Navigating Assessment with Linguistically Diverse Learners (eBook)

Front Cover 1
Navigating Assessment With Linguistically Diverse Learners 2
Dedication 6
CONTENTS 8
Chapter 1: Understanding Linguistically Diverse Learners’ Early Development 1 8
Chapter 2: Understanding Linguistically Diverse Learners’ Continuing Development 19 8
Chapter 3: Linguistically Diverse Learners Reading and Writing Math 35 8
Chapter 4: Linguistically Diverse Learners Reading and Writing Science 55 8
Chapter 5: Linguistically Diverse Learners Developing as Speakers During Math and Science Discussions 75 8
Chapter 6: School Teachers, Family, and Community Members Helping to Shape Assessment 95 8
Navigating Assessment With Linguistically Diverse Learners 4
By 4
Keri-Anne Croce Towson University 4
Information Age Publishing, Inc. 4
Charlotte, North Carolina • www.infoagepub.com 4
Acknowledgments 10
Introduction 12
CHAPTER 1 14
Understanding Linguistically Diverse Learners’ Early Development 14
EXAMINING A STUDENT’S RESPONSES TO VERBAL QUESTIONS 16
Assessing Readers 17
Assessing a Student’s Understandings of Story Structures 18
Table 1.1. Examples of Story Structures 20
1. As we turned the pages of the wordless picture book together, I asked the student the same question. For example, “What is happening?” Often I did not get a response to this question. The objective was to give the student an opportunity to exp... 20
2. Next, I put a piece of blank construction paper in front of the student. I also placed puppets in front of the student. I believed that some of these puppets depicted the characters in the story and some did not. I asked the student to hold up a c... 20
3. I then handed the student a plastic bag with felt pieces. Some, but not all, of the pieces in the bag could be used to depict some elements of the setting. The bag included items such as a sun, umbrella, or boat. After the student selected some fe... 20
4. After the student was finished creating the setting, I picked up a character and moved it up and down while saying, “Show me.” I was hoping to encourage the student to show me her understandings of the structural elements of the story. 21
Assessing a Student’s Understandings of Structures within Informational Texts 22
ASSESSING A STUDENT’S CONNECTIONS TO ENVIRONMENTAL PRINT 25
SELECTING CHILDREN’S LITERATURE FOR USE IN THE CLASSROOM 26
Assessing Developing Writers 27
CHAPTER 2 32
Understanding Linguistically Diverse Learners’ Continuing Development 32
1. What part of speech would be appropriate? 33
2. What would make sense in the sentence? 33
3. What would make sense in the story? 33
4. What sounds does the word make? (Y. Goodman, 2003). 33
ASSESSING DEVELOPING READERS OF INFORMATIONAL TEXTS 36
A CLOSE LOOK AT THREE MULTILINGUAL READERS OF SCIENTIFIC INFORMATIONAL TEXTS 38
Daw Bik 38
Tuang 41
Van 42
CHOOSING TEXTS FOR ASSESSMENTS 43
ASSESSING DEVELOPING LINGUISTICALLY DIVERSE WRITERS OF INFORMATIONAL TEXTS 43
Table 2.1. Scaffolding Students’ Development as Writers of Informational Texts 46
CHAPTER 3 48
Linguistically Diverse Learners Reading and Writing Math 48
Math Textbooks Around the World 49
How is Math Literacy Unique? 50
Bilingualism and Code-Switching in Mathematics 51
HOW TO SUPPORT MATHEMATICAL LITERACY AMONG LINGUISTICALLY DIVERSE LEARNERS 53
Encouraging Linguistically Diverse Students to Investigate Math Texts 53
USING SHARED READING TO EXAMINE LANGUAGE PATTERNS IN MATH TEXTS 54
Table 3.2. Example of a Class Chart 59
Table 3.3. Blank Chart for Examining Math Languages 60
USING MATH LITERATURE CIRCLES TO EXAMINE LANGUAGE PATTERNS IN MATH TEXTS 60
LINGUISTICALLY DIVERSE STUDENTS COMMUNICATING WITH MATHEMATICIANS 62
1. What defines strong reasoning? 62
2. What problem solving process do mathematicians engage in when they do not understand how to address a problem? 62
3. Do mathematicians ever have trouble communicating their ideas to someone in their field? 62
1. Our textbook uses pictures of dominoes to show fractions. Is that how you learned about fractions? What images would you use to describe fractions? 63
2. We created another way to show images of fractions. We wrote these sentences underneath each picture. What do you think of this language? 63
3. What are you working on now? Are you having problems? What are you doing to solve the problems? 63
Using Math Literacy Assessments with Students 63
Table 3.1. Language Patterns in Four Math Texts 57
CHAPTER 4 68
Linguistically Diverse Learners Reading and Writing Science 68
Why Do We Ask Students to Read Science Texts? 69
Science Educators Discuss Science 69
Science Literacy 71
WHAT IS CRITICAL SCIENTIFIC LITERACY? 71
HOW TO USE CRITICAL SCIENTIFIC LITERACY TO ANALYZE TEXTS 72
1. What do you notice? 72
2. What is a topic or idea mentioned in this piece? What sources are used to support this idea? Are different sources used to contradict this idea? 72
3. Does the author’s use of sources (or lack of sources) express an opinion of the topic/idea? 72
4. Does the author talk about disagreement among scientists? 73
5. How might scientists disagree about this topic or idea? 73
6. What is your opinion? 73
ASSESSING LINGUISTICALLY DIVERSE STUDENTS’ USE OF CRITICAL SCIENTIFIC LITERACY 74
Table 4.1. Elements to Consider When Assessing a Student as a Reader of Science Texts 75
UNDERSTANDING THE LANGUAGE PATTERNS IN SCIENCE TEXTS 75
AN EXAMPLE OF AN ANALYSIS OF LANGUAGE PATTERNS IN A TEXT 77
Location of Text Elements on a Page 78
Language Patterns Within Text Elements 78
Encouraging Students to Analyze Language Patterns in Multiple Science Texts 80
How to Analyze Students’ Language Patterns 81
Table 4.2. Social Semiotic Patterns Found in 16 Scientific Informational Texts 82
Table 4.3. Examples of Possible Class Chart 83
Table 4.4. Students Talk About Science Texts 84
CREATING AN ASSESSMENT GRID THAT REFLECTS LANGUAGE PATTERNS 85
CONCLUSIONS 86
Permissions 86
CHAPTER 5 88
Linguistically Diverse Learners Developing as Speakers During Math and Science Discussions 88
The Power of Students’ Language Choices 89
Language and the Content Areas 90
Table 5.1. Observation Sheet for Discussions in Math and Science 91
STUDENTS’ ORAL LANGUAGE DEVELOPMENT IN THE SCIENCES 91
Language and Context in Science 92
ASSESSING STUDENTS AS THEY COMMUNICATE ABSTRACT THINKING 95
Table 5.2. Observation Sheet for Discussions in Science 95
Table 5.3. Patterns in the Questions Used in My Conversation With Sebastian 97
Table 5.4. Conversation Prompts That Celebrate Debate in Math and Science 98
Linguistically Diverse Students’ Oral Language Development in Math 100
STUDENTS CRITIQUING MATH TEXTS DURING SHARED READING 100
USING MATH MENTOR TEXTS TO ENCOURAGE CRITICAL THINKING 101
HELPING STUDENTS CLARIFY IDEAS IN MATHEMATICS 103
Table 5.6. Critical Thinking Skills Within Math Conversations 104
Conclusions 105
CHAPTER 6 108
School Teachers, Family, and Community Members Helping to Shape Assessment 108
FAMILY AND COMMUNITY MEMBERS SHARE AND DISCUSS INFORMATIONAL TEXTS 109
1. What job duties take up the most time? 111
2. What job duties take up the least time? 111
3. What are you still learning about your job? 111
4. What surprised you about your job? 111
Family Members Interpreting Assessments 112
Conclusions 112
Appendixes 114
Appendix 1. Assessment Grid 115
Appendix 2. Oral Language Observation Sheet 116
Appendix 3. Math Observation Form 117
Appendix 4. Blank Chart for Math Literacy 118
Appendix 5. Math Literature Circle Discussion Form 119
APPENDIX 6. OBSERVATION SHEET FOR DISCUSSIONS IN MATH AND SCIENCE 120
Appendix 7. Conversation Prompts That Celebrate Debate in Math and Science 121
References 122
About the Author 134
About the Illustrator 136
Index 138
Untitled 140