Assessment for ELLs

Summary

At Claremont Immersion School in Arlington, Virginia, third-grade teacher Samantha Kirch uses frequent informal assessments to check students' understanding of concepts, such as 'drawing conclusions.' She emphasizes that this skill differs from literal drawing and requires deeper comprehension. Many English language learners (ELLs) struggle due to limited vocabulary and background knowledge. Along with her colleagues, Kirch continuously assesses, re-teaches, and supports students through small group lessons, ensuring they master the material. The school employs a consistent assessment loop to ensure all students stay on track academically.

Takeaways

• 👍 Samantha Kirch uses a thumbs up/thumbs down activity to gauge students' understanding of 'drawing conclusions.'
• 🏫 Claremont Immersion School in Arlington, Virginia, consistently assesses students, especially English language learners (ELLs).
• 📚 Drawing conclusions is explained as a process of using background knowledge and text clues.
• 👥 Teachers emphasize understanding language skills needed for ELLs to express what they know.
• 📝 Kirch's class struggled with the concept of drawing conclusions during quarterly assessments.
• 🔄 Claremont uses a 'tight assessment loop': pre-assess, teach, post-assess, and re-teach to ensure student comprehension.
• 📊 Vocabulary challenges, like words 'recipe' and 'suggests,' can impact ELLs' comprehension in drawing conclusions.
• 💡 The team develops strategies to help students grasp drawing conclusions by revisiting the lesson with new approaches.
• 👩‍🏫 Small group lessons are employed to provide additional support to students needing more help with drawing conclusions.
• 📝 Informal assessments, like 'exit slips,' allow Kirch to check student understanding and adjust instruction accordingly.

Q & A

What is the main goal of Samantha Kirch's lesson in the transcript?

The main goal of Samantha Kirch's lesson is to help students understand the concept of 'drawing conclusions,' particularly differentiating it from literal drawing and improving comprehension skills.

Why is drawing conclusions considered a difficult concept for students, especially for English Language Learners (ELLs)?

Drawing conclusions is difficult because the answer is not explicitly stated in the text. It requires students to combine background knowledge with the information provided. ELLs often face additional challenges due to limited vocabulary and background knowledge.

How does Claremont Immersion School assess student learning throughout the academic year?

Claremont Immersion School uses a continuous assessment loop, which includes pre-assessments, teaching, post-assessments, analyzing results, and re-teaching as needed to ensure students master the material.

What instructional adjustments does the staff make to help English language learners (ELLs) with their assessments?

The staff is mindful of the language components required for ELLs to express their understanding. They focus on providing additional language support, particularly with vocabulary and background knowledge, to help students grasp concepts like drawing conclusions.

What was the specific problem area identified during the quarterly assessment review?

The specific problem area identified was the concept of 'drawing conclusions,' where only about 50% of the students answered one of the related questions correctly.

What are some strategies used by Ms. Kirch to help students improve their ability to draw conclusions?

Ms. Kirch uses small group lessons to provide targeted support, asks students to refer back to the text to prove their answers, and conducts informal assessments such as exit slips to check understanding.

How does Claremont's assessment loop support student learning?

The assessment loop at Claremont supports learning by continuously evaluating what students know, teaching based on their needs, reassessing, and re-teaching as necessary to ensure all students master the material.

What role does vocabulary play in ELLs' difficulties with drawing conclusions?

Vocabulary plays a significant role in ELLs' struggles with drawing conclusions because unfamiliar words can hinder comprehension, making it harder for them to make inferences or connect ideas from the text.

How does the transcript suggest using informal assessments in the classroom?

The transcript suggests using informal assessments like exit slips and quick comprehension checks during lessons to gauge students' understanding in real-time, allowing teachers to adjust instruction as needed.

What mindset does Samantha Kirch suggest teachers adopt regarding assessment?

Samantha Kirch suggests that teachers view assessment as an ongoing process rather than just a test at the end of a unit. By embedding small assessments throughout the day, teachers can better understand where students are in their learning and plan accordingly.