Assessment Results

Pre-Assessment

1. Which statement best describes a learning environment where English learners thrive?
(1 / 1 points)

a) Students avoid using their primary language and learn English language skills before
starting content learning.

b) Students spend the school day with other students at the same English language
proficiency level and learn the basics in content classes.

c) Students see their primary language as a valuable resource and link their English
language learning to their content learning.

d) Students independently perform English skills and content skills at grade level before
moving to the next higher English language proficiency level.

2. Which of these are examples of appropriate, planned scaffolding for English learners?
(0 / 1 points)

a) Constructing good questions that promote critical thinking and extended discourse

b) Selecting and sequencing tasks, such as modeling and explaining, and providing guided
practice in a logical order

c) Frequently checking for understanding during instruction, as well as gauging progress at

appropriate intervals throughout the year

d) All of the above

3. Which of the following is not one of Californias values for educating English learners?
(1 / 1 points)

a) Ensuring equity in intellectual richness

b) Integrating domains of communication

c) Attending to specific language learning needs

d) Building language skills before content studies

4. Which best describes how the CA ELD standards are used during integrated ELD time?
(1 / 1 points)

a) The CA ELD standards are used in tandem with the CA CCSS for ELA/Literacy

b) The CA ELD standards are used instead of the CA CCSS for ELA/Literacy

c) The CA ELD standards are used as extra support for the CA CCSS for ELA/Literacy

d) The CA ELD standards are used until students are ready for the CA CCSS for
ELA/Literacy

5. What are students doing as they engage in text reconstruction? (1 / 1 points)

a) Listening actively to a content-rich text

b) Engaging in peer conversations about content meaning and language

c) Making choices about which words and phrases to use and how to put them together in
order to make meaning through writing

d) All of the above

6. During designated ELD instruction, grouping English learners by English language

proficiency levels helps teachers target the students learning needs. True or false? (1 / 1
points)

True

False

7. The process of learning English as an additional language occurs in a regular, linear

fashion. True or false? (1 / 1 points)

True

False

8. Which is the most beneficial result of practicing formative assessment? (1 / 1 points)

 a) Estimating students future test scores

b) Uncovering student misconceptions and understandings

c) Determining students ranking in the class

d) Assigning a grade

9. Using language, symbols, and texts are a component of which Fundamental of Learning?
(1 / 1 points)

a) Meaning Making

b) Participating and Contributing

c) Managing Learning

d) None of the above

10. Providing samples of student work responds to student perceptions in which area? (1 / 1
points)

a) Academic efficacy

b) Eagerness to learn

c) Clarity of learning targets

d) Progress monitoring information

U1 Learn, Cont. - Reflection

Using UDL in the classroom increased my efficacy with both EL learners and special needs students
alike. Text reconstruction is an idea that was new that I would like to implement. This looks like a way
to build attentive listening skills as well.
U1 Apply - Reflection
German first language, English instruction since grade 1 in school. Strong primary language,
speaking reading and writing. Interests include math, science, and soccer. Ranked top player in
home city. Social and enjoys learning new ideas and willing to speak in attempts to clarify
understanding. Moving from short responses, yes and no, to longer phrases, descriptions, and
details. Using primary language to support writing development at home.
U1 Reflect and Connect - Reflection
She will engage more fully when linked to background and interest. Enjoys using soccer and sports
in math contexts.
U1 Check Your Understanding

1. Describe in twenty words or fewer the kind of learning environment where English
learners thrive.
Primary language and background knowledge are valued and used as an impetus for learning.
Knowledge of student interests, strengths, challenges, and academic and personal needs.

2. Why is English language development an important component of a learning

environment where English learners thrive?
Builds student vocabulary that permits access to content material and comprehensible input.

3. How can teachers support English learners to recognize their primary language and
culture as resources?
Provide primary language supports in class and at home, use student background as a context for
learning and promote cultural diversity in class and community.
U2 Engage - Reflection
U2 Learn, Cont - Reflection
U2 Learn, cont - Reflection
U2 Apply - Reflection
U2 Reflect and Connect - Reflection
U2 Check Your Understanding

1. You are a mentor for a new teacher at your school. How would you communicate to this
teacher some of the ideas from this unit and from the CA ELD Standards to ensure all of
the new teachers English learners engage with intellectually rich content while they
develop English?
2. Your grade-level colleague tells you that shes not sure what it means to teach designated
ELD that builds into and from content instruction. Using the learning from this module
and Module 1, the CA ELD Standards, and other sources, explain to your colleague what
you think it means.
U3 Engage - Reflection
U3 Learn, Cont - Reflection
U3 Learn, cont - Reflection
U3 Apply - Reflection
U3 Reflect and Connect - Reflection
U3 Check Your Understanding

1. You are a mentor for a new teacher at your school. How would you communicate to this
teacher some of the ideas from this unit and from the CA ELD Standards to ensure all of
the new teachers English learners engage with intellectually rich content while they
develop English?
2. Your grade-level colleague tells you that shes not sure what it means to teach designated
ELD that builds into and from content instruction. Using the learning from this module
and Module 1, the CA ELD Standards, and other sources, explain to your colleague what
you think it means.
U4 Engage - Reflection
U4 Learn, Cont - Reflection
I am building more productive talk strategies into my class, and the text re-construction techniques
will be another way to engage students in active discussion and purposeful talk.
U4 Learn, cont - Reflection
Breaking down the elements of a text that will be new or unfamiliar to my EL students in order to
provide specific instructional support. Looking at the "big picture" first, and then sequencing the
details and scaffolding appropriately. Using background knowledge to help students make
connections between what they already know, and what they are learning.
U4 Apply - Reflection
The Giver: non-fiction/science fiction genre. Help students comprehend vocabulary, and make
appropriate inferences about the plot and its development. Intro: generate background. What is an
"assignment" or "occupation"? What does Ceremony of Twelve correspond to in our own idioms?
Lesson: read with students, discuss in small groups meaning of words. Precision of speech--what
does this mean? Closing: how does the idea of precision of language apply to our own learning and
communication in class? Assess: have students complete an exit question about the meaning of a
particular phrase in the story, and make a prediction about what will happen next.
U4 Reflect and Connect - Reflection
U4 Check Your Understanding

1. You are a mentor for a new ELD teacher at your school. How would you communicate to
this teacher some of the ideas from this unit and from the CA ELD Standards to ensure all
of the new teachers English learners engage with intellectually rich content while they
develop English?
Using multiple methods of representation, expression, and engagement per the Universal Design for
Learning is effective in reaching all learners. Gain insight into student background, prior language,
and interests, to develop appropriate instruction and support plan.

2. Your colleague tells you that shes not sure what it means to teach designated ELD that
builds into and from content instruction. Using the learning from this module, the
Getting Started with the California English Language Development Standards module, the
CA ELD Standards, and other sources, explain to your colleague what you think it means.
Breaking down your topic, lesson, or unit into structure, vocabulary, or process, and noting the
aspects that EL's may be unfamiliar with. Design explicit and direct instruction in these areas so that
students can access the content that you want them to comprehend.
U5 Engage - Reflection
U5 Learn, Cont - Reflection
U5 Learn, cont - Reflection
U5 Apply - Reflection
U5 Reflect and Connect - Reflection
U5 Check Your Understanding

1. You are a mentor for a new teacher at your school. How would you communicate to this
teacher some of the ideas from this unit and from the CA ELD Standards to ensure all of
the new teachers English learners engage with intellectually rich content while they
develop English?
2. Your colleague tells you that shes not sure what it means to teach designated ELD that
builds into and from content instruction. Using the learning from this module, the
Getting Started with the California English Language Development Standards module, the
CA ELD Standards, and other sources, explain to your colleague what you think it means.
U6 Engage - Reflection
There is a clear sequence of learning in which a new idea is demonstrated, performed together, and
then performed by the students collaboratively, finally allowing students the opportunity to engage in
learning independently. This provides scaffolding for all learners in a way that supports cognition,
builds long-term memory, and connects learning to experience and social collaboration.
U6 Learn, Cont - Reflection
I provide many opportunities for students to make meaning of learning by using visual, aural, oral,
and kinesthetic strategies for giving comprehensible input. I engage students in participation with
partner sharing, group activity, and collaborative discussions, research, and projects. Students learn
to manage learning by developing personal strategies, self-created strategies, and comprehension
strategies for retaining and expanding on what they have learned.
U6 Learn, Cont - Reflection 2
U6 Learn, Cont - Reflection 3
U6 Learn, Cont - Reflection 4
Students perception of academic efficacy and interest in learning are the two biggest factors in how
students view assessment as a product of their learning.
U6 Reflect and Connect - Reflection
Most of my students felt that they received enough feedback to gauge their achievement effectively.
The majority have a strong interest in learning, and see tests as important in determining their own
ability to "perform" academically.
U6 Check Your Understanding

1. How do the fundamentals of learning support the disciplinary practices and academic
uses of language found in the CCSS and ELD standards?
Meaning making underlies all understanding and is thus the starting point for effective ELD
instruction. Participation and collaboration build social skills and make conversation meaningful in
the classroom. Managing learning provides students methods for retaining what they know,
analyzing their own learning and memory, and make adjustments in order to be most successful.

2. Why are collegial dialogues about our instructional practice more challenging and more
productive than congenial conversations?
They create a context in which we must be willing to analyze our practice from an outside
perspective, receive constructive feedback, and implement changes with support and collaborative
means.

3. In what ways can a growth mindset be particularly powerful for English learners?
This promotes the function of progress rather than achievement. All students can progress, and thus
all can achieve.
4. How can clarifying learning goals and strengthening feedback on progress contribute to
English learners academic efficacy and eagerness to learn?
Giving students specific feedback and suggestions for next steps develops metacognition, while
clarifying learning goals ensures that students aim to develop the desired skills without being
sidetracked or simply completing a task with low-level participation or very generalized responses.
Post-Assessment

1. Which statement best describes a learning environment where English learners thrive?
(1 / 1 points)

a) Students avoid using their primary language and learn English language skills before
starting content learning.

b) Students spend the school day with other students at the same English language
proficiency level and learn the basics in content classes.

c) Students see their primary language as a valuable resource and link their English
language learning to their content learning.

d) Students independently perform English skills and content skills at grade level before
moving to the next higher English language proficiency level.

2. Which of these are examples of appropriate, planned scaffolding for English learners?
(0 / 1 points)

a) Constructing good questions that promote critical thinking and extended discourse

b) Selecting and sequencing tasks, such as modeling and explaining, and providing guided
practice in a logical order

c) Frequently checking for understanding during instruction, as well as gauging progress at

appropriate intervals throughout the year

d) All of the above

3. Which of the following is not one of Californias values for educating English learners?
(1 / 1 points)

a) Ensuring equity in intellectual richness

b) Integrating domains of communication

c) Attending to specific language learning needs

 d) Building language skills before content studies

4. Which best describes how the CA ELD standards are used during integrated ELD time?
(1 / 1 points)

a) The CA ELD standards are used in tandem with the CA CCSS for ELA/Literacy

b) The CA ELD standards are used instead of the CA CCSS for ELA/Literacy

c) The CA ELD standards are used as extra support for the CA CCSS for ELA/Literacy

d) The CA ELD standards are used until students are ready for the CA CCSS for
ELA/Literacy

5. What are students doing as they engage in text reconstruction? (1 / 1 points)

a) Listening actively to a content-rich text

b) Engaging in peer conversations about content meaning and language

c) Making choices about which words and phrases to use and how to put them together in
order to make meaning through writing

d) All of the above

6. During designated ELD instruction, grouping English learners by English language

proficiency levels helps teachers target the students learning needs. True or false? (1 / 1
points)

True

False

7. The process of learning English as an additional language occurs in a regular, linear

fashion. True or false? (1 / 1 points)

True

False
8. Which is the most beneficial result of practicing formative assessment? (1 / 1 points)

a) Estimating students future test scores

b) Uncovering student misconceptions and understandings

c) Determining students ranking in the class

d) Assigning a grade

9. Using language, symbols, and texts are a component of which Fundamental of Learning?
(1 / 1 points)

a) Meaning Making

b) Participating and Contributing

c) Managing Learning

d) None of the above

10. Providing samples of student work responds to student perceptions in which area? (1 / 1
points)

a) Academic efficacy

b) Eagerness to learn

c) Clarity of learning targets

d) Progress monitoring information