Assignment Prompt & Instructions
I need help with homework
– 2 years ago
**files (2)**
– ## RequiredReferencesforweek5assignment.docx
– ## Week5assignmentwithRubric.docx
**## RequiredReferencesforweek5assignment.docx**
**Required References for week 5 assignment**
The Crosscultural, Language, and Academic Development Handbook: A Complete K-12 Reference Guide
**Required**
Read Chapter 7.
View Resource
AZELLA Assessment
**Required**
Review "AZELLA Assessment," located on the Arizona Department of Education website.
https://www.azed.gov/assessment/azella
Assessment for English Language Learners
**Required**
Explore "Assessment for English Language Learners," located on the Colorín Colorado website.
https://www.colorincolorado.org/school-support/assessment-english-language-learners
How to Use Corrective Feedback with English Language Learners
**Required**
Read "How to Use Corrective Feedback with English Language Learners," by Coleman, located on the TeachHub website (2020).
https://www.teachhub.com/teaching-strategies/2020/10/how-to-use-corrective-feedback-with-english-language-learners/
A Strategy for Giving Corrective Feedback to ELLs
**Required**
Read "A Strategy for Giving Corrective Feedback to ELLs," by Miller, located on the Edutopia website (2020).
https://www.edutopia.org/article/strategy-giving-corrective-feedback-ells/
Communicating with ELL Families: 10 Strategies for Schools
**Required**
Explore "Communicating with ELL Families: 10 Strategies for Schools," by Breiseth, located on the Colorín Colorado website (2020).
… Read More
https://www.colorincolorado.org/article/ells-families
Formative, Summative, and More Types of Assessments in Education
**Optional**
Read "Formative, Summative, and More Types of Assessments in Education," by Staake, located on the We Are Teachers website (2024).
https://www.weareteachers.com/types-of-assessments/
Assessment of English Language Learners
**Optional**
Explore "Assessment of English Language Learners" on the Reading Rockets website.
https://www.readingrockets.org/helping-all-readers/voices-experts/webcasts/assessment-english-language-learners
Self-Reflection and Self-Assessment: 8 Ways to Help Students Take Center Stage in Their Learning
**Optional**
Read "Self-Reflection and Self-Assessment: 8 Ways to Help Students Take Center Stage in Their Learning," by Bailey, located on the BrainP
… Read More
https://blog.brainpop.com/8-
**## Week5assignmentwithRubric.docx**
For this week's assignment, you are asked to create a digital newsletter for families. Please read through the directions and rubric carefully. Also, make sure that your newsletter can be opened by me within the assignment portal.
Effective communication with families of ELs is an essential part of fostering student achievement and family engagement. While there may be cultural and linguistic differences, educators have a responsibility to build bridges of understanding around assessment and data. Clearly explaining assessment practices and how data informs instruction, families can be empowered for meaningful involvement in the education system and their child's success.
Create a 250-500 word digital newsletter for families of ELs to explain general assessment practices, as well as methods and strategies you plan to implement in assessing the ELs in your classroom. Consider how you communicate the information to non-native English-speaking families. Include the following in your newsletter:
· Describe diagnostic, formative, and summative assessments, including how and when each is used to support English language instruction.
· Explain how your assessments are designed to align with ELP and content standards.
· Describe how different types of assessment are used to drive instructional decisions (i.e., teacher language use and modeling) and planning, including enrichment and interventions.
· Explain how state assessment data is used to determine student progress in both language and content.
· Describe testing accommodations appropriate for ELs.
· Describe two methods to help students develop strategies for self-reflection during instruction and assessment.
· Describe three strategies for communicating timely and meaningful feedback with students and families.
The digital newsletter should include graphics that are relevant to the content, visually appealing, and use space appropriately.
Support your digital newsletter with a minimum of two scholarly resources.
Submit a link to your digital newsletter and scholarly resources in a single document.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
**Rubric Criteria**
collapse all Rubric Criteria Collapse All
**Types of Assessments**
21 points
**Criteria Description**
**5. Target**
21 points
Description of diagnostic, formative, and summative assessments is specific and advanced. How and when each is used to support English language instruction is meaningful and ideal.
**4. Acceptable**
18.27 points
Description of diagnostic, formative, and summative assessments is detailed and accurate. How and when each is used to support English language instruction is clear and credible.
**Criteria Description**
**5. Target**
10.5 points
Explanation of how assessments are designed to align with ELP and content standards is proficient.
**4. Acceptable**
9.14 points
Explanation of how assessments are designed to align with ELP and content standards is logical.
**Unsatisfactory**
0 points
Explanation of how assessments are designed to align with ELP and content standards is incomprehensible.
**Instructional Decisions and Planning**
10.5 points
**State Assessment Data**
10.5 points
**Criteria Description**
**5. Target**
10.5 points
Explanation of how state assessment data is used to determine student progress in both language and content is comprehensive.
**4. Acceptable**
9.14 points
Explanation of how state assessment data is used to determine student progress in both language and content is clear and concise.
**3. Approaching**
7.77 poi
**Unsatisfactory**
0 points
Explanation of how assessments are designed to align with ELP and content standards is incomprehensible.
**Instructional Decisions and Planning**
10.5 points
**Criteria Description**
**5. Target**
10.5 points
Description of how different types of assessment are used to drive instructional decisions and planning, including enrichment and interventions, is creative and advanced.
**4. Acceptable**
9.14 points
Description of how different types of assessment are used to drive instructional decisions and planning, including enrichment and interventions, is noteworthy and significant.
**Unsatisfactory**
0 points
Description of how different types of assessment are used to drive instructional decisions and planning is incoherent or does not address enrichment and interventions.
**State Assessment Data**
10.5 points
**Criteria Description**
**5. Target**
10.5 points
Explanation of how state assessment data is used to determine student progress in both language and content is comprehensive.
**4. Acceptable**
9.14 points
Explanation of how state assessment data is used to determine student progress in both language and content is clear and concise.
###### **Unsatisfactory**
0 points
Explanation of how state assessment data is used to determine student progress in both language and content is erroneous.
**Testing Accommodations**
10.5 points
**Criteria Description**
**5. Target**
10.5 points
Description of testing accommodations appropriate for ELs is specific and thorough.
**4. Acceptable**
9.14 points
Description of testing accommodations appropriate for ELs is complete and accurate.
0 points
Explanation of how state assessment data is used to determine student progress in both language and content is erroneous.
**Testing Accommodations**
10.5 points
**Criteria Description**
**5. Target**
10.5 points
Description of testing accommodations appropriate for ELs is specific and thorough.
**4. Acceptable**
9.14 points
Description of testing accommodations appropriate for ELs is complete and accurate.
###### Unsatisfactory
0 points
Methods to help students develop strategies for self-reflection during instruction and assessment are erroneous.
###### Communicating Feedback
10.5 points
###### Criteria Description
###### 5. Target
10.5 points
Strategies for communicating timely and meaningful feedback with students and families are innovative.
###### 4. Acceptable
9.14 points
Strategies for communicating timely and meaningful feedback with students and families are effective
###### Unsatisfactory
0 points
Strategies for communicating timely and meaningful feedback with students and families are invalid.
###### Language Use and Audience Awareness
5.25 points
###### Criteria Description
###### 5. Target
5.25 points
Word choice is distinctive, creative, and well-suited to purpose, discipline, scope, and audience.
###### 4. Acceptable
4.57 points
Word choice is reflective of the intended audience, uses a variety of appropriate vocabulary, and communicates clearly.
###### Unsatisfactory
0 points
Language and word choice contain several distracting errors that impede the audience’s comprehension of content.
###### Layout
5.25 points
###### Criteria Description
###### 5. Target
5.25 points
The layout is visually pleasing and contributes to the overall message. Text is ideal in length and background and colors add to the overall message. Skillful use of spacing, headings, and subheadings enhances the readability of the text.
###### 4. Acceptable
4.57 points
The layout is well-structured, with background and text that complement each other, enabling the content to be easily read. The fonts are easy to read and use of spacing, headings, and subheadings enhances readability.
###### Unsatisfactory
0 points
The layout is visually unappealing and distracting to the message. Use of headings, subheadings, indentations, or bold text shows no consistent structure.
###### Supporting Research and Documentation of Sources
5.25 points
###### Criteria Description
Uses appropriate designated style and formatting to document sources in citations and references.
###### 5. Target
5.25 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
###### 4. Acceptable
4.57 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
**## Week5assignmentwithRubric.docx**
For this week's assignment, you are asked to create a digital newsletter for families. Please read through the directions and rubric carefully. Also, make sure that your newsletter can be opened by me within the assignment portal.
Effective communication with families of ELs is an essential part of fostering student achievement and family engagement. While there may be cultural and linguistic differences, educators have a responsibility to build bridges of understanding around assessment and data. Clearly explaining assessment practices and how data informs instruction, families can be empowered for meaningful involvement in the education system and their child's success.
Create a 250-500 word digital newsletter for families of ELs to explain general assessment practices, as well as methods and strategies you plan to implement in assessing the ELs in your classroom. Consider how you communicate the information to non-native English-speaking families. Include the following in your newsletter:
· Describe diagnostic, formative, and summative assessments, including how and when each is used to support English language instruction.
· Explain how your assessments are designed to align with ELP and content standards.
· Describe how different types of assessment are used to drive instructional decisions (i.e., teacher language use and modeling) and planning, including enrichment and interventions.
· Explain how state assessment data is used to determine student progress in both language and content.
· Describe testing accommodations appropriate for ELs.
· Describe two methods to help students develop strategies for self-reflection during instruction and assessment.
· Describe three strategies for communicating timely and meaningful feedback with students and families.
The digital newsletter should include graphics that are relevant to the content, visually appealing, and use space appropriately.
Support your digital newsletter with a minimum of two scholarly resources.
Submit a link to your digital newsletter and scholarly resources in a single document.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
**Rubric Criteria**
collapse all Rubric Criteria Collapse All
**Types of Assessments**
21 points
**Criteria Description**
**5. Target**
21 points
Description of diagnostic, formative, and summative assessments is specific and advanced. How and when each is used to support English language instruction is meaningful and ideal.
**4. Acceptable**
18.27 points
Description of diagnostic, formative, and summative assessments is detailed and accurate. How and when each is used to support English language instruction is clear and credible.
**Criteria Description**
**5. Target**
10.5 points
Explanation of how assessments are designed to align with ELP and content standards is proficient.
**4. Acceptable**
9.14 points
Explanation of how assessments are designed to align with ELP and content standards is logical.
**Unsatisfactory**
0 points
Explanation of how assessments are designed to align with ELP and content standards is incomprehensible.
**Instructional Decisions and Planning**
10.5 points
**State Assessment Data**
10.5 points
**Criteria Description**
**5. Target**
10.5 points
Explanation of how state assessment data is used to determine student progress in both language and content is comprehensive.
**4. Acceptable**
9.14 points
Explanation of how state assessment data is used to determine student progress in both language and content is clear and concise.
**3. Approaching**
7.77 poi
**Unsatisfactory**
0 points
Explanation of how assessments are designed to align with ELP and content standards is incomprehensible.
**Instructional Decisions and Planning**
10.5 points
**Criteria Description**
**5. Target**
10.5 points
Description of how different types of assessment are used to drive instructional decisions and planning, including enrichment and interventions, is creative and advanced.
**4. Acceptable**
9.14 points
Description of how different types of assessment are used to drive instructional decisions and planning, including enrichment and interventions, is noteworthy and significant.
**Unsatisfactory**
0 points
Description of how different types of assessment are used to drive instructional decisions and planning is incoherent or does not address enrichment and interventions.
**State Assessment Data**
10.5 points
**Criteria Description**
**5. Target**
10.5 points
Explanation of how state assessment data is used to determine student progress in both language and content is comprehensive.
**4. Acceptable**
9.14 points
Explanation of how state assessment data is used to determine student progress in both language and content is clear and concise.
###### **Unsatisfactory**
0 points
Explanation of how state assessment data is used to determine student progress in both language and content is erroneous.
**Testing Accommodations**
10.5 points
**Criteria Description**
**5. Target**
10.5 points
Description of testing accommodations appropriate for ELs is specific and thorough.
**4. Acceptable**
9.14 points
Description of testing accommodations appropriate for ELs is complete and accurate.
0 points
Explanation of how state assessment data is used to determine student progress in both language and content is erroneous.
**Testing Accommodations**
10.5 points
**Criteria Description**
**5. Target**
10.5 points
Description of testing accommodations appropriate for ELs is specific and thorough.
**4. Acceptable**
9.14 points
Description of testing accommodations appropriate for ELs is complete and accurate.
###### Unsatisfactory
0 points
Methods to help students develop strategies for self-reflection during instruction and assessment are erroneous.
###### Communicating Feedback
10.5 points
###### Criteria Description
###### 5. Target
10.5 points
Strategies for communicating timely and meaningful feedback with students and families are innovative.
###### 4. Acceptable
9.14 points
Strategies for communicating timely and meaningful feedback with students and families are effective
###### Unsatisfactory
0 points
Strategies for communicating timely and meaningful feedback with students and families are invalid.
###### Language Use and Audience Awareness
5.25 points
###### Criteria Description
###### 5. Target
5.25 points
Word choice is distinctive, creative, and well-suited to purpose, discipline, scope, and audience.
###### 4. Acceptable
4.57 points
Word choice is reflective of the intended audience, uses a variety of appropriate vocabulary, and communicates clearly.
###### Unsatisfactory
0 points
Language and word choice contain several distracting errors that impede the audience’s comprehension of content.
###### Layout
5.25 points
###### Criteria Description
###### 5. Target
5.25 points
The layout is visually pleasing and contributes to the overall message. Text is ideal in length and background and colors add to the overall message. Skillful use of spacing, headings, and subheadings enhances the readability of the text.
###### 4. Acceptable
4.57 points
The layout is well-structured, with background and text that complement each other, enabling the content to be easily read. The fonts are easy to read and use of spacing, headings, and subheadings enhances readability.
###### Unsatisfactory
0 points
The layout is visually unappealing and distracting to the message. Use of headings, subheadings, indentations, or bold text shows no consistent structure.
###### Supporting Research and Documentation of Sources
5.25 points
###### Criteria Description
Uses appropriate designated style and formatting to document sources in citations and references.
###### 5. Target
5.25 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
###### 4. Acceptable
4.57 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
**## RequiredReferencesforweek5assignment.docx**
**Required References for week 5 assignment**
The Crosscultural, Language, and Academic Development Handbook: A Complete K-12 Reference Guide
**Required**
Read Chapter 7.
View Resource
AZELLA Assessment
**Required**
Review "AZELLA Assessment," located on the Arizona Department of Education website.
https://www.azed.gov/assessment/azella
Assessment for English Language Learners
**Required**
Explore "Assessment for English Language Learners," located on the Colorín Colorado website.
https://www.colorincolorado.org/school-support/assessment-english-language-learners
How to Use Corrective Feedback with English Language Learners
**Required**
Read "How to Use Corrective Feedback with English Language Learners," by Coleman, located on the TeachHub website (2020).
https://www.teachhub.com/teaching-strategies/2020/10/how-to-use-corrective-feedback-with-english-language-learners/
A Strategy for Giving Corrective Feedback to ELLs
**Required**
Read "A Strategy for Giving Corrective Feedback to ELLs," by Miller, located on the Edutopia website (2020).
https://www.edutopia.org/article/strategy-giving-corrective-feedback-ells/
Communicating with ELL Families: 10 Strategies for Schools
**Required**
Explore "Communicating with ELL Families: 10 Strategies for Schools," by Breiseth, located on the Colorín Colorado website (2020).
… Read More
https://www.colorincolorado.org/article/ells-families
Formative, Summative, and More Types of Assessments in Education
**Optional**
Read "Formative, Summative, and More Types of Assessments in Education," by Staake, located on the We Are Teachers website (2024).
https://www.weareteachers.com/types-of-assessments/
Assessment of English Language Learners
**Optional**
Explore "Assessment of English Language Learners" on the Reading Rockets website.
https://www.readingrockets.org/helping-all-readers/voices-experts/webcasts/assessment-english-language-learners
Self-Reflection and Self-Assessment: 8 Ways to Help Students Take Center Stage in Their Learning
**Optional**
Read "Self-Reflection and Self-Assessment: 8 Ways to Help Students Take Center Stage in Their Learning," by Bailey, located on the BrainP
… Read More
https://blog.brainpop.com/8-
**## Week5assignmentwithRubric.docx**
For this week's assignment, you are asked to create a digital newsletter for families. Please read through the directions and rubric carefully. Also, make sure that your newsletter can be opened by me within the assignment portal.
Effective communication with families of ELs is an essential part of fostering student achievement and family engagement. While there may be cultural and linguistic differences, educators have a responsibility to build bridges of understanding around assessment and data. Clearly explaining assessment practices and how data informs instruction, families can be empowered for meaningful involvement in the education system and their child's success.
Create a 250-500 word digital newsletter for families of ELs to explain general assessment practices, as well as methods and strategies you plan to implement in assessing the ELs in your classroom. Consider how you communicate the information to non-native English-speaking families. Include the following in your newsletter:
· Describe diagnostic, formative, and summative assessments, including how and when each is used to support English language instruction.
· Explain how your assessments are designed to align with ELP and content standards.
· Describe how different types of assessment are used to drive instructional decisions (i.e., teacher language use and modeling) and planning, including enrichment and interventions.
· Explain how state assessment data is used to determine student progress in both language and content.
· Describe testing accommodations appropriate for ELs.
· Describe two methods to help students develop strategies for self-reflection during instruction and assessment.
· Describe three strategies for communicating timely and meaningful feedback with students and families.
The digital newsletter should include graphics that are relevant to the content, visually appealing, and use space appropriately.
Support your digital newsletter with a minimum of two scholarly resources.
Submit a link to your digital newsletter and scholarly resources in a single document.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
**Rubric Criteria**
collapse all Rubric Criteria Collapse All
**Types of Assessments**
21 points
**Criteria Description**
**5. Target**
21 points
Description of diagnostic, formative, and summative assessments is specific and advanced. How and when each is used to support English language instruction is meaningful and ideal.
**4. Acceptable**
18.27 points
Description of diagnostic, formative, and summative assessments is detailed and accurate. How and when each is used to support English language instruction is clear and credible.
**Criteria Description**
**5. Target**
10.5 points
Explanation of how assessments are designed to align with ELP and content standards is proficient.
**4. Acceptable**
9.14 points
Explanation of how assessments are designed to align with ELP and content standards is logical.
**Unsatisfactory**
0 points
Explanation of how assessments are designed to align with ELP and content standards is incomprehensible.
**Instructional Decisions and Planning**
10.5 points
**State Assessment Data**
10.5 points
**Criteria Description**
**5. Target**
10.5 points
Explanation of how state assessment data is used to determine student progress in both language and content is comprehensive.
**4. Acceptable**
9.14 points
Explanation of how state assessment data is used to determine student progress in both language and content is clear and concise.
**3. Approaching**
7.77 poi
**Unsatisfactory**
0 points
Explanation of how assessments are designed to align with ELP and content standards is incomprehensible.
**Instructional Decisions and Planning**
10.5 points
**Criteria Description**
**5. Target**
10.5 points
Description of how different types of assessment are used to drive instructional decisions and planning, including enrichment and interventions, is creative and advanced.
**4. Acceptable**
9.14 points
Description of how different types of assessment are used to drive instructional decisions and planning, including enrichment and interventions, is noteworthy and significant.
**Unsatisfactory**
0 points
Description of how different types of assessment are used to drive instructional decisions and planning is incoherent or does not address enrichment and interventions.
**State Assessment Data**
10.5 points
**Criteria Description**
**5. Target**
10.5 points
Explanation of how state assessment data is used to determine student progress in both language and content is comprehensive.
**4. Acceptable**
9.14 points
Explanation of how state assessment data is used to determine student progress in both language and content is clear and concise.
###### **Unsatisfactory**
0 points
Explanation of how state assessment data is used to determine student progress in both language and content is erroneous.
**Testing Accommodations**
10.5 points
**Criteria Description**
**5. Target**
10.5 points
Description of testing accommodations appropriate for ELs is specific and thorough.
**4. Acceptable**
9.14 points
Description of testing accommodations appropriate for ELs is complete and accurate.
0 points
Explanation of how state assessment data is used to determine student progress in both language and content is erroneous.
**Testing Accommodations**
10.5 points
**Criteria Description**
**5. Target**
10.5 points
Description of testing accommodations appropriate for ELs is specific and thorough.
**4. Acceptable**
9.14 points
Description of testing accommodations appropriate for ELs is complete and accurate.
###### Unsatisfactory
0 points
Methods to help students develop strategies for self-reflection during instruction and assessment are erroneous.
###### Communicating Feedback
10.5 points
###### Criteria Description
###### 5. Target
10.5 points
Strategies for communicating timely and meaningful feedback with students and families are innovative.
###### 4. Acceptable
9.14 points
Strategies for communicating timely and meaningful feedback with students and families are effective
###### Unsatisfactory
0 points
Strategies for communicating timely and meaningful feedback with students and families are invalid.
###### Language Use and Audience Awareness
5.25 points
###### Criteria Description
###### 5. Target
5.25 points
Word choice is distinctive, creative, and well-suited to purpose, discipline, scope, and audience.
###### 4. Acceptable
4.57 points
Word choice is reflective of the intended audience, uses a variety of appropriate vocabulary, and communicates clearly.
###### Unsatisfactory
0 points
Language and word choice contain several distracting errors that impede the audience’s comprehension of content.
###### Layout
5.25 points
###### Criteria Description
###### 5. Target
5.25 points
The layout is visually pleasing and contributes to the overall message. Text is ideal in length and background and colors add to the overall message. Skillful use of spacing, headings, and subheadings enhances the readability of the text.
###### 4. Acceptable
4.57 points
The layout is well-structured, with background and text that complement each other, enabling the content to be easily read. The fonts are easy to read and use of spacing, headings, and subheadings enhances readability.
###### Unsatisfactory
0 points
The layout is visually unappealing and distracting to the message. Use of headings, subheadings, indentations, or bold text shows no consistent structure.
###### Supporting Research and Documentation of Sources
5.25 points
###### Criteria Description
Uses appropriate designated style and formatting to document sources in citations and references.
###### 5. Target
5.25 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
###### 4. Acceptable
4.57 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
**## RequiredReferencesforweek5assignment.docx**
**Required References for week 5 assignment**
The Crosscultural, Language, and Academic Development Handbook: A Complete K-12 Reference Guide
**Required**
Read Chapter 7.
View Resource
AZELLA Assessment
**Required**
Review "AZELLA Assessment," located on the Arizona Department of Education website.
https://www.azed.gov/assessment/azella
Assessment for English Language Learners
**Required**
Explore "Assessment for English Language Learners," located on the Colorín Colorado website.
https://www.colorincolorado.org/school-support/assessment-english-language-learners
How to Use Corrective Feedback with English Language Learners
**Required**
Read "How to Use Corrective Feedback with English Language Learners," by Coleman, located on the TeachHub website (2020).
https://www.teachhub.com/teaching-strategies/2020/10/how-to-use-corrective-feedback-with-english-language-learners/
A Strategy for Giving Corrective Feedback to ELLs
**Required**
Read "A Strategy for Giving Corrective Feedback to ELLs," by Miller, located on the Edutopia website (2020).
https://www.edutopia.org/article/strategy-giving-corrective-feedback-ells/
Communicating with ELL Families: 10 Strategies for Schools
**Required**
Explore "Communicating with ELL Families: 10 Strategies for Schools," by Breiseth, located on the Colorín Colorado website (2020).
… Read More
https://www.colorincolorado.org/article/ells-families
Formative, Summative, and More Types of Assessments in Education
**Optional**
Read "Formative, Summative, and More Types of Assessments in Education," by Staake, located on the We Are Teachers website (2024).
https://www.weareteachers.com/types-of-assessments/
Assessment of English Language Learners
**Optional**
Explore "Assessment of English Language Learners" on the Reading Rockets website.
https://www.readingrockets.org/helping-all-readers/voices-experts/webcasts/assessment-english-language-learners
Self-Reflection and Self-Assessment: 8 Ways to Help Students Take Center Stage in Their Learning
**Optional**
Read "Self-Reflection and Self-Assessment: 8 Ways to Help Students Take Center Stage in Their Learning," by Bailey, located on the BrainP
… Read More
https://blog.brainpop.com/8-
**## Week5assignmentwithRubric.docx**
For this week's assignment, you are asked to create a digital newsletter for families. Please read through the directions and rubric carefully. Also, make sure that your newsletter can be opened by me within the assignment portal.
Effective communication with families of ELs is an essential part of fostering student achievement and family engagement. While there may be cultural and linguistic differences, educators have a responsibility to build bridges of understanding around assessment and data. Clearly explaining assessment practices and how data informs instruction, families can be empowered for meaningful involvement in the education system and their child's success.
Create a 250-500 word digital newsletter for families of ELs to explain general assessment practices, as well as methods and strategies you plan to implement in assessing the ELs in your classroom. Consider how you communicate the information to non-native English-speaking families. Include the following in your newsletter:
· Describe diagnostic, formative, and summative assessments, including how and when each is used to support English language instruction.
· Explain how your assessments are designed to align with ELP and content standards.
· Describe how different types of assessment are used to drive instructional decisions (i.e., teacher language use and modeling) and planning, including enrichment and interventions.
· Explain how state assessment data is used to determine student progress in both language and content.
· Describe testing accommodations appropriate for ELs.
· Describe two methods to help students develop strategies for self-reflection during instruction and assessment.
· Describe three strategies for communicating timely and meaningful feedback with students and families.
The digital newsletter should include graphics that are relevant to the content, visually appealing, and use space appropriately.
Support your digital newsletter with a minimum of two scholarly resources.
Submit a link to your digital newsletter and scholarly resources in a single document.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
**Rubric Criteria**
collapse all Rubric Criteria Collapse All
**Types of Assessments**
21 points
**Criteria Description**
**5. Target**
21 points
Description of diagnostic, formative, and summative assessments is specific and advanced. How and when each is used to support English language instruction is meaningful and ideal.
**4. Acceptable**
18.27 points
Description of diagnostic, formative, and summative assessments is detailed and accurate. How and when each is used to support English language instruction is clear and credible.
**Criteria Description**
**5. Target**
10.5 points
Explanation of how assessments are designed to align with ELP and content standards is proficient.
**4. Acceptable**
9.14 points
Explanation of how assessments are designed to align with ELP and content standards is logical.
**Unsatisfactory**
0 points
Explanation of how assessments are designed to align with ELP and content standards is incomprehensible.
**Instructional Decisions and Planning**
10.5 points
**State Assessment Data**
10.5 points
**Criteria Description**
**5. Target**
10.5 points
Explanation of how state assessment data is used to determine student progress in both language and content is comprehensive.
**4. Acceptable**
9.14 points
Explanation of how state assessment data is used to determine student progress in both language and content is clear and concise.
**3. Approaching**
7.77 poi
**Unsatisfactory**
0 points
Explanation of how assessments are designed to align with ELP and content standards is incomprehensible.
**Instructional Decisions and Planning**
10.5 points
**Criteria Description**
**5. Target**
10.5 points
Description of how different types of assessment are used to drive instructional decisions and planning, including enrichment and interventions, is creative and advanced.
**4. Acceptable**
9.14 points
Description of how different types of assessment are used to drive instructional decisions and planning, including enrichment and interventions, is noteworthy and significant.
**Unsatisfactory**
0 points
Description of how different types of assessment are used to drive instructional decisions and planning is incoherent or does not address enrichment and interventions.
**State Assessment Data**
10.5 points
**Criteria Description**
**5. Target**
10.5 points
Explanation of how state assessment data is used to determine student progress in both language and content is comprehensive.
**4. Acceptable**
9.14 points
Explanation of how state assessment data is used to determine student progress in both language and content is clear and concise.
###### **Unsatisfactory**
0 points
Explanation of how state assessment data is used to determine student progress in both language and content is erroneous.
**Testing Accommodations**
10.5 points
**Criteria Description**
**5. Target**
10.5 points
Description of testing accommodations appropriate for ELs is specific and thorough.
**4. Acceptable**
9.14 points
Description of testing accommodations appropriate for ELs is complete and accurate.
0 points
Explanation of how state assessment data is used to determine student progress in both language and content is erroneous.
**Testing Accommodations**
10.5 points
**Criteria Description**
**5. Target**
10.5 points
Description of testing accommodations appropriate for ELs is specific and thorough.
**4. Acceptable**
9.14 points
Description of testing accommodations appropriate for ELs is complete and accurate.
###### Unsatisfactory
0 points
Methods to help students develop strategies for self-reflection during instruction and assessment are erroneous.
###### Communicating Feedback
10.5 points
###### Criteria Description
###### 5. Target
10.5 points
Strategies for communicating timely and meaningful feedback with students and families are innovative.
###### 4. Acceptable
9.14 points
Strategies for communicating timely and meaningful feedback with students and families are effective
###### Unsatisfactory
0 points
Strategies for communicating timely and meaningful feedback with students and families are invalid.
###### Language Use and Audience Awareness
5.25 points
###### Criteria Description
###### 5. Target
5.25 points
Word choice is distinctive, creative, and well-suited to purpose, discipline, scope, and audience.
###### 4. Acceptable
4.57 points
Word choice is reflective of the intended audience, uses a variety of appropriate vocabulary, and communicates clearly.
###### Unsatisfactory
0 points
Language and word choice contain several distracting errors that impede the audience’s comprehension of content.
###### Layout
5.25 points
###### Criteria Description
###### 5. Target
5.25 points
The layout is visually pleasing and contributes to the overall message. Text is ideal in length and background and colors add to the overall message. Skillful use of spacing, headings, and subheadings enhances the readability of the text.
###### 4. Acceptable
4.57 points
The layout is well-structured, with background and text that complement each other, enabling the content to be easily read. The fonts are easy to read and use of spacing, headings, and subheadings enhances readability.
###### Unsatisfactory
0 points
The layout is visually unappealing and distracting to the message. Use of headings, subheadings, indentations, or bold text shows no consistent structure.
###### Supporting Research and Documentation of Sources
5.25 points
###### Criteria Description
Uses appropriate designated style and formatting to document sources in citations and references.
###### 5. Target
5.25 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
###### 4. Acceptable
4.57 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.