'Ruhnin''1"

t Eet* ieec.[erLn],i

c(Ar(, Icu .

9{rn\"F1 t("tttCt ci&wr1"

(Section whcna benchrrrk b "or

ra€hed)eacher Score

b0

cc!0oo

l. Point to the ball- Points to the ball- tL. show me the bike. pain5 to the bike.J. I'omt to a boy who is running. I poin* to a running boy. Ilr. rtov rnany oogs do you see? | Two5. What calor is the shirt? (point to s gelrlt shir| | Creeo

ti

tBenchmerk to coftinue to noa section: ,U5 it /5

o.t,-EEoELo3E

Lriur-l

6. Point to the bird rhat is in the rree. Points to the bird in the tree.Plcase usc a compl€te sentence to amrver these quesdons:7. How many ice cream cones arc there? (poiu ta ail

three images)

There are three.There are tkee ice cream cones.k

U8. What is the boy doing? (PoinA fle boy is runnins. He !il;1gtlqg. r,9. What is this boy going to do? (point to the boy

getting ready ta eat the ice cream) Jhe boy (He) iq qoine to eat ...(*gonna-is granmafieally correctl

,t\

L110. You want to knorv the girl's name. What do you ask

her? (Point to a girl) lVhat is your name? L,Benctynark to continue to next section: 4/S l/5

or,rrl!o?trLo.9Erl

Please ansrver these qtiestions in a complete sentence.

I l. \Vhat did this girl buy? (poin\ Sle[g;g!Lan ice cream cone.t2. This boy rvants to knorv hory much it costs to buy

an ice cream cone. IVhat doeshe ask? (point) U$! is it (an ice cream cone)?

13. He couldn't buy an ice cream cone. Why not?(Poin|

H. !i${J have enough money.He ${g!haye any money.

14. \Vhat rvas the girl doing rvhen she fell? (point) She yas runnine &icking) rhe ball.15. Hon is this dog different from this do{? {paint to

larger dod. Prompt with "llhot else?" ifneedzdThis one is biggt (raller, largg).

Senchmrrk to continue to next section: {/5 l5

!(,uc6l!

L6,ult

16. This boy is going to lend hera hand. What does itmean? He is going to help her. (Or variation)

17. The Grasshoppers won the game. lVhat would havehappened if the Bumblebees had scored 3 points?

They ryo1ld har-e wonThe Bumblebees rvould haye rvon.

18. lVho do you see rvhen you look in the mirror? Illvself. I see myself.

19. You are going to give your little cousin advice oneating an ise cream cone without making a mess.What do you say? Start your sentence rvith, ..Ifyou.,."

JIyou lick around the outside, it rvgqlt

Jlyou eat it quickly, then it rryon't melt.Or any o&cr gnmmaticatly co$c\L tf_, _ststemcnt.

:.!

20- Horv long have you been coming to this school?Begin your sentence with ..I've..." I've been cominq to this school since

(for)...Sochrnrrk to h Exprers reulc Advanced.l/5 .15

Student Name

SheetMifftin

r, A"

THEME 1:,\ssess reading words. Place the student probe in front of the student making sure to cover taskstirr other themes. Say to student You're going to read some words. Put yourJinger under theJint word and go across the page.

,,\ssess letter names and sounds. Place the student probe in front of the student making sure tocover tasks for other themes. Say to sfudent, You're going to say the names for somc letlerc. PulyourJinger under thefint letter in the box- Point to each letter, and tell me the namc of theletter. Now put yourJinger under theftnt letter and tell me the soundfor each letten

ScoringHoughton

for First GradeQuick Checkouts

@fan

G;e

@,<-\(y/f.- ,( here )NJ

too

ran

@oNames:

,

L_./ \,1Sounds:ms

ofo o /-i .,fi.)YJ \-/ Ii G ,ftt\-' r'

!nzsGi

i0 n:I

IV. OVERALL REFLECTION

According to TPE 7, teachers should be able to “draw upon information about students’

backgrounds and prior learning, including students’ assessed levels of literacy in English and

their first languages” and “analyze student errors in oral and written language” in order to

differentiate instruction, provide varying levels of support, and plan for specific teaching

strategies to make content comprehensible. My participation in this project provided me with a

richer understanding of the different English Language proficiency stages and the language

characteristics that define each level. It was beneficial for me to learn that these categories are

complex, dynamic, and exist on a continuum because determining students’ English language

proficiency is not as simple as placing students in beginning, intermediate, and advanced

categories.

In addition, having conferences with both parents and students provided me with great

insight into students’ personalities, interests, and strengths. As Walqui (2000) noted, “A first

step in helping English Language Learners (ELLs) succeed in mainstream classes is

understanding more about who they are and how their family backgrounds can influence their

success in school” (p. 7). Knowing that I.H. loves math or that J.A. enjoys singing can inform

my approach to teaching. Perhaps I can provide I.H. with more opportunities to use language in

math or use music to elicit language from J.A. Walqui and the authors of the Learning Record

both highlight the importance of being a teacher observer and taking the time to get to know your

students, which was something this project allowed me to do. I also realized that even though

I.H. has more productive language ability than J.A., they would both benefit from the use of

more open-ended questions that elicit more than one-word answers or nonverbal response.

One of the Sheltered Instruction or Specially Designed Academic Instruction in English

(SDAIE) strategies for comprehensive delivery of content is that “teacher provides a variety of

assessment methods that permit students to display learning through their modalities of

strength.” Walqui and Heritage also believe that “assessment should be integrated into the

process of teaching and learning (p. 2). It is not enough to give standardized tests that only

reveal so much about student learning, and I really appreciated how the Learning Record asks

teachers to gather data about students’ speaking and listening in multiple contexts. I am an

advocate for the use of more informal assessments of students through observation and

portfolios. These assessments provide a more multi-dimensional view of students’ growth over

time that “recognize difference and take note of the full range of students’ linguistic and cultural

experiences” (Barr, Craig, Fisette, Syverson, 1999, p. viii). As an educator, it is important for

me to recognize, value, and appreciate that students come to school with their own unique

experiences, language, and culture. Using multiple forms of assessment will provide me with an

opportunity to build on those strengths, in order to create truly meaningful learning experiences

for students.