Answer/Quote:
“We need to understand why many second-language students do not score well on
formal literacy measures in English. Formal literacy measures provide a
sampling of students performance. Because formal literacy tests often
underestimate the reading performance of second-language students…, teachers of
these students need to look beyond these tests to understand students’ literacy
performance. This does not mean that formal literacy measures cannot be used,
but that they need to be used cautiously and in concert with authentic
assessment measures.” P. 201.
List of authentic assessments:
.classroom observation
.oral miscue analysis
.story retelling
.story telling or writing
.tape recording of oral reading
.reading logs
.reading response logs
writing
folders
.student-teacher conferences.
Comment: I began reading this booklet on teaching ESL
students, thinking that there was some magic formula for working with ESL
students. What I learned was that the practices recommended for use with ESL
students were the same techniques that I used with students whose native
language is English. The techniques need to be adapted,
but they are the same techniques I use with English-speaking students. In other
words, just plain good teaching. My
readers will find the entire list of techniques for teaching ESL students with
explanations at http://raysteh2-rays.blogspot.com/ RayS.
Title: “Assessing the
Literacy Development of Second-Language Students: A Focus on Authentic
Assessment.” Georgia Earnest Garcia, pp. 180-205. In Kids
Come in All Languages: Reading
Instruction for ESL Students. Eds. K Spangensberg-Urgschat and R Pritchard.
Newark, DE: IRA. 1994.
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