Instructional Assessment of ELLs in the K-8 Classroom

by Brantley, Diane K.

• ISBN13: 9780205455997
• ISBN10: 0205455999
• Edition: 1st
• Format: Paperback
• Copyright: 2019-11-26
• Publisher: Pearson

Summary

This classroom-ready resource provides teachers in grades K-8 with specific assessments that can be administered to English language learners within the regular classroom. Long overdue and with a focus on the needs of English language learners (ELLs) within the classroom,Instructional Assessment of English Language Learnersis a unique book designed to teach readers the basic concepts of assessing English. Today's education courses place an increasing emphasis on the regular classroom teacher to instruct and assess English language learners. Yet, classroom teachers have few resources available to them in regard to assessing ELLs within their classrooms. This book helps readers master the assessments to be administered to English learners and cover a range of literacy skills deemed necessary for English language acquisition and reproduction, while also assessing the studentrs"s literacy skills in their primary language. The overarching goal of this book is to enable teachers to acquire a deep understanding of the value of instructional assessment for ELLs and the importance of evaluating the results to provide the students with immediate, appropriate and meaningful instruction. The book addresses the specific areas of language arts related to the development, acquisition, and reproduction of the English language: oral language development and vocabulary; concepts of print and the alphabetic strategies; word recognition and word identification strategies; reading fluency; reading comprehension; written language development and spelling; content area literacy; procedural knowledge; and problem-solving strategies. The strategies presented in this text are research-based and are known to increase reading comprehension for ELLs.

Author Biography

Diane K. Brantley, Ph.D. is currently an Assistant Professor in the Department of Language, Literacy and Culture, teaching assessment and instruction courses in the Reading and Language Arts Credential and Masters Degree Program at California State University, San Bernardino

Table of Contents

Preface	xi
English Language Learners in Today's K--8 Classroom	1	(14)
Who Are Today's English Language Learners?	2	(2)
Understanding Culture and Home Literacy	4	(1)
Creating a Welcoming Classroom Culture	4	(1)
Developing an Intercultural Orientation	5	(3)
Teachers as Cultural Mediators	8	(2)
Foundations of Assessing and Instructing English Language Learners within the Classroom Context	10	(5)
Sociocultural Theory and Scaffolded Learning	10	(5)
Understanding the Principles of Second Language Acquisition	15	(12)
Theories of Primary Language Acquisition	20	(1)
Behaviorist Approach	20	(1)
Transformational Grammar Approach (Cognitive Approach)	20	(1)
Communicative Competence Approach	20	(1)
Theories of Secondary Language Acquisition (SLA)	21	(6)
The Acquisition-Learning Hypothesis	21	(1)
The Natural Order Hypothesis	21	(1)
The Monitor Hypothesis	21	(1)
The Input Hypothesis	22	(1)
The Affective Filter Hypothesis	22	(5)
Instructional and Theoretical Foundations of Assessment	27	(14)
The Culture of Testing	28	(1)
Differentiating among Assessment, Evaluation, and Testing	29	(2)
Instructional Assessment Tools	31	(1)
Characteristics of Assessments	32	(1)
Formal Assessments	33	(1)
Standardized Tests	33	(1)
Norm-Referenced Tests	34	(1)
Criterion-Referenced Tests	34	(1)
Alternative Assessments	34	(2)
Informal Assessments	35	(1)
Observational Assessments	35	(1)
Self-Assessment	35	(1)
Portfolios and Work Folders	36	(1)
Assessment Domains	36	(2)
Achievement Tests	36	(1)
Aptitude Tests	37	(1)
Affective Assessments	37	(1)
Performance Assessments	37	(1)
Culture-Fair Assessment Practices	38	(3)
Oral Language and Vocabulary Assessment and Development	41	(18)
Functions of Language	43	(1)
Vocabulary Development	44	(2)
Stages of Language Development	46	(3)
Preproduction	46	(1)
Early Production	47	(1)
Speech Emergence	47	(1)
Intermediate Fluency	47	(1)
Advanced Fluency	48	(1)
Listening Vocabulary Assessments	49	(1)
Oral Language/Vocabulary Assessments	50	(5)
Assessment of Primary Language Abilities	51	(1)
Assessment of English Language Abilities	52	(3)
Evaluating Assessment Results	55	(1)
Strategies Promoting English Language Listening and Oral Vocabulary Development	56	(3)
Reading Acquisition in the Primary and Secondary Languages	59	(18)
Theories of Reading Acquisition	61	(1)
The Processes Involved in Reading Fluently	62	(7)
Defining Reading	62	(3)
Sensory and Perceptual Aspects	65	(1)
Sequential and Experiential Aspects	65	(2)
Thinking and Learning Aspects	67	(1)
Associative and Constructive Aspects	68	(1)
Stages of the Reading Process	69	(1)
Emergent Readers	69	(1)
Early Readers	69	(1)
Transitional Readers	70	(1)
Self-Extending Readers	70	(1)
Advanced Readers	70	(1)
Second Language Reading Acquisition: Reading in English	70	(7)
What Characterizes a Good Reader?	71	(2)
Does Literacy Learning Transfer from a Primary to a Secondary Language?	73	(1)
What Is the Best Way to Teach Reading in a Second Language?	73	(4)
Assessment and Development of Concepts of Print, Phonemic Awareness, and the Alphabetic Principle	77	(18)
Defining the Concepts of Print, Phonemic Awareness, and the English Language Alphabetic Principle	78	(13)
Concepts of Print	79	(3)
Phonemic Awareness	82	(4)
The Alphabetic Principle	86	(5)
Strategies for Developing Concepts of Print, Phonemic Awareness, and the Alphabetic Principle	91	(4)
Assessment and Development of Word Identification, Comprehension, and Reading Fluency	95	(16)
An Expanded Definition of Reading Fluency	97	(2)
Running Records and Retellings	99	(6)
Informal Reading Inventories (IRIs)	105	(2)
Cloze Passages	107	(1)
Evaluating the Assessment Results	108	(1)
Strategies to Build Word Identification, Comprehension, and Fluency	108	(3)
Assessment and Development of Written Language and Spelling	111	(16)
Developmental Assessment of Spelling	113	(2)
Emergent Spelling	113	(1)
Letter Name-Alphabetic Spelling	114	(1)
Within-Word Pattern Spelling	114	(1)
Syllables and Affixes Stage	115	(1)
Derivational Relations Stage	115	(1)
Developmental Assessment of Spelling and Orthographic Knowledge	115	(1)
The Qualitative Spelling Inventory (QSI)	115	(1)
Spelling Observations	116	(1)
Developmental Assessment of Written Language	116	(7)
Test of Early Written Language (TEWL-2)	117	(1)
Test of Written Language-3 (TOWL-3)	117	(1)
Assessment within the Writer's Workshop Format	118	(5)
Strategies to Build Written Language Development	123	(4)
Assessment in the Content Areas	127	(10)
Content Area Assessment and Instruction	128	(2)
Content Area Vocabulary Assessment	130	(3)
Graphic Organizers	130	(1)
The Frayer Model	131	(1)
Content Area Learning Logs	132	(1)
Strategies to Enhance Content Area Instruction	133	(4)
Putting the Pieces Together	137	(14)
Developing a Picture of the Whole Student	140	(1)
Identification of Strengths and Needs	141	(1)
Development of Appropriate Assessment-Based Instructional Goals	141	(3)
Providing Relevant Assessment-Based Classroom Instruction	144	(1)
Lourdes	144	(1)
Literacy Portfolios and Portfolio Conferences	144	(3)
Types of Portfolios	147	(1)
Grading and Report Cards	147	(4)
Portfolio and Report Card Conferences: Parents, Students, and Teachers	148	(3)
Instructional Assessment in Practice: A Case Study	151	(26)
What Is a Case Study?	152	(2)
Abraham's Assessment Results (so far!)	154	(8)
Written Language	154	(1)
Word Identification and Comprehension	154	(2)
The Observation Survey	156	(1)
Receptive Vocabulary	157	(5)
Case Study Debriefing	162	(3)
APPENDICES
A Running Record Sheet	165	(2)
B Narrative Story Retelling Assessment	167	(2)
C Proofreading Checklist	169	(2)
D Writing Assessment Form	171	(2)
E Editor's Checklist for Expository Texts	173	(2)
F Assessment Recording Sheet	175	(2)
References	177	(8)
Author Index	185	(4)
Subject Index	189