Julie Quackenbush

EDUC 614
November 18, 2016

Cheat Sheet Summary

1. Resources to study:
Titles: Assessing ELLs in ESL or Mainstream Classrooms: Quick Fixes for Busy
Teachers. By Laureen A. Fregeau and Robert D. Leier
Key Points & Takeaways:
NCLB requires ELLs to receive same, high quality education
Ells benefit most from having assessment accommodations in English (rather than
translated to their native language)
Some general accommodations that fit into both instruction and assessment are:
o allow students who speak the ELLs first language to translate especially in
project and lab assessments
o allow the use of electronic word-to- word translators and picture dictionaries
o Make use of comprehension supports
Study buddies
Groups
Prepare ELL students to take tests:
o Go through test ahead of time. Highlight key parts. Use different fonts, or
different colored fonts and highlight key terms and phrases beforehand.
o Read test directions aloud
o Clarify important key words and information give step by step directions. Make
sure student understands the direction before moving on to the next
problem/question.
o Share notes and lesson plans before test. Look it over ahead of time. Come to
class ready knowing basic concepts.
o Provide alternative definition examples explain vocabulary terms that may be
unfamiliar (explain unfamiliar terms)
o Explain test taking terms ( explain, clarify, describe, name, discuss)
Accommodate students taking tests:
o Word to word translation
o Picture dictionaries for vocabulary
o Answer fewer questions
o Read the questions aloud for clarification
o Check periodically if taking test correctly (understanding questions & directions)
o Use cognates. (terms of same meaning but look more like native language ex for
test use exam like native Spanish examen)
Accommodate Using Existing Tests
o Use easily adjusted teacher made tests
Accommodate in Grading Assessments
 o Grade only the items completed by the ELL student
o Grade only half the questions that would be answered by mainstream
o Accept picture or description (in place of fill in the blank)
o Count & grade the process of the answer instead of the product
o Use homework and use it as part of the assessment /test grade
Use alternate forms of assessments:
o Adjust the way items are weighed to reflect progress
o Give vocabulary focused tests (not text book quizzes)
o Use low stress assessment types
New Information Learned:
In regards to evaluating and assessing ELL students accommodations to grading and
testing norms should be considered.
Do not test them the same as peers, with text book generated quizzes.
Make specially designed, heavily vocabulary focused assessments

2. Resources to study:
Titles: English Language Learners with Reading Disabilities: A Review of Literature and
the Foundation for a Research Agenda by Jane R. Shore and John Sabatini
Key Points & Takeaways:
17% of the ELL students identified as learning disabled are Hispanic.
The true number of ELLs with LDs remains unclear at this time.
growing numbers of ELLs are being identified as having special needs, regardless of
whether those identified are appropriately classified
Issues that affect language development in other skills areas, like speaking, can have an
effect on reading
Cross linguistic transfer taking what know about 1st language and applying it to what
know of second (doesnt necessarily apply)
How do you determine when a student has truly mastered the acquisition of a second
language?
o Learners demonstrate proficiency by:
can demonstrate basic interpersonal communication skills
with respect to cognitive academic language proficiency (academic
context)
Determining if a critical period exists while acquiring a second language
Specific LDs are intended to be a subcategory of all disabilities, which include, among
others, autism, deafness, blindness, emotional disturbance, hearing impairments,
language impairments, mental retardation, and visual impairments
Learning about difficulties that may present themselves in an individuals first language
is the first step in any holistic and thorough investigation of learning differences
Phonological awareness has been found to be a significant predictor of word recognition
and spelling within and across languages
 In languages with less consistent orthographies, children who have a problem with
syllables, onset, and rime levels prior to their acquisition of literacy will have problems
learning to read
Referral Processes - variation in referral procedures across different populations.
(typically teacher refers)
o Generally interpreter involved
o lack of clarity in the referral of ELLs to LD services
o students were first identified as limited English proficient (LEP) before they were
identified as in need of special education services

New Information Learned:

Regardless of language or country of origin, across varied cultural, social, and linguistic
contexts, there are those individuals who experience difficulties learning to read when
exposed to the regular literacy curriculum and those who are resistant to specific
instructional interventions beyond the regular curriculum
An individuals ability to understand oral language is also an important aspect of reading
and might be seen as a valuable indicator of reading proficiency
Examining Reading development of ELLs look at:
o Phonological Awareness, Orthographies(spelling system of a language), decoding,
oral vocabulary/proficiency, and comprehension
Assessments
o Difficult
o Mixed results poor results doesnt clearly portray disability v language barrier
o Accommodations
ELLs improperly identified with LD
Test/Assessment not properly looked at for validity of understand by ELL students
New processes for referral, assessment, and planning need to be developed to properly
identify and help