english language proficiency test...
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English Language Proficiency TestStanford2
Successin English-Instructed Classrooms
Prepare Students for
3 2
Assess the English proficiency level of your K–12 ELL students with SELP 2, regardless of their native language.
Features of the new SELP 2 include:
vAddition of new academic language items to measure a student’s proficiency in the written and spoken language of the classroom
vTwo full-length and two abbreviated forms to provide progress monitoring throughout the year to understand a student’s improvement before the end-of-year test
v SELP 2 is part of the Pearson English Learning System, a complete solution for helping address the needs of non-native English speakers, so that they are better able to learn across all academic areas
K T K T K T K T K T
20 20 20 20 24 25 24 25 24 25
20 20
24 30 24 30 28 30 28 30
20 20
24 25 24 25 28 25 28 25
4 15 2 20 2 20 2 20 2 20
20 20 20 20 20 20 20 20 20 20
841 hr.
35 min.90
1 hr.55 min.
94 2 hrs. 102 2 hrs. 102 2 hrs.
Preliteracy Primary Elementary Middle Grades High School
Kindergarten Grades 1–2 Grades 3–5 Grades 6–8 Grades 9–12
Subtests
Listening
Early Reading
Reading
Early Writing
Writing Conventions
Writing
Speaking
K = No. of Items T = Estimated Time in Minutes (For planning only. SELP 2 should be administered so that all students have time to complete it.)
SELP 2 Full-Length Battery Scope and Sequence
v Measure Students’ Readiness for Learning in English-Instructed Classrooms
v Monitor Language Proficiency Progress Throughout the School Year
v Inform Instruction as Part of the Pearson English Learning System
SuccessEnglish Language Proficiency Test
Stanford2
5 4
Assess Students’ Abilities to Succeed in English-Instructed Classrooms with New Academic Language Items
SELP 2 includes new academic language items that measure the student’s ability to learn by gauging comprehension of English language content, vocabulary, grammar, and discourse. These items use language and contexts that students experience at home and in the classroom.
State English language development (ELD) standards generally cover aspects of both the academic language construct and a general or social language construct.
The pair of items falls under WIDA English Language Proficiency Standard #1: “English language learners communicate for social and instructional purposes within the school setting.”
*The English Language Development Standards, 2012 Edition Draft Release, Kindergarten through Grade Twelve (“Draft WIDA ELD Standards”) is owned by the Board of Regents of the University of Wisconsin System on behalf of the WIDA Consortium.
The pair of items falls under WIDA English Language Proficiency Standard #5: “English language learners communicate information, ideas, and concepts necessary for academic success in the content area of social studies.”
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Page 6 GO ON
11
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What did Nina want to do today?
A Visit her grandmotherB Attend a classC Go to the doctorD Go shopping
A3EKP30001
12
☞
Why did Nina ask her sister togo too?
A Nina’s grandmother was nothome.
B Her sister was all alone.C Nina wanted company.D Her sister was sick.
A3EKP30002
14
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With what was Nina havingdifficulty?
A She did not have enough money.B She did not know her father’s
shirt size.C She did not have time to buy a
present.D She did not know what to give
her father.
A3EKP31001
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What suggestion does Nina’smother give her?
A Buy a box of candy.B Do not buy any present. C Pick out a nice shirt.D Give him a tie.
A3EKP31002
13
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Why did Nina’s sister not goalong?
A She had a class.B She was visiting relatives.C She was away this week.D She was with her grandmother.
A3EKP30003
Listening
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Spoken stimulus for this pair of Middle Grades Listening items:
Nina is going to get a gift for her father, but she is having a hard time deciding between a shirt and a tie. Nina asked her mother for advice. Her mother said that her father wouldn’t want a present. Just being with Nina would be a wonderful gift. Finally, Nina got her father a box of candy.
These items measure the construct of general language because:
Context: A topic of social interaction in everyday life
Vocabulary: Use of high frequency general words–basic words used regularly in both everyday and academic contexts. Ex.: get a gift and having a hard time
Grammar: Most sentence structure is relatively simple
Discourse: A string of single ideas presented sequentially, building the narrative one idea at a time, typical of conversation in English
General Language
Page 7
First read the questions. Then listen to the person talking. Choosethe correct answer for each question and fill in the correct circle onyour answer sheet.
DIRECTIONS
SAMPLE B
When will you visit your aunt?
A This morningB Tomorrow at 2:00 P.M.C Tomorrow at 3:00 P.M.D Tomorrow at 5:00 P.M.
M_SAMPLEB
SAMPLE C
How many cans of beans willyou buy for your aunt?
A One can of beansB Two cans of beansC Four cans of beansD A few cans of beans
Listening
11Where did African Americansmove during theGreat Migration?
A From cities in the South to cities in the West
B From rural areas in the South to cities in the North
C From cities in the North to rural areas in the West
D From rural areas in the North to cities in the South
10What was a reason for the Great Migration?
A Factories needed workers.B Agriculture needed laborers.C Immigrants wanted jobs in the U.S.
D People preferred urban life over rural life.
GO ON
CG536519_MGTB_Fm2_CG536519_MGTB_Fm2 11/1/11 3:21 PM Page 7
6
Page 6 GO ON
11
☞
What did Nina want to do today?
A Visit her grandmotherB Attend a classC Go to the doctorD Go shopping
A3EKP30001
12
☞
Why did Nina ask her sister togo too?
A Nina’s grandmother was nothome.
B Her sister was all alone.C Nina wanted company.D Her sister was sick.
A3EKP30002
14
☞
With what was Nina havingdifficulty?
A She did not have enough money.B She did not know her father’s
shirt size.C She did not have time to buy a
present.D She did not know what to give
her father.
A3EKP31001
15
☞
What suggestion does Nina’smother give her?
A Buy a box of candy.B Do not buy any present. C Pick out a nice shirt.D Give him a tie.
A3EKP31002
13
☞
Why did Nina’s sister not goalong?
A She had a class.B She was visiting relatives.C She was away this week.D She was with her grandmother.
A3EKP30003
Listening
SELP_03_s_tb_M_A_02_27_6 1/5/06 9:50 AM Page 6
1
2
Page 7
First read the questions. Then listen to the person talking. Choosethe correct answer for each question and fill in the correct circle onyour answer sheet.
DIRECTIONS
SAMPLE B
When will you visit your aunt?
A This morningB Tomorrow at 2:00 P.M.C Tomorrow at 3:00 P.M.D Tomorrow at 5:00 P.M.
M_SAMPLEB
SAMPLE C
How many cans of beans willyou buy for your aunt?
A One can of beansB Two cans of beansC Four cans of beansD A few cans of beans
Listening
11Where did African Americansmove during theGreat Migration?
A From cities in the South to cities in the West
B From rural areas in the South to cities in the North
C From cities in the North to rural areas in the West
D From rural areas in the North to cities in the South
10What was a reason for the Great Migration?
A Factories needed workers.B Agriculture needed laborers.C Immigrants wanted jobs in the U.S.
D People preferred urban life over rural life.
GO ON
CG536519_MGTB_Fm2_CG536519_MGTB_Fm2 11/1/11 3:21 PM Page 7
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2These items measure the construct of academic language because:
Context: A topic from an academic content area, specifically, social studies/history
Vocabulary: Use specialized academic words–such as migration, rural, urban, and economic conditions, as well as non-specialized academic words–such as occurred and preferred over instead of more colloquial synonyms like happened and liked more than
Grammar: A good deal of information is embedded in each sentence of the stimulus through embedded phrases and clauses, which is another common grammatical feature of academic English language.
Discourse: The stimulus employs two language functions that are characteristic of academic language: definition and explanation, typical of social studies / history texts.
Spoken stimulus for this pair of Middle Grades Listening items:
From 1916 to 1970, around six million African Americans moved from one part of the United States to other parts. This movement is called the Great Migration. The Great Migration was the movement of African Americans from the rural South to the cities of the North and West. This migration occurred because immigration laws changed and industries in the cities needed laborers. Also, economic conditions in the South were poor.
Academic Language
Page 7
First read the questions. Then listen to the person talking. Choosethe correct answer for each question and fill in the correct circle onyour answer sheet.
DIRECTIONS
SAMPLE B
When will you visit your aunt?
A This morningB Tomorrow at 2:00 P.M.C Tomorrow at 3:00 P.M.D Tomorrow at 5:00 P.M.
M_SAMPLEB
SAMPLE C
How many cans of beans willyou buy for your aunt?
A One can of beansB Two cans of beansC Four cans of beansD A few cans of beans
Listening
11Where did African Americansmove during theGreat Migration?
A From cities in the South to cities in the West
B From rural areas in the South to cities in the North
C From cities in the North to rural areas in the West
D From rural areas in the North to cities in the South
10What was a reason for the Great Migration?
A Factories needed workers.B Agriculture needed laborers.C Immigrants wanted jobs in the U.S.
D People preferred urban life over rural life.
GO ON
CG536519_MGTB_Fm2_CG536519_MGTB_Fm2 11/1/11 3:21 PM Page 7
1
2
Importantly, the items test understanding of language used to explain a history topic, and are not dependent on pre-existing content knowledge.
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Monitor Progress with Detailed Reports
SELP 2 includes a variety of reports for students, parents, teachers, and administrators to provide in-depth understanding of students’ skills. In addition, you will have a better understanding of students’ language growth before the end-of-year test, with Full-Length and Abbreviated Forms E and F that can be used multiple times throughout the school year.
Other important uses for SELP 2 report results include: v Identifying curricular programs that will best benefit each student
vKnowing when students have achieved English language proficiency and can exit the program
vMeasuring effectiveness of your ELL program
vComparing performance to benchmarks of proficiency with five performance levels—Pre-Emergent, Emergent, Basic, Intermediate, and Proficient—based on a total score and each content area assessed
vMeasuring social language and academic language across the four domains
Use ReadyResults.net for Immediate Scoring and Reporting
ReadyResults.net is a web-based tool that allows you to scan, score, generate reports, and print SELP 2 test results locally. Easily create customized reports, disaggregate data, track language proficiency progress, and meet accountability requirements, among many other features.
STUDENT PRoFILE REPoRT
v View detailed results for each student. Select only the subtests that were given. Let ReadyResults.net find the students who are in need of intervention.
STUDENT NARRATIvE REPoRT
v Use this report for communicating a student’s performance to parents. Available in English and Spanish.
English Language Proficiency TestStanford2
9 8
Guide Instruction with SELP 2 the Pearson English Learning System
As a portion of the assessment component of the Pearson English Learning System, SELP 2 not only assesses the proficiency of ELL students, but also acts as a guide to inform instruction for the remainder of the year. The Pearson English Learning System is a complete ELL solution, integrating assessment, curriculum, instruction, and professional development. The professional development components offer resources to improve the academic language and content knowledge of ELL students.
English Learning
110 UNIT 2
Mom and I packed all of our bags. Dad nailed wood over the windows of the beach house. This would protect the house from wind and rain.
“Our vacation is ruined,” I cried.“Maybe the storm won’t last for long,” Mom said. “But we
can’t take chances. We have to go where it is safe.”“We’ll be OK,” said Dad. “Think of this as an adventure.”I tried to cheer up. I might have an exciting story to tell my
friends. But soon my adventure did not seem to be so fun.The hurricane came closer. Lightning flashed! I saw a bolt of
lightning over the water. Thunder clapped! Rain fell like sheets of glass from the sky. It was hard to see out of the car windows.
protect shield from danger
ruined spoiled or destroyed
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READING 3 111
“The streets will flood soon,” Dad said. “We must drive carefully,” Mom said. The shore was pounded by angry waves. The waves were
strong and high. It was the afternoon, but the sky was as dark as night.
People on the coast were leaving their homes. The roads were crowded with cars. Our car moved slowly down the wet road.
coast where the land meets the ocean
What kind of major damage can a storm do?
Before You Go On
M02_CS_SB_L04TX_0929_108-119.indd 111 2/18/10 10:32:44 AM
T110
READ
STEP 1: Monitor ProgressComprehension CheckSummarize Tell students that a summary is a short but detailed description of the main characters and most important events in a story. Explain that when a story has a lot of details, students can improve their understanding by summarizing.
SAY As you read pages 110 and 111, think of answers to the following questions.
• What is the main event happening on these two pages?
• What did Dad do to protect the house?• When the hurricane came closer, what did
they see and hear?• What did the family have to do to get out of
the storm?
Have students fill in a Main Idea and Details Chart like the one shown below. Explain to students that they must decide which three details are the most important and then add them to the chart.
Build DiscussionExplain to students that this reading is intended to help us plan ways to protect ourselves during dangerous storms. Lead a class discussion about what we can do to prepare for different types of storms. Draw a large Venn Diagram on the board. Using students’ suggestions, list the basic things that we can do in all storms, then list different things we do for each type of storm.
The family must leave the coast to get away
from the hurricane.
They cover the windows to protect the house.
As the hurricane got closer, it was hard to see out the window.
They drove carefully and moved slowly on the crowded road.
Beginning Ask students to point to the pictures on pp. 110–111 and say the phrase family riding in the car. Repeat the phrase and have students point to the family and to the car as they say each word.
Early Intermediate
Tell students to find the sentences in the story that describe the waves.
Intermediate Have students describe how things changed from the time the family arrived at the beach until the time they left.
Early Advanced/ Advanced
Have students reread pp. 110–111. Have them take on the role of a weather reporter. They should give a description of the weather at the beach.
Leveled Support
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Appendix BST
A N F OR
D
ENGLISH LANGUAGEPROFICIENCY TEST
Stanford English Language Proficiency Test 2 Correlations, Unit 1
Stanford English Language Proficiency Test 2 Correlations, Unit 2
SELP 2 Subtest / Cluster Teacher’s Edition PageListening Comprehension of Conversational Language 3, 6, 9, 36, 60, 61
Synthesizing Information 3, 6, 9, 36, 60, 61
Word/Sentence Comprehension 3, 6, 9, 36, 60, 61
SpeakingRepeat/Read Aloud 3, 6, 9, 36, 60, 61
Sentence Completion 3, 6, 9, 36, 60, 61
Storytelling 3, 6, 9, 36, 60, 61
Social Interaction 3, 6, 9, 36, 60, 61
ReadingWord/Sentence Reading 3, 6, 8, 10, 13, 15, 17, 28, 30, 44, 46
Comprehension 3, 6, 8, 10, 13, 14, 15, 16, 17, 18, 28, 30, 32, 34, 37, 44, 46, 48, 49, 50
Writing ConventionsMechanics and Structure 3, 8, 24, 25, 28, 40, 41, 44, 54, 55
Writing3, 8, 26, 28, 35, 42, 44, 56, 62
SELP 2 Subtest / Cluster Teacher’s Edition PageListening Comprehension of Conversational Language 69, 72, 122, 124
Synthesizing Information 69, 72, 122, 124
Word/Sentence Comprehension 69, 72, 122, 124
SpeakingRepeat/Read Aloud 69, 72, 122, 124
Sentence Completion 69, 72, 122, 124
Storytelling 69, 72, 122, 124
Social Interaction 69, 72, 122, 124
ReadingWord/Sentence Reading 69, 72, 74, 76, 92, 106
Comprehension 69, 72, 74, 76, 79, 80, 84, 85, 92, 94, 96, 97, 98, 106, 108, 109, 110, 112, 114
Writing ConventionsMechanics and Structure 69, 74, 86, 87, 100, 101, 116, 117
Writing69, 74, 83, 88, 102, 118, 125
T442
ELL13_TE04_CS_APX.indd 442 2/28/12 9:39:37 PM
English Learning
112 UNIT 2
Later that day, we stopped at a hotel. Usually, people on vacation stayed there. Now it was a shelter for travelers. Many people were in the lobby of the hotel. They were caught by the storm. They had nowhere else to go.
Mom and I watched the news on TV. The weather forecaster talked about the storm. She explained that soon it would be over. But some people were trapped . They were caught by the fast storm.
But my family was warm and safe inside the shelter. Outside, the wind and rain shook the trees and windows. People who were still outside needed help.
forecaster person who tells what the weather will be like
trapped not able to get out
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Think It Over1. Recall Where does this
story take place?
2. Comprehend How did the hotel offer assistance to the travelers?
3. Analyze What impact did the hurricane have on this family’s vacation?
Reading Skill
The word fi ne is a basic sight word. It’s a word you recognize automatically. You don’t have to sound it out.
READING 3 113
One news reporter was in a boat. He saw a family on a raft. Their house was flooded, but they were fine. Emergency teams rescued these people. By that night, everyone was safe. I was happy now. And I had a story to share.
flooded covered in water
rescued helped or saved
Visualize Setting
Describe the setting in your own words.
Could this story have happened where you live? Why or why not?
Did visualizing the setting help you to understand the story? How?
Reading Strategy
64–66
W B
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T113
Reading 3
STEP 2: TeachVisual LiteracyIllustrate the news Ask students to work in small groups. Have them scan the visuals in the selection. Then ask them to imagine that they work as illustrators for a newspaper. Tell them an illustrator is a person who draws pictures for magazines, newspapers, books, and other printed materials. Explain that the boss asks them to illustrate an event from the story. Have them: Choose an event and illustrate it. Then write a caption for the illustration. Share their illustration with the class.
Reading SkillRead the text in the Reading Skill box aloud. Make sure students understand it.
STEP 3: AssessReading StrategyVisualize Setting Ask students how visualizing the setting of the story helped them better understand the events and characters.
SAY Imagining the different settings of the story should help you understand the story and make it more interesting.
• Describe in your own words the change at the beach as the hurricane was approaching.
• Describe what was happening as the hurricane got closer.
• Describe the shelter.
Think It OverFlexible grouping Use these exercises as a class discussion, a partner activity, or an individual writing assignment.
Answer Key 1. The story takes place at a beach resort. 2. The hotel provided shelter from the storm. 3. The storm ruined their vacation, but the boy was
happy because he had a story to tell.
Progress Monitoring Continue to monitor your students’ progress in reading using the Reading Curriculum-Based Measurement (R-CBM). Consult the AIMSweb® Training Workbook in your Teacher Resources to help you analyze scores and set customized goals for each student.
ELL13_TE04_CS_U02_T104_T119.indd 113 2/7/12 10:16:02 AM
v Meet students’ needs by strengthening skills through leveled support lessons from the Pearson English Learning System instruction module.
v AIMSweb helps to monitor English Language Learners’ reading progress compared to other students who have been in ELL programs, for the same amount of time.
v Lessons from the textbook are correlated to the subtests/clusters of skills being measured by SELP 2.
v Instructional strategies from the SIOP model and A+Rise are given throughout the textbook, as suggestions for teaching.
English Learning
READING 3 111
“The streets will flood soon,” Dad said. “We must drive carefully,” Mom said. The shore was pounded by angry waves. The waves were
strong and high. It was the afternoon, but the sky was as dark as night.
People on the coast were leaving their homes. The roads were crowded with cars. Our car moved slowly down the wet road.
coast where the land meets the ocean
What kind of major damage can a storm do?
Before You Go On
M02_CS_SB_L04TX_0929_108-119.indd 111 2/18/10 10:32:44 AM
T111
STEP 2: TeachComprehension CheckAnswer Questions Have students participate in a timed-response question and answer session. Ask the following questions and give students 20 seconds to find each answer in their books.
1. What did Dad do to the windows of the beach house? He nailed wood over the windows.
2. Where was the family going to stay safe? They were going to a shelter.
3. What was the boy worried about? He was worried that his vacation was ruined.
4. What three things happened as the hurricane came closer to shore? Lightning flashed. Thunder clapped. Rain fell.
5. What was Dad worried about when they were in the car? The streets might flood.
6. What were other people on the coast doing? They were leaving their homes.
Build DiscussionBefore students continue reading the story, lead a class discussion about what the family has done to protect themselves up to this point in the story. Ask students to describe other ways the family can be safe.
STEP 3: AssessBefore You Go OnHave small groups discuss the major damage that the storm can cause. Then, ask each student to write two sentences describing the damage. Invite volunteers to read their sentences aloud.
ScaffoldingAsk students to make a timeline of how the weather has changed since the story began on p. 108. Have students imagine they are on a news program reporting the storm. Students should use the timeline to describe the details of each part of the storm. Ask students to read their reports to the class. Encourage students to read with expression and include as many weather details as possible. Then compare and contrast the details that the students included.
Reading 3
SELP2 • Stanford English Language Proficiency Test
The Reading subtest assesses students’ proficiency in this area. See the correlation for clusters that support these skills in Appendix B in this Teacher’s Edition and in the Pearson English Learning Teacher’s Guide.
ST
A N F OR
D
ENGLISH LANGUAGEPROFICIENCY TEST
®
Fluency Card F6 (pp. 110–111) STEP 1: Monitor Progress
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11 10
SELP 2 Professional Development
Sessions are available covering test administration, scoring the speaking and writing tests, reading reports, analyzing data and using that data to help ELLs in the classroom.
Attend a Webinar or view Pre-Recorded Sessions at Your Convenience
ELL Webinar–Designed to address some of the best practices in the assessment of ELLs, this session will describe Pearson assessment solutions that can help you meet the needs of this rapidly growing student population.
Register at: LearningAssessments.com/ELLwebinar
Pre-recorded Brainshark sessions–Learn more about SELP 2 with these brief, pre-recorded sessions. Topics include: SELP 2 revision goals and updates, a walk-through of SELP 2, and a case study.
Learn more at: LearningAssessments.com
SIoP and A+Rise
Professional development training is research–based with common goals to propel language proficiency and academic success. Teacher training is reinforced with specific SIOP® in Practice notes and A+RISE® Strategies at point-of-use in the instructional solutions Teacher’s Editions. Help close the achievement gap for your English Language Learners with:
Success IS OP®
OBSERVATION PROTOCOL
SHELTERED INSTRUCTION
ProfESSionaL dEvELoPMEntProfessional development training that is research-based with common goalstopropellanguageproficiencyandacademicsuccess.Teachertraining isreinforcedwithspecificSIOP® in Practice notes and A+RISE® Strategies at point-of-useintheinstructionalsolutionsTeacher’sEditions.
SioP®
The only empirically validated model of instruction for English learners. The SIOP® Model consists of 8 components and 30 features that help teachers systematically, consistently, and concurrently teach grade-level academic content and academic language to English learners.
a+riSE®
A+RISE® uses research-based instructional strategies aligned to state standards that are easily searchable by grade level, activity type, and student languageproficiencylevel.
English Learning System
4
Learn more about SELP 2 at learningassessments.com/SELP2
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English Language Proficiency TestStanford2