2. June 2009 09:37 by Maxine LaRaus - View Profile

Why do ELLs have to take the standardized English Language Arts test in NY after only one year? It’s not fair.

I have heard comments like this regarding any kind of standardized testing since 1977, when I first started to work with the ELL population. More recently, in my role as literacy consultant, the comments have been directed more toward the English Language Arts Exam. Granted, linguistically, many ELLs may not ready to take this test. Granted, the test may not be fair; however, the only way for schools and teachers to be accountable for these students is to have them participate in the testing. For many years, my ELL students were “invisible,” not only to New York State, but in the classroom as well. “How many ELL students do you have in your class?” I used to ask. “I’m not sure.” was a frequent reply.

The NYS ELA Test is More than Just a Test for English Language Learners

Now, everyone knows who these students are and teachers are using differentiated teaching practices to meet their academic needs. As a result they are reaping the benefits of scaffolded learning experiences in all genres, including the testing genre, with the goal of getting them as close as possible to the same high academic standards as everyone else. Now, my English Language Learners are not only visible, but highly visible. Let’s empower them by arming them with test genre strategies, not only three weeks before the test, but all year long by embedding the strategies in daily instruction.

When working with ELLs, remember that “Hope is not a Strategy” and “Practice is not Preparation.” (Test Talk by Amy Greene and Glennon Doyle Melton. Copyright © 2007. Stenhouse Publishers.) Every genre, including the testing genre has its own word bank, so to speak. The test language that drives the ELA test needs to be taught explicitly and made visible to ELLs. For example, words like: support, details, most likely, main idea, text, compare, describe, include, probably, always, never, sometimes, before, after, but, since and many more. Comprehension resides in knowing and understanding these words. These words can not be visualized like nouns and most verbs. Therefore, teachers need to use very direct instruction to teach them.

On my business card, it says, “Quality Instruction is the result of planned instruction.” I believe this very strongly.

Tags: ela tes, esl, ell, standards of learning

Categories: ESL/ELL

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Comments

Natalie

I understand that the NYS assessments may be difficult for our ELL/ESL students; however, the tests assures that our children no longer remain invisible. People will begin to pay them attention because now we MATTER.

6/1/2009 9:34:29 PM #

mlredcon

Natalie,
You are so right. English Language Learners are in all of our classrooms. They are our "customers." so to speak and we need to let them know they do indeed matter so that they want to keep coming to our "store."
Maxine

6/1/2009 11:04:19 PM #

Valeria

I understand giving the State tests to ELLs who are at a English Proficiency Level 3 or higher. However, should we really be giving these tests to the Level 1 and Level 2 ELLs? Time would be better spent on teaching them how to write an essay rather then being tested on how well it is written.

6/3/2009 8:12:38 PM #

Rod

Hi Valeria,

Interesting you mention that considering Jacqueline's post this morning (www.schoolwidefundamentals.com/.../...ssures.aspx)

Aside writing skills, what do you feel these students would benefit from at this age group?

6/3/2009 8:43:18 PM #

Rosanna

I definitely agree with Maxine. While it was quite
troublesome to learn 1+ year ELLs would be taking all content area exams, plus the ELA, all stakeholders are now forced to pay closer attention to the needs of this population--ELLs can no longer go unnoticed in our schools. This awareness has resulted in a greater amount of professional development in areas of differentiated instruction, scaffolding techniques and ESL methodology, as well as additional instructional support both during and after-school. These are just some ways ELLs academic and linguistic needs are being met, and a glimmer of success is being observed as the achievement gap between ELLs and their peers is beginning to narrow.

6/6/2009 2:58:31 AM #

shellkay

I agree with Maxine, although quite guardedly. If we are to differentiate instruction, we also need to assess in a differentiated manner. Having been not only a reading teacher, a special education teacher and a classroom teacher, I am aware that we work up in assessment. One can be fairly confident that a child here a year and a day will not get a 3 on a fifth grade reading test. So, now we are looking at a 1 or a 2 and a child who has shown no progress and a teacher who did not faciliate that progress. Numbers lie! However, if we took that same child and gave him/her visibility by taking a third grade test (and, perhaps, Oh, my goodness create another testing group!) we could, in fact, show progress. I believe in respectful assignments and respectful assessment. The state assessments that we give should be only a piece of an ongoing assessment picture. Unfortunately, it has become the entire picture and an exaggerated one at that!

6/6/2009 3:22:25 AM #

Lucia Rafala

I do not agree. Assessment must serve a purpose and give us information to plan instruction. Rather than take a test that is too difficult, we should give them a different type of assessment that yields pertanent information. I have looked at Sped and ELL standardized tests. A score of 0 or basic does not give me any new information. As a teacher, I could predict that. I would rather have an assessment that showed me how they were doing at their reading level. This would give me more information regarding strengths and weaknesses.
This would show the progress that a student is making and not give a false impression that the student has made "no significant progress" thus making the teacher and school appear as if they are failing.

6/7/2009 7:11:33 AM #

mlredcon

I do not disagree that a different kind of test would be better, however, for now, in trying to find something good about anyone taking these high stakes tests, in particular the ELL students, visibility rates high with me having experienced the days when too many just didn't "see" these students.

6/9/2009 2:46:54 PM #