Analysis Of A Video On Assessment For Ells

In the virtual observation video on “Assessment for ELLs,” I was made aware of many different strategies and helpful tips to accommodate ELL learners. After reading Chapter 1 in the Peregoy book, I learned how vital it is for us, educators, to have a thought-out and effective classroom structure, be clear in the content we want our students to learn and understand, an optimal classroom environment, and plenty of opportunities for students to participate in the classroom. To start, as I watched the first few seconds of the virtual observation, I was already making connections with the classroom and the chapters I read. For example, in Chapter 3, I read about the practices recommended for ELL learners in assessment. So, in the video before getting

Using the post-assessment allows them to see if the students have learned it, and if not, they go back and re-teach it. Additionally, I recognized how involved the teacher was in improving test scores and creating different ways to teach ELL students how to draw conclusions. The video showed me how the teacher looked at the test scores and saw that the problem is most likely coming from the vocabulary words used in the question, since ELL learners don’t have as much background knowledge and use of these words in their language. So, she comes up with a plan to re-teach the lesson differently, and she first starts with the class as a whole and then pulls the kids who struggled the most to do a group lesson one-on-one with her. Focused small group lessons allow ELL learners to get extra help and attention for their growth at a speed specialized to them. The small group allows for a more individualized approach, and each student can share their thought process and their answers. Then the observation showed, that at the end of the small group lesson, she had students answer 2 questions on their own, like an exit slip, also known as an informal