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ST E EL

TM

Strategic Teaching Essentials for English Learners

K­8

Assessing English Language Learners: Bridges from Language Proficiency to Academic Achievement

by Margo Gottlieb Thousand Oaks, CA: Corwin Press, 2006

I. About the Book

Gottlieb's text explores the multifaceted process of moving students from social language acquisition to academic language proficiency. Discussing the integrated nature of language proficiency, content learning, and teaching standards, this volume demonstrates how teachers can customize assessment practices to their students' various language proficiency levels, measure and document their successes, and address students' individual instructional needs.

II. About the Author

Margo Gottlieb, Ph.D., is internationally respected as an authority in educational assessment and English language proficiency standards design. She is also a specialist in language educational programs. Gottlieb serves as Director of Assessment and Evaluation for the Illinois Resource Center. She has numerous publications, including ELL Assessment Kit (Rigby, 2007) and Assessment and Accountability in Language Education Programs: A Guide for

© 2009 HMH Supplemental Publishers, Inc. All rights reserved.

Administrators and Teachers (Caslon, 2007).

III. Topics for Discussion

A. Before you read . . . 1. How is assessment of English language learners different from assessment of English-speaking students? Tell us more: Describe a time when one of your ELLs made significant academic progress because you identified a specific need through assessment.

Book Group Discussion Guides

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ST E EL

TM

Strategic Teaching Essentials for English Learners

K­8

2. What instructional strategies do you use in your classroom to meet the unique needs of your ELLs? How are these strategies effective? How could they be improved? 3. What do you hope to learn from this book about moving ELLs from average language proficiency to academic achievement? B. After you read . . . 1. Gottlieb discusses how listening comprehension is just as important as oral language proficiency for ELLs. What are some of the difficulties that your students have had with listening comprehension in the classroom?

Tell us more: Discuss what activities or strategies you have developed to improve language comprehension with your ELLs. 2. Does your school use tools, such as rubrics, that were developed specifically to assess the writing skills of ELLs? Tell us more: In what ways has the implementation of such tools benefited the students? Tell us more: If you do not use such tools, how do you assess your students' writing skills and progression? 3. Graphic organizers such as Venn diagrams and semantic webs can be used across all core content areas. What types of graphic organizers do you find most helpful in assessing ELLs? 4. What models of student self-assessment do you use in your classroom? Tell us more: Discuss which model of student self-assessment your students respond to most. 5. Are there any new assessment methods that you have become familiar with as a result of reading this book? If so, what changes will you make to your curriculums to implement these methods? C. Moving forward . . . 1. Which tool from this book do you most want to implement with your ELLs? Will you need to adapt the tool to your students' needs? How? 2. What questions at meeting the needs of ELLs do you still have? In what ways has this book given you direction in finding the answers to your questions?

© 2009 HMH Supplemental Publishers, Inc. All rights reserved.

Book Group Discussion Guides

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