MCGRAW-HILL_MACMILLAN_2009_Treasures_Grade.1_ELL_192p.pdf

Grade 1

ELL

Practice and Assessment

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BVXb^aaVc$BXchigjXi^dch Jh^c\GZhjaihid>c[dgb>chigjXi^dc Use the results of the Weekly Tests and Unit Progress Tests as a formative assessment tool to help monitor student progress. Information gathered by evaluating the results of this assessment can also be used to determine specific strengths and weaknesses of your students. If scores from the Weekly Tests are used to help determine report card grades, then you can consider this a summative assessment as well. The primary focus of the Weekly Test and the Unit Progress Test is to measure student progress toward mastery of each skill. Scores that fall below the 80th percentile suggest that students require additional instruction in order to master that skill.

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Jh^c\i]ZHijYZci:kVajVi^dc8]Vgih For each unit, there are several pages that will assist you in evaluating your ELL students. For each of the following, you will need to label a page for each student. • The Student Profile: Language Development page lists the language objectives for each week of every unit. Here you can make anecdotal records on the child’s progress toward the language objectives. Beneath each language objective, write your observations of the child’s language development as it pertains to that week’s objective. Record any strengths or weaknesses that you have observed in the child’s oral language patterns. • The Student Profile: Strategy and Skill Assessment page lists all of the skills covered on the Weekly Tests and Unit Progress Test, and the number of questions that assess each skill. In the Weekly Test section, in the column for each week, fill in the number of questions answered correctly for each skill. Count the total number of correct responses, and write the number correct above the total possible score. Follow the same procedure for the Unit Progress Test Section. • The Yearly Language Record is a chart with spaces for you to assess the students’ responses to the Think and Compare questions in the Comprehension Check sections in each unit. After asking each of the three questions for that week, write “B” for “Beginning”, “I” for “Intermediate”, or “A” for “Advanced”. In the “Total” column, determine the type of response that the student gave the majority of the time, and record that letter. Write any additional comments on the lines provided. Refer to the Comprehension Check section in the teacher’s guide for examples of Beginning, Intermediate, and Advanced responses. • The Writing Rubric will help you to assess writing pieces that students produce during the writing workshop or 5-day writing. For each of the categories on the rubric, read the description for each level (Excellent, Good, Fair, Unsatisfactory) and circle the level that the student has attained.

:kVajVi^c\i]ZHXdgZh Evaluating the results of the above assessments provides specific information about students’ daily instructional needs. We recommend that you use these results for instructional planning and reteaching opportunities. Compare these results with your own observations of students’ work and identify objectives that still need reinforcement. Incorporate these into your instructional plans for the coming week for individual, small group, or whole group instruction as indicated.

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