• Understanding Language Acquisition
  • Cover
  • Session 1: Language and Identity
  • Session 2: Who are Our ELLs? Defining Needs and Strengths
  • Session 3: Current Realities: ESL Programs and Practices
  • Session 4: Creating Comprehensible Input
  • Session 5: The Role of Interaction
  • Session 6: Stages of Development and Errors and Feedback
  • Session 7: Proficiencies and Performances
  • Session 8: Displays of Professional Development
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  • Translations
  • HW 6.2 Analysis of Student Work

    • HW 6.2 Analysis of Student Work

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    Learning Outcome Pedagogical Intent Student Position

    Acquire and employ knowledge of language as a system and the ways in which languages are different and similar.Identify and analyze linguistic patterns of development in student work to promote second language development.

    Assessment: 50 pts.

    Due: Session 7

    Teachers, after completing the analysis of their student’s English language development, can design instruction to meet their needs and push their learning forward. This applies to other students they can study as well.

    Students have explored error patterns of second language learners at varying stages of development. Students now analyze performance data from student work, identify the student’s level of development, and consider implications for student and teacher work.

    Instructions

    1. Analyze the two remaining samples of your student. Make notes directly on the writing sample or photocopy.
    2. Record your analysis on the Language Systems Inventory Worksheet.
    3. Based on the evidence from your student’s and information from the chart begun in LA 6.4, determine the level of proficiency of your student.
    4. Write a one-page report answering four questions:
      1. What are my student’s language and literacy strengths?
      2. What are my student’s language and literacyweaknesses?
      3. What are the implications of my student’s level of proficiency for success in the classroom?
      4. What should I be doing to supportlanguage and literacydevelopment with respect to the student’sidentified proficiency and grade-level expectations?
    5. Attach the rubric to the assignment and bring it to class in session 7.
    6. Collect additional information about this student concerning oral language, interactions in the family, language use in the family, etc., to inform your final case presentation.

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    Access it online or download it at https://edtechbooks.org/understanding_language_acquisition/hw_62_analysis_of_st.