Unit Planning 2: Unit Planning 2: Culminating Culminating AssessmentAssessment

REEP All Staff In-serviceREEP All Staff In-serviceApril 23, 2010April 23, 2010

AgendaAgenda

Welcome & IntroductionWelcome & Introduction Motivation: Teacher ShareMotivation: Teacher Share

– Unit sketchesUnit sketches– Library field tripsLibrary field trips

Presentation: Culminating Assessments Presentation: Culminating Assessments (CA) at REEP(CA) at REEP

BREAKBREAK Practice: Pair work with the CA templatePractice: Pair work with the CA template Application: Homework AssignmentApplication: Homework Assignment Reflection/EvaluationReflection/Evaluation

2/08: Community Building 2/08: Community Building

& Varying the Task& Varying the Task

5/08: Initial Assessments 5/08: Initial Assessments & Grouping Strategies & Grouping Strategies

9/08: Goal Setting & 9/08: Goal Setting & Student ConferencingStudent Conferencing

1/09: Learning Styles & 1/09: Learning Styles & Learning CycleLearning Cycle

9/09: Unit Planning: 9/09: Unit Planning: OverviewOverview

Today: Unit Planning: Today: Unit Planning: Culminating AssessmentCulminating Assessment

In-Service Series: Meeting All In-Service Series: Meeting All Students’ NeedsStudents’ Needs

Today’s ObjectiveToday’s Objective

Teachers will increase Teachers will increase knowledge and skills in…knowledge and skills in…– planning units to meet all planning units to meet all

learners’ needslearners’ needs– designing culminating designing culminating

assessmentsassessments

Level Group Discussion: Level Group Discussion: Unit Planning 1 Unit Planning 1 HomeworkHomework

Share your unit sketch and Share your unit sketch and discuss the reflection discuss the reflection questions.questions.

Library Field TripsLibrary Field Trips

Session OutlineSession Outline

1.1. Teacher presentationsTeacher presentations

a. Emily Vandermade (200-a. Emily Vandermade (200-250)250)

b. Ibrahim Alaya (400-450-b. Ibrahim Alaya (400-450-550)550)

2.2. Library fieldtrip project Library fieldtrip project plan as culminating plan as culminating assessmentassessment

What is a What is a Culminating Culminating Assessment? (CA)Assessment? (CA)• Extended, performance-basedExtended, performance-based• To assess mastery of language and To assess mastery of language and life skillslife skills• Opportunity for Ss to practice non-Opportunity for Ss to practice non-language skillslanguage skills• … … and to be involved in planning the and to be involved in planning the task and assessing their own task and assessing their own performanceperformance

Goal of CA(s):Goal of CA(s):

Enable Ss to demonstrate Enable Ss to demonstrate their ability to their ability to accessaccess and and navigatenavigate a particular system… a particular system…using language as well as non-using language as well as non-language skillslanguage skills

Standards of Standards of AssessmentAssessment

REEP level descriptorsREEP level descriptors Ss' demonstrated ability to Ss' demonstrated ability to access and navigate the U.S. access and navigate the U.S. system as described in the unit system as described in the unit objectivesobjectives

When do you do When do you do Culminating Culminating Assessments?Assessments?

Mid-cycle*Mid-cycle*

End of cycle*End of cycle*

* Any time* Any time

An Effective An Effective Culminating Culminating Assessment…Assessment… is level appropriateis level appropriate assesses performance in a new assesses performance in a new way, but measures what has way, but measures what has been taught (no new skills)been taught (no new skills)

An Effective An Effective Culminating Culminating Assessment…Assessment… simulates a real life tasksimulates a real life task is practicalis practical is reliableis reliable is acceptable to learners as a valid is acceptable to learners as a valid activityactivity includes technology where includes technology where appropriateappropriate

An Effective An Effective Culminating Culminating Assessment…Assessment…Enables Students to:Enables Students to: practice non-language skillspractice non-language skills actively demonstrate what they actively demonstrate what they

know know demonstrate language proficiency demonstrate language proficiency

as described in the REEP Level as described in the REEP Level DescriptionsDescriptions

An Effective An Effective Culminating Culminating Assessment…Assessment…

Enables Teachers to:Enables Teachers to: assess students’ language assess students’ language proficiencyproficiency assess students’ performance on assess students’ performance on unit goalunit goal document performance and provide document performance and provide feedback to studentsfeedback to students

Types of CA ActivitiesTypes of CA Activities

Simulation/Role PlaySimulation/Role Play Problem-solvingProblem-solving ProjectsProjects

– Employment projectEmployment project Oral PresentationsOral Presentations

Library Field Trip Library Field Trip as a as a CACA

300/350300/350

What opportunities do you see for What opportunities do you see for

assessment, and for which skills?assessment, and for which skills?

Library Fieldtrip StepsLibrary Fieldtrip Steps

1.1. Get buy-in / explainGet buy-in / explain

2.2. ““Hunt” library websiteHunt” library website

3.3. Make travel plansMake travel plans

4.4. Plan library activitiesPlan library activities

5.5. Reflect on our tripReflect on our trip

6.6. Record our storiesRecord our stories

“Hunt” the library website in pairs during lab class.

Make travel plans together.

NameName WalkWalk Take the Take the busbus

DriveDrive Get a Get a rideride

“How will you get to the library?”

Make travel plans together.

(cont’d)

Where is …?Where is …?

Where are…?Where are…?upstairsupstairs downstairsdownstairs

the checkout counterthe checkout counter

children’s bookschildren’s books

DVDsDVDs

the computer labthe computer lab

The checkout counter is downstairs, next to the The checkout counter is downstairs, next to the front door.front door.

The children’s books are downstairs, next to the The children’s books are downstairs, next to the periodicals.periodicals.

Report back.

“Where is…?”

Plan library activities together.

We We askedasked questions about questions about English books, activities for English books, activities for children, and late fees during children, and late fees during the librarian’s presentation.the librarian’s presentation.

We read fliers and brochures about services and activities at the library.

We went on a tour of the library and listened to the librarian.

Use photos we took in a shared writing activity.

“Congratulations, class!”

http://voicethread.com

Record stories about our experience.

“Library is good place to teach yourself to learn more English.  The first step in library with my classmates was with my teacher Michele Cona. That trip was very wonderful . In library we found all help with library clerk . After that we make a tour in the library . We  found the books about English language and the video,  and there many way to learn English like : audiobook, videocassette , DVDs ... as we  ask the library clerk about any thing if we don't know it.

After that we got the library card . It became for us to use it for many way to learn English like, How  to borrow a book a video, How to return any thing you borrow.

Really, library is a good space to make yourself better with English.”

-- A.G.M. Reflect and write about our

Trip to the library.

Library Field Trip Library Field Trip as a as a CACA

What opportunities do you see for What opportunities do you see for

assessment, and for which skills?assessment, and for which skills?

Let’s Look at the CA Let’s Look at the CA TemplateTemplate Statement of the taskStatement of the task Goal of the taskGoal of the task

– Students will demonstrate their ability to access and navigate community systems using the lifeskills learned in the unit and level appropriate language skills.

Let’s Look at the CA Let’s Look at the CA TemplateTemplate Type of activityType of activity Language Skills To Be Assessed:

– The REEP Level Descriptions for _____ are the standards against which learner performance on this activity should be measured. 

Technology SkillsTechnology Skills Estimated TimeEstimated Time Resources & Materials  Resources & Materials   Steps/PlanSteps/Plan

– Instructions for teachers  Instructions for teachers  – Instructions for students  Instructions for students  – Assessment [including student self-Assessment [including student self-

assessment]assessment]

Let’s Look at the CA Let’s Look at the CA TemplateTemplate

Meeting All Students’ Meeting All Students’ Needs with CAsNeeds with CAs

Community buildingCommunity building Vary the taskVary the task Grouping strategiesGrouping strategies Learners’ goalsLearners’ goals Learning stylesLearning styles

if you want more info about this, all is if you want more info about this, all is available onlineavailable online

BreakBreak

Practice: Pair work Practice: Pair work with the CA templatewith the CA template Work in level pairs:Work in level pairs:

– Review the level objectives for the Review the level objectives for the Community Unit Community Unit

– Using the REEP template, plan a Using the REEP template, plan a culminating assessment around a culminating assessment around a library field triplibrary field trip

Application: HomeworkApplication: Homework

Between now and the next in-Between now and the next in-service:service:– Choose a unit and design a CAChoose a unit and design a CA– Complete a reflection checklistComplete a reflection checklist

Unit Planning 2: Unit Planning 2: Culminating Culminating AssessmentAssessment

REEP All Staff In-serviceREEP All Staff In-serviceApril 23, 2010April 23, 2010