The Assessment and Placement of E.L.L students in the U.S Virgin Islands

Assessment and Placement of ELL’s In the U.S Virgin Islands

     ‘I once was blind, but now I see’ a quote I've heard within the forms of theater and music, but one that hadn't applied to me until this course began. As I previously noted within my blog post reflection I was one of the people within our society that stigmatized those of different nationalities (particularly Santo Domingo’s) wondering how is it possible to be born in an English speaking country and attend native English institutions without ever understanding English. I am now ashamed of my ignorant thoughts; I can’t believe that I had let such things blind me from the real issues and truths; it was the fault of our own governments and educational institutions. The only reason they are unable to comprehend and understand English fluently was because they were never accurately taught how to do so. Because of standardized testing and the high demand for better results from schools, many things fall through the cracks and bilingual programs have been a constant variable in the equation. It is my intent to illustrate the purposes and challenges met by teachers when assessing and placing students within bilingual programs and offer some solutions that may help to make the identification and transition smoother.
     
       Assessments, formative and summative, are pertinent in the placement of English Language Learner’s to ensure progression. Formative assessments ensure the appropriate selection of instructional strategies, while summative assessments are basically used as a test to ‘rate’ or ‘scale’ a student’s progression. Teachers depend on this performance based assessments to be able to assess a student’s understanding of skills and to determine initial placement within classrooms. Through visual observation as well as portfolios that illustrate the student’s progress teachers monitor student’s language acquisition/ proficiency. Student’s progression rates will vary due to environmental factors and social interaction through language, formally known as BICS (basic interpersonal communication skills).

       The most complex part of assessing a student for placement is using the results of said testing to create instruction. The report teachers receive, report of students overall level of acquisition, is most useful in this aspect. The scores for each domain are listed which makes it easier for teachers to plan instruction to best fit the needs of their students. This sheet should be upgraded by all staff members involved with the students learning so that all teachers are aware of progressions and can make the appropriate changes to meet those students needs academically to help them further progress. Teachers are expected to create differentiated assessments for students, and it is more than understandable for none of us are the same or two of a kind, but it is also a tedious job for an educator with students from different levels and nationalities within their care. Working with others (colleagues, conferring with parents) can prove to be rewarding for both teachers and students.
All teachers working alongside one another, ESL and mainstream, to create the assessments needed for incoming or returning students annually would elevate a lot of the stress involved within making those assessments. Creating assessments annually even though testing is done quarterly saves a lot of time, as well as having a team of teachers all specializing in different aspects contributing to the creation; it all equals a recipe for success. Through this strategy teachers are afforded more time for instruction, individualized or otherwise. Teachers are also giving better rounded assessments so in return the information received on their students is vast and accurate, giving them the ammunition needed to fuel their progression onto a pathway of success. Through this solution teachers are afforded an opportunity to help each other help the students, as well as themselves.

        Other ideas that help in developing differentiated assessments include familiarizing yourself with the state’s English language proficiency standards for your grade level, and only plan tasks for the levels of the students in your class. Keep all assessment tasks as simple as possible, while noting that students at level five or nearing there should be conducting tasks similar to that of natives. I also personally think that it would be effective for all school to utilize a supplemental grading report which reflects the progress make in each of the four domains; listening, speaking, reading, and writing. This is not something that I am aware of in our school within the territory but I think that it would be quite effective for students and parents would be able to identify target areas and work on them outside of the classroom to help reinforce skills learned.  Engaging a student is the best way to ensure participation and progression, by involving the community and the families within a student’s academic endeavors students are given three times the amount of support than they can ever receive in the classroom, as well as instruction from those who identify with them the most and those who know who they learn the best.

 References

Baralis, C. L. (2009). The long-term effects of a K-5 dual language program on middle school student academic achievement and biculturalism. (3405271, Hofstra University). ProQuest Dissertations and Theses, , 242-n/a. Retrieved from http://search.proquest.com/docview/231001355?accountid=32521.

Holloway, L. (2000, Oct 04). A challenge to bilingual programs in teaching English. New York Times. Retrieved from http://search.proquest.com/docview/431580464?accountid=32521
Brian, A. G., & Fabiano, L. (2007). Assessment and intervention for bilingual children with phonological disorders. ASHA Leader, 12(2), 6-7,26-27,31. Retrieved from
http://search.proquest.com/docview/218087462?accountid=32521

Syrja, Rachel Carrillo. How to Reach and Teach English Language Learners: Practical Strategies to Ensure Success. John Wiley & Sons P&T, 08/2011. <Vbk: 9781118397077#page (35)>.

Children's Corner; Christmas Stories

Mama's Christmas Miracle

Mama told me a story a long long time ago not like any that I'd ever heard,

all about a little girl mama used to know, how I remember every word.

Seems like a lifetime ago, though I remember it so well,

it was a Christmas eve I'll never forget as far as I can tell.

We were sitting at the kitchen table, it was only my mother and me,

I was dreaming of Christmas morning and all the presents under the tree.

Dad wasn't doing that well and money was scarce that year,

Mama found a way of telling me without me shedding one tear.

She told me a story of a little girl and a Christmas long ago,

who came from far away, a place where it rarely snowed.

Santa was just a dream to her, but she believed so much inside,

that Christmas was going to be special, so she knelt by her bed and she cried.

"Lord let Santa remember me if not just this one time, I promise I won't ask for much, maybe a dolly I can call all mine."

She closed her prayer and thanked the Lord for all that she received,

she knew that Santa would really come if only she believed.

She wrote a letter to Santa unfamiliar to most girls and boys,

Though her list was long and full, on it there were no toys.

Only things we take for granted, like new shoes or underpants,

hair bows for her sisters and gloves to warm her brother's hands.

At the bottom of her list she asked if it not be to much, for a brand new baby doll she could hold and love and touch.

Then Christmas morning came and she looked beneath her tree,

Not a present to be found as far as she could see.

She didn't give up hope as she heard a knocking sound,

When she opened up her door a great big box she found.

She called out to her mother and dad, brothers and sisters too,

She said "my prayers were answered, there's something in here for all of you."

Her daddy got brand new boots, her mother new underpants, her sisters got beautiful hair bows, her brothers warm gloves for their hands.

Buried deep beneath the box was a brand new baby doll and a note that said Merry Christmas I love you one and all.

I'll never forget that story because much to my surprise,

I saw the true meaning of Christmas shining in my mother's eyes.

For those of you who are wondering, as if you didn't know,

The little girl in Mama's story was my mother long ago.

This poem is about a childhood memory I will never forget. God bless all the mothers in this world and may all your Christmases be ones to remember.

© Kathy J Parenteau

Source: Mama's Christmas Miracle, Christmas Poem http://www.familyfriendpoems.com/poem/mamas-christmas-miracle#ixzz2nlt6WS9N

Family Friend Poems

Children's Corner; Christmas Poetry

The Littlest Christmas Tree

The littlest Christmas tree,

lived in a meadow of green,

Among a family,

of tall evergreens,

He learned how to whisper,

the evergreen song,

with the slightest of wind,

that came gently along.

He watched as the birds,

made a home out of twigs,

and couldn't wait till, 

he too was big.

For all of the trees,

offered a home,

the maple, the pine, and the oak,

who's so strong.

"I hate being little",

the little tree said,

"I can't even turn colors,

like the maple turns red",

"I can't help the animals,

like the mighty old oak",

"He shelters them all,

in his wide mighty cloak".

The older tree said,

"Why little tree you don't know?

The story of a mighty king,

from the land with no snow?"

Little tree questioned,

"A land with no snow?"

"Yes!" said old tree,

"A very old story,

from so long ago".

"A star appeared, 

giving great light,

over a manger, 

on long winters night.

A baby was born, 

a king of all kings,

and with him comes love, 

over all things."

"He lived in a country,

all covered in sand,

and laid down his life,

to save all of man.'

Little tree thought of the gift

given by him,

then the big tree said with the 

happiest grin,

"We're not just trees,

but a reminder of that day,

there's a much bigger part,

of a role that we play!"

"For on Christmas eve,

my life I'll lay down,

in exchange for a happier,

loving ground.

And as I stand dying,

they'll adorn me in trim,

this all will be done,

in memory of him".

"Among a warm fire, 

with family and friends,

in the sweet songs of Christmas,

I'll find my great end,

then ever so gently,

he'll come down to see,

and take me to heaven,

Jesus and me".

"So you see little tree,

we are not like the oak,

who shelters all things,

beneath his great cloak.

Nor are we like the maple

in fall,

who's colors leave many,

standing in awe".

"The gift that we give,

is ourselves, limb for limb,

the greatest of honor,

in memory of him".

The little tree bowed, 

his head down and cried,

and thought of the king, 

who willingly died.

For what kind of gift,

can anyone give?

Then to lay down your life,

when you wanted to live.

A swelling of pride 

came over the tree,

Can all of this happen?

Because of just me?

Can I really bring honor?

By adorning a home?

By reminding mankind,

that he's never alone?

With this thought, little tree,

began singing with glee,

Happy and proud,

to be a true Christmas tree.

You can still hear them singing,

even the smallest in height,

singing of Christmas,

and that one holy night.

© Amy Peterson

Cultural Diversity in the U. S Virgin Islands

Cultural Diversity in the U. S Virgin Islands

       America has always been the ideal location for immigrants because of our laws promoting equality, rights, and justice and its territories are no different since they are subject to the same laws. It is because of such, and our ideal location, that many immigrants also move to the U.S Virgin Islands seeking refuge from their native lands; and as such our Spanish speaking population is ever rising. With neighbors from Puerto Rico, Santo Domingo, and the Dominican Republic it was pertinent for our local schools to develop ESL programs to meet the needs of our growing population. There are many things, important information, which is needed in order to provide adequate and appropriate teaching and learning techniques that we, as teachers, can only learn from parents; student’s cultural emotional actions and responses, norms, values, and other customs. This information is significant when creating lesson plans, presentations/activities, and to facilitate an effective, progressive classroom. With the holiday season within it's prime time this is the perfect opportunity to utilize different activities to promote diverse cultures,  it is my intent to illustrate a series of presentations and activities that can be used within a classroom to promote cultural awareness among diversity.

1. Cultural Group Readings

The purpose of this activity is to familiarize students and parents with different cultures and languages active with the classroom/school.

The target group is Spanish speaking minorities

Students and parents are asked to bring a book from their native culture and one item that is a part of their culture. After reading there book within their native language students and parents are encouraged to tell us about their ‘show and tell’ item. Some questions asked may include, but aren’t limited to ‘why be it so important to you/ your culture? How where you introduced to this item? Other students and parents are encouraged to inquire as well.

Each presentation should last no longer than fifteen minutes. Participants will be notified ahead of time and will be asked to choose excerpts or chapters to read aloud.

All materials and resources used are personal items respective to the parities participating. A microphone and speaker should be present to ensure all participants are heard and to promote engagement.

2. Social Studies Activity

The purpose of this activity is to help familiarize students and parents with different cultures and languages present within the classroom and school, as well as to help them identify the different cultures geographically.

This activity is useful with all groups and minorities, but because of the complex diversity of Spanish speaking individuals within my community I feel it necessary to illustrate through such circumstances

Students and parents are asked to bring a map (small or printed out on paper) of the town or city that they are from natively. Students are also asked to bring pictures from their hometown of social hangouts, historical sites, landmarks, and other popular areas to help familiarize others of where they are from. Parents and students will be asked to identify their native homelands on a World map and a globe so students are able to locate it themselves. Then all participants are asked to make a collage using the items they’ve brought, to display within the classroom, which can later be used to reiterate instruction/information.

Presentation/activity target time is ten minutes or less

Participants are asked to bring most of their materials (pictures, maps, souvenirs, etc.). Other items needed include;

• Poster boards

• Glue

• Scissors

• Markers

• Computer with printer

• World map

• Globe

• Overhead projector (optional)

3. Social Learning Area

The purpose of this activity is to promote cultural awareness among students and parents about their peers; also to promote understanding between all parties of their native customs to ultimately empathize with all peers regardless of differences, culture or otherwise.

This activity is useful with all groups and minorities, but because of the complex diversity of Spanish speaking individuals within my community I feel it necessary to illustrate through such circumstances

Everyone is asked to bring personal items that may be considered respective to their culture to use within the learning areas (i.e. sombrero, wooden shoes, etc.).After identifying which items were brought by who and their use children and parents are encouraged to utilize objects that are ‘new’ to them, several objects. Through these actions and use of various materials it is believed that students will form a greater appreciation for culturally diverse people and their items; developing cultural awareness.

Participants are encouraged to engage within an activity until they’ve familiarized themselves will all items and interacted with others.

Materials sued are donated by parents and participating members of the community.

All activities listed where developed to promote three types of affective variables related to second language acquisition; self confidence, motivation, and low anxiety. Through these activities, and other engaging activities, it is hoped that students will be able to build an appropriate level of self confidence among their peers, as well as within the classroom to ensure progression. After familiarizing themselves with others and their different backgrounds and cultures, students are more at ease and motivated to participate within all activities. Our text states that learners who have self confidence and positive self image tend to be more successful, high motivated learners who outperform those with low motivation. It is with such information that I conclude, engaging students in learning is necessary across all areas and until that is embraced we will all continue the ‘uphill’ battle of dealing with challenging students.













References

Helm, J. H. (2008). Got Standards? Don’t Give Up on Engaged Learning! Young Children, 14-20.

Gronlund, G. (2007). Making early learning standards come alive: Connecting your practice and curriculum to state guidelines. St. Paul, MN: Redleaf Press.

Marotz, L. R., Allen, K., Developmental Profiles Pre - Birth through Adolescence, 7th edition Wadsworth Cengage Learning USA 2013

Syrja, Rachel Carrillo. How to Reach and Teach English Language Learners: Practical Strategies to Ensure Success. John Wiley & Sons P&T, 08/2011. <Vbk: 9781118397077#page (35)>.

Children's Corner; Christmas Poetry

The Greatest Birthday

'Glory to God in the highest

And on earth peace good will toward men'

Born unto a virgin was God's only begotten Son

Emmanuel (God with us) is the title of The One

Mary's father was of Judah, the linage of a king

Mary's mother was a Levite, from Aaron's priestly string

The world beheld a brilliant star a shining in the east

The sign of Christ, The King of Kings, Lord of Lords, and High Priest

'Glory to God in the highest

And on earth peace good will toward men'

Shepherds in the field keeping watch over their flock at night

The angel of the Lord appeared and gave them such a fright

'Fear not: for behold, I bring you good tidings of great joy'

For unto you is born this day, a Saviour, Christ the Roi

The Babe is wrapped in swaddling clothes, a lying in the hay

Heavenly host gave praise to God on the greatest birthday

'Glory to God in the highest

And on earth peace good will toward men'

(Luke 1: 5-36,2: 6-14,3: 23-38) 

Children's Corner; Christmas Poetry

Our Christmas

Christmas came early for you and for me
Christmas with no gifts to open
Christmas without any yuletide tree
Christmas with words of love spoken
Christmas was walking to York hand in hand
Christmas in awe at the Minster
Christmas togetherness was just what we planned
Christmas was chaffed legs and blisters

Christmas was cups of tea served early morn
Christmas was being together
Christmas was loving from dusk until dawn
Christmas remembered forever
Christmas was driving through floods for the view
Christmas ‘our planning’ was starting
Christmas our Christmas meant so much to me
Christmas our bitter sweet parting


Stephen Holland

Children's Corner; Poetry

CHILD'S EVENING HYMN

Now the day is over,

Night is drawing nigh,

Shadows of the evening

Steal across the sky.

Now the darkness gathers,

Stars begin to peep,

Birds and beasts and flowers

Soon will be asleep.

Jesus, give the weary

Calm and sweet repose;

With thy tenderest blessing

May our eyelids close.

Grant to little children

Visions bright of thee;

Guard the sailors tossing

On the deep blue sea.

Comfort every sufferer

Watching late in pain;

Those who plan some evil

From their sin restrain.

Through the long night-watches

May thine angels spread

Their white wings above me,

Watching round my bed.

When the morning wakens,

Then may I arise

Pure and fresh and sinless

In thy holy eyes.

Glory to the Father,

Glory to the Son,

And to thee, blessed Spirit,

Whilst all ages run.

Amen.

Sabine Baring Gould

Children's Corner; Short Stories

Aesop's Fables - The Heron

A Heron was walking sedately along the bank of a stream, his eyes on the clear water, and his long neck and pointed bill ready to snap up a likely morsel for his breakfast. The clear water swarmed with fish, but Master Heron was hard to please that morning.

"No small fry for me," he said. "Such scanty fare is not fit for a Heron."

Now a fine young Perch swam near.

"No indeed," said the Heron. "I wouldn't even trouble to open my beak for anything like that!"

As the sun rose, the fish left the shallow water near the shore and swam below into the cool depths toward the middle. The Heron saw no more fish, and very glad was he at last to breakfast on a tiny Snail.

Do not be too hard to suit or you may have to be content with the worst or with nothing at all.

Copyright © 2011 House of Lore

Poems For Kids 

Children's Corner: Poetry

THE DUSTMAN

When the toys are growing weary,

And the twilight gathers in;

When the nursery still echoes

With the children's merry din;

Then unseen, unheard, unnoticed

Comes an old man up the stair,

Lightly to the children passes,

Lays his hand upon their hair.

Softly smiles the good old Dustman;

In their eyes the dust he throws,

Till their little heads are falling,

And their weary eyes must close.

Then the Dustman very gently

Takes each little dimpled hand

Leads them through the sweet green shadows,

Far away in slumberland.

Frederic Edward Weatherly

Children's Corner; Poetry

Good Night!

On your pretty cradle-bed;

Shut your eye-peeps, now the day

And the light are gone away;

All the clothes are tucked in tight;

Little baby dear, good night.

How the bitter wind doth blow;

And the winter's snow and rain

Patter on the window-pane:

But they cannot come in here,

To my little baby dear.

Till the stormy night is past;

And the curtains warm are spread

Round about her cradle-bed:

So till morning shineth bright

Little baby dear, good night!

Little baby, lay your head

Yes, my darling, well I know

For the window shutteth fast,

Till the stormy night is past;

And the curtains warm are spread

Round about her cradle-bed:

So till morning shineth bright

Little baby dear, good night!

Author : Ann and Jane  Taylor