Wk 8 - Culminating Project: English

Language Development Assessments

and Strategies [due Mon]
Assignment Content
1.

Complete Parts 1 and 2 below.

Part 1
Choose an appropriate English Language Development (ELD) standard for each
of the following:
o a student in the Emerging (beginning) stage
o a student in the Expanding (intermediate) stage
o a student in the Bridging (advanced) stage of language acquisition

Develop a formative or summative assessment that aligns to the ELD standard

chosen for each stage.

Analyze SDAIE classroom strategies and select appropriate strategies that

prepare students for the assessments. What contextual support (e.g., visuals,
manipulatives, realia, etc.) could be used?

Justify how the selected SDAIE strategies support student learning.

Part 2
Write a 350- to 525-word summary for each assessment that includes the
following:
o A description of how and when you would implement the assessment
o The relevance of the assessment to the corresponding stage of language
acquisition
o How family and/or community support can assist the student in
preparation for the assessment

Submit your assignment.

Resources
 o Center for Writing Excellence
o Reference and Citation Generator
o Grammar Assistance

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1. Emerging (Beginning) Stage:
ELD Standard: Interacting in Meaningful Ways
Assessment:
Formative Assessment - Oral language competence evaluation in which pupils converse simply
with a partner. Asking and responding to simple questions about well-known subjects may be
part of the evaluation process.

SDAIE Strategies:
● Total Physical Response (TPR): Incorporate physical movements into language
instruction to aid comprehension.

● Visual Aids: Use pictures, charts, and real objects to support understanding.

● Sentence Frames: Provide sentence frames to scaffold speaking and writing tasks.

Contextual Support:

● Realia: Bring in real-life objects related to the topic of conversation.

● Visuals: Use colorful visuals and gestures to support understanding.

● Manipulatives: Use tangible objects to demonstrate concepts.

Through physical engagement, TPR enables kids to connect words to actions. Students at this
stage benefit from concrete examples provided by visual aids and realia, which facilitate
comprehension.

2. Expanding (Intermediate) Stage:

ELD Standard: Comprehension of Informational Texts
Assessment:

Summative Assessment: Students complete a reading comprehension assignment in which they

read a brief informational paragraph and provide their understanding through answers.

SDAIE Strategies:

● Cooperative Learning: Engage students in group activities where they discuss and
analyze the text together.
 ● Graphic Organizers: Provide graphic organizers to help students organize information
from the text.
● Think-Pair-Share: Have students think individually about a question related to the text,
discuss their ideas with a partner, and then share with the class.

Contextual Support:

● Graphic Organizers: Use visual organizers like Venn diagrams or KWL charts.
● Peer Support: Pair students with stronger English skills with those who need more
support.
● Multimedia: Incorporate videos or audio recordings related to the text for additional
context.

Through conversation, cooperative learning promotes peer interaction and language

development. Students' visual organization of material is aided by graphic organizers, which
improves text comprehension and retention.

3. Bridging (Advanced) Stage:

ELD Standard: Analyzing and Evaluating Information.
Assessment:
Summative Assessment - Students are required to write a work that involves analyzing and
evaluating material from numerous sources on a specified topic, then presenting their
conclusions in a structured essay.

SDAIE Strategies:

● Socratic Seminar: Lead a planned conversation in which students evaluate and debate
the material.
● Inquiry-Based Learning: Assign students independent research assignments where they
must independently obtain and assess data.
● Scaffolding: Before assuming that pupils can finish the work on their own, provide them
with models and supervised practice.

Contextual Support:

● Rubrics: Provide concise rubrics that specify the essay's requirements.

● Technology: Permit pupils to conduct research and write essay drafts on computers.
 ● Real-Life Examples: To make the task more engaging, use real-life examples that are
pertinent to the experiences of the students.
Socratic seminars use structured dialogue to promote language development and critical
thinking. Deeper comprehension of the subject and the ability to do independent research are
encouraged by inquiry-based learning. With scaffolding, students are guaranteed the assistance
they require to finish the writing assignment.

Assessment Summary:
(Emerging Stage)
I would use small group training sessions to administer the oral language proficiency
evaluation. Every student would have the chance to conduct brief discussions with a companion
in which they would answer simple questions about subjects that they are all familiar with, such
family, interests, and daily schedules.
This assessment, which concentrates on enhancing fundamental communication skills, is
in line with the Emerging (Beginning) stage of language acquisition. Students are starting to pick
up the vocabulary and sentence patterns needed for simple conversations at this point. The
evaluation offers insightful information on students' comprehension and production of simple
language, which is important for language development.
Support from the community and family is essential for preparing pupils for this test.
Simple discussions and opportunities for language practice are two ways parents can help their
children retain vocabulary and sentence patterns at home. In addition to classroom instruction,
community resources can enhance pupils' language development. Examples of these include
bilingual novels, language learning applications, and community language programs.

(Expanding Stage)
During literacy centers or independent reading time, the reading comprehension
assignment would be administered. After reading a brief informative text on an interesting
topic, students would answer a series of comprehension questions to gauge their level of
understanding.
The Expanding (Intermediate) stage of language acquisition is appropriate for this
evaluation since it concentrates on improving reading comprehension abilities. At this point,
pupils are prepared to work with texts that are more complicated since they have mastered
basic grammar and vocabulary. Students can show through the examination that they can
understand and evaluate informational texts, which is a necessary skill for academic
achievement in all subject areas.
 Support from the family and the community can help kids prepare for the test by giving
them access to a range of reading resources both at home and in the neighborhood. Regular
reading sessions with their kids allow parents to discuss the text's major points and important
details. Community resources can also give children the chance to interact with informative
literature outside of the classroom, including book clubs, libraries, and literacy initiatives.

(Bridging Stage)
The writing assignment would be used as a capstone project at the conclusion of a
research unit. Prior until now, students would have collected data from a variety of sources,
examined and analyzed it, and used graphic organizers to arrange their thoughts. Students will
have to summarize their research and submit it in the form of an organized essay for the
evaluation.
Because it focuses on enhancing academic language competency, this evaluation is
pertinent to the Bridging (Advanced) level of language acquisition. At this point, pupils are
capable of engaging critically with challenging texts and concepts and have advanced
vocabulary and grammar abilities. Through the evaluation, students can show that they possess
the critical thinking, assessment, and synthesis abilities necessary for academic achievement in
English language classes.
Students can benefit from family and community support in preparing for this
assessment by having access to chances for group research and learning. By encouraging their
children to research interests and giving them access to resources like books, websites, and
local experts, parents may help their children succeed in school. Community-based institutions
like libraries, museums, and colleges can also offer students access to important resources and
chances for research and inquiry-based learning.

References:

California Department of Education. (2012). English Language Development Standards for

California Public Schools: Kindergarten Through Grade Twelve. Retrieved from
https://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf

Echevarria, J., Vogt, M., & Short, D. (2016). Making content comprehensible for English learners:
The SIOP® model (5th ed.). Pearson.
Herrell, A. L., & Jordan, M. (2016). 50 strategies for teaching English language learners (5th ed.).
Pearson.