If content-specific vocabulary is taught throughout a unit and students are expected to use this language, then students should be proficient in understanding what is being asked of them on an assessment, which can help students think more critically.
My biggest issue is time. It's very difficult to create several assessments to meet the needs of each level. I do tier assessments. This happens more in small group.
At this moment they do not match but I am striving to accommodate the diverse nature of my learners. I do administer formative assessments to students who have been grouped together based on the level of their skills in language. I want to design child specific assessments but time is a wrench in perfection.
My assessments do not always match my students's language proficiencies. I am conscious that I need to modify my assessing, but I'm not exactly sure of the best way. Again, time restraints, and creating the modified material to assess the students, limits what know I need to do, but don't.
These are a few accommodations I've used with my students.
Math: I would highlight key vocabulary words. For my newcomers I would provide cognates and definitions. Sometimes, I would give students an equation box.
Reading: I would highlight ten key sentences and vocabulary words or phrases and provide a definition page or write the cognates above the word. I would also eliminate one answer choice so there are fewer choices for students to look at.
Writing: I provide a word box with vocabulary words we are focused. I would also provide a sentence frame or paragraph frame.
Science: Highlighting key words or sentences and provide cognates.
When there are open ended answers, I provide sentence frames or a set of 4-5 words for students to choose.
If content-specific vocabulary is taught throughout a unit and students are expected to use this language, then students should be proficient in understanding what is being asked of them on an assessment, which can help students think more critically.
ReplyDeleteMy biggest issue is time. It's very difficult to create several assessments to meet the needs of each level. I do tier assessments. This happens more in small group.
ReplyDeleteAt this moment they do not match but I am striving to accommodate the diverse nature of my learners. I do administer formative assessments to students who have been grouped together based on the level of their skills in language. I want to design child specific assessments but time is a wrench in perfection.
ReplyDeleteMy assessments do not always match my students's language proficiencies. I am conscious that I need to modify my assessing, but I'm not exactly sure of the best way. Again, time restraints, and creating the modified material to assess the students, limits what know I need to do, but don't.
ReplyDeleteThese are a few accommodations I've used with my students.
ReplyDeleteMath: I would highlight key vocabulary words. For my newcomers I would provide cognates and definitions. Sometimes, I would give students an equation box.
Reading: I would highlight ten key sentences and vocabulary words or phrases and provide a definition page or write the cognates above the word. I would also eliminate one answer choice so there are fewer choices for students to look at.
Writing: I provide a word box with vocabulary words we are focused. I would also provide a sentence frame or paragraph frame.
Science: Highlighting key words or sentences and provide cognates.
When there are open ended answers, I provide sentence frames or a set of 4-5 words for students to choose.