Listening @ Read the following directions to the group: 7m going to ask you to draw a circle around one of the pictures Lets do the example. Circle the picture of a tewit Example Be sure students circle the correct answer Look at munber one. Girele the picture of a fish 97Listening & Look at number four. Cirele the picture of a helmet Look at mumber s ieee s Look at number seven, Circle the piclure of a grocery store. a© Read the following directions to the group: Zwill read a story. Then, you will anstver some questions about it by circling the corvect picture. Now listen to the story. Many years ago, people began studying the movements of the stars aid the planets They learned that in our solar system, eight planets orbit the sun. They even learned thatt the solar system is part of a galaxy called the Milky Way. But still, no one had been beyond the earth’s atmosphere. In the 1960s, people learned bow to fly outside of the earth’: atmosphere into outer space. They built spacecraft to take people there. The people who fly the spacecraft are called asironauuts. Using the spacecrafi, astronauts could fly to the moon, There is no oxygen in ouler space, so astronauts have to take along special gear that allows them to go outside the spacecraft. This gear allows them 10 breathe and keeps them jrom freezing. Many discoveries and technological advances bad to happen bejore spacecrapis could fly into outer space, and flying into space is still very dangerous today. One day, people may {bs to another planet! Lets do the example. Who goes into outer space? Circle the picture: Observe students completing the example sind assist them as necessary, Then. sy Astronauts go into otter space. Did you circle the picture of the astronaut? That is the answer: Let's do number eight. How do astronauts get into onter space? Circle the picture. Post-AssessmentLook at number nine, Where can astronauts fly in the spacecraft? Circle the picture. Look at number ten, Where is the solar system? Cirele the picture. Look at munber eleven. What orbits the sun? Circle the picture,Listening | @ Read the following directions to the group: Now Fin going to ask your some more questions about tbe stary. For each question. Til read four answers, Girele the letter of the carreet answer Lets do the example. Wbo goes into outer space? If astronomers go into space. circle the letter a. I doctors go into space, circle the letter b I teachers go into space. cirele the letter ¢. Iastronauts yo into space, circle the letter d__ >> Observe students completing the example and assist them as necessary Then, say Astronauts go into space. Did you circle the letter d? That is the answer Be sure students circle the correct answer Let's do number twelve. Why do astronauts need special year to go into outer space? [Pits because outer space is very dark, circle the lever a | “Hits because there is no oxygen in outer space. circle the letter b= | [fit because there are stars in outer space. circle the leller € Its because there are no people in outer space. circle the letter d. Lets do munber thirteen. Why is it dangerol s fo go into outer space? IPs becanse astronauts don't like space, circle the letter a. If its because a spacecraft cannot go into outer space. circle the leiter b [Pits because many things can go wrong with a spacecraft. circle the letter c — > [Fits because the solar system bas too many planets, circle the letter d. Let's do munber fourteen. Why couldir people fbr into outer space before the 1960s? Its because they didn't want to. circle the letter a. “Tits because new technologies bad to be developed first. circle the letier b_— — If its becouse there was no time, circle the letter ¢ If ts because people were scared of space. circle the letter d. Post-Assessment 101Reading “FG Read the following directions to the roup: Look at the sentences. A word is missing from each one, Circle the word that completes the sentence. Now do the example. Example He reads a curious (book Observe students completing the example and assist them as necessary. Then, Did you cirele the second word, book? That is the word, He reads a book. Be sure students circle the corect answer Now cirele the words for numbers one through seven it He began his ‘as an apprentice, eos 2 sharia wan is smote Caeatie> He be through the forest.4 6 |. le ‘The artist’ subject for three hours, ported Coos’) pigment smell watch __my disease. The doctor was able to ‘The teacher the attention of the whole class. styles Cdemands > determines Post-Assessment 103Reading © Read the following directions to the group: Reeud the story. Then, you will answer some questions about it. For each question, circle the correct answer. ] ‘group of explorers ventured through thick forests. They had read that there was a vast Kingdom in this oreo, but no one knew if the stories were true, So for, their journey had fed them through an uncharted wilderness Sometimes they found trails, but the tals disappeared and led the explores nowhere, The explorers were discouraged. Then, one day a tral they were folowing in thefresled them to an ancient temple that rose above the trees 1s they entered the temple, the explorers saw mysterious writing on the wal. They sow portaits of ancient emperor. In one room, they found a tomb, In theirjournals, they recorded ol thatthe saw. They measured the rooms and | the pottery that they ford in them They tried to figure out the language ! \written on the walls, but it was different from any language they had seen. When students have finished reading, ask them to answer the example question Example Who is the story about? (©) aroun of eperes &. Avancent empl d, Teas in the forest ample question, say Once students have answered the e: Did you circle the second answer, “A group of explorers”? That is the correct a. The story is about a group of explorers, Now answer questions eight trough fourteen. 8, What were the explorers looking for? e Portraits of ancient emperors Avast kingdom Something to write in their journals Ancient pottery (10K Post-Assessment10. " Where were the explorers looking? 4. In.an ancient cave b. nan ancient map «Ina goddess's tomb @ tnan uncharted vderes What did the wr ing on the temple walls tell them? 1a. It told them the age of the temple. b. It told them the names of all the emperors. &Ietold them what the temple was used for. ‘The explorers could not understand the writing, How did the explorers find the temple? a. By ollowing a guide By using a mop (©) By following o trait d. By reading a book Reading Post-Assessment 105Reading x 1 @ Allow students addition time to 3 swver questions hwelve through fourteen. 12, Why did the explorers record, in their journals, what they saw? © sth te ou shore tne covers wt ters b._ Sota they ol ep the temple eet 6: Stat they cul bul another tebe 4 Sotho te ol tin ne resus 1B. Why did the explorers want to read what was on the walls? eco they woe of ther tees becove they wont ofnd ou where thy wer the ret (] secause they wanted to lem about the people whe bl he temple Because they wanted to build « temple 14, Why did the explorers have trouble finding the temple? a tecus they et maps (©) because noone newt exited G_Becus they were ong for new rods d. Because they couldn't read eS Post-Assessment| Writing @ Read the following direc ns to the group: | Look at the example. It is the beginning of a sentence. You will write the rest of the \ sentence, You can write anything that makes sense to you, as long as it completes | the sentence. Now do the example. | Example | When we recycle | Observe stuclents completing the example and assist them as necessary. ‘Then, say Did you write something that bappens when we recycle? One answer could be “we help protect the environment,” The sentence would be “When we recycle. we help protect the environment. Be sure students understand the direct ns, Now finish the sentences for manbers one through nine. 1. The farmer horvests 2. ‘The movement of 3. My relationship with 4. When the suspicious Post-Assessment 107Fractions are hot isthe benefit__ 1 ike the vivid She painted ‘Atoms oreWriting ® Read the following directions to the group: You will use the blank lines to write three paragraphs. Kach paragraph should be at least three sentences long, Remember to use capital lelters and end punctuation, Now fook at the example. There are three paragraphs elescribing a trip into outer space. The first paragraph is about the start of the trip. and says “The astronaut yot into the spaceerift, He waited for the countdown, When the countdown got to zero, he felt the spaceraft shake. He felt the powerful jets push him up into the air. He flew past the clouds. Soon he was in outer space The second paragraph is about being in otter space. and says “When the astronaut was in outer space, he floated through the spacecraft. There was no gravity, He looked out the window, and he could see planet Earth very fur away, He looked out the other window, and he could see the moon very close. The thirel paragraph is about the trip back. and says “We was time to go home. The astronaut was nervous, Reentering Earth's atmosphere is ckingerous. The spacecraft ted falling toward Earth, It went faster and faster. It sturted shaking, The astronaut felt a jolt as the spacecraft hit the water, He climbed up and opened the hatch. He looked out over the ocean as he waited for someone to come pick him up, Example. Write three paragraphs describing trip into outer space an ieee The astronaut got into the spacecraft, He waited for the countdown, When the countdown got to zero, he felt the spacecraft shake. He felt the Powerful jets push him up into the air, He flew past the clouds. Soon he was in outer space. When the astronaut was in outer space, he floated through the spacecraft. There was no gravity. He looked out the window, and he could | see planet Earth very far away. He looked out the other window, and he could see the moon very close. | Now look at nanber ten, Use the blank lines to write three paragraphs describing a real or an imaginary trip yout took. 10. Write three paragraphs deseribing a real or an imaginary tip you took. Post-Assessment 109 H H ilSpeal Administer this assessment individually, Use the Speech Observation Form (Post- j Assessment) to record all responses to the questions below @ Using a copy of the Post-Assessment Images for Speaking (provided at the back of this manual, in the Forms section), ask the student to name ich of the images 1, What's this? (Point to a picture.) Repeat this question for all three images. If the student responds in a language other than English. ask the stuclent to respond in English (Can your sety it in English? If the student cannot name at lea Tone item in English, stop and do not ask the rest of the questions © Ask the student to explain or describe something about the pictures (in this ‘example. aun office). 2. What's an office Jor? (ox What do you do in an office? If the student gives a plausible but incorrect response, rephrase the question or ask the student for alternative responses. For instance, if you k What do you do in an office? and the student replies People go there, you may ask what people do alier they go to an office, If the student is unable to answer, stop and do not ask question 3. @ Ask the student to explain why the function of the item is important 3. Why is if fuporten to have a place to work? (or Why do tre neve! to have a place ta work?) IF the student responds with a description of the function, ask the question using his or her description. Fe sta ice. if the student says Jo ger stuff done there, ask why We need a place to get stulf done, Post-Assessment 111i Speaking 12 © In this section. prompt the student to repeat the story below. Take notes about the student's version of the story as he or she is telling it Tim going to tell you a story. Then. L want you to tell me the same Ana wanted to explore ber community, so she went outside and started walking down the street. As Ana was walking, she saw a man working in bis yard. Ana asked what he was doing, He said be was barvesting squash from bis garden, Ana kept walking. Next, she saw a woman getting into her car. Ana asked where the woman was going, She said that she was going to work. Ana asked where she worked. The woman said she worked al tbe grocery store. Ana kept walking, Next, Ana saw some boys playing. She asked them what they were playing. The boys said they wore playing soccer: They asked Ana if she wanted 10 play. Ana replied, “No, thanks. I's getting late, Ihave to go home.” When Ana got home, ber dad was making dinner. She couldn't wait to tell bim about all the people she bad met. Now you tell me the story: Post-AssessmentPoint Values (Unit Assessments) In the Listening and Reading sections of the Unit Assessments, correct responses to items 144 are worth | point cach, items 3-7 are worth 2 points each, and items 8-9 are worth ich. All items are either correct or incorrect 5 points ea In the Writing section, items 1-1 are scored correct or incorrect, Each of these items is worth 2 points, Item 5 (multiparagraph writing) is scored using a 3-level rubric, found on pages XXII and XXII of this manual, If the response scores «level one on the rubric, 4 points are given for the item: if it scores a level two. 8 points are given; if it scores a level three, 12 points are given In the Speaking scetion, items 1-5 are scored correct or incorrect using the rubri¢ on, pages NXIV and NXV of this manual. A correet response to items 1-3 is worth 2 points: item 4 is worth 6 points: item 5 is worth 8 points, UNIT ASSESSMENTS | Section Item(s) Item Point Values Scoring Method Listening 5 Answer Key (correct incorrect) 1 ceseesese), ADSWer Key (correct, incorrect) Reading BIS: 2 nswer Key {correct incorrect) c [sy 5 Answer Key (correct incorrect) Rubric (correct incorrect) Writing sree B 4.8, 06 12 Rubric (3 levels) 1-3 | Rubric (c aia Speaking i" pein nerical scores into proficiency levels. Use the table below 10 convert the ni SECTION SCORE to LEVEL CONVERSION Unit Assessment Level 0-6 Beginning 714 Intermediate 15220 Advanced Scoring XIXPoint Values (Pre- and Post-Assessments) In the Listening and Reading sections of the Pre- and Post-Assessments, correct responses to items I are worth J point cach, items S-LL are worth 2 points each, and items 12-14 are worth 5 points each, All items are either correct or incorrect Exch of these items is In the Wr worth 2 points, tem 10 (muliparigraph writing) is scored using st 3-level rubric, found on pages XNIL and XXIII of this manual. If the response scores at level one on the rubric 4 points are given for the item; if it scores a level nwo, 8 points are givens if it scores a level 1B section, items 1-9 are scored correct oF incor | three. 12 points are given In the Speaking section, items 1H5 are scored correct or incorreet using the rubrie on pages XXIV and XXV of this manual, A correct response 10 items 1-3 (question 1) is worth, 2 points: item 4 (question 2) is worth 6 points: and item 5 (question 3) is worth 8 points 2) is scored on at 3-level rubric worth up to 10 points PRE- and POST-ASSESSMENTS: n 6 (story retell Section Item(s) _Item Point Values Scoring Method 7 A cl) er Key (ce Answer Key (correct, incorrect) Listening Answer Key (correct incorrect) Answer Key (corect incorrect) Reading BL] 8-11 2. Answer Key (correct incorrect) Answer Key (correct incorrect) Rubrie (correct incorrect) Writing Rubric (3 levels) Rubric (correct, incorect) Rubric (correct, incorrect) Rubric (correct incorrect) Speaking Do 3.6. or 10 Rubric (3 levels) Use the tible helow t convert the numerical scores into proficiency levels. SECTION SCORE to LEVEL CONVERSION Pre- and Post-Assessments Level 0-9 Beginning 10-21 Intermediate 22-30 Advanced XX) ScoringSeparate Domains Assessment Rubrics WRITING PART A Incorrect Response is not a comprehensible English sentence, Thus a correet response in another language. ain incomprehensible response. or an incomplete English response is incorrect Examples: The cold front freez Her mom encourages her mom The rhythm of the cancion This is a risky wen tha polis. Correct Response is a comprehensible English sentence. There may be errors in grammar and spelling, but the point of the sentence is clear, and the response continues where the stimulus left off Examples The cold front mad it cold Her mom encourages her do the homwverk: ‘The rhythm of the song wats pretiy This is a risky way to get our Scoring XXISeparate Domains Assessment Rub xx WRITING PART B Write three paragraphs informing the a natural or human-made wonder of the world. Write three paragraphs perstading farmers to help protect the environment. Write thi tell are fe paragraphs that ‘or made-up story about : weather event Example 1 Example 2) Example 3 J uli above, which stre taken from Units 1, 2, Note: Sample responses refer to the example and 3 of the Spotlight Assessments. Score 0 a) Response is illegible or written in another kingt ample 1: Heyy mucha uvia en el invierno. F Example 3: wh ample 2: the Score 4 (Level 1) Response contains at least one word, ckwse, or phrase that relates to the prompt, but is not a complete sentence (which would be scored at Level 2). It may’ contain sentences in another kinguage. but only comprehensible English words are given credit. Spelling and punctuation do not need to be correct Example 1: smmay Example 2: the big waterfal mple 4: Use compos to ferilis. Score 8 (Level 2) Response includes at least one complete, coherent English sentence that is relevant to the prompt, This level includes more elaborate writing that must be related to the prompt, Response may contin systematic errors. This score is also given to three- paragraph responses, if there are systematic errors: or incomprehensible words. Example 1: ther is rain a lot Example 2: /seen the gran canon. its reel big and you can down in ther Example 3: Is good lo protect. is good for the envairoment, andl good for peopel. Farmers cud use organic to fetlais. They cule also use ne pest In farm meny farmer teile care of the eneairoment cos tt is importan to prieet the plant an the people. Scoring| | Separate Domains Assessment Rubrics — Score 12 (Level 3) Cane Response is complete, coherent, and somewhat related to the prompt. It must include three distinet p: graphs. Paragraphs may contain errors in punctuation, spelling, and grammar, as long as there is not a pattern of errors, or errors that would not be made by a native speaker at this age Example L: There diffrent kinds of weather where Hive. I depending on the month and the day. One day il is cold. one day it #8 bot. Today is not bot or cold. Today ware shir! and some jeens. Iscen some other kids warin sandals but F got snickers, its kinda windy. Wen ils nice like this it is good to be fn tbe stir, My feamily has et coke int the yarel. Some fiends come ane we bave burgers. Hike lo have a coke with it then we play soccer in the park. Ther is a statue call tbe statue of Liberty. It work. Fever been there. Example sn new But seen some pictures. It is by the water. some peeple look att it fron the boat Th But if. you want to you go up inside it, Lotsa people do thet Ita statue of a Jacly. She got a dres on and she botds a torch. She got a hat that look fanny T dow know what kinda bait thet is statue is very tall. It is taller than any house. 11 is taller than the school, People go there to look at ber and go up. Some people just look at her from the boat. Also I think you can by some pictures of her there, Some people like to take there on pictures with a canna. Example 3: 1/8 importan (o protect the envaironment, When farmers care for the envaironnent, they. help protect people's health. They also help protect the ccurt. Farmers can protect the encaironment by growing organic products, Organic products are grown with natural fertilisers to make the plants grow strong. They are also grown without pesticides that polite the water and the soil. When farmers show that they care about us, we want to buy more food Jovi them. Fell my: mom to bigy food from farmers that like to protect the envaironment. Thats another reason why it is good for farmers to belp protect tbe envaironment. Scoring XXIIISeparate Domains Assessment Rubrics SPEAKING PART A. Incorrect Score 0 Response is not the correct English name of the object or image. Thus a cor response in another kinguage, sn incomprehensible response, or an inappropriate English response is incorrect Correct Score 2 Response is the standard English name for the object or image. Response may have ition, but is comprehensible to native ‘non. ‘cent or nonstandard pronun lish sh-speal SPEAKING PART B Incorrect Score 0 Response is not :t standard English phrase or verb describing the image. Thus a correct response in another language, in incomprehensible response, or an inappropriate English response is incorrect Examples: ‘Teacher: Whats the weather like in this picture? Student: Picture. Teacher: Whetts this pyramid for? Student: Build good. Correct Score 6 Response isa standard English description of the image, Response may have a non-English accent or nonstancktrd pronunciation, but is comprehensible to native English-speukers. The response needs to include a verb. Teacher: What's the old men doing? Student: speak. Teacher: What's the farmer doing? Student: Ie plants seeds Teacher: Whats this pyranuiel for? Student: To show whal foods are heathy XXIV Scoring‘ Separate Domains Assessment Rubrics SPEAKING PART C Incorrect Score 0 Response is not :t standard English sentence answering the question. Thus a correct response in another language, an incomprehensible response, or an inappropriate English response is incorrect. Because you are asking the student 10 make inferences. 3 description of the item is incorrect Examples: Teacher: Why fs the food pyramid inportant? Student: 11 is a triangle. Teacher: Why do we wear warm clothes? | Student: They wari, Teacher: Why fs the farmer putting bis harvest into the barn? Student: Mes moving his harvest. Correct Score 8 Response is at standard English sentence answering the question, Response mary have at non-English accent or nonstandard pronunciation, but is comprehensible to native English-speakers Examples Teacher: Why is the food pyramid important? Student: So yor can remember to eat bealthy foods, Teacher: Why do we wear warm clothes? Student: Cause ere don't want to be cold. Teacher: Why is the frrmer putting his harvest into the barn? | Student: So the animals have something to eat during the winter Scoring XXVSeparate Domains Assessment Rubrics SPEAKING PART D (Pre- and Post-Assessments Only) The examples are hased on the following story (rom the Pre-AssessmenD as a stimulus John wanted to plant a flower, Fst. be male a hole in the soil, Next. be put a seed into the bole. Then, he filled the bole with soil, But be wasu't done yet. He bad to water the seed every day. For many days. Jobn waited 10 see the flower. Then, one day be went sete taro tiny leaves coming up out of the soil. Jobn kept out to water the plant, and be watering the plant every day. Every day’ the plant got taller, the stem got thicker. and the leaves grew: Soon the flower started fo grow at the top. Then, one dary. when Jobs went ' out to water his flower, the petals bad opened. It was beautiful! Jobst was so happy that he bad cared for bis plant and bad waited patiently for the flower to bloom. Score 0 | nglish response to isoktted English words that Response ranges from no comprehensible may or may not relate to the story. It may be incomprehensible or in another kinguage. F Example 2: What happen? Example 3: Growing, ample 1: fobn pone la semiller en la tierra. Score 3 (Level 1) Response is an English phrase, clause, or sentence(s) unconnected 10 st narrative. Example 1: He plant a flower, Example 2: Jobn put a seed in the ground. A flower grow Example 3: John bap): Jobn grow a flower. He water all the tine. Score 6 (Level 2) Response is a story with at beginnir errors, It clearly contains more significant errors than a native speaker would produce. a midlle, and an end, but with a pattern of significant Example L: John dig a bole, He puta seed in there, He water itso it grows. A flower come up. Tle is so bappy be has at flawer Example 2: The story's about a guy name Jobn. He dig a bole, He put a seed in there. The seed grow. Jobn put water on the bole. Then there a flower, Tha s alt Example 3: This guy put a seed in at bole, He put dirt in there, Sone leaves comin ‘There’ a plant with « flower on it, He's bappy about that. XXVI Scoring PaSeparate Domains Assessment Rubrics Score 10 (Level 3) Response is 1 story with a beginning, « middle, and an end, with occasional minor errors, Sounds like a native English-speaker, though perhaps with a I nited vocabulary Example L: Okay, there's @ guy named John. Hes got at seed, and be wants to grow a flower, So be digs a bole. And be puts a seed n there. Then, be covers up with dirt, Now he waters it alll the tine. He waits but nothin’ happens. But he keeps giving it waier, Then, one day be sees some leaves. And then later be sees at stem. The plant grows and grows. It gets big. Then the flower opens, and Job's real happy. Because be’ the one who made it grow there. Example 2: Well dhe boy named Jobn wants to grow a flower, He knows what be’s gotta do, He plants it in tbe ground. He covers it up. And then he waters it ever day. At first tt don't grow, And [think be’s worried or sad theres no flower But be keeps giving water anyway: So one day be sees some leaves there. And he gites it more water every day. The leaves get bigger and bigger aud bigger The plant gets tall. And then the flower opens, jobn is so happy. Example 3: This is slory about a man that growed a flower. All be herd was a little seed. Then. he put it in a bole. And every day be give some water to it, The seed drink up thed water. But it is b1 the ground and the mean Jobn can sev i. One day the leaf comes up. Now he knows this plant is growin’. But be still gotta give it more water. Now he can watch it grow all the time. The stem get thick and the leaf get big. I grows real big, Then, he see the flower open up. Boy that male bim happy. Scoring XXVIIi Interpreting Results The following chart can be used to quickly understand the meaning of assessment results, and to plin instruction, It can also be helpful for explaini parents and administrators, 2 student abilities and progress to, INTERPRETATION OF SEPARATE DOMAINS ASSESSMENT LEVELS Beginning Tntermediate Advanced Ranges from initial Jearmer t understanding of some isolated words. and occasionally Listening comprehends short clear sentences. | Ranges from no speech skills to ability t0 name f miliar objects. Ranges from general grasp of many isolated words to understanding simple sentences and grammnttical structures Ability to describe beh: functions of a given iors, actions, or object in phrases or simple sentences. Ranges from usually understanding sentences about familiar topies to nearfluency: can often infer meaning of unknown words. +-—_______—~< Ability 10 compare and contrast familiar objects. with some level of abstraction, generally able to speak in complete, often complex sentences Ranges from illiteracy to ability to derive limited meaning through recognition of Reading words sand phrases, Ranges from illiteracy to ability to write names of some familiar objects and, occasionally, actions. Ranges from ability to understand some: details of most simple written statements to comprehension of main ides and some key details. Usually able to write appropriate phrases and clauses, and can often write complete sentences. Ranges from ability to generally understand main ideas and many details in simple texts to newrfluency Able to write complete. coherent sentences that are appropriate to the situation, Can write gesiphs with some errors in grammar and punctuation, XXVIII Scoring eeeIntegrated Domains Assessment Rub Beginning Level Comprehension, | = Student requires visual o tactile cues for comprehension, but sometimes misinterprets them ® Student may mi and facial expres sinterpret nonverbal communication (e.g,, gestures ions) = Verbal communication requires contextual clues for student to understand message tudent needs repetition and/or rephrasing in order to grasp basic meaning of message = Meaning is lost because of student's lack of familiarity with linguistic structures (eg, verb tense and word orden) = Student may not distinguish pauses from conclusion of message during communication = Comprehension of message is enhanced by access to native-Jang support Production = Student primarily uses gestures and body language for communication: in some cases th than to Americ gestures may be more appropriate to home culture culture = Stuclent’s messages tend to depend on gestures, facial expressions, and other contextual clues = Student's verbal communications are typically limited to isolated words or memor ‘ed phnises (e.g., “good morning”) = Student may be able to repeat words with nativelike pronunciation and intonation, but generally cannot do so spontaneously = When encountering difficulty communicating, student tends to repeat worcls and phrases, rather than rephrasing message | = Student may mix words from native kinguage into Ei lish messages ® Student lacks ability to convey meaning through grammatical structures (eg, verb tense and word orden) = Student’s response (or lack thereof) is sometimes inappropriate to stimulus Scoring ee XXIXIntegrated Domains Assessment Rubrics Intermediate Level Comprehension = Student comprehends simple communications without visual cues, especially when dealing with familiar topics = Student makes use of, and often depends on, nonverbal cues to interpret verbal messages a Student comprehends general ideas of more complex commur while missing details = Student's comprehension is limited by unfamiliarity with grammatical structures = As stuclent increases in proficiency, ability to anticipate (and mis-anticipate) the meaning of messages increases = Student can accurately interpret the meaning of pauses, including the end of a message = Student may oceasior ally benefit from access to some native-language support Production Student uses some gestu and body language appropriate to American culture = Student communicates with little dependence on gestures Student's communications often include sentences, especially when discussing famil iar topics, = Student’s pronunciation and intonation patterns allow for communication with teachers or others accustomed to communicating with ESL students ntcring difficulty communicating, sage to enhance comprehension = When encot stuclent modifies and/or rephrases = Student rarely mixes words from native language into English messages when discussing familiar topic a As student shifts from repetition of language structures to creative expression, grammatical errors may increase along with ability to convey meaning and express feelings to stimulus = Student's responses are generally approp: XXX ScoringIntegrated Domains Assessment Rubrics Advanced Level Comprehension = Student comprehends main ideas and important details on mary without reliance on contextual clues topics Student correctly interprets nonverbal cues, but does not rely on them to understand message y details that need clarification in a mes ¢ details on the rest of the message = Student is able to identi and to understand the impact of the: = Student's comprehension is rarely hindered by unfamiliarity with grammatical ructures Student is usually able to anticipate the meaning of messages when dealing with familiar topies = Student can accurately interpret the meaning of pauses, including the end of a message = Student does not require native-language support Production = Student has mastered most gestures und body language used by Americans Student does not depend on gestures to communicate Student’s communications often include connected sentences and paragraphs with a logica progression | Student's pronunciation and intonation patterns allow for communication With most native speakers = Stucent rarely encounters difficulty communicating, unless topic is especially unfamiliar # Student is able to communicate without using words from native linguage Student self-corrects even when errors do not impede communication fe rarely i ® Student's responses, appropriate to stimulus Scoring XXXIIntegrated Domains Assessment Rubrics XXXII Sample Responses ‘These: noles and writing samples are based on a group paragraph-wriling activity Student 1 (Production) ‘Teacher's Notes * Communicates :ilmost entirely in Eng. * Can code-switeh, tends not to * Takes lead in completing activity # Resolves disagreements well + Helps others with spelling + Some spelling errors + Reads work loud with fluency Student's Writing Sample 1e TaN to, Sara was waching TV, The weather reporter said that a tornado was in her town. § the kichen to tell her dad, Sara's dad already heard about it hee radio, They listen to what the reporter tells them to do, ‘Then Sara’s mom gets home. She said it was so windy she could hardly drive. They got flashlite and a radio with batteries. They covered the windows. They went to the basement 12 he was listening to the In the basement they listened to the radio. The radio said the tornado was coming close to the city. It hit some houses. Sara and her parents were scared. Then they heard that the tornado stoped. They went upstaits and everything was fine, The roof was ok and the windows were not broken, They were so happy Rating: ‘Advanced According to the teacher's notes. the student spoke almost entirely in English during the activity, and tended not to switch to another language (code-switeh), The student's conflict resolution indicates the ability to communicate his or her own ideas in nd-take interaction with others, The willingness to take a leadership role with the a gives activity shows a high degree of confidence in his or her English-writing skills Student 2 (Production) ‘Teacher's Notes + Relies heavily on first language + Understands most questions in English + Stays in present tense + Very limited English vocabulary © Cannot describe feelings in English ScoringIntegrated Domains Assessment Rubrics Student's Writing Sample lots ov rine com. thar wate al ove, them cant swim, vary scary Rating: Beginning The student relies heavily on Spanish f communicate thoughts, and can only use very limited English vocabulary. The student did not demonstrate the ability to pommunicate beyond the present tense, Taken together, these facts place the student at the beginning level of English-kinguage production. Student 3 (Comprehension) Teacher's Notes * Can read isokited English words * Trouble reading instructions, Understands verbal descriptions * Can ask and answer questions in English Rating: Intermediate According to the teacher's notes. this student had trouble re cling the instructions in English, but was able to understand the project with some discussion, TI indicates t the student has developed the ability to comprehend enot English to ask eiestions and cone to 2 better understanding of textual material. Considering that the student comprehends some written English, :ind a fair amount of spoken English, his or her comprehension shoukl he rated a Intermediate Student 4 (Comprehension) Teacher's Notes + Asks: questions to clarify * Understands activity: well + Rephrases direetions for partner + Grammar problems + Reads questions to partner Rating: Advanced According to the teacher's notes, this student is able to understand directions well enough t0 ex} n then (0 a partner, The student also uses written instructions to help espltin the activity. The ability to ask questions to clarify meaning also indicates competent comprehension, Grammar problems do not detract fiom the student’s comprehension of both written and spoken English. Scoring XXXIIInterpreting Results ‘The following charts can be used to quickly understand the meaning of assessment results, and to plan instruction. They can also be helpful for explaining student abilities and progress to parents and administrstors. INTERPRETATION OF INTEGRATED DOMAINS ASSESSMENT LEVELS Beginning Comprehension Ranges from initial contact with inglish to learner who comprehends on visual/tactile messages dependin cues, Loses meaning owing to kick of knowledge of linguistic structures (eg. verb tense and word order). ‘Comprehension Comprehension limited to familiar topies: depends on nonverbal cues, Understanding impeded hy lack of familiarity with ummatical structur Intermediate Production Produces responses ringing from silence to isolated words: acks or memorized phrases. ability to convey meaning using grammatical structures (e.g. verb tense and word order. Production Produces appropriate responses. neluding sentences when addressing, familiar topics Grammatical errors may increase along with ability to convey meaning aind express feelings Comprehension Comprehends main ides and most details without support from visual aids or contextual cues. Unfamiliar structures rarely impede understanding. Advanced Production Communicates using connected sentences and paragraphs, Can be understood hy most native speakers, Sell-correets even when not necessary XXXIV ScoringSpeech Observation Form Separate Domains Assessment Speech Observation Form (Units 1-8) Student Name Date Unit Stimuli (Write names of all stimuli, separated by commas.) Responses la Ib, Ie nat Student Name Date Unit stimuli (Write names of all stimuli, separated by commas.) Responses: la Ih. Ic Student Name Date Unit Stimuli (Write names of all stimuli, separated by commas.) Responses! Ia This veoh] Forms XXXVIPre-Assessment Images for Speaking SOOM FormsPost-Assessment Images for SpeakingSeparate Domains Speech Observation Forms XL Separate Domains Assessment Speech Observation Form (Pre-Assessment) Student Name Date 1. Name (write response on line next to word) Book __ Soldier Kitchen 2. Explain or describe (write object chosen and response) Objet: — Response: 3. Explain the function (write object chosen and response) Object Response: 4. Story Retelling Response: FormsSeparate Domains Speech Observation Forms Separate Domains Ass: sment Speech Observation Form (Post-Assessment) Stuclent Name _ Date 1. Name (write response on line next © word) Police officer _ Office 2. Explain or describe (write object chosen and response) Object Response 3. Explain the function (write object chosen and response) Object Response: 4, Story Retelling Response: | Forms XLT Mn eeeIntegrated Domains Assessment Observation Forms Integrated Domains Assessment Observation Form Comprehension student Name Date ae Comprehension Level: Beginning Intermediate (Mark appropriate level.) fons Notes: Obsery Unit Advanced Unit Note: See mubri¢ for scoring "Comprehension. Integrated Domains Assessment Observation Form Production Student Name Date Production Level: Beginning Intermediate Advanced (Mark appropriate level.) Observations | Notes: —____— Attach stuclent’s writing sample to this form Note: Sce rubric for scoring “Production. XL FormsUnit __ Date eee ees Comp. | Prod. Level_| Level, Class Record Teacher Listening Reco Reading | Writing Total Forms XLII| Individual Student Record eee