Content Area Assessment

O’Malley & Pierce Chapter 7: Content Area Assessment

Assessment of content areas was discussed in this chapter. Not only was there discussion on assessment, it included rubrics, checklists, useful information on content area instruction and task ideas to help increase thinking, language, and writing skills. Scaffolding was included, in explaining using it in the content areas, it listed examples in different areas using with/without scaffolding. For every content area that was discussed, it included ways in which a teacher can integrate language, writing, and thinking skills, and most importantly prior knowledge.
In reflecting upon the reading, I was thinking-I am so glad there are other people/researchers trying to make a difference for the minority student! In looking over the figures, and thinking about how to adapt them to my students and class is sometimes overwhelming. I am thinking and reflecting upon how in 5 to 10 years, how will I be feeling? Will I still feel overwhelmed? Will I be reading about research about Yup’ik language revitalization? I am so glad this is the last reading for this class! I am so tired.

Standardized Assessment of the Content Knowledge of ELL K-12

Butler, F. & Stevens, R. (2001). Standardized assessment of the content knowledge of English Learners K-12: Current trends and old dilemmas. Language Testing. 18 (4). pp. 409-427.

In this reading the issue of standardized assessment and the English language learner (ELL) was discussed. The ELL in some states is not included because of the length of time in class and language proficiency issues. So, the representation of the ELL becomes an issue. The use of accommodation was mentioned. Research in the use of accommodations for the ELL varied in their results, from negative, positive, and no difference. The impact of these studies resulted in finding out about the opportunity to learn (OTL) was lacking for the ELL. They found that the ELL was not exposed to content items in those assessments, therefore making those assessments not valid and reliable. In discussing the current trends, the authors suggest that those involved: applied linguists, language testers, psychometricians, classroom teachers, district, state and federal officials and those involved in educating the ELL to work collaboratively to come up with solutions to this issue.
This reading was like re-reading a few of the chapters and articles from past reading, which was good. In reading about the issues of the ELL, it would seem that there needs to be professional development courses required by every school district. In understanding assessment and the language learner, a teacher could benefit by making the classroom experience richer, both mentally and physically.

Writing Assessment Chapter 6

O’Malley & Pierce, Chapter 6: Writing Assessment

The writing assessment chapter discussed the variety of ways to assess writing, with the English language learner (ELL) in mind. In the “nature of writing” (p. 136) the article mentioned that the writing shouldn’t just be an end product, it should be looked and viewed as a process that a student actively participates in. In this process the student participates through self and peer assessment, and conferencing with the teacher. These assessments include checklists and rubrics, surveys of interests and awareness, learning logs, dialogue journals that are shared and reviewed by both the teacher and student. By sharing and conferencing with the student a teacher can use these as opportunity for instruction. When a student sees a connection with their writing and some kind of score (or purpose), it will help them become proficient writers.
The writing assessment chapter was helpful in clarifying the use and development of rubrics and checklists. The discussion on the difference in the use of a holistic and analytic rubric was very helpful. By being specific and by having tables to show exactly what is being discussed is very helpful in my understanding of authentic assessment.

Reading Assessment and Instruction - Chapter 10

Peregoy & Boyle article: Reading Assessment and Instruction (chapter 10)

This chapter was on analytic reading assessment and instruction. In large part it discussed informal reading inventory as another way to assess reading, in addition to a variety of types of assessments, a “multidimensional” (p. 373) approach. This way the teacher can get a better picture of the student, by gathering as much information through a variety of assessments. The self-assessment by the student was mentioned as an important element. Along with self-assessment, the importance of prior knowledge was mentioned in the article discussed for the ELL along with knowing what interested the students, their life experiences and what they wanted to achieve. Also it discussed in length how we as teachers can use data we gather from student oral language, reading and writing to help us guide the student to a more balanced instruction meeting their needs.
Reading about one teacher’s process of doing an IRI for a middle school student helped clarify the process of doing one. In finding out a student’s levels in reading was shown. There is independent, instructional, and frustration levels. I can see from the sample readings, the teacher in my school would have to work on background building, vocabulary, and making connections to what the student knows, to make these assessments make sense.
An activity that I use for my emergent readers is the Echo Reading. We go over the vocabulary words, and make connections. I have the students look at the book first, I tell them to look at pictures, the words, the letters, etc. I then read page by page, pointing to words and pictures. After this is done, we echo read. After we echo read, I have the students “read” to each other. This helps me see who needs may need re-teaching or more work somewhere.

Reading Assessment:: Chapter 5-O'Malley & Pierce

O’Malley & Pierce Chapter 5: Reading Assessment

Chapter five is a chapter that every teacher should read! It is a chapter that describes authentic assessment of reading. It was good to read about the relationship between reading in the first language and reading in a second language. The importance of knowing that reading is not only the combination of decoding and oral language, making inferences and evaluating what is read. It involves knowledge of the world, as well as language knowledge. Using the student’s funds of knowledge was mentioned to enhance reading. Reading in the second language involves the same process as the first language. The differences in first and second language reading are that in the level of proficiency and the student’s experiences. Experiences in learning to read may vary for each individual in learning to read, some may have extensive learning to read experiences, while some hardly have any experience. It was suggested in the reading, that it would be beneficial for the second language learner be taught reading by building the activities and lessons on the prior knowledge and experiences of the students.
Providing time in the classroom in teaching reading overall is said to increase reading acquisition. Making connections to student’s prior knowledge and experiences, collaboration with peers are all part of leading a student to become a proficient reader. This is a very important aspect that most teachers need to remember, especially in my region; the social nature of learning. The community, be it peers, family, community at large is a very important element in child rearing and teaching. Having the students observe and then have them try it on their own. If they don’t succeed, they need to be taught directly (be it comprehension skill, or other reading elements.) and then have them try it, then assess.
The process for authentic assessment in reading involves identifying purpose, plan for assessment, involve students, develop rubrics/scoring procedures, and setting standards. The chapter did an outstanding job of providing examples of assessments to use in assessing reading. It was helpful to read about the examples of types of comprehension activities to administer in assessing students. I think that retelling using story maps would be most effective for my students. I would have the students draw, because my students are emergent second language learners. Another good assessment tool would be a student reading journal log, where I would have the students write or draw what they have learned in our reading and writing lesson. Of course I would have to model and teach the students what this would look like and my expectations. The teacher observation list was helpful in that the chapter also provided excellent examples of what these look like.
Overall, this was a good chapter to study and read. It provided concrete examples that I could look at and study.

Disproportionate Representation of Diverse Students in Special Edeucation by Ochoa

Ochoa, S. Disproportionate Representation of Diverse Students in Special Education – Understanding the Complex Puzzle

It was interesting to read about the ongoing issue of the disproportionate representation of the minority student in special education. This issue has been questioned and reported by several organizations, the issue is still being questioned and reported to this day.
It was interesting to read about how some of the students that were labeled as needing special education, did not need it at all. I was amazed at some of the reasons given as to why some of these students were put into special education. The instruction that a lot of the students received was inappropriate. Some teachers are not prepared to deal with students whose first language is other than English.
The counselors and school psychologists are not properly trained to deal with minority students whose language and culture is different as well. The tests and assessment that they give to a lot of the students were given inappropriately. They may have used interpreters, translators who did not have proper training to give and or aide in the assessments. Lack of training was said to be the link that may have resulted in some of the placement of students.
In offering solution the authors mentioned that as complex as the disproportionate representation is for diverse student, the solutions are just as complex. Collaboration between the educators and practitioners were “encouraged so that together they can address the influence of systemic school factors (p. 40).”

Dynamic Assessment in the Language Classroom

Poehner & Lantolf: Dynamic Assessment in the Language Classroom

Dynamic assessment (DA) is described as being an intervention between the examinee and examiner.
Vygotsky’s zone of proximal development (ZPD) was extensively covered in regards to DA. The important issue I came away with was that an educator needs to “rethink how to connect teaching with development in a systematic and meaningful way" (p. 236). A single assessment shouldn’t be taken as a total picture of an individual, it is only a small portion of the bigger picture. I came away understanding that an individual was developing – always developing understanding and learning. Using what individual is coming with and using that to extend the development of learning for future learning. The assessment and instruction are seen as being used together to develop an individual who is going to succeed as a learner.
In the discussion on the interpretation of the ZPD in DA research the article discusses that there are two approaches to DA. The first being interventionist DA; as in pre-test, treatment, post-test (quantitative interpretation of the ZPD). The other is the interactionist DA; instruction-learning over measurement, which is the qualitative interpretation of ZPD. (p. 239). The article suggests that the teacher and student work together so the student can succeed. Feuerstein’s “mediated learning experience (MLE)-(p.240) was discussed. In this approach the teacher is the mediator who works with the students in the learning experience.
The article covered DA and L2 development by showing and discussing concrete examples of interactionist DA procedures. It was interesting to see and read about the negative and positive way the interactions can affect how a student can learn from en experience. In realizing the ZPD, a mediator can positively influence the development of a learner.
In explaining formative assessment (FA), the article discussed the positive elements of FA in the classroom. There is what’s called “planned” and “incidental” FA. In the planned FA, direct testing is done, most often by using scales. While in incidental FA, the student and teacher are involved in conversation during the course of the day. There was mention of internal and external FA. One that involved questioning and probing, and the other the teacher and student reflect upon what the student is accomplishing. There was a brief discussion on scaffolding and how this can be looked upon as either negative or positive. The question of scaffolding contributing to future development was the topic. As for now, it helps the student to see and hear, and work with others who aid in their understanding of tasks, or concepts.
Dynamic assessment and Vygotsky’s zone of proximal development was made clearer in my mind in reading this article. The assessment process should be a learning experience for both the student and teacher.

Chapter 3: Portfolio Assessment

Authentic Assessment for ELL: Chapter 3 – Portfolio Assessment . O’Malley & Pierce

Portfolio assessments allows for the student and teacher to work together. When done correctly a portfolio allows a student to become a critical thinker who applies facts to their learning instead of a student who repeats facts. Portfolios also allows for a multidimentional perspective on a student’s growth over time. A portfolio should contain these elements: Samples of student work, student self assessment, and clearly stated criteria. There are different types of portfolios. There are showcase portfolios, collections portfolios, and assessment portfolios. This chapter concentrates on the assessment portfolio. The key to portfolios is the self-assessment. In allowing the student to self assess, it provides for them to think critically and reflect on their learning.
The chapter explained in detail what it would take for the teacher and student to do to get started. Setting the purpose, matching contents to purpose, setting criteria, setting standards of performance, getting students involved, and getting parents involved. It was helpful for me to see examples of these in the chapter.
I have been keeping student portfolios for my students to show parents the growth that happens during the year for their child. The parents are always excited to see how their child is learning and what they are learning by looking at them. The portfolio contains student work samples in reading, writing, and math. Their portfolio is divided into those sections with pictures and anecdotes. At the beginning of each section, I have a copy of the standards for kindergarten. This will show the parents what their child needs to accomplish by the end of the year.

Poem

This poem was published in the book “A Broken Flute”, edited by D. Seale and B. Slapin, in 2005.
My Precious Little Nephew
By Cindy La Marr (Paiute/Pit River)
My precious little nephew
Was born one fall,
With long black hair
and big black eyes.
My precious little nephew
Knew more than his years,
Before he could walk
He wanted to dance.
When he hears the drum
He cannot play
For fear he will miss a beat,
my precious little nephew.
My precious little nephew
Is to be a traditional dancer,
Practicing for hours
In his room by himself
My precious little nephew
Wakes up to his precious belongings over his bed…
His beadwork, his moccasins,
his regalia.
My precious little nephew
Learned early to be
Respectful to others,
For that is the Indian way.
My precious little nephew
Entered school this fall
at the age of four,
so eager to learn and share with others.
Today, my precious little nephew
Came home from school….
He was told to memorize a song with “war whoops”.
He was told to bring a hanger to school for a bow.
He was told to bring a nylon to wear over his face, so he can be an “Indian”.
Today, I saw a change in
My precious little nephew…
Confusion, shame, and self-doubt
Were some of the questions on his face.
All he knew about life
So far
Is that he is
Proud to be Indian.
My precious little nephew
Who just turned five…
What honor has been taken from you?
What harm will come to you
As a young Indian student
in the years to come?
My precious little nephew.

discussion format for Nelson-Barber & Trumbull Article

Making Assessment Practices Valid for Indigenous American Students
Nelson-Barber, S. & Trumbull, E.

This article discusses ways in which educators can make assessment practices valid for the Indigenous American students.
I. Research; what it has shown:
a. Maintaining linguistic and cultural congruence between home and school
b. Educating students in their heritage language
c. Using local knowledge and culture in the curriculum
II. Implications for assessment
Why, if the above is true, is this not being applied to the realm of assessment? Are the standards that most of us use in our districts culturally relevant to our communities? In what way does NCLB effect implementation of culturally relevant curricula?
III. Incorporating “cultural validity” as a core concept in assessment
In your context, how does belonging to your sociocultural group relate to learning and doing? Do the current practices in assessment reflect that? In what ways can a developer or educator make a difference?
IV. Cultural Nature of Assessment
How is assessment part of a cultural process? Are the expectations of children at school culturally relevant? What are the expectations in your context? What works?
V. Sources of Cultural Biases in Assessment
In minimizing bias and increasing equity in the assessment of Native students what steps did the author mention in the reading? Name the sources of cultural bias, see Table 1 on page 138. Discussion on discussion board;
Group 1 (Sally, Emily, Quana) discuss and share: Turning to the Wisdom of Local Culture (p. 139).
Group 2 (Erin, Theresa, Joanne) discuss and share: Paying Particular attention to the language of testing (p. 140).
Group 3 (Mae, Carol, Marilee) discuss and share: Using cultural experts to score (p.141)

As I was working on putting this together, I was thinking about the many ways in which the students come to school with so much prior knowledge. Sometimes, I think what happens to the students is that they lose faith in learning, because the curriculum that is offered to them in their classrooms is foreign to them. It doesn't make sense to them.
In thinking about developing assessment for the students, I was thinking how difficult a task this would be. When developing assessments, I have learned that it takes more than one teacher to develop one. In the school that I'm at, the turn-over would effect this process.

Solano-Flores article

Solano-Flores: Who is given tests in what language by whom, when, and where? The need for probabilistic views of language in the testing of English language learners.

The article discussed the ways in which the current assessment methods are unsound and unfair for the English language learner (ELL). It mentions the many different ways in which the assumptions and methods are wrong when it comes to the ELL students. In explaining the sentence “who is given tests in what language by whom, when, and where?” The author explains how the assessments the ELL students have to take do not necessarily test what it is testing. The “who” portion of the sentence is the students themselves. The inconsistent definition of the ELL and their proficiencies makes their classifications inaccurate. In the “test” portion of the sentence, the author explained that the developing, adapting, and administering of the tests are difficult and that they are not implemented properly or consistently. In the “language” portion, it pointed out the fact that a language, like Yup’ik, has many dialects within its domain. Even in the English language there are dialects- village English, eastern dialect, so on. With each language there is a dialect. There is still a belief out there by some test developers, raters, etc. who do not understand, or know this. So the validity of the test is compromised because of the dialect variations. In the “whom” portion it is mentioned that there are times when the person is administering the test can sometimes effect the ability of the test taker wither negatively or positively. Even the developers of the test become questionable, because it is not clearly understood what they are faced with because they (developers) come from different experiences and knowledge. The “when” portion discusses the implication of when to test the ELL. The myths and misconceptions of language development and proficiency come into the picture. Just because the ELL is able to speak the second language doesn’t mean they are proficient in the second language. There is research that mentions that it can take anywhere from 3 to 7 years for the second language to be “proficient”. The “where” pertained to what works in one setting, doesn’t mean it will work in another because of dialect differences. This discussion led to the probabilistic views of language in the process of ELL testing (p. 193). In this view, there is no set determiner of what is being tested. It “approximates” the item or items to be tested. In this view the theory of generalizability (G) theory was explained.
In reading this article it made more and more sense to use authentic testing for the language learner. In authentic testing, the main purpose for me would be the student. What they are learning, where they are having difficulty, and go from there. With all the negativity with standardized state and national tests have for the language learner, it makes sense to use the authentic assessments.

testing the test

McNamara Chapter 5: testing the test

When testing a test, it is done to make sure that it is valid. There has to be enough data-right data – to make sure it is valid. Sometimes the test is said to have been tested, but there is no evidence of data to verify it, therefore that test is not valid. Sometimes the data does not match the context, or what it is suppose to test, therefore the content is not valid. I know what valid means in everyday terms, and I hope that I am understanding it correctly in terms of second language acquisition. I think after the face to face in Bethel, I might have gotten validity and reliability confused, and therefore I am having to think about it too much!

When I think validity in terms of second language assessment, I’m thinking that validity is when the data from the test matches what I have been teaching in class, yes?

Shohamy article

Shohamy article: The language assessment process: A “multiplism” perspective

This article was on multiplism perspective on assessment; using a variety of assessments be it self assessment, group assessment, use of portfolios, paper & pencil tests, observations, and interviews. There was a lot of information on do’s and don’ts for putting together when thinking about assessment.
The article went from discussing the importance of knowing the purpose of the assessment to the reporting of assessment results. There was many points in between these two; defining, selecting, designing, administering, determining, assessing, and interpreting of an assessment.
It also covered the importance of reliability and validity. These two concepts are stressed for all the readings I have done so far. The question of making sure that the assessment is reliable and valid in making sure that the assessment measure what the content or curriculum covers in a class instruction. Is this assessment going to assist both the student and teacher make learning more effective?
The importance of the test being ethical and moral, making sure that the assessment is not biased in any way.

O'Malley and Pierce Chapter 2

Chapter 2 – O’Malley & Pierce

Chapter 2 is about designing authentic assessment. In designing authentic assessments the chapter starts out by explaining the teaching and learning models. Then it goes on to explain the review of various types of assessment and their advantages. At the end of the chapter it explains the steps into designing the assessments. It also mentions the importance of rubrics and how to score authentic assessments. Of course the importance of validity and reliability is discussed in depth for the reader to understand their place in the assessment.

What I learned in reading the chapter, the importance of making sure what I am assessing matches the students knowledge from classroom instruction and local curriculum. Authentic assessment is making sure that the assessment is reflective of what the student has learned based on their experiences in the classroom. There are different types of authentic assessment: there are ORAL INTERVIEWS, STORY OR TEXT RETELLING, WRITING SAMPLES, PROJECTS/EXHIBITIONS, EXPERIMENTS/DEMONSTRATIONS, CONSTRUCTED-RESPONSE ITEMS, TEACHER OBSERVATIONS, and PORTFOLIOS. These types of assessments are either scored by a rubric or scale. In designing an assessment these steps need to be followed: Build a team (colleagues, administration, and community), determine the purposes of the authentic assessments, specify objectives, conduct staff development, collect sample assessments, try out the assessments, and review the assessments. The chapter discussed the importance of staff development and training, like a rater training before this type of assessment is adopted so that the test can be used effectively so that scoring and grading is consistent among staff/school. An effective assessment is an assessment that will help improve instruction and benefit the students.

Abedi article

Abedi article; The no child left behind act and English language learners: assessment and accountability issues.

The issue that I came away understanding in reading this article was that there is an issue of classification into subgroups for limited English proficient (LEP) population on when to exit and deem LEP students proficient or not. It explained all the issues that are inconsistent and unfair to the LEP student population when it comes to attaining adequate yearly progress (AYP). It explained the 6 LEP assessment issues in length; inconsistency in LEP classification across and within states, sparse LEP population, lack of LEP subgroup stability, measurement quality of AYP instruments for LEP students, LEP baseline scores, and LEP cutoff points. It was heartbreaking to read about how the NCLB and its AYP is actually putting undue hardship on those schools and districts with a high number of LEP students. The authors reported and mentioned alternatives of some of the issues. The biggest issue that the LEP students are having in the assessments is that in reading. Not that the student is unable to do it, it’s the complexity of the language that is used in the test. The way the test is written, vocabulary, length of sentence, and the unfamiliarity of the language used that sometimes is hard for the LEP student to understand. The authors said that there is research that suggests that when the choice of language used is reworded without changing the meaning can affect the ability of the student to score better on assessments without changing the end result. The article made mention that the standardized content based type of standardized assessments in English seemed to make these tests like an English proficiency test (p. 7). In discussing possible solutions in making NCLB work for the LEP student the authors mentioned that the factors of; classification, assessment, and instruction need to work together not in isolation. In working with these factors, those that work with LEP students need to constantly explore and make changes within these factors so that the achievement of the LEP can keep up with the changes that occur in education and assessment issues.

McNamara chapter 2 reaction

McNamara chapter 2 reaction: communication and the design of language tests

In reading this chapter, I realized that in all these years I’ve been teaching, I have never questioned or thought about the test itself and why and how they were put together. I am glad that the chapter starts out in explaining how the design of language tests have evolved from Lado’s (1961) mastery of features (discreet point testing) to Canale & Swain’s (1980’s) communicative competencies; grammatical, sociolinguistic, strategic, and discourse. I observed in reading this chapter, language tests went from individual sections of language learning to trying to include all areas of language learning – cognitive to social influences/settings. I learned that depending on the test and the criterion, the results are always interpreted differently, depending on the test designers and I got to thinking, the location of where the test design was being developed had or has to make a difference.

chapter 1-Authentic assessment for ELL

Authentic assessment chapter 1, O’Malley & Pierce

Authentic assessment is an alternative form of assessment that focuses on the student and their abilities; learning, achievement, motivation, and attitude. These are unlike the assessment’s that are given only in English and are usually multiple choice type. This chapter 1 reading was all about authentic assessment and the English language learner (ELL). It explained the types of authentic assessments there are; self-assessment, portfolio assessment, and performance assessments.

I can’t wait to learn more about this type of assessment. I do a type of authentic assessment that I call portfolio type assessment on top of the other assessments we are required to give to our students. What I do is collect and make copies of student work, take anecdotal notes (language), take notes on actions and activities of students, and photographs. I share this portfolio with the parents and students at parent teacher conferences and give the portfolio to the parents at the end of the school year. It is always exciting to see the growth at the end of the school year by looking at the work and photographs.

McNamara chapter 1

Reaction to chapter 1-Language testing, McNamara

It occurred to me while reading this chapter that I have never thought about differences between types of tests. The explanation on page 4 was very helpful for my understanding of language testing: a. language tests have a major role in people’s lives b. using results of tests to determine placement for students c. used in research as a measure of language, etc.

In reading the chapter, I realize how important it is to understand testing and assessment. Learning about the method and purpose, knowing the difference between achievement and performance, knowing the importance of validity and so on! So much to think about. Learning to question and not being afraid to do that is going to take practice and determination for me.

Pierce reaction

Reaction to Pierce article

The article started out explaining the No Child Left Behind act (NCLB) law and why it was enacted into law. Then it goes on to explain how teachers of English language learners (ELL) can help their students get prepared for tests they have to take which are mostly standardized and all in English. Other points that they explained in the article were how some states and parent groups and opponents of NCLB and their actions against it, other point covered were how states were coping with effects of NCLB to their states and districts.
It’s amazing that those who put this NCLB act seemed to think that every student will reach this “proficiency” score! No thought of those students whose first language is other than English, language minority, and English language learners. It was good to see the point of the authors to mention that there has been research that says that language fluency takes a while to master, anywhere from 4 to 7/8 years! Here they had made mention that immigrants and language minority students can wait 3 years to get “caught” up before they have to take the test.

Reaction to newspaper article

Reaction to article: Teacher suspended for refusing to give state test

It is too bad that Mr. Chew didn’t go into details about the many reasons of why he refused to give the test. I was disappointed when I read the only reason listed was that the students struggle through the test and that he see’s few positive results.
I would have said that the only positive result that I see with my immersion students is that they are becoming really good bubble fillers! This past week my students have been testing for English Language Proficiency (ELP). In another week they’re going to be taking AIMSWEB testing. This test is going to test to see if they know the English language alphabet and phonetics also basic math skills-number recognition and the student’s ability to count to whatever in English. Here I am teaching the Yupik language and culture and my students need to take these tests in English! I happened to be passing one child who was being tested for ELP. The tester was asking an immersion student in English, “Tell me what this picture means?” – it was a picture of a traffic light turning red, it was a picture of a child waiting to cross at a crosswalk! How is an immersion child who has never been to the city be able to tell the tester what they see!
Seriously! This is what our students have to be subjected to with these state and federally mandated testing!

reaction to Maori assessment

Reaction & Entry of Rameka article: Maori approaches to assessment

In reading this article, I thought how amazing it would be to have this kind of support from my own government. I understand that it just didn’t happen this way. They probably had to work and fight for this type of support, like we are doing in Hooper Bay.

In reading this article I saw many similarities between my culture and the Maori culture, especially on the view of children. In the Yup’ik ways, we value and treasure each child, as do the Maori. We both understand that each one is special and bring with them a world of wealth and contribution. Another important similarity I saw was the relatedness and connectedness of everything and everyone. The child is viewed as an individual who is in the process of becoming. The child is bringing into the classroom already having some knowledge about their world. My job then in my class is to use that knowledge and expand and teach them to “read, write, and do math” in the Yup’ik language.

As for assessment, I have to give these assessments that are state and nationally mandated to “show” they are learning and progressing. These assessments are given to each and every child in the school and district. I like how the Maori plan uses the community and individual child and make authentic assessments. They are sensitive to the fact that each community is different, the article mentioned that the community and school need to work together to make their own authentic assessment that is relevant to their environment and is based on their local beliefs and culture. The beliefs and values are diverse in each community, though they might be similar, they are practiced in a different ways, so the article advised for the community and school to work together to make their assessment authentic to their “place”.

webquests

Dodge, B. (1997). Some thoughts about webquests. Retrieved from: http://webquest.sdsu.edu/about webquests.html 7-22-08.

This was a short article that explained the definitions of both short and long term webquests, the short being one to three class periods and the other being anywhere from one week to 4 weeks. It also lists critical attributes of webquests which include; introduction, engaging tasks, information resources, process, guidance, and conclusion. It was helpful for me to look at this short article to have an idea of what a webquest is.

triadic scaffolds

Meskill, C. (2005). Triadic scaffolds: Tools for teaching English language learners with
computers. Language learning & technology. Vol. 9. No. 1. Pp. 46-59.

The article starts by talking about how computers are being used more and more in the classrooms. It explains how technology can aid in teaching language and literacy. It discussed how one teacher used it exclusively to reinforce what she was teaching to English for speakers of other languages (ESOL). Some of the “critical elements of effective literacy instruction” (p. 46), were; “..learner involvement…in community of practice…and overt focusing and scaffolding…(p. 46). These quotes were in reference to the use of computers and language learning. Since this research/study involved English language learning (ELL) they make mention of the number of school children who are entering schools now whose first language is other than English. They discussed the expectations of the schools about the second language learners, how much they are expected to know and also they mention some of the experiences of what ELL go through once they enter school. The article than goes into detail about the study/research that they did on this one ESOL teacher did to teach the ELL with aid of computers. They reported on a transcription they did about the teachers use of computers to instruct her students. They reported on how these students excelled in being engaged in their lessons because of the computer use and about the enthusiasm and interest in learning because of the computer use. They also reported on the interviews they did with the teacher about student responses because of computer use in instruction which they labeled the “triadic scaffolding”. Where three mode’s are used: teacher verbal strategy, contribution of the computer, and what the strategy accomplishes. This method was reported as being successful in aiding language learning because it allowed the students to be engaged and learning.
I enjoyed reading this article about triadic scaffolding. I can see myself using it and trying it in my classroom in aiding me teaching our Yup’ik language. I am a developing learner as far as technology. With what I am learning about technology this past summer, about how technology can aide in language learning, I am excited to see and put into practice the claims of all the readings I have done.

Native American languages and the internet

McHenry, T. (2002). Words as big as the screen: Native American languages and the internet.
Language learning & technology. Vol. 6. No. 2. pp. 102-115.

This article discussed the ways in which Native Americans can use the internet to help in revitalizing and or maintain their Native languages. It started out in discussing how America has basically dismissed the Native American as part of history. It was termed “orientalism”. Meaning that Native Americans only exist in a museum and linguistic grammar. The Native Americans are seen only as things to be studied and preserved, not having a voice in those studies. There was a brief discussion of the terminology used in referring to the diminishing indigenous language use of the Native Americans: language loss, language shift, and language renewal. The author then stated that these types of research studies being done with and move forward and learn from what is being done in to preserve languages by looking and study the successful “…language preservation efforts” (p. 104). The article mentioned three models for teaching language schools; culture and language education, Elders and immersion programs, and Yupik immersion program. Culture and language was criticized for not having real language and interaction between students, the counter was that as long as the students knew the past and knew their traditions and values they were learning their identity and that this would transfer language somehow. The difference between Elders and immersion and immersion is that the Elders and language programs were like the language nests, where the Elder is the Real Teacher, and the teacher is like an assistant to the Elder. While an immersion program is when the student is taught by the teacher who fluent in their Native language and they are taught by hearing only their language in all content areas. It discussed the negative and positive aspects of each program. In discussing the negative aspect of these models it was mentioned that the specialists in these models were non-native. To remedy this situation the author mentioned suggestions made by researchers to have the non-specialist Natives to become educated to carry the research that is from the Natives from those areas. The last portion of the paper discusses the impact of what and how technology can do to help in preserving and facilitate the language revitalization efforts by Native speakers. The article discussed the negative aspects of use of technology, like the web-sites that are supposed to be Native are actually made by non-natives. As a positive the article discussed a web-site based in an Indian reservation in Washington that is made by Native students at an elementary school. It is written all in their Native language, with some English in it.
In reading this article, I was amazed at how fast programs go through changes! Now with the technology as the way of the future, even now, there are efforts to incorporate it into indigenous language programs. As were are doing for SLATE. I can’t wait to read and hear about the efforts of Native educators and Native researchers finding and using technology in different ways, this will probably happen in the next five years!

The laptops are coming article

McFarlane, S. H. (2008). The laptops are coming! What I am learning from my school's

infatuation with computers. Rethinking schools. Vol. 22. No. 4. pp. 22-26.



This author wrote about what happened when her student population received laptops. The author was excited and glad that the students were getting them. What she didn't expect was the amount of work both professional and personal time it would take to get this innovation going. The frusteration for her was the lack of information or expertise they were getting as far as the feasibility of the use of this new technology use in her class. It was trial and error from the beginning. The district kept giving workshops and trainings as they went along to help the teachers. At the end she listed both the negative and positive benefits for her students. And since the computers are part of her program now, she wrote onto the article about where to go from where she is now. The most important aspect she brought up was to make sure in planning a curriculum that it is based on social justice and equality.
In reaction to the article, I'm amazed at how unprepared the teachers were in the amount of work they had to do in doing this. The laptops and computers are in my classroom. I am glad that I don't have to do what the school did, in using the computers in all aspects of the curriculum as they seem to have done in the school mentioned in the article. I am learning as I continue to teach. Slowly and carefully, I am starting to introduce computer use to my 5 and 6 year olds. It is hard to go right into it since they are in Yupik immersion!

reaction to rethinking schools articles

Garcia, A. (2008). Rethinking my space - using social networking tools to connect to students.
Rethinking schools. Vol. 22. No. 4. pp. 27-26.

This article is about one teachers use of myspace to connect with her students. She wrote about why she started doing it. It was to connect with her students in a way they were most comfortable in. Most of the students in her class had knowledge about myspace. She talked about that even when most of her students were from lower socioeconomic situations they always found a way to get onto myspace. She said that sometimes it was the only way for some of her students would get in touch with her, because of absenteeism and other reasons. She used it to let her students know the class assignments, and give them outside activities they wouldn't otherwise know about. She had conversations with her colleagues about myspace, and also mentioned the negative media that it has received. She is using it to have a connection with her students and use it positively for her situation.
If I were a junior high and high school teacher I would use myspace as part of my practice. She convinced me that it can be used to reach all students. The way she explained how she was going to respond to her students was very convincing. That she wasn't using it to "spy" on her students, that she wouldn't go and read their space, etc., was a nice touch.

Thorne article

Thorne, S. L. (2006). New technologies and additional language learning. CALPER working
CALPER working paper no. 7. The Pennsylvania State University

This article discussed the implications of technology use in classrooms of language learners, specifically the internet communication technologies. In the writing, he quoted research after research to let the reader know that the facts were real and true. He started the paper with history of the use of technology in classrooms, then to review and discuss the research on the uses of technology in the language classrooms. The argument that was often mentioned was the argument of non-student contact (social aspect) and interaction. His and other researchers mentioned that there is plenty of interaction going on between students even though it wasn’t “face to face”. There was plenty of research backing to say that the language use and comprehension was higher in those students who were using the new technologies in many modalities. Blog, wiki, podcasting, chatting, and virtual and gaming environment.
My reaction to this article is that this was a very hard text for me to read because of the vocabulary that the author used. I had to stop and think about and reread the text many times to understand what I just read.

What are you taking away from week 1:
excited about the possibilities technology has to offer to my language class. I have never been computer smart, so all the things so far has built my confidence in using my computer. Personally and professionally.
What questions are emerging for you?
implementing technology into my everyday schedule

chapter 1 & 2

Sarieva, I. & Zoran, A. (2008). Calling all foreign language teachers: Computer-assisted
language learning in the classroom. In Tony Erben & Iona Sarieva (Ed). Guiding
principles: Second language acquisition, instructional technology, and the constructivist
framework. (pp. 7-11). New York: Eye on Education, Inc.
Chapter 1:
This is an introduction to what the book is going to be covering and why. It is exciting for me to know that I am going to be doing with the computer. I already am doing things with it that I never intended on doing – WIKI, BLOG, and so on!
Chapter 2:
This chapter discusses the possibilities that a language teacher can accomplish when and if technology is implemented. It stressed the importance of not just using technology as a goal, but by integrating it, the language teacher can empower themselves to enhance learning and provide a platform for achieving standards. The chapter highlighted how using today’s technology how language learning can be accomplished from using all that technology has to offer from “offering modifications of linguistic input” (p. 9), to “acting as a participant in second language tasks” (p. 10). After reading this article, I got excited with the idea of using what I am learning from the readings and class participation. I am excited to work with these technological media with my kindergarten students!

Chapters 8 & 9

Richards, J.C. (2004) Curriculum development in language teaching. The role and design of in-
structional materials. pp. 251-309) Cambridge University Press.
Chapter 8:
This chapter discusses the role and design of instructional materials. The chapter starts by explaining the difference between authentic and created materials and their advantages and disadvantages. An advantage from both mentioned was that; exposure to real language and the other said it is built upon graded syllabus. The disadvantage from both camps mentioned; language difficulty can be too hard, and the other was may not reflect students needs. There was a lot of comparing and contrasting of both the authentic and created materials. What I learned from the reading is that the created materials should be used as a resource by experienced teachers and a guide for the new teacher. The chapter also said that it would be advantages for the language learner if the teacher used a mixture of both.
Chapter 9:
This chapter was a discussion on curriculum evaluation. It explained that there are three types of evaluation: formative; what’s working and what and how to address them. Illuminative; it seeks to understand why and how the teaching and learning is working. Summative; concerned with the effectiveness, efficiency and acceptance of a program. Then the chapter goes on to explain the issues in program evaluation. It talked about the participants of an evaluation process. It was interesting to think about the process or lack of it in our district. In thinking about it, it made sense that the reason we go from one curriculum to another is because the district does not “follow” a proper procedure to ensure that we are going to use a program that the students and teachers can understand and follow, and is successful in raising the test scores they are always talking about every year…making safe harbor or AYP. I have been a teacher at our district for many years and have never seen a memo or anything that asks for volunteers or participants to help in picking or designing a curriculum.

Chapter 5 & 6

Chapters 5 and 6.
Chapter five was a very informative read about planning goals and learning outcomes. It was interesting to find out the difference between aims and objectives. My first thought before reading on was that they were of same meaning. After further reading, it is interesting to learn that one is broad and the other is more specific.
Chapter six contained a lot of information that has to do with course planning and syllabus design. It was good for me to read about both the good points and the faults of each of the types of design and types.
It is going to take a while yet for me to process the information that I have just read, which is a lot! What I realize now is that in developing a curriculum, a good curriculum it’s going to take a lot of collaboration and teamwork with others (local experts, administration, and teachers). I’m
Nervous and excited at the same time now that I have an idea of what it takes to develop and plan for curriculum.

bye-bye summer!

I am so sad to see my summer end! time to read, write, and actually think again! I have a feeling though this is going to be a good and productive quarter!