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 Bridges 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 learners. 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 Assessment types QUIZZES (ALL UNITS) • Develop Vocabulary • After You Read • Bridges to Oral Language • Bridges to Grammar 1 • Bridges to Grammar 2 • Bridges to Language Arts • Bridges to Science • Bridges to Social Studies • Bridges to Mathematics • Bridges to Electives EXAMS (ALL UNITS) • Unit Test (Summative 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 Students’s Literacy, Learning, and Culture, 172–183. 29
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