Formative Assessment

Accelerating Student Learning Using the Language Readers

How can teachers accelerate student learning? One way is to determine what is impeding movement and addressing those needs.  That is exactly what one teacher did to get her students who were stuck at a reading level to make rapid progress.

Week 34: Assessing

 

Every builder knows how important it is to have a strong foundation and to assess the structures before removing the scaffolds and adding on another layer.  Adding on to the structures prematurely could have negative consequences.  In classrooms, we call it behavior problems. 

Week 31: Listening Assessment

 

There’s more to observing than meets the eye. And when it comes to oral language, it is really about what meets the ear.  In the last couple of weeks, I’ve had several conversations around listening comprehension and oral expression.  

Week 28: Active Listening

 

How do you know when students are actively listening? From day one, we have been working on the conversation skills of looking at the speaker, waiting to speak, and building on each other’s talk. Students have learned and have been using the stems for agreeing, disagreeing, and asking for clarification.  Before spring break, I saw active listening beyond the procedural level and seeing the purpose of why it is so important to teach. To see a fruit of your labor is one of those proud moments in a teacher’s life. 

Week 26: Academic Vocabulary

 

Week 21: Assessment Tools

 

Week 6: Listening and Scaffolding

 

Week 6: Listening and Scaffolding

This week my focus zoomed in on scaffolding.  I noticed as I am more intent on listening to student conversations, the gap between what students hold and where the Common Core State Standards (CCSS) expect students to be able to do by the end of the year is wide and even wider for the English Language Learners.  When you have 30 students with varying language needs, how does one go about differentiating support around listening and speaking to close the achievement gap?

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