Strategies For Formative Assessment With English Language Learners Ebook
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Strategies For Formative Assessment With English Language Learners Ebook
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Author : Sonja Bloetner
language : en
Publisher: Teacher Created Materials
Release Date : 2014-06-01
Strategies For Formative Assessment With English Language Learners Ebook written by Sonja Bloetner and has been published by Teacher Created Materials this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-06-01 with categories.
Assess and address the language proficiency and linguistic needs of your English language learners using the assessment techniques and resources in this handbook. Strategies for Formative Assessment with English Language Learners aids in monitoring students' success towards developing English language proficiency across the content areas. Assessment samples, templates, and recording forms are included for grade spans K-2 and 3-5.
Formative Language Assessment For English Learners
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Author : Rita MacDonald
language : en
Publisher: Heinemann Educational Books
Release Date : 2015
Formative Language Assessment For English Learners written by Rita MacDonald and has been published by Heinemann Educational Books this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015 with Education categories.
The significant challenges faced by English Language Learners (ELLs) become greater during the middle and high school years, when they must learn more abstract academic concepts with emergent English language skills and differing levels of background knowledge. To meet these challenges, ELLs need immediate feedback about how the development of their language abilities interacts with their academic performance; and teachers need practical strategies to help ELLs develop the specific content and language abilities necessary for success. In Formative Language Assessment for English Learners, the research team of Rita MacDonald, Timothy Boals, Mariana Castro, H. Gary Cook, Todd Lundberg, and Paula A. White demonstrates what good language assessment for formative purposes is, explains the cycle of formative language assessment, and shows how it unfolds stage by stage in a school setting. Based on a five-year collaborative project with middle and high school teachers in three major school districts, the book presents a process for: Weaving a language focus into content lessons Analyzing students' language from writing samples to help them broaden their linguistic choices Creating active partnerships with students as they learn and practice new ways to use English. When classrooms are defined by effective language assessment for formative purposes, they become dynamic spaces in which teachers can use that information to plan clear, attainable steps to increase student learning, and students develop deeper understandings of both academic content and academic language. Formative Language Assessment for English Learners provides practical strategies to implement a unique process for formative assessment that can truly change classroom practice. This team of authors works together at the Wisconsin Center for Education Research (WCER) at the University of Wisconsin-Madison and have collaborated on formative language assessment for English Language Learners through their work for WIDA (World-Class Instructional Design and Assessment), a 36-state consortium that supports academic language development for linguistically diverse students through standards, assessment, research, and professional development.
Checking For Understanding
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Author : Douglas Fisher
language : en
Publisher: ASCD
Release Date : 2015-12-18
Checking For Understanding written by Douglas Fisher and has been published by ASCD this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015-12-18 with Education categories.
A teacher presents a lesson, and at the end asks students if they understand the material. The students nod and say they get it. Later, the teacher is dismayed when many of the students fail a test on the material. Why aren’t students getting it? And, just as important, why didn’t the teacher recognize the problem? In Checking for Understanding, Douglas Fisher and Nancy Frey show how to increase students’ understanding with the help of creative formative assessments. When used regularly, formative assessments enable every teacher to determine what students know and what they still need to learn. Fisher and Frey explore a variety of engaging activities that check for and increase understanding, including interactive writing, portfolios, multimedia presentations, audience response systems, and much more. This new 2nd edition of Checking for Understanding has been updated to reflect the latest thinking in formative assessment and to show how the concepts apply in the context of Fisher and Frey’s work on gradual release of responsibility, guided instruction, formative assessment systems, data analysis, and quality instruction. Douglas Fisher and Nancy Frey are the creators of the Framework for Intentional and Targeted (FIT) Teaching™. They are also the authors of numerous ASCD books, including The Formative Assessment Action Plan: Practical Steps to More Successful Teaching and Learning and the best-selling Enhancing RTI: How to Ensure Success with Effective Classroom Instruction and Intervention.
Ebook What Works In Inclusion
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Author : Chris Boyle
language : en
Publisher: McGraw-Hill Education (UK)
Release Date : 2012-09-16
Ebook What Works In Inclusion written by Chris Boyle and has been published by McGraw-Hill Education (UK) this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012-09-16 with Education categories.
School inclusion is a perennially popular yet polemic topic in most countries. This timely book explores what is known about inclusion, highlighting outstanding examples of inclusion to provide a complete overview of successful inclusion. The book concentrates on how to make inclusion work – from the view of internationally established practitioners in the field of teacher education - with a focus on what variables are likely to make a difference in practice. What Works in Inclusion? covers three key aspects: Theories of inclusive education Examples of how inclusion can be encouraged and facilitated What prevents inclusion from being successful Drawing on case studies from a wide range of countries, including USA, Australia, UK, Canada and Italy, there is focus on the positive aspects of inclusion: ‘how’ it can work and ‘what actually works’, helping you understand successful aspects of inclusion as well as developing an understanding of how inclusive education can best be implemented. In addition to the research-based accounts of how to make inclusion work, the book considers the difficulties that can arise in attempting to achieve successful inclusion and how such barriers can be overcome, to ensure a successful inclusive experience for both teachers and students. This is a key text for all serving and aspiring teachers and SENCOs, as well as those interested in inclusion and SEN in schools, and will inform and challenge in equal measure. Contributors: Adrian F Ashman, Robert Conway, Joanne Deppeler, Roberta Fadda, Laurel M. Garrick Duhaney, Fraser Lauchlan, Margo Mastropieri, Kim M. Michaud, Brahm Norwich, Petra Ponte, Diane Richler, Richard Rose, Spencer J. Salend, Tom Scruggs, Roger Slee, Jacqueline Thousand, Richard Villa, Catharine Whittaker “Focusing on both theory and practice, this timely volume provides a refreshing set of challenges to all of us who are committed to the development of more inclusive education systems. The presentation of ideas and experiences from different countries is particularly powerful in this respect.” Professor Mel Ainscow, University of Manchester, UK “Boyle and Topping provide a collection of salient chapters on critical issues pertaining to inclusive education from a collection of world leaders in the field. This book is scholarly, current, and research-based, yet at the same time readable and informative for a wide audience of university teachers and their students, along with practicing educators in the field. Recognizing that inclusive education is an ongoing project this book nevertheless provides a rigorous gestalt of inclusive education theory, practical advice for implementation, and potential barriers to success. This is one of the finest books on this topic currently available.” Professor Tim Loreman, Faculty of Education, Concordia University College of Alberta, Canada
20 Formative Assessment Strategies That Work
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Author : Kate Wolfe Maxlow
language : en
Publisher: Routledge
Release Date : 2017-10-24
20 Formative Assessment Strategies That Work written by Kate Wolfe Maxlow and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-10-24 with Education categories.
This book provides teachers and school leaders with practical, effective, and proven assessment strategies that are immediately implementable in classrooms. You’ll learn about 20 high-impact formative assessment strategies, with details on how they can be applied to a variety of content areas and grade levels, including mathematics, science, language arts, social studies, and various electives. In this accessible book, these experienced authors demonstrate the how and why, along with a framework for folding these new ideas into job-embedded professional development. 20 Formative Assessment Strategies that Work provides the full toolkit for implementing, managing, and modifying these assessment strategies in your school and classrooms today.
Handbook Of Formative Assessment
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Author : Heidi Andrade
language : en
Publisher: Routledge
Release Date : 2010-04-02
Handbook Of Formative Assessment written by Heidi Andrade and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010-04-02 with Education categories.
Formative assessment has recently become a focus of renewed research as state and federal policy-makers realize that summative assessments have reached a point of diminishing returns as a tool for increasing student achievement. Consequently, supporters of large-scale testing programs are now beginning to consider the potential of formative assessments to improve student achievement. The mission of this handbook is to comprehensively profile this burgeoning field of study. Written by leading international scholars and practitioners, each chapter includes a discussion of key issues that dominate formative assessment policy and practice today, as well as those that are likely to affect research and practice in the coming years. Key features include: Comprehensive – nineteen chapters cover all aspects of formative assessment including classroom assessment, large-scale applications, technological applications, applications for special needs students, K-12 and post-secondary applications, psychometric considerations, case studies, and discussion of alternative assessment formats such as portfolios and performance assessments. Integrative – thoughtful attention is given to the integration of large-scale and classroom assessments. Practical – provides practical guidance on how to conduct formative assessments that generate credible information to guide instruction. Global – provides perspectives from leading international scholars and practitioners whose expertise spans diverse settings, student populations, and educational systems. Accessible Style – although grounded in the latest research, the book’s style and tone has been carefully crafted to make it accessible to both the textbook and professional markets. It will also be a critical reference book for researchers in teacher preparation, educational administration, and educational policy studies.
Strategies For Connecting Content And Language For Ells Science Ebook
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Author : Eugenia Mora-Flores
language : en
Publisher: Teacher Created Materials
Release Date : 2015-01-27
Strategies For Connecting Content And Language For Ells Science Ebook written by Eugenia Mora-Flores and has been published by Teacher Created Materials this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015-01-27 with Education categories.
This practical guide provides research-based instructional strategies to develop English language learners' academic language in science. Using these strategies, teachers can encourage students to make academic language connections through listening, speaking, reading, and writing. Digital resources are included with student reproducibles.
Ebook Briging The Curriculum To Life Engaging Learners In The English Education System
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Author : Janice Wearmouth
language : en
Publisher: McGraw-Hill Education (UK)
Release Date : 2021-06-18
Ebook Briging The Curriculum To Life Engaging Learners In The English Education System written by Janice Wearmouth and has been published by McGraw-Hill Education (UK) this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021-06-18 with Education categories.
How can we bring the curriculum to life so that all young people of compulsory school age are fully engaged in their learning and achieve to their maximum? Professor Janice Wearmouth and Dr Karen Lindley bring together contributions from practising teachers, researchers and academics to answer this question for a range of educational contexts and demonstrate the positive impact that can be achieved on student learning at all levels. This edited volume highlights challenges and opportunities within the current English education system. With reflective questions and ideas for teachers to implement in the classroom, this important book bridges the gap between theory and practice and will be invaluable reading for trainee teachers, teacher trainers, qualified teachers and others with an interest in education and the curriculum. "The intrinsic value of the book is that it seeks to illuminate the discussions surrounding the issues identified, from differing and alternative perspectives in education." Dr Barry Paraskeva Costas, Senior Lecturer in Physical Education, University of Hertfordshire, UK "A highly engaging and refreshing look at how a diverse range of learners might be immersed in their learning, this book provides an imaginative and thought-provoking consideration of creative curricula to involve and inspire learners." Julie Wharton, Senior Lecturer, University of Winchester, UK "This book does an excellent job of drawing together a wide range of contributions and contexts that collectively put the challenges and opportunities of curriculum centre stage." Dr Warren Kidd, School of Education and Communities, University of East London, UK Janice Wearmouth is Professor of Education at the University of Bedfordshire, UK. Dr Karen Lindley is Senior Lecturer in Education at the University of Bedfordshire, UK. Both editors are experienced teachers and researchers with continuing close links to Education students, trainee teachers, teacher trainers and practising teachers.
Ebook Transforming Formative Assessment In Lifelong Learning
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Author : Kathryn Ecclestone
language : en
Publisher: McGraw-Hill Education (UK)
Release Date : 2010-10-16
Ebook Transforming Formative Assessment In Lifelong Learning written by Kathryn Ecclestone and has been published by McGraw-Hill Education (UK) this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010-10-16 with Education categories.
Despite good intentions for formative assessment to enhance the quality of students' learning and motivation, it is widely misunderstood. Throughout the education system, it has become little more than a way of coaching students to meet the demands of summative assessment. This unique book combines theory, research and practical insights to demonstrate how teachers might enhance their understanding of formative assessment, particularly in vocational and adult education settings that are under pressure to meet targets for inclusion, retention and achievement. Drawing on recent research, the book includes six case studies that draw out the implications of the research findings to suggest ways in which teachers might change their assessment practice, despite the pressures in their own contexts. It considers: What is formative assessment, and what is it not? What impact do political and social factors have on assessment practices? Why do similar assessment practices have different effects in different 'learning cultures'? What role does subject knowledge play in educationally-worthwhile formative assessment? How can teachers, lecturers and other education professionals improve formative assessment? This book is essential reading for teachers, trainee teachers, staff development officers, researchers and those running training courses throughout the lifelong learning sector. It is ideal for those studying for PTLLS, CTLLS and DTLLS qualifications and for Cert Ed and PGCE awards related to the Lifelong Learning Sector. It is also relevant to various stakeholders involved in the design of qualifications, including awarding bodies, and to researchers interested in assessment and the impact of education policy on practice in all sectors of the education system, and particularly in lifelong learning. The book is authored with Jennie Davies, Visiting Research Fellow, University of Exeter, UK; Jay Derrick, Adult Education Consultant/Visiting Lecturer, Institute of Education, London, UK; and Judith Gawn, Regional Programme Director (LLN), NIACE London, UK.
Ebook Supporting Students With Literacy Difficulties A Responsive Approach
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Author : Ted Glynn
language : en
Publisher: McGraw-Hill Education (UK)
Release Date : 2005-11-16
Ebook Supporting Students With Literacy Difficulties A Responsive Approach written by Ted Glynn and has been published by McGraw-Hill Education (UK) this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005-11-16 with Education categories.
“Arguably the most common sense, and certainly the most informative, contemporary text onliteracy… Glynn, Wearmouth and Berryman bring a wealth of experience to the field of literacy,culture and family/school collaboration. We are indebted to the authors for putting together such aninformative and groundbreaking text that has overarching relevance in today’s multicultural society.” Dr Gavin Reid, University of Edinburgh, UK “A much needed text to counter the overly psychological approach to teaching literacy. It emphasizes asocio-cultural approach which puts the focus on the interactive, responsive and social elements of thechild learning to read in relation to the world around them.” Wally Penetito, Victoria University, New Zealand In many countries, school populations are becoming increasingly socially and culturally diverse, and delivering effective literacy programmes is becoming more challenging and complex. This book shows schools how to address difficulties with literacy learning experienced by students of diverse backgrounds, by employing strategies that respond to and affirm difference. This ‘responsive approach’ actively engages with students’ prior knowledge and experiences and ensures that these are fully validated in the literacy activities of the classroom. The responsive approach includes members of students' homes and communities collaborating to facilitate their participation in defining and delivering literacy programmes. This book illustrates ways in which teachers and other adults can create responsive social contexts at school and at home, to enable all children to participate fully in reading, writing and oral language activities in the classroom. It offers effective strategies for overcoming barriers to literacy learning, including: Reading tutoring that promotes comprehension and independence Writing partnerships that respond to children’s messages Responsive feedback strategies Interactive contexts that promote student responsibility for learning Community and school collaboration to develop authentic learning tasks Supporting Students with Literacy Difficulties: A Responsive Approach is key reading for teacher education students, practising teachers and parents.