curriculumsample.pbworks.comcurriculumsample.pbworks.com/w/file/fetc… · web view ·...

Grade 1 Unit 1 Modified ELL Assessment

ELL Rationale All ELL assessments will include extended time and bilingual dictionary or

glossary/electronic translators/word to word translation accommodations

Thorough explanations are needed to ensure understanding of the terms. (brave, afraid, scaredy-cat, fearless, frightened) Relate the terms to the anchor chart describing characters.

Provide two additional readings of the story for ELLs before the assessment. Readings could happen in large group, small group, at a listening center, or by an older student that is a fluent reader. The third reading will be during the assessment.

Answers to questions are framed in partially completed graphic organizers to model task and make sure the questions are clear.

Graphic organizers may be completed by students using pictures, pictures and written words, oral descriptions of pictures, or words scribed by the teacher to determine the student’s understanding of the concept.

A variety of pictures are provided for the students to choose from to assist in retelling the story. For students that are not yet able to express themselves orally, teacher will be able to determine some of their understanding through their picture choice. The pictures are at the end of the assessment and need to be cut out for the student’s use.

A box has been added to record information about the student’s ability to:o choose appropriate pictures and place them in the correct ordero retell the story orallyo complete sentence frameso express themselves in English at this time


Directions for Assessment

Part I

Introduction: Teacher says, “This is a fictional text. That means the characters are not real. The characters in this story are mice that act like real people. Sheila Rae is the name of the main character. As I read this story, think about how Sheila Rea feels and what she does to show the reader how she feels.”

The teacher begins to read Sheila Rae, the Brave by Kevin Henkes to the group.

Stop reading after page 11 (“Yea! Yea! Sheila Rae! her friends yelled, clapping their hands.”)

Question 1

Teacher says to students, “This graphic organizer has the main character’s name, Sheila Rae, in the top circle (teacher points to circle) and has a picture with the words telling about one thing we know about her so far (point to circle filled in and read phrase). We know that she is not afraid of the dark. What else do we know? Draw and write about two other things we know about her so far. (Teacher shows pages of the book that has been read so far.) Be sure to use details from the story.”

Refer students to the sentence at the bottom of the page. Read the sentence to the students, instructing them to use the information in the graphic organizer to complete the sentence. (Point to the graphic organizer above to show where the information in the sentence will come from.)

Give students time to complete the task. As students are working on this task, teachers can ask students for clarification on writing or drawing, scribe responses if needed and record information on standards checklist.

Teachers may choose to continue on with the next portion of the assessment or teachers may choose to stop here and resume at a later time.

Part 2

Teacher says, “How did Sheila Rae feel at the beginning of the story? While I continue to read, think about how Sheila Rea felt at the beginning of the story and how she feels when I stop reading. Look for details in the story that tell you how she feels. Think about what we know about characters.” (Refer to the anchor chart that describes characters.)

Continue reading the story through pages 23 (“Mother! Father! Louise!” she cried.)

Question 2

Read to the students, “Now Sheila Rae feels ____________. brave frightened happy”

Circle the word that describes how Sheila Rae feels now.


Read to the students, “What part of the story tells you how Sheila Rae feels now?”Direct the students to circle the picture.

After students have completed question 2 finish reading Sheila Rae, the Brave.

Part 3 (optimally on another day)

Tell students, “We are going to read the book one more time. This time I want you to think about the important events that happened to Sheila Rae in the story. As we read, listen for the most important events, the important details that take place during the story.”

This part of the assessment will need to be completed individually with each ELL student. Cut out the pictures provided at the end of this assessment for the students to use.

We just read Sheila Rea the Brave. Show student the pictures. Direct student to choose pictures from the story that show what happened in the beginning, middle and end of the story. Direct the student to use these pictures to complete the sentence frames.Read the sentence frames to the student.

Record information about the student’s ability in the box provided.


Suggested ELL

Modifications for

Proficiency Levels

Assessing Beginner ELLs: Ask yes/no or either/or questions (one or

two word responses should be accepted) Allow to point to or circle the

picture/answer Have students point, gesture, or act out key

vocabulary and concepts Provide cloze activities Supply a word bank Complete a graphic organizer Use visuals or realia to elicit information Provide yes or no items on a list Use hands on task such as drawings,

dioramas, graphs, maps and charts Allow students to illustrate their

comprehension Cooperative groups and grade ells on their

participation Use a KWL chart to record student

progress Use portfolio assessments to measure

growth

Assessing Intermediate ELLs: Have students role-play to show their

understanding Complete a graphic organizer to review

information Have student study at home before the test Provide a simplified study guide )limit

assessment to key vocabulary and concepts in guide

Allow ELLs to use open-book during test Allow students to answer essay orally Have students fill in a modified outline,

story web, chart, graph or time-line (provide some of the answers)

Reformat test to include larger type and more white space

Simplify essay questions or break them into manageable parts

Read questions aloud and modify questions

Assessing Advance ELLs: Tell ELLs in advance exactly what they are

required to study Use graphic organizers, study guides, or

their scaffolding (include key vocabulary and important concepts)

Simplify language and reduce the number or responses

Allow ELLs more time on a test Highlight key words or clues on a test Provide support for essay questions by

scaffolding student responses through discussion, brainstorming and webbing

Allow student to use a translation dictionary during the test


Name:______________________________ Date:______________________

Sheila Rae, the Brave by Kevin Henke

What do you know about the main character so far? Be sure to use details from the story to complete the graphic organizer.

Complete the sentence using the information from the graphic organizer.

Sheila Rae is not afraid of the dark, ______________________________________________ ,

and _____________________________________________.

is not afraid of the dark

Sheila Rae


Name:_______________________________ Date:__________________________

Sheila Rae, the Brave by Kevin Henkes

How does the main character feel now?

Now Sheila Rae feels ___________________________________.

What part of the story tells you how Sheila Rae feels now? Circle the picture.

happy frightened brave


We just heard the story Sheila Rae, the Brave. Look at these pictures from the story. Choose a picture that shows something from the beginning, the middle, and the end of the story. Place the pictures in the graphic organizer.

beginning middle end

Use the pictures above to complete the sentences.

In the beginning of the story______________________________________________________.

In the middle of the story_________________________________________________________.

At the end of the story___________________________________________________________.

Notes:

curriculumsample.pbworks.comcurriculumsample.pbworks.com/w/file/fetc… · web view ·...

Documents