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Assignment #2: Planning for ELL Student Achievement Using Assessments
This assignment evaluates the candidate’s understanding and effective use of pre assessment to plan for instruction that has a positive effect on student learning as measured by the posttest. Candidates will research the cultural and language background and English language proficiency of a diverse group of ELLs used in the assignment. This assignment is designated as field experience (6 hours).

Brief Demographic information must be completed for this assignment: The sample was taken from an inner-city school. The setting of this study was an urban inner-city school located in a low socioeconomic community, which served a population of 1,035 students. As a result, 85.7% of the population was economically disadvantaged. The student demographic analysis was 47% African American, 51% Hispanic, and 2% White. Additionally, 29.7% of the students were classified as English language learners, 15.7% were students with disabilities, and 2.4% of students were gifted. Ninety-three percent of the student population received free or reduced-price lunch.
1. List and demonstrate an understanding of the following for the ELL student/s that you will be using for this assignment:
• • _Cultural group of student/s: Recognition and knowledge of the ELLs cultural-social background can enable teachers to be more effective in instruction. (TESOL 2b)
• • _Language proficiency level: Age (14 – 18) and grade level (9 – 12), current ESOL category and English language proficiency level for the ELL student/s, first or native language (TESOL 1a)

Florida candidates
• • _Use the ELL Plan developed by the Florida Department of Education to determine language proficiency and academic levels.
• • _State of Florida CELLA proficiency test

2. Pretest. Determine what type of pretest you will administer to your ELLs; alternative assessment, standardized assessment, teacher created assessment, curriculum assessment. Use state grade level standards and ESOL standards to create the pretest. (TESOL 4b)
Day 1: Administer a pretest to a diverse group of ELL students that measures English language acquisition and subject area content. The pretest will demonstrate what the ELLs currently knows and what the ELLs needs to learn. Name the English proficiency level and the content area of the pretest, advanced, intermediate, beginner English proficiency level and content area of reading, science, math, social studies, or language arts. (TESOL 1b)

3. Planning for effective instruction. Review the results of the pretest and decide how to effectively instruct the ELL students in order for them to be successful on the posttest. (TESOL 4c)
Content and language lesson plans. Plan three lessons using the Lesson Plan format in Appendix A that directly linked to the academic content and language proficiency level assessed in the pretest. Design lessons that incorporate the cultural and language diversity of the students. Use the appropriate English language proficiency level and grade level curriculum for the students. (TESOL 4b)
Plan using assessment. Write three lesson plans outlining your instruction based on the results of the pretest. Use Appendix A: lesson plan format in your syllabus. (TESOL 3a)
4. Teaching strategies. Determine what type of ESOL instructional methods and strategies you will use to meet the English acquisition and academic needs of your diverse group of ELL students based on the pretest so they can successfully learn the academic and English language content. (TESOL 3b)
Teach lessons. Days 2, 3, and 4: Teach the lessons to the diverse group of ELL students who took the pretest on Day 1. Make sure to get permission from the K-12 school to teach the three lessons on days 2, 3, and 4. (TESOL 3c)

5. Posttest. Day 5: Administer the posttest. The candidate will create a posttest different in format, but that measures the same content as the pretest. The posttest will show what the diverse group of ELL students learned after instruction and it will reveal if effective teaching took place. Review and summarize the results of the posttest. (TESOL 4c)

6. Reflective practice. Write a reflection answering the questions on number 11, Lesson Plan Evaluation and Reflection of the lesson plan. This has been designed by using the National Board of professional teaching standards teacher reflection criteria. (TESOL 5c)

RUBRIC
Assignment #2: Planning for ELL Student Achievement Using Assessments
Section 1. Cultural group of students
(TESOL 2b)
The candidate listed and used detailed and rich knowledge to clearly demonstrate an understanding of a diverse group of ELL students’ cultural groups and how the students’ cultural identities affect language and content learning for this assignment.
Section 1. Language proficiency level
(TESOL 1a)
Candidate listed and demonstrated a comprehensive, detailed and clear understanding of a diverse group of ELL students’ proficiency level as demonstrated by the state ELL plan, and how they can acquire English skills in listening, speaking, reading, and writing for the academic content lessons for this assignment.
Section 2. Pretest
(TESOL 4b)
Type of Pre test
Candidate determined what type of pretest (alternative assessment, standardized assessment, teacher created assessment, or curriculum assessment) to administer to a diverse group of ELL students, and included a detailed written explanation for choosing the pretest for the ELLs using research to support their decision.
Section 2. Pretest
(TESOL 4b) – 2.English proficiency Level (TESOL 1b)
Pre Test administration
Candidate administered a pretest based on state grade level standards and National ESOL standards to a diverse group of ELL students that measured English language acquisition and subject area content on Day 1. A clear and detailed copy of the ELL pretest was included in the assignment.
Section 3. Planning for effective instruction
(TESOL 4c)
Planning using assessment
Candidate clearly demonstrated the ability to plan for effective instruction by using the results of the pretest to plan three lessons that instructed a diverse group of ELL students in the academic content and English language proficiency.
Section 3. Planning for effective instruction Candidate designed three effective lessons that clearly incorporated the cultural and language diversity of a diverse group of ELL students, and used the L1 and cultural characteristics of a diverse group of ELL students to further enhance the lesson plans.
(TESOL 4c)
Culture
Section 3.Content and language lesson plans (TESOL 4b)
Strategies Candidate incorporated ESOL strategies, technology, and effective methods throughout the lesson plans. Research citations were used to support the strategies used as needed.
Section 3. Plan using assessment
(TESOL 3a) Candidate clearly demonstrated and successfully applied the pretest data of a diverse group of ELL students to the development of the three lesson plans. The lessons instructed a diverse group of ELL students in a supportive learning environment in the area of need as demonstrated on the pretest.
Section 4.Teaching strategies
(TESOL 3b) Candidate demonstrated and implemented a variety of effective ELL teaching strategies to meet the individual needs of the ELL/s that took the pretest.
The strategies were chosen to meet a diverse group of ELL students’ instructional needs to facilitate academic and social English language skills and academic content area skills as demonstrated on the pretest. Research was cited and used for choosing the specific teaching strategies implemented in the lessons.
Section 4.
Teach lessons
(TESOL 3c)
Candidate demonstrated a comprehensive and clear understanding of a wide range of standards-based objectives, ESOL materials, resources, and effective technologies to improve a diverse group of ELL students learning and chose, adapted, and used them to teach ELLs effectively by writing and incorporating them into the three consecutive lessons taught on days 2, 3, and 4. Research was cited to support the development of the three lessons.
Section 5. Post test
(TESOL 4c)
Candidate demonstrated detailed knowledge of creating a clear and detailed posttest to measure the academic content and English language proficiency needs of a diverse group of ELL students. The posttest was created and clearly designed to measure the three lessons effectiveness of positive student achievement of the targeted content.
Section 5. Post test
(TESOL 4c)
Candidate demonstrated the effect of the lessons on the posttest assessment of a diverse group of ELL students. The ELL posttest was included in the assignment. Research was cited in the development of the posttest assessment.
Section 6. Reflective practice
(TESOL 5c)
Candidate completed a clear and detailed reflection that answered all questions asked in Appendix A,
effectively reflected on their ability in all areas of this assignment, and research was cited as needed to in enhance and clarify the candidates’ reflection on the assignment elements.

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