aakashagarwal

Fradd, S. H. & Lee, O. 2001. Needed: A framework for integrating standardized and informal assessment for students developing academic language proficiency in English, in Hurley & Villamil Tinajero, pp. 130-148.

Mora, J. K. 2001. Effective instructional practices and assessment for literacy and biliteracy development, in Hurley & Villamil Tinajero, pp. 149-166.

Flippo, R. F. 2014. Assessment, instruction, and learning in the classroom, pp. 227-252.

*Gottlieb, M. 2006. Grading systems, pp. 169-184.

Question to Answer:

A) What would you say are two (2) major lessons learned from the study of ELL’s language proficiency, literacy & science knowledge in the urban school district in Florida? Why would you say learning academic discourse is such a challenge for these learners? Mention two (2) advantages of informal assessments.

B) When providing for biliteracy development, what is the role of multicultural literature in promoting literacy development? Graphic organizers are suggested as a valuable tool in promoting understanding of new information from abstract and complex writing. Would you agree? How so? How can a well-designed assessment plan assist teachers regarding the students’ overall academic progress?

C) Do a Google search on ‘achievement gap for ELL/ESL students’, select one hit to read, and report on your findings to the group (provide a one paragraph summary of your findings/ conclusions after reading the article you selected).