K-5 English learners to read in English. English learners can learn to read at the same rate as their native English-speaking peers but may need indicator of reading comprehension pdf support. A comprehensive core reading program includes well-developed assessment systems for identifying student needs.
Teachers can use these measures to determine which students need support and what kind of support they need. By the middle of kindergarten, after students have received some instruction, these formative assessments are a valid indicator of whether or not a student is at risk for reading problems. Students at a higher risk will require frequent monitoring – as often as several times per month. It is critical to respond in a timely fashion to potential reading difficulties indicated in formative assessment results.
In this multimedia overview, learn about the role of interventions with English learners, including the characteristics of effective instruction. Students must be taught vocabulary through formal instruction and also provided opportunities to acquire vocabulary through use in language-rich settings in and out of the classroom. Teachers should go beyond the words in reading texts and address the meaning of common words, phrases, and expressions that English learners have not yet learned. Core reading programs typically do not include adequate vocabulary instruction for English learners, so districts and schools need to develop a framework of essential words to be taught explicitly and in-depth.
Vocabulary instruction should be emphasized in all parts of the curriculum and include common English words and phrases as well as content words. In this multimedia overview, learn about teaching strategies for developing vocabulary. Academic English is the language of school-based learning and entails understanding the structure of language and the precise way that words and phrases are used, including content-specific vocabulary. Starting in kindergarten, academic English should be taught explicitly in specific blocks of time throughout the day – during content area instruction, reading instruction, and English language development. Students should learn the structure of the language, grammar, how words and phrases are used. This multimedia overview, explains the concept of academic English and why it is important. It emphasizes teaching academic language throughout the day, in content area classes, English language development classes, and reading classes.
At least 90 minutes a week should be spent on instructional activities where student pairs work together. English language proficiency levels should be assigned to work together on structured academic tasks. Partner work provides opportunities for students to practice what the teacher has taught and can be used to strengthen a wide range of skills, including word and text reading, fluency, comprehension, vocabulary, spelling, and writing. In this multimedia overview, learn how to structure peer learning activities and incorporate peer-assisted instruction throughout the day. To hear from the experts, see examples of these practices at work in real classrooms, learn more about the role of each school team member in successful implementation, and access useful tools and templates, please visit the Teaching Literacy in English to K-5 English Learners section of Doing What Works. Web page addresses and e-mail addresses turn into links automatically. Target the Problem Pinpoint the problem a struggling reader is having and discover ways to help.
Ready for Kindergarten What parents, teachers and child care providers need to know. Our Podcasts Watch or listen to our classroom video, author interviews and more. FAQs About Reading Real questions from parents and educators, answered by experts. Create your own booklists from our library of 5,000 books! Types of Educational tests There are many different types of testing that can be done during an evaluations. These are assessments listed on this page, click on the type of test or the test acronym, and it will take you to that place on the page.
Also check under Social skills, below in it’s own section. Also check under Social Pragmatics, listed under Speech and Language. Measures: Cognitive ability, academic achievement, and scholastic interest. Yields individual test scores plus cluster scores. A diagnostic tools used by evaluators to determine whether a student has learning disabilities. It is important that both the cognitive and achievement portions of the Woodcock-Johnson test be administered. Often only the achievement portion is given which points out the student’s academic weaknesses.
The cognitive test needs to be given to provide a more complete picture of the student’s academic functioning and strengths. Giving us a total of 35 subtests in all. The WJ-III Has 42 subtests, the Cognitive part has 20 subtests. For a list of the WJ-R, subtests and clusters, click here. For a list of the WJ-III, subtest and clusters, click here. Educators have often reported that when they give WJ to prove what they all ready know, and have found that test does not show the student areas of weakness.
It is important to have your child tested in each area of weakness. See the list of the different diagnostic tests that are available. Achievement assessment of core subject areas. This test is intended to screen students on global achievement skills to determine the need for follow-up testing and evaluation.