While I was on vacation, ESOl teachers suggested at an attendance meeting that we needed a meeting to establish the criteria for being placed or moved into level 2. Looking back through my notes, these are the criteria that we established in February of this year. Teachers at level 1 (not basic) were asked to begin using the REEP rubric inofrmally in scoring student writing and to keep the writing pieces and their score sheets in student folders.
Please read this and comment. Do we really need a meeting or do we just need to put these procedures into practice?
Movement Issues and Assessment: Notes from our February 2008 Common planning Meeting followed by more specific guidelines.
Given the comprehensive nature of the frameworks in giving equal weight to all four aspects of language: listening, speaking, reading, and writing, the BEST + has never been the sole criterion for movement. A couple of years ago, Sandra did considerable work on assessment. Based on her work, we added regular, rubric graded dictations to documentation to be included in student folders.
Based on the fact that we are now using the REEP as the assessment for level three and for movement from level 2 to level 3, we are adding another component to level 1 assessment that must be included in student folders.
Maryellen tried using the REEP rubric as is and found it helpful and easy to use.
Writing Skills to go from Basic to Level 1
(w.1.1a) Generate and write a simple statement such as My name is Maria Garcia. I come from the
(w 1.1.b) Write basic personal information in simplified forms. Name, address, date of birth.
w.2..1e Write simple sentences in the present tense. Maybe have end punctuation
w.2.1h Spell words phonetically and spell at least some sight words correctly.
Give a simple form to fill out.
Write 3-5 simple sentences about yourself.
________________________________________________________________________
Writing Skills to go from Level 1-Level 2
w1.3a Write several related statements on a familiar topic. (see benchmark examples.)
w.1.3b Fill out simple authentic forms using models.
w. 1.3.c. Write short messages or notes using models.
w. 2.3a Write simple affirmative and negative sentences and questions using correct word order using vocabulary from targeted topics.
w. 2.3c connect related sentences using transitions words.
w. 2.3d Use basic grammatical structures with support: present, present continuous, simple future, and some common irregular past tense verbs, articles, subject and object pronouns, prepositional phrases, frequency adverbs.
Assessment:
- Write a paragraph about a familiar, personal topic such as
yourself
your family
your home in your country
a holiday
what you like to do on a day off
The paragraph needs a 2.3 or above when scored on the REEP rubric to qualify for movement
- Fill out an authentic form—library card, post office change of address, etc.
(using a model)
- Write a short note or message using a model—thank you note, telephone message
1 comment:
Earlier today I started a [profound] response that I let evaporate!
Even after we say that entering level 2 requires a writing level of at least 2.3, we still don’t agree on what a 2.3 is. I think that there are several notions in those 'Writing Skills to go from Level 1-Level 2' guidelines that don’t quite feel synonymous. Somehow we all have to get our minds around instruction/benchmarks and assessment/performance, both of which refer to 'Student Performance Levels' (as blurry a line as Grade Level Equivalence).
So, the guidelines refer to instruction
• the writing benchmarks for instruction, per the curriculum frameworks (w. 2.3d Use basic grammatical structures with support: present, present continuous, simple future, and some common irregular past tense verbs, articles, subject and object pronouns, prepositional phrases, frequency adverbs. – as in SPL 2)
• writing with a model or with support (as in “w. 1.3.c. Write short messages or notes using models” – SPL 1 )
and assessment
• REEP rubric for Assessment (“Write a paragraph about a familiar, personal topic such as yourself your family your home in your country a holiday what you like to do on a day off The paragraph needs a 2.3 or above when scored on the REEP rubric to qualify for movement”)
• SPL descriptors for performance, specifically,
NRS level: Beginning ESOL Literacy
Rubric Score: 0
SPL: SPL Level 0 (No ability whatsoever in English) and SPL Level 1 (Individual can copy letters of the alphabet, numbers, own name and address. Individual may have difficulty using a writing instrument.)
NRS level: Beginning ESOL
Rubric Score: 1 and 2 (and somewhere in the midst of this is our own threshold, 2.3)
SPL: 2 (Individual can write basic personal information and numbers and can complete simple forms. Can write sight words and may be able to write simple messages using learned phrases. )
SPL 3 (Individual can write short sentences on basic personal information and on familiar subjects. There is emerging use of punctuation (e.g. period and question mark).)
SPL 4 (Individual can write simple sentences, notes and messages on familiar subjects, may write simple paragraphs. Has limited grammatical accuracy. Inconsistent use of the mechanics of writing, including capitalization, period, and question mark.
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