ELD GROUP FRAME Component: Assessment and Feedback

Objective: To develop competency in grade-level reading and writing skills

Rationale: Assesses students’ oral English proficiency and provides valuable data to drive instruction 
  • Provides authentic assessment with timely feedback
  • Allows students to take risks in a low risk environment
  • Moves students into reading and writing


KEY POINTS:

Strategic Design
  • Use assessment data to determine homogenous groups
  • Pull a small flexible group of leveled language learners (between 2 levels)
  • May use any Input Chart
  • Have Input Chart visible for students to access


Delivery: 
  • Students are in close proximity
  • Establish and articulate comprehensible language objective and content objective
  • Use ELD Review  (pre-written leveled questions, incorporating Bloom's Taxonomy, Depth of Knowledge (DOK) and ELD proficiency level) to review chart
  • Begin with teacher-written topic sentence or writing prompt, highlight main key ideas with student input
  • Use a different colored marker for each student's oral statement
  • Write exactly what students say
  • If needed, to elicit oral language production record prompts, cues and support as data
  • Call on each student for accountability
  • Students sign and date completed ELD Group Frame


Next Steps:

  • Match product to ELD standards, use results and multiple measures to determine current ELD level and use to plan next ELD mini lesson
  • Copy paragraph onto sentence strips using the original colors
  • Use Writer's Revising & Editing Checklist to respond, revise and edit
  • Differentiate groups based on individual student's language needs
  • Regroup students


English Language Development Focus & Consideration

Students can use Input Chart/(s) as a resource to access prior knowledge and produce coherent complete sentences. Use topic sentence to elicit students' responses and write direct dictation of students' responses. This strategy helps assess oral proficiency of the student's second language.
Consider using this strategy before starting a unit, mid unit and after the unit to have language development recorded and monitored. Use as a guide to provide language development recorded and monitored. Use as a guide to provide language instruction and to advance students in proficiency level.