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*Biography cards are mentioned as a good pre-instructional assessment tool for gaining an insight on a student's sociocultural and linguistic background. These cards can be written by students and parents, who might have more to offer regarding background information.

Critical questions:

Is there adequate time and resources available for teachers to truly execute these pre-assessments?

Will the results of the pre-assessments truly result in differentiation of instruction, especially with seasoned teachers that are used to their routines?

The article states "provide L1 support during class instruction and use guarded vocabulary" (MEXTESOL Journal pg1). Does this mean that vocabulary words should be differentiated between every student? Is that feasible?

I like the idea of treating students as individuals as opposed to a moldable group that sometimes hinders individuality. Conducting these biography cards could be done with every student as a teaching pedagogy access who your students are and where they come from.

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"Informal assessments allow teachers to track the ongoing progress of their students regularly and often" (Colorin Colorado, pg1). Formative assessments can be done before a lesson starts to gauge student's prior knowledge about a subject, during a lesson to assess current understanding and differentiate instruction as needed, and after the end of a lesson to ensure learning has taken place.

Critical questions (concerns)

In 50 field hours of observation, I have yet to see a teacher conduct a formative assessment other than "give me a thumbs up if.... give me thumbs down if not...". Honestly, I don't like the thumbs up/thumbs down form of assessment because it does not truly gauge their learning. Also, especially regarding ELL students, they could truly not understand the question the teacher prompted them with and are either putting up what they want or what they see other students are putting up.

I do like exit tickets as a final assessment before moving on from a lesson. However, since I have never done it, I wonder how exit tickets will really pan out and if they will work in my classroom.

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Over the last five weeks, we have defined what CLD students are, learned the importance of getting to know those students, and tailoring assessments to mee their needs so that we can get a TRUE understanding of their learning. Reflecting on how I can take this information with me into my future classroom feels overwhelmingly beneficial. I mean overwhelming in its own sense because it really is a lot to think about, and in a classroom with 8 different CDL students, this could be quite the task! Beneficial outweighs the overwhelming feeling of it though in realizing that this time with these students could make or break their educational journeys. I don't know how teachers have delt with them in the past or what will happen in their future classrooms, but I have full control over how I will teach these students. My number one goal as a teacher is to create fully inclusive classroom and what I have learned thus far in this course, is giving me the tools to do just that!

*The image above shows the demographics for YES- almost half of the students are Hispanic- that is a lot of CLD students

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Chapter 5- Assessment of Language Proficiency 

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Chapter 5- Assessment of Language Proficiency 

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After reading this chapter I will really keep in mind:

-How crucial it is to take the results from the language proficiency assessments to tailor instruction for these students to ensure progression.

-It is so important to conduct home surveys as well as build relationships with families as a means to assess native language proficiency and incorporate home life aspects into instruction for more meaningful learning.

- Tp provide native language supports in all assessments.

-The time with these students can either excel their language proficiency progression or inhibit it, therefore, I need to make sure I am doing all I can for these students!

Critical question:

How is this possible when 10/22 students are CDL? This prospect is daunting!