A1: Dorina from the Florida Georgia Line. I observe #ELL in content are classrooms and from the student feedback, I give PD to drive individual instruction for each teacher. I love it! #ELLChat
A2: How to scaffold a test. I have videos to teach them how and their answers are “not enough time” “that’s not fair to non ELL” “I can’t alter a district exam” “Each ELL is different, so I have to scaffold for each? I don’t have time!” And many more! #ELLChat
A2 Some teachers don’t feel empowered to give formative or summative assessments/grades that are differentiated to ELLs at various proficiency levels. The product doesn’t have to be same for everyone. #ellchat
A2: A challenge I see teachers face when assessing ELs is differentiating between assessing content understanding regardless the student's language proficiency. #ellchat
A2: One big challenge is making sure we're using sound assessment procedures. For instance, we need to make sure we provide S's opportunities to demonstrate their knowledge orally, through pictures, etc instead of relying solely on writing and reading. #ellchat
A2: There is First and foremost the understanding that assessment is of STANDARDS and Student learn language thru the standards. Like @TanELLclassroom has said they go hand in hand! #ELLChat
A2 A real heartbreaker: across the US, kindergarten entry assessments are only in English, so nobody cares how smart a little kid is or how great their home language assets. :( #ELLCHAT
A2 Some teachers don’t feel empowered to give formative or summative assessments/grades that are differentiated to ELLs at various proficiency levels. The product doesn’t have to be same for everyone. #ellchat
A2. Challenges when assessing ELLs include measuring progress while also maintaining high expectations. We grade content and language. We want to use assessments as motivators and means of reflection, both for Ss and us. #ELLCHAT
A2) How to assess the full extent of content knowledge when ELLs sometimes don't have the language to express ALL they know because Ts often expect them to express it in English only. #ELLchat
Yes. Also speech therapy tests are in English as well. Just happened to my stepson the other day. He didn't knew the shapes in English, but for sure knew them in his L1. #ellchat
Yes, but this has to be a school wide buy in. I see it so many times... history wants to but science doesn’t and Principals don’t want it but coaches show how to differentiate assessment. It needs to be consistent and an accepted method of Di for #ELL#ELLChat
A2) Also some teachers add a "grammar" component to the rubric in a non-writing assignment. That tends to bring the grade down for ELLs even when their content presentation is on point. #ELLchat
We just talked about this right @carlota_holder ? It’s inequity at its best and it’s terrible. No proper testing for children who have English as a second or third language by an English speaking pathologist? Um... #ELLChat
In reply to
@jan_anglade, @KarenNemethEdM, @carlota_holder
A1) Hi everyone, I am Graham Noble and I am a Grade 4-6 intermediate ESL teacher based at a Canadian curriculum international school in Hong Kong #ELLchat
yes! Our newcomers were given the opportunity to take their biology test in Spanish and WOW, the scores proved they they know much more than they would've shown in English! #ellchat
A3 Most of our CTs have an embedded ESOL teacher who can provide guidance and advocate for ELLs. And we have a department chair who is largely non-instructional who can work with teachers and teams. #ELLCHAT
#ELLChat What are they testing? I think that’s the main conversation. Grammar shouldn’t be a factor in getting content. It should be the driving of DI AFTER understanding the content to make it even better as a language lesson tied in not part of the test! :-) #ELL deserve that!
@CarmenRowe3 and I talk about reading to our kids (at any age) with parents no matter the language. I still read aloud to my own kids and it leads us to some great conversations. Those convos can happen in any language and still be so powerful. #ellchat#sdolesl
A3 We might not have subject area teachers in early years, but we do have subject area assessments - and we can all help general ed tchrs learn more about giving young ELLs several ways to show what they know and can do #ELLCHAT
A2 - One of the central challenges is identifying what the students know about the subject and not confusing it with their ability to communicate. Knowledge and communication are sometimes assessed together, such as essay skills, but can usually be teased out separately #ELLchat
A3) I encourage content area Ts to have a general understanding of the WIDA Can Do descriptors. That should give them a general idea of the language levels of my ELs when assessing them. #Ellchat
A3: This is the biggest part of Co-Teaching that I need to work on - Co-Assessment. When working with T's, I am a part of the unit / assessment creation process as well as grading. This way I can facilitate grading based off of content knowledge rather than language. #ellchat
Q3: That’s what they hired me for. As a consultant the biggest request in the district was to assist content area Ts w this very topic.But in all honesty, I can’t & won’t assist until PD on Cultural Competency comes first! I need them 2know their own thoughts on #ELL b4. #ELLChat
A3: This is the biggest part of Co-Teaching that I need to work on - Co-Assessment. When working with T's, I am a part of the unit / assessment creation process as well as grading. This way I can facilitate grading based off of content knowledge rather than language. #ellchat
yes!🙋🏽♀️ I took American History in Spanish...they problem is as much as I knew how to read in my home language...I was lacking the content knowledge to pass the test☹️
Which is great for students to make content comprehensible for ELs
#ellchat
A2 - Thinking skills need to be separated from communication skills in assessment. English is not a prerequisite to showing strong planning, creativity, and problem solving. Many of the funny things our ELL students say are often good thinking skills in action. #ELLchat
A2) I think I echo everyone here. Teachers don’t know how to best assess due to the language limitations. Many assume that a translator is the only option, but then are not comfortable with the tech access during testing. #ELLchat#ELlife
#ELLChat This happens soooo much w my Cuban Ss & Syrian babies. So much so that they request 2b in honors bc they say “The 10th gr Biology Im in now Miss is what I learned in 6th grade in my country!”That KILLs me!But the “honors” Ts “don’t want #ELL bc it impacts their scores!😢
A2 so true - All teachers could benefit from training on developing excellent observation skills. And you know who else needs to learn that? Supervisors who support bilingual teachers! #ELLCHAT
A2 - Thinking skills need to be separated from communication skills in assessment. English is not a prerequisite to showing strong planning, creativity, and problem solving. Many of the funny things our ELL students say are often good thinking skills in action. #ELLchat
A4) A criteria that takes into account all of the knowledge ELLs have, both in English and in their other languages, using assessment tools that allow them to demonstrate their skills and knowledge to their full capabilities! #ELLchat
A4 Grading as it is typically done is often meaningless. Standards-based grades or bust! This would be good for all, but downright revolutionary for ELLs. #ELLCHAT
A3/4 Here is a binder I have for each #ELL using the @WIDAConsortium descriptors & ELDS alongside r State Standards. #ELLChat It has a lot...of anyone is interested I can share it! Just DM me!
A4 I would like to quietly whisper, in the company of all these amazing educators, that I am not in favor of the whole “grade” thing. Especially as the weaknesses of this system are amplified with growing diversity. #ELLCHAT
A4 Grading as it is typically done is often meaningless. Standards-based grades or bust! This would be good for all, but downright revolutionary for ELLs. #ELLCHAT
A4. I think most importantly assessments should be authentic, allowing ELLs to show what they know about the content using their strengths. If the assessment is to check on content mastery, language proficiency should not be the focus! #ellchat
A4) I think that the key is to know the students. That way the T can take in consideration the language level of the S and how that S can show mastery of the content regardless of their language development. #Ellchat
A3: As an #ESL T in the elementary level, I provided the gen ed Ts w/ language plans that note the Ss’ levels/abilities (based on Can-Do Descriptors) in each domain. From there, I hope they differentiate their grading/assessment... #ELLCHAT
A4: Holistic rubrics that focus on the standards. EL T's can also collaborate with homeroom T's to make sure rubrics are aligned with standards and aren't focused on language. I provide a separate WIDA scoring rubric for ELs to focus on language and observable data. #ellchat
#ELLChat Using Student Data and info from Student interviews, other classes, strengths and conferencing...you can get enough to say...ok, I have a good idea where they are. I’m going to test content using their strengths and language with challenges.
A4: The criteria should be the standards. Simple as that. If the standard is Sequencing ansnthe Student can sequence...it doesn’t matter in what language: they know how to sequence then you grade the kid on SEQUENCE! Language comes naturally after that empowerment! #ELLChat
It is really important to make sure that these issues are addressed in the the students accommodation plan. It is about making sure the students are on an equal playing field. That would include allowing students to demonstrate their knowledge in different ways. #ellchat
I use this WIDA document to target specific CAN-DO descriptors for any assignment / assessment. I include the WIDA score, descriptors, and descriptors below / above 1 pt on the rubric. I then highlight descriptors I observe / take notes https://t.co/meeQUpDzTc#ellchat
It is really important to make sure that these issues are addressed in the the students accommodation plan. It is about making sure the students are on an equal playing field. That would include allowing students to demonstrate their knowledge in different ways. #ellchat
#ELLChat Yes After that I have this in their binder: Student Sample Work & then a conference w the S 2c if they truly understand&have mastered the standard.If so, they sign off, if not, we keep pluggin & tell them “I’ll work harder 2make sure u get it,so I need u to do as well!”
A5) When I taught in K-6 ESL, each teacher did there own thing. Some teachers collaborated and some didn't. This problem won't be solved until districts write grading accomdations for ELLs into their policy. #ELLCHAT
A4. Grading is a struggle. Should an S fail when trying his best & improving b/c he hasn’t mastered the content? No, but then is report card indicating content mastery when it’s not true? If we differentiate instruction & assessment, what does report card look like? #ellchat
A5) I do portfolio assessment with interested teachers. It's meaningful for teachers and students! We look at RW and S three times per year and add individual items and conference with Ss. My mentor @claraleebrown taught me well. #ELLChat
A5) When I taught in K-6 ESL, each teacher did there own thing. Some teachers collaborated and some didn't. This problem won't be solved until districts write grading accomdations for ELLs into their policy. #ELLCHAT
A3) I’m the only ESL teacher on campus and I’m new(ish)= it’s tough. I work closely w/ ts who have my B/I babies to help them with some specific strategies and have given a few presentations, so I’m working to build awareness, knowledge, + trust #ELLchat
A5) Performance assessment is easy to do in K-3. After that assessment is more structured and I found kids had to memorize & regurgitate. Some did this without comprehending content. #ellchat
We have a partial sheltered system, so the ESL teachers provide the language mark using modified expectations. We sometimes help coach the homeroom teacher when they're having difficulty evaluating work, sort of teaching them to see the diamonds in the rough. #ELLchat
This is fantastic, Cassie!! When you provide professional development you're not just supporting our ELs but also ALL students who benefit from the strategies #ellchat
A4 Yikes! My question is: should a student fail? that’s it. Is there ever a good reason to say a student failed? I know it is a tradition. As a field, when will educators reject that word in favor of describing a student’s needs and a teacher’s next steps? #ELLCHAT
A4. Grading is a struggle. Should an S fail when trying his best & improving b/c he hasn’t mastered the content? No, but then is report card indicating content mastery when it’s not true? If we differentiate instruction & assessment, what does report card look like? #ellchat
#ELLChat That’s a great start Cassie! Know you are alone in this at times and you have to realize that incremental is monumental. Love you are focusing on trust first! Also focus on Cultural Relevance and Cultural Competency of Ts. Make them THINK about their thoughts on #ELL !
This is what I'm experiencing now. In the intl. setting, each school functions as if it was their own district. It makes my job as the EL teacher that much more difficult when there is no alignment. #ellchat
Performance assessments and authentic tasks are becoming increasingly common at the secondary level, though! As more teachers become comfortable with it, the more it will become an standard experience. #ELLChat
A5) When I taught in K-6 ESL, each teacher did there own thing. Some teachers collaborated and some didn't. This problem won't be solved until districts write grading accomdations for ELLs into their policy. #ELLCHAT
A4) It depends and varies on the level of proficiency and the student. For some Ss,showing in some way, a basic understanding of concepts is enough. Others can be challenged a bit more. Assessments shouldn’t be one size fits all anyway. #ELLchat
A4) This is difficult. If ELLs have a lot of scaffolds and get an A, parents are shocked when they exit ESL and get Cs in a content area. I was always careful to explain the scaffolds. #ELLCHAT
A4 Yikes! My question is: should a student fail? that’s it. Is there ever a good reason to say a student failed? I know it is a tradition. As a field, when will educators reject that word in favor of describing a student’s needs and a teacher’s next steps? #ELLCHAT
A4. Grading is a struggle. Should an S fail when trying his best & improving b/c he hasn’t mastered the content? No, but then is report card indicating content mastery when it’s not true? If we differentiate instruction & assessment, what does report card look like? #ellchat
Mr Noble, do you find your non Sheltered teachers resist a little... whether innocently ignorant or not so innocent, do they depend on the #ELL teachers to do most of the “language learning” ? #ELLChat
A4) Ideally there is a body of evidence that can help inform a final grade: in Ontario there are three kinds: observations, conversations, products. Carefully select your assessment tool. Is a written response essential? Would an oral response be okay? #ELLchat
A4 You are right. I had that problem even with college students who had been floated along until I got them in junior year and they could barely write a sentence. But “fail” is not the right term. We should have grade system that allows us to describe what each S needs #ELLCHAT
A4) This is difficult. If ELLs have a lot of scaffolds and get an A, parents are shocked when they exit ESL and get Cs in a content area. I was always careful to explain the scaffolds. #ELLCHAT
A4 Yikes! My question is: should a student fail? that’s it. Is there ever a good reason to say a student failed? I know it is a tradition. As a field, when will educators reject that word in favor of describing a student’s needs and a teacher’s next steps? #ELLCHAT
A4. Grading is a struggle. Should an S fail when trying his best & improving b/c he hasn’t mastered the content? No, but then is report card indicating content mastery when it’s not true? If we differentiate instruction & assessment, what does report card look like? #ellchat
WIDA is an assessment that is given to all ELLs at the end of each school year. It is used in 30+ states in the U.S. You don't have to be a WIDA state to use the CAN DO descriptors. #ellchat
A4) Ideally there is a body of evidence that can help inform a final grade: in Ontario there are three kinds: observations, conversations, products. Carefully select your assessment tool. Is a written response essential? Would an oral response be okay? #ELLchat
A5) We don't have formal portfolios in the Ontario curriculum, but we are expected to have a body of evidence - observations, conversations, products - that is weighted towards the most consistent and most recent work. #ELLchat
A6 Eliminate letter grades & 100-point scales and replace with a fully standards-based grading system where we report level of mastery toward expected skills and content knowledge. Bonus: all students, parents, and teachers will benefit! #ELLCHAT
A6: In general, I think we need to revisit the purpose of grades. When it comes to ELs, we always need to consider how language impacts our assessments. #ELLChat
Totally agree, Karen. We work diligently to meet the needs of all students, ELLs or not. I feel passionately that there are so many ways to assess student growth & understanding of language & content. How does that translate to report card grades for “mastery” for ELLs? #ELLchat
Yes! We meet as a team that includes me (admin), classroom teacher, and ESL teacher. It is a very comprehensive plan that is documented in the same place as IEPs although it is not part of an IEP plan.
A4) Ideally there is a body of evidence that can help inform a final grade: in Ontario there are three kinds: observations, conversations, products. Carefully select your assessment tool. Is a written response essential? Would an oral response be okay? #ELLchat
