The reason I chose to weigh Seraphina’s Promise, chapter quiz 25/25 is because this assignment is based on the student’s ability to listen, comprehend, and answer questions pertaining to the text through a paper test. The book will be read orally, chorally, or listened to via audio and the students will work with a partner to answer the questions. Therefore, I feel that this style of assignment should be worth a smaller percentage of the student’s grade. However, the final project for Seraphina’s Promise is weighted as 100/100. This project carries a higher weight due to the fact that this project is the student’s sole interpretation and understanding of the book. There are many facets to this assignment such as representation, understanding,
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Teachers have to take into consideration an ELL student’s linguistic and cognitive level when assessing their work. Although, the ELL student may have a cognitive level he or she may not be able to linguistically explain or comprehend the information to succeed in the task at hand. The teacher needs to make accommodations that aid the student so that he or she can meet their learning goals. In the language arts assignments above, the teacher should first supply the student with the vocabulary/spelling words and the cognates from their native language. The teacher has to make sure that the student first understands the meaning of the word before he or she is able to spell the word. Also, when grading assignments the teacher should take into consideration any letter transfers, letters not found in their primary language, or unfamiliar sounds in their primary language. Assignments for ELL’s should not be assessed by language criteria but should be assessed allowing the student to use other means. Assessments can be accomplished through the student retelling, artwork, or role play. These types of assessments can also be used for ESE students. Teachers should take into consideration what their students are capable of and allow them to use their strengths to obtain their learning …show more content…
However, he is able to perform at a high level when having to display his knowledge using other means to relay his understanding. This is a result of the language barrier. Although, the student is able to comprehend the information in his native language, he continues to struggle when using only English to answer the information within the text. Whereas, student five excels in spelling he struggles with reading comprehension. When he works through the process with a peer he is able to succeed but does need guidance throughout the
Teachers have to take into consideration an ELL student’s linguistic and cognitive level when assessing their work. Although, the ELL student may have a cognitive level he or she may not be able to linguistically explain or comprehend the information to succeed in the task at hand. The teacher needs to make accommodations that aid the student so that he or she can meet their learning goals. In the language arts assignments above, the teacher should first supply the student with the vocabulary/spelling words and the cognates from their native language. The teacher has to make sure that the student first understands the meaning of the word before he or she is able to spell the word. Also, when grading assignments the teacher should take into consideration any letter transfers, letters not found in their primary language, or unfamiliar sounds in their primary language. Assignments for ELL’s should not be assessed by language criteria but should be assessed allowing the student to use other means. Assessments can be accomplished through the student retelling, artwork, or role play. These types of assessments can also be used for ESE students. Teachers should take into consideration what their students are capable of and allow them to use their strengths to obtain their learning …show more content…
However, he is able to perform at a high level when having to display his knowledge using other means to relay his understanding. This is a result of the language barrier. Although, the student is able to comprehend the information in his native language, he continues to struggle when using only English to answer the information within the text. Whereas, student five excels in spelling he struggles with reading comprehension. When he works through the process with a peer he is able to succeed but does need guidance throughout the