Article in english - dual language classes

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  • Publicado : 19 de noviembre de 2011
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Created By: Eva L. DeJesus
ESL Coach & Teacher

[pic]Phase I- In this initial phase of the testing component, students should be very much familiarized with the 7 steps of the vocabulary component of the program as well as the reading and writing strategies that are integrated in the program, this will facilitate and expedite mastery of the test sophistication strategies in thispart of the program. There are 7 steps that teachers should utilize to introduce test- prep to students. We will break them down into 4 sub-components-
❖ Listening
❖ Speaking
❖ Reading
❖ Writing
These are the 4 sub- components that mirror both the dimensions of language as well as the parts of both the ELA Test and the NYSELAT- New York State English as a Second LanguageTest. It is important that the teacher help the students become acclimated to the protocols of RIGOR, EXCELL or both. The constant exposure to the protocols of the program will expedite test-sophistication mastery. Each sub-component will have its set of 7 steps. Teacher must plan accordingly and decide what component or phase he or she will break down for the students.

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On the ELA Test andmost Language Arts Test, there is a listening part or component. Students are required to multi-task, they must listen, recall, take notes, summarize, reiterate the given information and produce a written response via an essay and/or response questions. In addition, teacher should pre-teach and expose students to ELA Rubric to be used for grading purposes. Teacher will teach/ model the followingsteps:
1. Teacher reads the directions.
2. Students re-read the directions to themselves as teacher reads them out-loud.
3. Students via choral reading, in small groups take turns reading the directions.
4. Students take turns orally skimming and scanning question via round table method.
5. Teacher will proceed to read the passage twice as students take notes viawrite-around-strategy, in their collaborative groups. (Teacher may want to alternate this activity, first try heterogeneous grouping until eventually scaffolds are removed students are homogeneously grouped and then finally independently.)
6. Students then convene in their groups and use round-table strategy to answer, discuss and classify questions into different categories. Students should also utilizethe write- around strategy to write an essay in their collaborative groups.
7. Each group will take turns via share/pair think partners to read discuss and answer questions both orally and via either chart paper or smart board.

The 7-steps for this part should be scaffolded or broken down by parts and teacher should model this entire process with either a student volunteer or another fellowteacher. Also, a separate lesson on scoring guide and rubrics should be pre-taught to the students. Teacher should make sure to show students sample responses of each part that has scored 3 or higher on test. These can be obtained by downloading them from the NYS ELA website or via teachers scoring guide and manual. Necessary permission should be obtained in regards to copyrights infringement laws.[pic] On the NYSELAT Test there is a part that measures oral language. This part of the test requires the student to answer questions via pictures, tell stories using pictures as well as respond to question stems orally. This segment of the program prepares the student for such activities via 7-step method. Again it is important to emphasize that teacher should model and pre-teach use ofrubrics utilized to score this part of the test. In addition, teacher should plan accordingly to the needs of the students according to language proficiency levels. All test-prep materials can be down-loaded from the NYSELAT website. Necessary permission should be obtained to avoid infringement laws. Teacher must teach/model the following 7 steps-
1. Teacher reads the directions.
2. Students...
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