Assessment strategies SEI
FIRST ASSESSMENT SET
Emergent- student is able to comprehend key words in conversation on topics of immediate personal relevance. The student has a limited vocabulary and is able to respond using single words and phrases. Errors in phonology and syntax will impede the comprehension and production of language.
Standard 2: The student will express orally his or her own thinking and ideas.
E-8 Following multiple step directions/ instructions which include prepositional phrases
E-9 Asking questions to clarify ideas and concepts
E-10: Providing two step directions/ instructions using simple sentences, key words, and phrases.
Writing Standard 4 The student will integrate elements of effective writing to develop engaging and focused text.
E-3 writing with a given purpose and for a specific audience with instructional support
E-12 using provided vocabulary that conveys the intended message
DIRECTIONS USING A MAP
In class students will have learned vocabulary related to giving directions and will have practiced following oral and written directions on simplified maps. In addition they will have done partner work giving simple 2 step directions using scaffolding statements and vocabulary.
To assess students’ ability to follow and give oral directions using a map, students will be asked to do three separate activities.
A. For the listening segment, students will be asked to identify three routes described by the teacher on a map familiar to them of OLD TOWN SCOTTSDALE. The map will have four clearly marked routes. This will be turned in to the teacher and graded using a simple rubric.
Old Town Scottsdale Listening Rubric
0
1
3
5
Route one no route identified correctly
1 route correctly identified
2 routes correctly identified 3 routes correctly identified
Student listening sheet emergent level
B. For the writing segment, students will be given a copy of the same map without any identified routes. On this map,
Emergent- student is able to comprehend key words in conversation on topics of immediate personal relevance. The student has a limited vocabulary and is able to respond using single words and phrases. Errors in phonology and syntax will impede the comprehension and production of language.
Standard 2: The student will express orally his or her own thinking and ideas.
E-8 Following multiple step directions/ instructions which include prepositional phrases
E-9 Asking questions to clarify ideas and concepts
E-10: Providing two step directions/ instructions using simple sentences, key words, and phrases.
Writing Standard 4 The student will integrate elements of effective writing to develop engaging and focused text.
E-3 writing with a given purpose and for a specific audience with instructional support
E-12 using provided vocabulary that conveys the intended message
DIRECTIONS USING A MAP
In class students will have learned vocabulary related to giving directions and will have practiced following oral and written directions on simplified maps. In addition they will have done partner work giving simple 2 step directions using scaffolding statements and vocabulary.
To assess students’ ability to follow and give oral directions using a map, students will be asked to do three separate activities.
A. For the listening segment, students will be asked to identify three routes described by the teacher on a map familiar to them of OLD TOWN SCOTTSDALE. The map will have four clearly marked routes. This will be turned in to the teacher and graded using a simple rubric.
Old Town Scottsdale Listening Rubric
0
1
3
5
Route one no route identified correctly
1 route correctly identified
2 routes correctly identified 3 routes correctly identified
Student listening sheet emergent level
B. For the writing segment, students will be given a copy of the same map without any identified routes. On this map,