Component 8: Assessment

Feature 27: Comprehensive Review of Key Vocabulary

Before the lesson, I would ask students to first pull out their vocabulary lists, but then wouldn’t have them open them. Then I pick a vocabulary word at random and ask the students what that word means and how it relates to our lesson. I would call on students individually and at random, not always picking the kids that raise their hands. If students answer correctly, I will give another student a follow up question based on that vocabulary word. If nobody can answer, I will have them open their notebooks to look. This goes for Sergei as well, but he will have L1 definitions in his dictionary as well. I will talk slowly and use big gestures to make my point, and avoid idioms.

I would make sure to repeat academic vocabulary words in greater prevalence as we move on through units. Although I would be simplifying and making sure students understand vocabulary before I use it repeatedly, lessons and units that have already passed by are fair game to include that vocabulary into class discussion. For example, when I introduce The Missouri Compromise in a unit, I may interchange that with ‘The current compromise,’ or ‘the 1820 compromise,’ or any other simpler substitute. However, after the lesson has passed and we move on to new vocab, I will use “The Missouri Compromise” in greater prevalence than before. This strategy, according to Echevarría, allows students to understand synonyms for words as well as a word’s multiple meanings (Echevarría 230). 

Feature 28: Comprehensive Review of Key Content Concepts

Explain how you address this feature.  Be specific about the language needs of your EL.

Relevant materials:  Show spaces where you are planning to review and assess key concepts, and create activities explaining how you are planning to evaluate what students learned before you move on to the next steps.

Sergei is not the best at history and is better at math and science. Throughout the lesson, audible reminders of Key Concepts will be repeated to enhance retention of course content. Course objectives will be written on the board and key vocabulary will be written in Sergei’s dictionary. According to Echevarría, a lesson is structured best when the beginning of the lecture calls back to the student's prior knowledge of other concepts Echevarría 234). This will be done by a review section at the beginning of class. At the end of class, students will turn in an exit ticket to confirm the key concepts that they had learned throughout the class time.

Feature 29: Feedback to students on their output

This would be done at a later date for a future homework assignment. 

Feature 30: Assessments before, during, and after the lesson

Sergei and the other students will be informally assessed during the preview where students are asked about vocabulary at the beginning of the lesson. Additionally, students will be evaluated based on their ability to pay attention during the lecture portion, and will be informally assessed through their analysis of the themes present in their cartoons. Students will be evaluated based on whether they understand the key concepts presented, as well as if they can produce a strong justification for why they think the things that they do. If Sergei and the other students can identify an author, a point of view, and an evaluation of that author’s effectiveness, they will be on task relevant to course content. Students will also be informally evaluated on their analysis of other students’ justifications for their political cartoons, and will be asked to agree or disagree with what the other students say. After the lesson, students will be formally evaluated by being asked to write an exit ticket. Students will be asked to write 3 things they learned and retained from the lesson that day. If students can do this, then I will be content that they learned the material.*

*See figure 1

References

Echevarría, J., Vogt., M., & Short, D. J. (2017). Making content comprehensible for English learners: The SIOP model. Pearson. 

Honigsfeld, A. (2019). Growing language & literacy: Strategies for English learners. Heinemann.