Literacy educators collect writing samples on an ongoing basis as formative assessments. They use the collected data to adjust their long- and short-term planning, determine the current strengths and learning needs of their students, and select materials and strategies that reflect those needs.

You will obtain a writing sample from a linguistically diverse learner. You will then present your analysis of the sample, including implications for literacy learning as it relates to the student's level of English proficiency.

References

Abedi, J., & Levine, H. (2013). Fairness in assessment of English learners Links to an external site.. Leadership, 42(3), 26-28, 38.

https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=87860324&site=ehost-live&scope=site&authtype=shib&custid=s6527200

Rubin, R., & Carlan, V. G. (2005). Using writing to understand bilingual children's literacy development Links to an external site.. Reading Teacher, 58(8), 728-739. https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507798571&site=ehost-live&scope=site&authtype=shib&custid=s6527200

Mazur, A., & Doran, P. (2010).Teaching diverse learners: Principles for best practice. Thousand Oaks, CA: Corwin Press.

• Chapter 8, "Assessment: How Do You Know What Your Students Know?" (pp. 122-144) As you review this chapter, focus on the nature and variety of assessments for diverse literacy learners.
• Indiana Department of Education, Office of English Language Learning and Migrant Education. (n.d.). Authentic assessment

Links to an external site.. Retrieved October 25, 2016, from http://www.msdwt.k12.in.us/msd/wp-content/uploads/2011/10/authentic_assessment.pdf

As you review this article, focus on the contrast between authentic assessments and other traditional forms of assessment and the implications for teaching ELLs.

To prepare:

1. Select a linguistically diverse learner you previously observed in your classroom or from your educational setting. (Note:You may consider a student with a language-processing disability, autism spectrum disorder, cognitive impairments, or you may select an ELL student.) If you do not have a linguistically diverse learner to work with, contact your Instructor for further assistance and guidance.

2. Review the Learning Resources related to assessments, and administer a spelling assessment to determine the student's developmental level.

3. Then, administer a writing assessment. (Note:Sit with the student and have him or her draw a picture and write about it. If necessary, the student may dictate the story as you write it. The purpose is to obtain a writing sample. Students who are able to do so should write in English and their other language.)

4. Finally, review the Rubin and Carlan (2005) article found in this week's Learning Resources, and use this article to help you determine the student's level of writing development.

5. Make a visual representation (e.g., writing samples, charts) that shows your data results.

6. Describe insights you gained from the data you collected about student language and literacy practices that will help you work more effectively with the student you selected.

7. Explain what you know about the student's stage of second language acquisition. If you are working with a student who is a speaker of a nonstandard dialect, provide examples of the student's use of the dialect variation, and evaluate the student's ability to code-switch. Include any observational data and any existing documents to support your analysis.

8. Explain student behaviors you observed in the linguistically diverse learner you selected that provides important information about the student's language use and literacy development.

9. Explain the implications for literacy learning and teaching.

10. Identify the student's level of spelling/reading development and writing development based on the assessments you administered.