Provide an example of state accommodation applicable within an ELL or bilingual
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TSL 565 Topic 5 Discussions GCU
TSL 565 Topic 5 DQ 1
Provide an example of state accommodation applicable within an ELL or bilingual/dual language educational setting.
TSL 565 Topic 5 DQ 2
Provide examples of accommodations for ELL or bilingual/dual language learners in your state. Comment on the accommodations included by one of your classmates. How do these compare to the accommodations provided in your state.
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TSL 565 Topic 5 Discussions GCU
TSL 565 Topic 5 DQ 1
Provide an example of state accommodation applicable within an ELL or bilingual/dual language educational setting.
TSL 565 Topic 5 DQ 2
Provide examples of accommodations for ELL or bilingual/dual language learners in your state. Comment on the accommodations included by one of your classmates. How do these compare to the accommodations provided in your state.
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Discuss an assessment issue affecting ELLs and how
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TSL 565 ELL and Bilingual Assessment GCU
TSL 565 Full Course Discussions GCU
TSL 565 Topic 1 DQ 1
Discuss an assessment issue affecting ELLs and how you would address these issues in your classroom.
TSL 565 Topic 1 DQ 2
Describe a standards-based language proficiency assessment that measures development and how you would use it to inform your instruction.
TSL 565 Topic 2 DQ 1
Name something that could be difficult about interpreting the results of a language proficiency assessment. What would help you overcome that difficulty in your teaching?
TSL 565 Topic 2 DQ 2
Provide an example of a formal standardized assessment from your reading or one that you have worked with. How effective is this assessment for ELL or bilingual/dual language learners?
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TSL 565 ELL and Bilingual Assessment GCU
TSL 565 Full Course Discussions GCU
TSL 565 Topic 1 DQ 1
Discuss an assessment issue affecting ELLs and how you would address these issues in your classroom.
TSL 565 Topic 1 DQ 2
Describe a standards-based language proficiency assessment that measures development and how you would use it to inform your instruction.
TSL 565 Topic 2 DQ 1
Name something that could be difficult about interpreting the results of a language proficiency assessment. What would help you overcome that difficulty in your teaching?
TSL 565 Topic 2 DQ 2
Provide an example of a formal standardized assessment from your reading or one that you have worked with. How effective is this assessment for ELL or bilingual/dual language learners?
Tags: TSL 565, TSL 565 ELL and Bilingual Assessment GCU
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It is important for teachers to understand the types and purposes of various
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TSL 565 Full Course Assignments GCU
TSL 565 Topic 1 Assessment Types
It is important for teachers to understand the types and purposes of various state assessments for ELLs and bilingual/dual language learners. Assessment results guide placement and inform instruction.
Create a 10-15 slide presentation in digital format for your colleagues that describes various state assessments for ELLs and bilingual/dual language learners and how these assessments are utilized. Your presentation should include:
•The English language proficiency (ELP) assessment (such as ACCESS, ELDER, AZELLA, ELPAC or TELPAS) mandated in your state.
•Examples of other standardized, norm-referenced, and high-stakes tests.
•The purpose for each assessment.
•Examples of educational consequences associated with mandated testing.
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TSL 565 Full Course Assignments GCU
TSL 565 Topic 1 Assessment Types
It is important for teachers to understand the types and purposes of various state assessments for ELLs and bilingual/dual language learners. Assessment results guide placement and inform instruction.
Create a 10-15 slide presentation in digital format for your colleagues that describes various state assessments for ELLs and bilingual/dual language learners and how these assessments are utilized. Your presentation should include:
•The English language proficiency (ELP) assessment (such as ACCESS, ELDER, AZELLA, ELPAC or TELPAS) mandated in your state.
•Examples of other standardized, norm-referenced, and high-stakes tests.
•The purpose for each assessment.
•Examples of educational consequences associated with mandated testing.
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Discuss an assessment issue affecting ELLs and how
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TSL 565 Full Course Discussions GCU
TSL 565 Topic 1 DQ 1
Discuss an assessment issue affecting ELLs and how you would address these issues in your classroom.
TSL 565 Topic 1 DQ 2
Describe a standards-based language proficiency assessment that measures development and how you would use it to inform your instruction.
TSL 565 Topic 2 DQ 1
Name something that could be difficult about interpreting the results of a language proficiency assessment. What would help you overcome that difficulty in your teaching?
TSL 565 Topic 2 DQ 2
Provide an example of a formal standardized assessment from your reading or one that you have worked with. How effective is this assessment for ELL or bilingual/dual language learners?
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TSL 565 Full Course Discussions GCU
TSL 565 Topic 1 DQ 1
Discuss an assessment issue affecting ELLs and how you would address these issues in your classroom.
TSL 565 Topic 1 DQ 2
Describe a standards-based language proficiency assessment that measures development and how you would use it to inform your instruction.
TSL 565 Topic 2 DQ 1
Name something that could be difficult about interpreting the results of a language proficiency assessment. What would help you overcome that difficulty in your teaching?
TSL 565 Topic 2 DQ 2
Provide an example of a formal standardized assessment from your reading or one that you have worked with. How effective is this assessment for ELL or bilingual/dual language learners?
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It is important for teachers to understand the types and purposes
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TSL 565 Topic 1 Assessment Types GCU
It is important for teachers to understand the types and purposes of various state assessments for ELLs and bilingual/dual language learners. Assessment results guide placement and inform instruction.
Create a 10-15 slide presentation in digital format for your colleagues that describes various state assessments for ELLs and bilingual/dual language learners and how these assessments are utilized. Your presentation should include:
•The English language proficiency (ELP) assessment (such as ACCESS, ELDER, AZELLA, ELPAC or TELPAS) mandated in your state.
•Examples of other standardized, norm-referenced, and high-stakes tests.
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TSL 565 Topic 1 Assessment Types GCU
It is important for teachers to understand the types and purposes of various state assessments for ELLs and bilingual/dual language learners. Assessment results guide placement and inform instruction.
Create a 10-15 slide presentation in digital format for your colleagues that describes various state assessments for ELLs and bilingual/dual language learners and how these assessments are utilized. Your presentation should include:
•The English language proficiency (ELP) assessment (such as ACCESS, ELDER, AZELLA, ELPAC or TELPAS) mandated in your state.
•Examples of other standardized, norm-referenced, and high-stakes tests.
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Teachers must assimilate as much information as possible when trying to accommodate
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Teachers must assimilate as much information as possible when trying to accommodate ELLs or bilingual/dual language learners.
Allocate at least 2 hours in the field to complete this assignment.
Work with your mentor teacher to discuss the ELP assessment results of an ELL or bilingual/dual language learner at a school in which you are completing your field experience. Discuss with your mentor how this student is accommodated for within the educational setting.
Administer a Student Oral Language Observation Matrix (SOLOM) on this student. Be sure to keep your field notes.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.
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Teachers must assimilate as much information as possible when trying to accommodate ELLs or bilingual/dual language learners.
Allocate at least 2 hours in the field to complete this assignment.
Work with your mentor teacher to discuss the ELP assessment results of an ELL or bilingual/dual language learner at a school in which you are completing your field experience. Discuss with your mentor how this student is accommodated for within the educational setting.
Administer a Student Oral Language Observation Matrix (SOLOM) on this student. Be sure to keep your field notes.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.
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Teachers are tasked with creating assessments as needed.
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TSL 565 Topic 4 Field Experience C Authentic Assessment GCU
Teachers are tasked with creating assessments as needed. Authentic assessments are used to accurately assess student learning. Alternative assessments are tailored to students at varying levels of English proficiency.
Allocate at least 2 hours in the field to complete this assignment.
Work with your mentor teacher to select a student or group of students for a reading assessment that you will create. Spend time observing the reading material utilized during a learning experience and any associated assessment material at a school in which you are completing your field experience. Spend time observing a lesson in which these materials are utilized.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.
Select a text sample from your school or text exemplar from Appendix B of the Common Core State Standards to use for your reading assessment. Be sure to cite the text exemplar or provide the sample that you have chosen for this exercise.
For an age group and level of ELLs or bilingual/dual language learners that you specify, create an authentic reading assessment based on your chosen text sample. Be sure to specify a learning goal for your intended students.
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TSL 565 Topic 4 Field Experience C Authentic Assessment GCU
Teachers are tasked with creating assessments as needed. Authentic assessments are used to accurately assess student learning. Alternative assessments are tailored to students at varying levels of English proficiency.
Allocate at least 2 hours in the field to complete this assignment.
Work with your mentor teacher to select a student or group of students for a reading assessment that you will create. Spend time observing the reading material utilized during a learning experience and any associated assessment material at a school in which you are completing your field experience. Spend time observing a lesson in which these materials are utilized.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.
Select a text sample from your school or text exemplar from Appendix B of the Common Core State Standards to use for your reading assessment. Be sure to cite the text exemplar or provide the sample that you have chosen for this exercise.
For an age group and level of ELLs or bilingual/dual language learners that you specify, create an authentic reading assessment based on your chosen text sample. Be sure to specify a learning goal for your intended students.
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Create a content area writing assignment for a group of ELLs
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TSL 565 Topic 6 Content Area Writing Assignment and Rubric GCU
Create a content area writing assignment for a group of ELLs or bilingual/dual language learners that you specify. Be sure to include specific details regarding the nature of the content, word count, and overall expectations.
Design a rubric for this assignment to include with your submission. Your rubric should contain a column for each of the following:
•Unsatisfactory
•Less Than Satisfactory
•Satisfactory
•Good
•Excellent
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TSL 565 Topic 6 Content Area Writing Assignment and Rubric GCU
Create a content area writing assignment for a group of ELLs or bilingual/dual language learners that you specify. Be sure to include specific details regarding the nature of the content, word count, and overall expectations.
Design a rubric for this assignment to include with your submission. Your rubric should contain a column for each of the following:
•Unsatisfactory
•Less Than Satisfactory
•Satisfactory
•Good
•Excellent
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What are the major goals of authentic and alternative assessment?
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TSL 565 Topic 4 Discussions GCU
TSL 565 Topic 4 DQ 1
What are the major goals of authentic and alternative assessment? How could they (including online assessment tools, apps and devices) bring value to teaching and learning?
TSL 565 Topic 4 DQ 2
Provide an advantage and disadvantage of one form of authentic assessment from your observations or readings.
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TSL 565 Topic 4 Discussions GCU
TSL 565 Topic 4 DQ 1
What are the major goals of authentic and alternative assessment? How could they (including online assessment tools, apps and devices) bring value to teaching and learning?
TSL 565 Topic 4 DQ 2
Provide an advantage and disadvantage of one form of authentic assessment from your observations or readings.
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Discuss an assessment issue affecting ELLs and how you would address
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TSL 565 Topic 1 Discussions GCU
TSL 565 Topic 1 DQ 1
Discuss an assessment issue affecting ELLs and how you would address these issues in your classroom.
TSL 565 Topic 1 DQ 2
Describe a standards-based language proficiency assessment that measures development and how you would use it to inform your instruction.
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TSL 565 Topic 1 Discussions GCU
TSL 565 Topic 1 DQ 1
Discuss an assessment issue affecting ELLs and how you would address these issues in your classroom.
TSL 565 Topic 1 DQ 2
Describe a standards-based language proficiency assessment that measures development and how you would use it to inform your instruction.
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Name something that could be difficult about interpreting the results
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TSL 565 Topic 2 Discussions GCU
TSL 565 Topic 2 DQ 1
Name something that could be difficult about interpreting the results of a language proficiency assessment. What would help you overcome that difficulty in your teaching?
TSL 565 Topic 2 DQ 2
Provide an example of a formal standardized assessment from your reading or one that you have worked with. How effective is this assessment for ELL or bilingual/dual language learners?
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TSL 565 Topic 2 Discussions GCU
TSL 565 Topic 2 DQ 1
Name something that could be difficult about interpreting the results of a language proficiency assessment. What would help you overcome that difficulty in your teaching?
TSL 565 Topic 2 DQ 2
Provide an example of a formal standardized assessment from your reading or one that you have worked with. How effective is this assessment for ELL or bilingual/dual language learners?
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Flashcard set info:
Author: CoboCards-User
Main topic: Education
Topic: Education
School / Univ.: devry university
City: UK
Published: 12.02.2020
Tags: INTERNATIONAL STUDY, COMPUTER SCiENCE, ENGINEERING & TECHNOLOGY, Accounting, Business, PSCYCHOLOGY, SOCIAL SCIENCE, POLITICAL Science, Social Science, Project Risk Management, ARTS & HUMANITIES, RELIGIOUS STUDIES SOCIOLOGY
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TSL 552 TOPIC 3 (2)
TSL 552 TOPIC 4 (2)
TSL 552 TOPIC 5 (2)
TSL 552 TOPIC 6 (2)
TSL 558 (9)
TSL 558 TOPIC 1 (1)
TSL 558 Topic 2 (1)
TSL 558 Topic 3 (1)
TSL 558 TOPIC 3 (1)
TSL 558 TOPIC 4 (2)
TSL 558 TOPIC 5 (2)
TSL 558 TOPIC 6 (1)
TSL 565 (11)
TSL 565 Topic 1 (2)
TSL 565 Topic 2 (1)
TSL 565 TOPIC 2 (1)
TSL 565 Topic 4 (2)
TSL 565 Topic 5 (1)
TSL 565 Topic 6 (1)
