Connect 3 - PROGRAM SAMPLER

Assessment types QUIZZES (ALL UNITS) • Connect to The Theme • Before You Read: Vocabulary: Key Words • After You Read • Connect to Oral Language • Connect to Grammar • Connect to Language Arts • Connect to Science • Connect to Social Studies • Connect to Mathematics • Connect to Writing EXAMS (ALL UNITS) • Unit Test (Summative Assessment) Instructional routine • Explore and learn Offer time for students to preview any graphic organizers prior to engaging in the assessments . This can activate background knowledge and help them to recall what they know from the unit . In addition, go over the language of the instructions to ensure students understand what they are being asked to do . If there are any rubrics, have students follow the same path (preview, go over language, etc . without offering overt clues to completion of the assessment) . Also, decide whether to allow the posted grammar and academic vocabulary charts that were used in lessons . One option is to offer a few moments for visual review of the charts just prior to the assessment, as well as a quick skim of their vocabulary logs . Then, they put them away and the charts would be covered just during the assessment . • Practice Students will be regularly completing many diagnostic assessments in the form of quizzes and exams . The lesson activities prepare students in natural ways, as Connect aligns instruction with assessment . The lesson tasks include many formative assessments and self-checks so that metacognition about learning develops clearly . • Communicate Once assessments are completed, discuss them . A graded paper with written or electronic feedback is not sufficient for many ELs . They need clear, relevant, and continuous feedback and encouragement . Ask peers to discuss what they learned based on errors, as well as what was correct . Capitalize on the known and ensure responsive instruction based on results . • Assess Collect written answers and take anecdotal notes as part of formative assessments, in addition to the formative assessments included in the Teacher’s Edition . In addition, ensure students are completing the Self-evaluations as well as the formative and summative assessments . Students’ growth will take time and vary by student . Vocabulary, language structures, and content connections will reappear for further practice . For this reason, it is recommended that you follow the units and assessments in a sequential order, so that the carefully planned pedagogical sequence is followed . ASSESSMENT DOMAIN ASSESSMENTS • Speaking Prompts and Rubric • Writing Prompts and Rubric References Alvarez, L ., Ananda, S ., Walqui, A ., Sato, E ., & Rabinowitz, S . (2014) . Focusing formative assessment on the needs of English language learners . San Francisco: WestEd . Gottlieb, M . (2016) . Assessing English language learners: bridges to educational equity: connecting academic language proficiency to student achievement . Thousand Oaks, CA: Corwin, A SAGE Company . Moll, L . C ., Soto-Santiago, S . L ., & Schwartz, L . (2013) . Funds of knowledge in changing communities . International Handbook of Research on Children’s Literacy, Learning, and Culture , 172-183 . Txli