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Instructional Assessment of ELLs in the K-8 Classroom
Diane K. Brantley, California State University, San Bernadino

ISBN-10: 0205455999
ISBN-13: 9780205455997

Publisher: Allyn & Bacon
Copyright: 2007
Format: Paper; 256 pp
Published: 10/03/2006

Suggested retail price: $53.40
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This classroom-ready resource provides teachers in grades K-8 with specific assessments that can be administered to English language learners within the regular classroom.


Long overdue and with a focus on the needs of English language learners (ELLs) within the classroom, Instructional Assessment of English Language Learners is a unique book designed to teach readers the basic concepts of assessing English. Today's education courses place an increasing emphasis on the regular classroom teacher to instruct and assess English language learners. Yet, classroom teachers have few resources available to them in regard to assessing ELLs within their classrooms. This book helps readers master the assessments to be administered to English learners and cover a range of literacy skills deemed necessary for English language acquisition and reproduction, while also assessing the student’s literacy skills in their primary language.


The overarching goal of this book is to enable teachers to acquire a deep understanding of the value of instructional assessment for ELLs and the importance of evaluating the results to provide the students with immediate, appropriate and meaningful instruction. The book addresses the specific areas of language arts related to the development, acquisition, and reproduction of the English language: oral language development and vocabulary; concepts of print and the alphabetic strategies; word recognition and word identification strategies; reading fluency; reading comprehension; written language development and spelling; content area literacy; procedural knowledge; and problem-solving strategies. The strategies presented in this text are research-based and are known to increase reading comprehension for ELLs.

  • A compendium of instructional strategies at the end of the book provide teachers with a resource for preparing meaningful, assessment-based instruction for English learners.
  • Anticipation Guides at the beginning of each chapter require students to use their background knowledge to either agree or disagree with the information presented.
  • Vignettes based on real life teaching situations are embedded within the chapter and focus on a particular academic or social issue related to the content of the chapter.
  • Effective Research-Based Teaching Practices sections in each chapter provide detailed information regarding specific learning strategies beneficial to ELLs.
  • Assessment Toolkit details all the materials needed to assess ELLs within the classroom and is a key component of developing a sound assessment and evaluation system for the classroom.
  • Assessment Reference Box in every chapter is a comprehensive assessment chart that includes the various assessments on the market that are made for classroom use for any given area of language arts and, more specifically, for ELLs.
  • Assessment Vocabulary is highlighted within the text to draw students’ attention to specific assessments and instructional vocabulary and to increase their appreciation of the importance of learning key vocabulary words necessary for understanding the content presented in the chapter.
  • Revisiting the Anticipation Guides ends each chapter and offers a brief overview of the main points of the content presented in the initial anticipation guide.

Preface
Acknowledgements     
Chapter 1                          English Language Learners in Today’s Classrooms  

  • Who are Today’s English Language Learners?
  • Understanding Culture and Home Literacy
  • Creating a Welcoming Classroom Culture
  • Developing an Intercultural Orientation
  • Teachers as Cultural Mediators
  • Foundations of Assessing English Language Learners
Chapter 2                          Understanding the Principles of Second Language Acquisition
  • Theories of Primary Language Acquisition
  • Theories of Secondary Language Acquisition (SLA)
  • English Language Development Assessments (ELD)
  • Terminology Used to Classify Levels of Language Acquisition
  • Programs Developed to Enhance English Language Acquisition in Schools
Chapter 3                          Instructional and Theoretical Foundations of Assessment
  • The Culture of Testing in America’s Schools
  • Formal Assessments
  • Alternative/Informal Assessments
  • Assessment Domains
  • The Role of Standards in Instructional Assessment
  • Culture-Fair Instructional Assessment Practices
Chapter 4                          Oral Language/Vocabulary Assessment and Development
  • Functions of Language
  • Evaluating Assessment Results
  • Strategies Promoting English Language Development within the Regular Classroom
  • Assessment Tool Kit
Chapter 5                          Reading Acquisition in the Primary and Secondary Language                    
  • Theories of Reading Acquisition
  • Processes Involved in Reading Fluently
  • Aspects of the Reading Process
  • Second Language Reading Acquisition: Reading in English
  • Characteristics of Good Readers
  • Transference of Primary Language Reading Strategies to a Second Language

Chapter 6                          Assessment and Development of Concepts of Print, Phonemic Awareness and the Alphabetic Principle

  • Defining the Concepts of Print, Phonemic Awareness and the English Language Alphabetic Principle
  • Instructional Assessment of the Concepts of Print
  • Instructional Assessment of Phonemic Awareness
  • Instructional Assessment of the Alphabetic Principle
  • Strategies for Developing Concepts of Print, Phonemic Awareness and the Alphabetic Principle within the Regular Classroom
  • Assessment Tool Kits

Chapter 7                                      Assessment and Development of Word Identification, Comprehension and Reading Fluency

  • An Expanded Definition of Reading Fluency
  • Running Records, Retellings and Informal Reading Inventories (IRI’s)
  • Evaluation of Instructional Assessments for Fluency, Comprehension and Word Identification
  • Strategies for Expanding Sight Word Vocabulary and Word Identification
  • Assessment Tool Kit

Chapter 8                          Assessment and Development of Written Language/Spelling

  • Spelling and Orthographic Knowledge
  • Stages of Spelling Development
  • Developmental Assessment of Spelling
  • Instructional Assessment of Written Language
  • Strategies to Build Written Language Development
  • Assessment Tool Kit


Chapter 9                          Assessment in the Content Areas

  • Content Area Instruction and Assessment
  • Instructional Assessment in the Social Studies
  • Instructional Assessment in Mathematics
  • Instructional Assessment in Science
  • Instructional Assessment of Procedural Knowledge
  • Assessment Tool Kit

Chapter 10                         Putting the Pieces Together

  • Developing a Picture of the Whole Student
  • Identification of a Student’s Strengths and Needs
  • Creation of Learning Goals
  • Literacy Portfolios 
  • Communication with Parents
  • Continued Support for English Language Learners

 

 

Chapter 11                         Applying Instructional Assessment: A Case Study

  • A Case Study:  Abraham Morales
  • Evaluating Assessment Results and Background Information
  • Completing the Strengths & Needs Analysis Chart
  • Creation of Learning Goals
  • Matching Instruction to Assessment
  • Revisiting the Chapter Anticipation Guide


Appendices                    

  • Running Record Form
  • Narrative Story Retelling Assessment
  • Writing Self-Assessment Form
  • Writing Peer Evaluation Form
  • Editor’s Checklist for Expository Texts

References           

A Long-Awaited Text to Assess English Language Learners!

 

Diane K. Brantley’s Instructional Assessment of ELLs in the K-8 Classroom provides classroom teachers in grades K-8 with specific assessments that can be administered to English language learners within the regular classroom.

 

Unique in its focus, this much-needed book helps teachers master the assessments to be administered to English learners and covers a range of literacy skills deemed necessary for English language acquisition and reproduction, while also assessing the student’s literacy skills in his or her primary language. (or change to assessing students’ literacy skills

 

A GLIMPSE INSIDE THE BOOK:

 

  • Vignettes based on real life teaching situations focus on a particular academic or social issue related to the content of the chapter.
  • Effective Research-Based Teaching Practices sections in each chapter provide detailed information regarding specific learning strategies beneficial to ELLs.
  • Assessment Toolkit details all the materials needed to assess ELLs within the classroom and is a key component of developing a sound assessment and evaluation system for the classroom.
  • Assessment Vocabulary is highlighted within the text to draw attention to specific assessments and instructional vocabulary.

 

ABOUT YOUR AUTHOR:

[AUTHOR PHOTO HERE.]

 

Diane Brantley, Ph.D. is a former classroom teacher and reading specialist who has worked in the field of education for the past eighteen years.  She is currently an Assistant Professor in the Department of Language, Literacy and Culture, teaching assessment and instruction courses in the Reading and Language Arts Credential and Masters Degree Program at California State University, San Bernardino.  Additionally Dr. Brantley is the Director of the CSUSB Literacy Center which serves K-12 students from the local community.

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