When assessing emergent bilinguals it is important to provide support and assess student's off of their ability in which they meet the high-level cognitive functions and content standards rather than one's range of language proficiency. Down below is an artifact that has staggered strategies and levels of expectations on the level of language proficiency in which a student is at. In other words, there are sections of decreasing in scaffolds and increasing in language demands depending on where a emergent bilingual student is at in developing their language proficiency. Despite the amount of scaffolding and/or language demand activities should still require yet allow students to demonstrate their understanding of content area.
Brief Explanation of Steps on How to Apply Level 2:
and offspring.
that two objects (in this case animals) have things that are alike and differences means that two things are not alike
- Introduce students to the learning target
and offspring.
- Introduce terms of Similarities and differences
that two objects (in this case animals) have things that are alike and differences means that two things are not alike
- Explain activity
- Work with students on comparing and contrasting animal parents and offspring by looking at pictures and practicing together on how to use describers.
- Have students demonstrate things that they notice that are the same or different by placing describer words (eyes, color, size, ears, etc.) up on t-chart
- Conclude by having students describe to their best ability (could point or state one word response) of why they but the other describer up on t-chart.
- Then release students and have them preform similar activity on their own but of a different picture of an animal.
Here are the materials used for the level two activity above.