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Students are encouraged to organize their thoughts before they start and then write with few prompts from assessor. The assessor is taking notes.

Development from step 1-6 - starts with picture-word match and labeling to short sentences and paragraphs to 5 paragraph composition. Students will not necessarily fall exactly into each area.

Writing should relate to the reading/conversation.

Picture-word descriptions would likely be a good method at step 1. Given a picture a student can write the words that s/he sees (If it is a picture of a park written words could be - green, play, friend, sky etc.).

Word matches would also be an effective method of evaluation.

The link below are writing samples from students at each grade level and reading level. It is form Alberta, but is can give a good idea of where students are for the grade level and reading level.
http://www.learnalberta.ca/content/eslapb/writing_samples.html

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Step 1: Simple one and two words. Should be simple with familiar topics - ideally something that relates to their life and interests. Lots of pictures.
Step 2: The text should still be simple, but more sentences per page. The topics should surround aspects of the students life - or things they are familiar with. Visuals are essential at this juncture as well.
Step 3: The text should feature common elements the student encounters regularly. At this point the student should be able to identify simple text features. There should be paragraphs. The topics should be familiar to the student but also subject specific. So relating to things they are learning in their homeroom. This should include vocabulary that is subject-specific. Visuals are still important, but they should represent key ideas not everything on the page.
Step 4: At this level, depending on the student the text will feature different vocabulary. For younger students high frequency words and phrases will still be necessary but for older student low-frequency words. They layout for these samples will be determined by the form of the text.
Step 5: Student should be able to read grade-level content (beginning of the year). Vocabulary should include low-frequency words at grade level. At step 5 much of what the student is doing is at the early grade level of their peers.
Step 6: Student is at grade level.

Leveled readers are a good resource especially for young students in the early steps. They provide the visual supports and simple content which would help a student be successful. My question would be where would we find texts that would appeal to an older student in step 1 or 2? Simple vocabulary, but perhaps topics that would appeal to an older student.

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Connect the writing task to the reading task, picture response or oral interview.

Explain and discuss the task (activate prior knowledge)

Encourage student to organize ideas before writing

Observe the student

Ensure students review before they submit

Observable language continua  available here: http://edugains.ca/newsite/ell/step/english_second_language.html

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1. Student chooses from a selection of texts (assessor professional judgement)

2. Activate student's prior knowledge

3. Ensure they can read text (select different/simpler text if necessary)

4. Student may read silently or aloud

5. Observe student's behaviours

6. Review post reading questions orally

7. Add/omit questions as appropriate

Observable language continua  available here: http://edugains.ca/newsite/ell/step/english_second_language.html

Some students perform better orally and some will answer questions better in writing. Ensure that student is able to perform in a method that ensures their success.

Be prepared to prompt and rephrase questions.

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It is up to the assessors professional judgement to determine the amount of these to assess. If a student demonstrates proficiency they may move on to assessment tasks.

1. Print Concepts

directionality of text/book

2. Alphabet

saying the alphabet

writing the alphabet

sounds of letters

sound combinations

3. Vocabulary

basic vocabulary

picture word match

drawing pictures/labelling

colour identification

Whats Next (copied directly from STEP initial assessment guide page 14
" What’s Next? If students are able to complete the Early Literacy tasks, go on to the STEP Reading, Writing, and Mathematics Assessment tasks. Use the information gathered to this point to guide selection of a reading and writing assessment task at the appropriate Step.

If the student has demonstrated proficiency in his/her first language, has no large gap in schooling, and experiences difficulty with the Early Literacy tasks, place the student on Step 1 for an ESL program. For some students who experience difficulty with the early literacy tasks, assessors may need to determine if the student requires ELD program support.

Further assessment at the school will be needed to determine starting points for the student. Factors to consider include:

information obtained during family and student interview about limited prior schooling

limited proficiency as demonstrated in the first language writing sample.

limited ability to read fluently in his/her first language

information obtained from mathematical assessment"

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The first assessment should be in his/her first language as well. If possible using someone who knows the students first language will be very helpful. Assessor should carefully select the reading sample to ensure it is an appropriate reading level. Dual language books are a great resource for this.

Students who demonstrate little or no knowledge of English should proceed to the Early Literacy tasks. Students who have greater proficiency in English should proceed to the Reading and Writing tasks.

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The first assessment should be with a writing sample in L1. Though the assessor will not understand the text, they will be able to observe the amount of time a student takes and how much writing they produce. It is important to remember that often students will learn listening and speaking skills before reading and writing. So even if a student's oral communication seems advanced, it is important not to assume that their reading and writing abilities will match.

Students who demonstrate little or no knowledge of English should proceed to the Early Literacy tasks. Students who have greater proficiency in English should proceed to the Reading and Writing tasks.

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1. Personal Questions

1. What is your name?

2. How old are you?

3. What country are you from?

2. Basic School Questions

1. Did you go to school in ____(country)?

2. How many years did you go to school?

3. What subjects did you take?

4. What were your favourite subjects?

5. What subject are you best at?

6. How do you think school in Canada will be similar? Different?

7. Did you have any teachers who helped you a lot?

3. Language Questions

1. What language(s) do you speak?

2. What language do you speak at home?

3. Did you study English?

4. What is the hardest part about learning English?

5. How well can you read in your language?

6. Do you like reading?

7. Tell me about a story you have read that you enjoyed?

8. How well can you write in your language?

4. Family, Friends and Interest Questions

1. When did you come to Canada?

2. Who came with you to Canada??

3. Who is in your family?

4. Who lives with you here in Canada?

5. Who lived with you back in _______?

6. Tell me about things you like to do.

7. Tell me about some friends you have.

8. What should your teacher know about you?

9. What is your favourite holiday?

10. What kinds of things do you want to learn this year?

5.  Acculturation questions

1. Tell me about your country?

2. Tell me about your previous school?

3. What are you first impressions of Canada?

4. Would like to share what holidays you celebrate?

6. Compare  where you are living now with where you lived before you came to Canada.

Ways to rephrase 1. My name is _______ (point to yourself), what is your name? 2. I am _____years old. How old are you? Are you _____ (hold up fingers). Some very young kids might need these types of prompts, even some older kids if they do not have much English. With modifications and lots of visual cues, students will be able to answer more questions. I think making it through more than just the "personal questions" will be important, because you'll be able to learn about the student with the questions further down. But Cohelo's chapter reminded us of the need to work within a students "zone of proximal development"

These types of questions reminds me of what I do with a new class of FSL students. I ask similar questions to determine their level of understanding.

Many of these questions have been taken directly from the STEP guide. I have added some as I have thought of them. But the ones proposed in the guide cover pretty much what should be asked.

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Questions are asked starting with simple questions and progressing with difficultly as fluency allows.

1. Personal Questions

2. Basic School Questions

3. Language Questions

4. Family, Friends and Interest Questions

5. Acculturation Questions

Other option: Picture Questions
A complete list of these types of questions is in the STEP initial assessment document.

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A structured interview to assess oral communication

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A structured interview to assess oral communication

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This assessment would start with some beginning questions and get more difficult as the conversations progresses and as the student’s proficiency allows. Rephrase the questions as needed, speak slowly, allow adequate time for student to respond and ensure the questions are developmentally appropriate.