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Amy Reese

Language and Literacy Instruction and Assessment

Field-Based Key Assessment-Sections 1,2,3,6,8,10,11
In class Observations of Students in a Middle School Science Class;
Observation of WIDA ACCESS Test
September 10, 11, 12, and 15, 2014

Section 1: Classroom Profile

School District: Hazleton Area School District
School Name: Heights Terrace Elementary/Middle School
Teacher Name: Diane Zecker; D. Kupsho
Grade Band(s): Grade3-5; 6-8
Teaching Schedule: Testing the first 2 weeks of school and general observations of
new students; most observations took place in a grade 8 science class.
Subject Taught: English, science
ELP Levels: Testing student: Level 4; science students: Levels 1-5
Curriculum Used: WIDA Test; Prentice Hall Physical Science
Assessment Types used for language acquisition and development: WIDA
ACCESS test; Observations of grade 8 science class students by assessing the various
levels of students with Can-Do descriptors

Section 2: Student Assessments

Assessment used: With our school district under a federal audit, it is a requirement
this year to assess ELLs in the classroom by monitoring each ELL student in the
content area classrooms. Each student has a monitoring form which includes the
ELP level and the Can-Do descriptors for reading, writing, speaking, and listening.
Since I am teaching grade 8 science, I have almost 60 ELLs to monitor and determine
their English skills based on the descriptors. If the skill for a reading descriptor was
given an opportunity in class, the skill is checked off. If that reading skill was
observed, then a y is placed on the line. If not, an n is placed on the line. Every
two weeks the forms are handed back to the ESL staff to evaluate the ELLs
progression in their RWSL skills.

Results of Assessment
Student ELP Level Results of Assessment:
what I observed after 2
weeks of observation
1 Level 1 New Student;
Listening - _can follow
one-step commands;
match content-related
pictures to words
Reading - match content-
related pictures to words;
identify common symbols,
signs, or words
Level 2 skills observed:
Writing - responds to
choice questions; uses
2 Level 2 Listening - Follows multi-
Speaking - State main
ideas of classroom
conversation; express
everyday needs and
wants; communicate in
social situations; make
Reading - use pre-taught
vocabulary to complete
simple sentences; use
bilingual dictionaries;
Writing - connect simple
sentences; respond to
choice, and wh- questions;
convey content through
high frequency words
3 Level 2 Listening - Follow multi-
step instructions
Speaking - convey content
through high frequency
words; state main ideas of
classroom conversation;
make requests; express
everyday needs;
communicate in social
situations; describe
situations from modeled
situations; use bilingual
Writing - respond to
yes/no, choice, and some
4 Level 3 Listening - Categorize
content-based examples
from oral directions;
match main ideas of
familiar text read aloud to
visuals; identify everyday
examples of content-based
concepts described orally
Speaking state opinions;
state main ideas with
some supporting details;
ask for clarification
Reading - make
predictions based on
illustrated text;
differentiate between fact
and opinion; use English
Writing Give opinions
preferences, and reactions
along with reasons
5 Level 5 Listening - use oral
information to accomplish
grade-level tasks; make
inferences from grade
level text read aloud
Speaking - defend a point
of view and give reasons;
communicate with fluency
in social and academic
situations; negotiate
meaning in group
Reading - critique
material and support
Writing- create
expository text explain

Reflection: It is very challenging when there are 15 ELLs out of 24 students in one
classroom and at levels from 1-5. I know that it would be difficult to monitor all of
them in one class but I try to monitor one or two in one period and be familiar with
their ELP level and the skills expected. Giving students the opportunity to show
their skills can be at times be scary to an ELL, especially level 1 ELLs who are new to
our country. It has been a great experience to see a level 1 ELL in one of my classes
come to my class with no English skills and after a week, begin volunteering to write
on the board. The amount of growth of the students English skills is easily
identified even after two weeks of school. Some ELLs are still scared to participate
and I try to make them feel comfortable by assessing in private if needed.
Student 1: This student is still in the silent period and has yet to speak any
English. I have him paired with a bilingual student, which has made the student
more comfortable in a classroom setting. The bilingual student has had to translate
instructions to Student 1 on several occasions and I find that I may be speaking too
quickly for Student 1. The bilingual student has told me that Student 1 does
understand many commands that I have given in class. I do have more ELLs in this
class that would benefit academically if I slow down when speaking. Also this
student may benefit with more visuals and a word wall in my classroom, especially
since science can be not only difficult but also abstract.

Student 2: This student is one that has a great deal of initiative and works to the
best of her ability in class. Student 2 consistently asks questions and wants to know
if her written answers are correct. She tends to mix up words like more and less
which I have helped her comprehend by giving her other examples in Spanish or
English to clarify. Student 2 sits next to a level 4 ELL and they often work together
in clarifying the instructions given in class. Student 2 is a student who I can identify
as speaking fluent English in a short period of time.

Student 3: This student is one that is difficult to keep on task and needs to be
redirected often throughout the class period. He can be talkative but I feel that is
due to his inability to understand the instructions given in class. Student 3 likes to
volunteer when the questions are one-word answers and often makes requests for
assistance when he does not understand the directions.

Student 4: This student is a pleasure to have in class and is always eager to share
answers with the class. Inferring is one of topics discussed in class, which can be
difficult for an ELL student. Student 4 has been able to express her opinions and
inferring by answering orally in class and writing with a few details to support her
answer. This student has shown an interest in learning and continues to ask for
acceptance in her written responses when an in class assignment is completed.

Student 5: This student has exited the ESL program but I wanted to monitor her to
get a feel for the abilities of a level 5 ELL. This student has demonstrated proficient
skills in English and always shows an interest in participation in class. Although this
student still speaks her native language from my observations, she tries to speak
only English in school to help her other classmates improve their English speaking
skills. Besides hitting all her Can-Do descriptor milestones, I also have seen this
student have an interest in helping other ELLs. She consistently comes to me and
asks if she can help students who need assistance, either to clarify instructions in L1
(Spanish) or to help open a student who cannot open a locker.

Section 3: Communication Support Strategies and Methods

Social Goal Academic Goal Support
Strategies and

Connect with more L2
students to grasp more
English socially
More class
speaking some English
Peer tutoring,
speak slower, more
visuals; use
repetition and
have students
pronounce words
in class as a group

Connect with more L2
students to grasp more
English socially
Continue to encourage
class participation
Utilize more group
activities in class to
strengthen English
speaking skills and
social skills


Connect with more L2
students to grasp more
English socially; use
English to participate in
social interactions
Ability to follow multi-
step instructions
without assistance
Use more visuals to
enhance content
area, pair with a
bilingual student to
keep on task and
provide further
explanations on
directions; more
group activities
4 Interact more with other
students in class when
Confidence in ability
to express herself
orally and in writing
Develop more
group activities
and encourage a
leadership role
within a group
5 Develop leadership skills Use only English in
Assign a leadership
role when working
in groups; continue
to encourage peer
tutoring in class

Section 6: Lesson Development for Reading, Writing, Speaking, and Listening

Grade level: 8
Subject: Science
ELP of ELLs: levels 1, 2, 3,4
Vocabulary Words: atom, electron, nucleus, proton, neutron, and atomic theory
Vocabulary Instructional Plan:
Students will practice repeating the new vocabulary words orally.
Students will recognize the vocabulary words in a functional sentence.
Students will use the words in context appropriately. (Pragmatics)

Content Objectives:
Students will be able to demonstrate understanding of the parts of an atom.
Language Objective:
Students will be able to use listening, speaking, reading, and writing o learn the key
vocabulary related to the parts of an atom.
ELP Standards: Standard 4 Language of science
CC: cc3.5
Academic and Social Interactions:
Students will participate in class by answering question orally and working in
Materials: Textbook p. 102-105; transparencies; ball, cookie, peach, and an onion.
Hand lenses, cartoon papers from Sunday newspaper
Distribute hand lenses and sections from Sunday newspaper comics.
Have students work in small groups and examine the comics with the hand
Have each group write in their classroom notes what they observe.
Ask How do the comics compare to the painting in figure 1 page 102 of
Have students look through pages 102-105 and look at the visuals provided.
Using a provided KWL chart, give students time to brainstorm what they
know about atoms.
Have students share their answers about what they know about atoms.
Write responses on board.
Have students listen to this section on the student audio CD. After each
atomic model is discussed, stop the CD and talk about each atomic theory,
using transparencies provided.
Have students repeat new vocabulary words as they are presented in the
Demonstrate each model using a peach, ball, onion, and a cookie.
Have students copy flow chart of scientist, theory, and drawing of each
atomic model written on board.
Have each student pair with another student and Fill in the KWL section of
what they learned about atoms.
Adaptations: KWL chart, audio CD
Academic and Social Interactions at ELP Levels:
Students will participate in sharing KWL charts with a partner as well as
participating in answering questions in class.
Level 1- Answer yes and no questions when given the opportunity; draw content
related pictures of atomic models
Level 2 Communicate with other students while sharing information on the KWL;
identifying information on charts based on oral statements
Level 3 identify everyday examples of atomic models described orally
Level 4 Complete content-related assignments based on oral discourse

Listening - Using graphics, students can identify the atomic
Speaking - Students can distinguish the difference between the
different models and their visual representations
Reading sort pre-taught key terms and label the model drawings
Writing Students can fill out the KWL chart with prior
knowledge and what was learned during class

Section 8: Reteaching Plan
If ELLs have difficulty with the 4 atomic theories, I will introduce more
visuals to further reinforce the shapes of the models.
Using a graphic organizer, students will work in small groups and determine which
type of candy represents one of the four atomic models. Students will draw a
picture to represent the atom and the parts of the atom.
Tootsie pop Ferrero Roche Gobstopper Blueberry





Section 10: Comprehension and Learning Strategy Rationales

Strategies/Methods Rationales
KWL Best way to activate prior knowledge
and build background.
Visuals (transparencies), using props
to illustrate each atomic model
Allows students to hear English words
and connect them to the visual images
being displayed
Small groups or partners Effective for ELLs because of the
opportunities for verbal interaction and
support it provides
Graphic organizers Helps connect the scientist and their
theory with a drawing of the atom that
goes with the theory
Repeating word pronunciation Helps students say the word correctly
while looking at the spelling of the word
and the visual of the printed word

Section 11: Reflection

I am starting out the school year teaching grade 8 Physical Science. Out of the
110 students, 60 students are ELLs. It has been a challenge to break the language
barrier, especially with a difficult content area like science. I have found my Spanish
speaking skills to be helpful in communicating simple commands in the classroom.
Speaking some Spanish has also earned me the respect of the students because I can
relate to them in a small way and come into their world.

Working with many Hispanics on a daily basis in the classroom has helped
me learn many things about the Hispanic culture. I have seen the usual lateness to
school in the morning and how affectionate and relational Hispanic students can be
toward each other. Although there is respect forming between the students and me,
there is still room to be relational and be someone that the students can look up to
in school and in their personal lives.

Observing, Planning, Implementing, and Managing Instruction
Working on lesson plans to accommodate the native English speakers
and the varying levels of ELLs in one class can be challenging. I have found that
using many strategies like graphic organizers, visuals, and small grouping can help
ELLs learn the content and make the vocabulary recognition and meaning easier to

Assessing ELLs at varying ELP levels can be challenging in a classroom.
Learning to give the ELLs opportunities to use the Can-do descriptors in class can
aid in assessing the ability of the student and their academic abilities. I have seen
the WIDA ACCESS scores prior to the start of the school year and I know some
students will excel in their English when given appropriate tasks to accomplish in

Being a professional teacher in the classroom is the key to earning respect
from the students and consistency in the classroom. Keeping the students
accountable for their actions gives the students structure and a classroom that they
will want to come to everyday. Working with other teachers and sharing ideas and
strategies will make the school environment as whole earn the respect of
administrators and parents.