Kindergarten individual development survey checklists

For general information about our webcasts or to be part kindergarten individual development survey checklists our studio audience in Washington D. This webcast is made possible by AFT Teachers, a division of the American Federation of Teachers, as part of a Colorín Colorado partnership between AFT and Reading Rockets. Program description This 45-minute webcast is a thorough introduction to assessment for teachers of English language learners. Lorraine Valdez Pierce will also provide practical advice on how ESL and classroom teachers can collaborate when assessing English language learners and making decisions based on those assessments.

Tips on record keeping and rubrics are also included. Presenter Lorraine Valdez Pierce is an Associate Professor in the Graduate School of Education at George Mason University. Moderator Delia Pompa is the moderator of this webcast. She is the Vice President of the Center for Community Educational Excellence at the National Council of La Raza. Transcript Studio Delia Pompa: Hello, I’m Delia Pompa. Welcome to this year’s first Colorín Colorado webcast. Today, we’re going to talk about assessment for English language learners.

Lorraine Valdez Pierce is here to help us. She’s coordinator of the ESL Teacher Licensure Program at the Graduate School of Education at George Mason University in Fairfax, Virginia. Lorraine Valdez Pierce: Well, there are three big areas that make teaching English language learners challenging. The three areas are language, culture, and previous educational experience.

So when it comes — when we’re talking about assessment, language is right up there as one of the big three with regard to the difference in language between the language that they speak and the language that they’re being assessed or tested in. Delia: You’ve brought up lots of characteristics. Could you go back and define — give us a little more information on each one. Language, could you define how that would be different?

Pierce: Well, children who speak English as a second language, or bilingual children, come from, you know, over 100, 200 different language backgrounds. And what we know is the closer the language is to English, such as a romance language, the easier it would be for that child to acquire the language. Delia: So the culture really reflects the styles of the different children and what their family values and what childrearing styles. Childrearing definitely has an impact on the child’s behavior and performance in the school. How does that play into it? How does that make a big difference?