Get Ready! Soar - PROGRAM SAMPLER

There are many variables to consider when assessing English Learners (ELs) . As a heterogeneous group, they demonstrate varying levels of English proficiency and background knowledge . Their English development is often not linear across language domains (e .g ., they may have higher oral proficiency in some cases and written proficiency in others) . The “funds of knowledge” (Moll, 2013 ) or multicultural resources they possess play an important role, too . From an instructional perspective, Get Ready! uses a spiral approach, so students can revisit language and concepts throughout the curriculum . The assessment philosophy follows this approach . This systematic approach views all activities as providing information about achievement . As such, formative assessment plays a vital role; it is an ongoing process related to student progress toward meeting the learning targets, goals, or objectives of a unit . During the instructional cycle, teachers gather information to determine the effectiveness of instruction . Based on that information, they provide timely and relevant feedback (Gottlieb, 2016) . Further, teachers use this information to tailor instruction . In addition to the Formative Assessment activity at the end of each section, Get Ready! also includes a formal assessment program with regular quizzes . Summative assessments in the form of Unit Tests serve as a way to check ELs’ “sum” of learning at a particular point in time . The results provide evidence of progress and can be used for accountability purposes . Because Get Ready! aims to ensure proficiency in the vocabulary, grammar, reading, listening, speaking, and writing skills, the assessments address both language and discipline- specific content (in ELA, math, science, and social studies) . Current EL research reinforces the approach that teachers must attend simultaneously to children’s needs both in language learning and content skills, as well as developing the English required to express their learning (Alvarez et al, 2014) . Collectively, the assessment types provide a comprehensive picture of student progress and can be used to monitor that progress dynamically over time . Before administering a summative assessment, decide whether to allow the posted grammar and vocabulary charts used in lessons . One option is to give students a few moments for visual review of the charts just prior to the assessment . Then, cover the charts during the assessment . Offer time for students to preview the assessment . Go over the language of the instructions and the models to ensure students understand what they are being asked to do . Once assessments are completed, discuss them . A graded paper with written feedback is not sufficient for many ELs . They need clear, relevant, and continuous feedback and encouragement . Discuss what they learned based on errors, as well as what was correct . 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 . ASSESSMENT Assessment types QUIZZES (ALL UNITS) • Connect to Language • Connect to Phonics • Connect to Grammar • Connect to Math • Connect to Science • Connect to Social Studies TESTS (ALL UNITS) • Unit Test (Summative Assessment) DOMAIN ASSESSMENTS • Unit Speaking Prompts (accompanied by Speaking rubrics) • Unit Writing Prompts (accompanied by Writing rubrics) Txxxv