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Common Core State Standards for Third Grade Speaking and Listening: http://www.corestandards.org/ELA-Literacy/SL/3/ WIDA attachment – see pages 83-105 for Grades 2-3 This is a culminating project. I am to create a PowerPoint of 15 or fewer slides of an ORAL language assessment for emergent bilinguals (ELLs) that assesses their listening and/or speaking levels of proficiency. It can also integrate some reading and/or writing, but oral language is what is being assessed. *A brief context for the classroom in which the plan is to be implemented (3rd Grade) *Unique characteristics and challenges of ELs (Chinese and Spanish speaking) and current proficiency levels (levels 2-5 from WIDA) *Purpose of assessment: formative, diagnostic, or summative *How is the test FAIR, VALID, RELIABLE, and PRACTICAL to administer *Describe the lesson or unit of study in which the assessment is embedded. *Specification of the Content Standards (Common Core see link at tope) and Language Objectives (WIDA see attachment) being addressed. *Describe how the task is structured: How will I differentiate for different levels of proficiency (WIDA – see attachment) *How are these assessments scaffolded to address the needs of all language learners being assessed? *Note clear examples of how you address the needs of beginning and intermediate language learners (See WIDA) *Create a measuring tool – How will I grade and provide feedback to the students? Rubric: A : 14-15 points Effectively adapts or designs the performance-based task(s) of content and language objectives; matches scoring criteria to learning objectives; tasks are relatively free of bias (cultural, linguistic); task(s) are practical, valid and reliable; they include appropriate scaffolding for language learners. Reflects knowledge of the construct of speaking and of ELD proficiency levels. Rationale demonstrates accurate understanding of sound assessment principles. B: 12-13 points Adapts or designs the performance-based task(s) of content and language objectives; some alignment of scoring criteria to learning objectives; tasks are somewhat free of bias (cultural, linguistic); tasks are practical, valid and reliable; they include scaffolding for language learners. Reflects developing knowledge of the construct of speaking and of ELD proficiency levels. Appropriate use of assessment vocabulary. C: 10-11 points Adapts or designs the performance-based task(s) of content but less so of language objectives; some alignment of scoring criteria to learning objectives is missing; tasks may still hold some unconsidered bias (cultural, linguistic); tasks are somewhat practical, valid and reliable but improvements are needed; little scaffolding for language learners. Reflects emerging knowledge of the construct of speaking and of ELD proficiency levels. Limited use of assessment vocabulary. I Incomplete Assignment

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