Measuring Student Progress - Chapter 11 - The English Teaching Companion - pp. 284-317 Guiding Principles for Measuring Performance Self Evaluation and use of portfolios as evidence for the grade deserved by the student. Introductory handout formatted with check boxes so the assignment can be used as a to-do list. Standards - Professors, the workplace (school), the students and those specific to a assignment. Assessment involves an ongoing conversation - students, teachers, peers, parents, the students themselves. Assessments should be: -Meaningful -Challenging -Engaging -Integrated into the larger context of the course -One of several measures by which a teacher is determining the student's progress or performance. Assessment Tools: Rubrics, Checklists, Portfolios, and Exams -Explains what the students need to do, what they will be graded on, and how the students will be evaluated. -It takes time to create a rubric. Exams -Two types of tests: Student ability tests or a test that determines and identifies the depth and breadth of a student's understanding and ability in a particular area. -Students must be prepared adequately for the tests that they are about to take. -Student created tests and assessment can be developed by a series of questions that begin with obvious ones about the text, then create a question that asks them to relate to their own lives. -Student Created Test Sample: Text Question: Who is the narrator of the story? Reader Question: Have you ever felt fed up with everything and just wanted to take off, get away on your own? World or Other Literature Question: What other character - in a book or a movie - would you compare the main character to? Dense Question: Why does Holden feel alienated and how is that related to what many of today's teens feel? Include in your answer a discussion of the extent to which you do or don't share these same feelings and w Conclusion: The purpose of tests should be overt - clear to both the teacher and the student. Tests should be anchored in the ff: -The Curriculum -Link to Standards -Viewed as moments of intellectual engagement Chapter 5 - The Place and Purpose of Vocabulary Instruction "Language is difficult to put into words" - Voltaire There is an inherent expectation of students to have a broad range of academic vocabulary words such as "category," "occur," and "profile" (Burke, 114-15). Knowing a wide range of words and how to use them effectively will help students by: -Providing a helpful foundation that allows them to read and understand difficult texts. -Expanding their ability to communicte through writing by using more precise words. -Raising their scores on standardized tests (SAT, ACT) -Empowering them socially by giving them the language of the dominant culture of power. -Improving the quality of subject matter discussion by creating a common vocabulary between all teachers and students in that area (i.e. literary terms) What To Teach: Expressive Vs. Receptive Vocabulary Expressive - speaking and writing; "productive" - creates a more direct mastery of it than when we read or listen and can use the context to decipher meanings. Receptive - words that we encounter while reading or listening. Content Standards for Vocabulary These are composed of two types of development: -9th and 10th Grade Vocabulary and Concept Development -11th and 12th Grade Vocabulary and Concept Development Strategies for Vocabulary Development: -Read, read, read -Keep a good pocket dictionary -Have access to the "right"dictionary (e.g. American Heritage Dictionary of the English Language) -Keep a supply of three by five index cards -Use of interactive programs that will give immediate feedback on learning. -Create mnemonic devices to help in remembering certain words specially those with no association whatsoever. -Go through the directions or whatever you are reading and underlining the key terms. Four parts of effective vocabulary (Graves 2006) -Providing a rich and varied language experiences. -Teaching individual words -Teaching word-learning strategies -Fostering word consciousness Activities for Building a Better Vocabulary -Draw the Words -Use Poetry to Include Vocabulary -Challenge Students in the Context of the Class -Make Word Clusters -Create a Dead Word List -Teach Students how to read a dictionary -Generate Words for Writing -Keep a Vocabulary Log -Engage Students in the Close Reading of the Texts -Use Verbal Charades -Study Words -Study Modern Language -Generate Words -Study the Author's Style -Use Vocabulary Squares -Use a Linear Array to Discuss a Range of Meanings Chapter 6 - Putting Grammar In Its Place "It is grammar, first of all, that makes language possible, that allows us to articulate our thoughts, our selves in utterances" - Oliver Sachs Classroom Connection: What To Do Tomorrow? -Annotate -Revise -Identify Patterns of Usage or Error in Their Writing -Identify All Nouns and Revise for Precision -Conduct Grammar Brainstorms -Work on Grammatical Synthesis -Tap Into Intuitive Knowledge -Use Student Examples in Context -Combine Grammar and Reading -Write Sentence Additions -Study Stylistics -Draw the Text -Play with Sentence Practice -Look at Paragraph Logic -Change the Point of View -Teach Students to Read the Language of Tests Chapter 16 - Teaching Students With Special Needs The Human Need for Success There is a human need for the want of belonging in a culture. At times, the pronunciation barrier presents it from happenning. There are different ways of being smart or of revealing our intelligence. In classes, students need to have access to the opportunities. Success will clearly be seen when all students can walk into the classroom confident of their ability to succeed in the class. The Loop: It takes a team to teach a child It is vital for a school to have a team to buld and instill confidence in the students especially for ELD students. Advocates that will help see the progression of the student will benefit the child in the long run. The Loop is made up of the best intentions of those who shall live within it and strive to help their kids. English Language Learners (ELL) There are three groups that need to be considered in the English classes: -ELD students -Transitional ELD students -Non-ELD students whose home language is not English The range of strategies to cope with the different students must be identified and become familiarized with the teachers for effective teaching. Learning Difficulties |