Printable Testing Booklets/Student Materials

• look at student's ability to fluently decode texts in L1

• assess listening comprehension of a text, their vocabulary use, and verbal reasoning in conversational turn-taking

If you don't have staff members who can assess the student in their home language:

• ask the student's caregiver(s) about the above skills

• possibly coach the caregiver to:

  • listen to the student read and ask them if reading is fluent (accurate, good rate, prosodic for that language)

  • read a passage aloud to the student in the home language and then have a conversation asking the student to summarize, discuss vocabulary, and predict or ask questions of the text to show verbal reasoning

Use this data to inform whether the student will need more support with TRANSFER from the home language or EXPLICIT NEW TEACHING in English/home language in the subskills of the reading rope depending on their current levels in their home language

3+

• Background in Elementary Ed, Special Ed, Bilingual Ed, and TESOL

• Migrant Educational Outreach Teacher

• Bilingual Educator (Spanish/English)

• Bilingual ICOT (Integrated Co-taught SPED)

• Literacy Coordinator

• Head of Student Support Services

• English as a New Language (ENL)

New York/China

Cheese-maker

Traveler

Pun-lover

Here is the current draft's PDF (click image above). There are links to many of the suggested interventions--if it's underlined, there should be a link!

G4--Extended Metaphor

General Planning Template