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Building Vocabulary: Assessment The 4 th and final workshop in a 4 part series

Building Vocabulary: Assessment The 4 th and final workshop in a 4 part series. Elizabeth Smith English Language Fellow. Norms and Expectations:. Respect others/Be professional No cell phones, no side conversations please Participate fully Be vocal and involved!

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Building Vocabulary: Assessment The 4 th and final workshop in a 4 part series

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  1. Building Vocabulary: AssessmentThe 4th and final workshop in a 4 part series Elizabeth Smith English Language Fellow

  2. Norms and Expectations: • Respect others/Be professional • No cell phones, no side conversations please • Participate fully • Be vocal and involved! • Learn, share and apply to our teaching!

  3. Do Now: Journal Entry How do you define “assessment”? How do you currently assess vocabulary in your class? What tools and forms do you use? How regularly do you assess vocabulary?

  4. WhatisAssessment?Assessment is a sub-specialty of teaching. It helps educators answer crucially important questions. • What does this student know?  • What do I need to teach this student? • Where should we place this student?  • How much English does this student understand? •  What are this student’s strengths and weaknesses? • Has the student mastered the lesson or course objectives? • Is the student progressing toward English language proficiency?  • Is this teacher effective with English language learners  • Is the school effective with educating English language learners? Source: Andrea Hellman, http://www.academia.edu/466047/Assessment_with_P-12_English_language_learners

  5. Steps to the Assessment Process • Step 1: Define the lesson objective. • Step 2: Decide what constitutes valid evidence of having learned the objective. • Step 3: Gather the evidence using a suitable assessment tool (student self-report, quiz, worksheet, student writing or project). • Step 4: Analyze the evidence. • Step 5: Document the findings (on a checklist or class poster, in a grade book or student portfolio). • Step 6: Use the findings to inform instruction (give feedback, re-teach, plan new forms of practice, proceed to next objective).

  6. Forms of Assessment(seehandout) • Intake • Benchmark • Formative • Summative • Grading

  7. Goals for Today: • Complete Planning Project for your next vocabulary teaching • Share and practice with a colleague

  8. Assessment: Steps to Success 1.) Assess regularly (upholds accountability) 2.) Vary methods of assessment • in class activities, quizzes, tests, homework, projects 3.) Choose QUALITY over quantity • 4-5 conceptual words is better than 15 technical terms 4.) Students must demonstrate how to USE the word, not just memorize definitions

  9. Vocabulary Development Strategies • Routines and Schedules • Ex: Mon – explicitly teach new words Tues –vocab activities Wed &Thur –HW reinforcement Fri—vocab quizzes • Keep assessment regular and consistent (form of accountability)

  10. Application: Partner Planning Time • Get a partner • Worktogetherto complete planningsheetsforboth of lessons (rememberallthetheory and strategiesyou’velearned) • Share with a new partner • Providefeedback

  11. Tips to Remember for Teaching Vocabulary (Review): • Lessis more! • Teach 5-8 CONCEPTUAL wordsover 15 contextual words • MultipleExposures • Studentsneedpractice R, W, L, and S • Play withlanguage! • Internalizationisownership of language, notmemorization • BE CONSISTENT!

  12. Feedback and Certificate Ceremony Please take your time to thoughtfully complete feedback for the entire ELF on the Road: Building Vocabulary Series

  13. Thank You! Thank you for your participation in the Building Vocabulary Series by ELF on the Road. Keep in touch! See you at the next workshop series! Elizabeth Smith, English Language Fellow elfsmith@ccnn.org.ni

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