Sharon Bennell EFL 502 Evaluation & Assessment The Weather The English Language Proficiency Standards (WIDA) English Language Proficiency Standard 4: The language of Science English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.

Reading - process, understand, interpret, and evaluate written language, symbols and text with understanding and fluency Project Proposal Proficiency level Beginner Intermediate Advanced Age Group High School 14 – 18 years High School 14 – 18 years High School 14 – 18 years Module The Language of Science: Weather The Language of Science: Weather The Language of Science: Weather Language Skill Reading Reading Reading Task Vocabulary & Understanding Reading words and selecting appropriate pictures of weather and clothing. Hurricanes Reading instructions to create interactive weather patterns and hurricane simulations. El Niño Students will be given a set piece to read and must answer questions based upon content knowledge and reading for comprehension.

Reading - process, understand, interpret, and evaluate written language, symbols and text with understanding and fluency

Beginner Intermediate Advanced Entering (1) (3 / 4) Reaching (6) Explicit meaning Implicit meaning Familiar situations Unfamiliar situations Informal registers Formal registers General vocabulary Technical vocabulary Single words and phrases Extended discourse Non-conventional forms Conventional forms WIDA’s levels of English language proficiency : Entering (1) to Reaching (6) “The second language acquisition process involves the gradual scaffolding from concrete ideas and concepts to abstract ideas and concepts”

Beginner Intermediate Advanced

Entering (1) (3 / 4) Reaching (6)

Explicit meaning Implicit meaning

Familiar situations Unfamiliar situations

Informal registers Formal registers

General vocabulary Technical vocabulary

Single words and phrases Extended discourse

Non-conventional forms Conventional forms

Scheme of Work BEGINNERS Everyday Activities INTERMEDIATE ADVANCED Simple Present Tense Present Continuous Tense Present Continuous Comparatives Simple Passive Past Continuous Passive WH-Questions Weather idioms Conditionals Describing the weather Interpreting a weather map Reading weather information in a newspaper Identifying cities and weather conditions Using newspaper weather maps and reports Wind Clouds Precipitation Precipitation experiments Storms (including hurricanes) Owlie Skywarms weather book. (Public Safety Video) Reading for detail Reading for understanding Obtaining information from Newspapers. Using internet sites as sources of information. Presentations and public speaking.

Describing the weather

Interpreting a weather map

Reading weather information in a newspaper

Identifying cities and weather conditions

Using newspaper weather maps and reports

Wind

Clouds

Precipitation

Precipitation experiments

Storms (including hurricanes)

Owlie Skywarms weather book. (Public Safety Video)

Reading for detail

Reading for understanding

Obtaining information from Newspapers.

Using internet sites as sources of information.

Presentations and public speaking.

BEGINNERS

WIDA “CAN DO” Descriptors Level 1 – Entering Match icons and symbols to phrases or environmental print. Describing the weather (S of W) BEGINNERS

WIDA “CAN DO” Descriptors

Level 1 – Entering

Match icons and symbols to phrases

or environmental print.

Describing the weather (S of W)

BEGINNERS cont. . . WIDA “CAN DO” Descriptors Level 1 – Entering Identify concepts about print and print features. (Letters, letter order, words) Level 2 – Beginning Locate and classify information Identifying cities and weather conditions (S of W)

WIDA “CAN DO” Descriptors

Level 1 – Entering

Identify concepts about print and print features. (Letters, letter order, words)

Level 2 – Beginning

Locate and classify information

Identifying cities and weather conditions (S of W)

WIDA “CAN DO” Descriptors Level 3 – Developing Use context clues to determine meaning Level 4 – Expanding Interpret information or data Interpreting a weather map Reading weather information in a newspaper Identifying cities and weather conditions Using newspaper weather maps and reports BEGINNERS cont. . .

WIDA “CAN DO” Descriptors

Level 3 – Developing

Use context clues to determine meaning

Level 4 – Expanding

Interpret information or data

Interpreting a weather map

Reading weather information in

a newspaper

Identifying cities and weather conditions

Using newspaper weather maps and reports

BEGINNER ASSESSMENT RUBRIC

INTERMEDIATE

Materials: Reading A-Z Clouds, Winds and Storms http://www.weatherwizkids.com/hurricane1.htm http://www.nhc.noaa.gov/HAW2/english/kids/movncane.htm WIDA “CAN DO” Descriptors Level 4 – Expanding. Interpret information or data INTERMEDIATE

Materials:

Reading A-Z Clouds, Winds and Storms

http://www.weatherwizkids.com/hurricane1.htm

http://www.nhc.noaa.gov/HAW2/english/kids/movncane.htm

WIDA “CAN DO” Descriptors

Level 4 – Expanding.

Interpret information or data

INTERMEDIATE

ADVANCED

Advanced Assessment These two exercises are designed as a pre-topic test to assess students ability to elicit information from a written source of information. Exercise 4: Read the article below about the effects of the El Nino storms on sea lions, and then complete the note-taking exercise on the next page. (Sea lions are large seals that live in the Pacific Ocean, but can move on land.) Exercise 5: Imagine that you have made your presentation to the class in Exercise 4. Now your teacher wants you to follow this up with a summary for homework. Look at your notes on page 10. Using the ideas in your notes, write a summary about the effects of the El Nino storms. Your summary should be one paragraph of no more than 70 words . You should use your own words as much as you can.

These two exercises are designed as a pre-topic test to assess students ability to elicit information from a written source of information.

Exercise 4: Read the article below about the effects of the El Nino storms on sea lions, and then complete the note-taking exercise on the next page. (Sea lions are large seals that live in the Pacific Ocean, but can move on land.)

Exercise 5: Imagine that you have made your presentation to the class in Exercise 4. Now your teacher wants you to follow this up with a summary for homework. Look at your notes on page 10. Using the ideas in your notes, write a summary about the effects of the El Nino storms. Your summary should be one paragraph of no more than 70 words . You should use your own words as much as you can.

Please refer to handout . . . http://www.edexcel-international.org/quals/igcse/esl/

Reading for Content / Detail Exercise 4: Effects of El Nino Tick and number the content points below to a maximum of 6 marks (up to 2 marks per heading). (Remember that this exercise is marked for content (reading), not language. Effects of El Nino on the sea lions 1. food hard to find 2. (more) beached / battered by storms 3. cold / skinny Effects of El Nino on the weather and ocean 4. waves worse 5. currents stronger 6. water warmer 7. fish left the area (for colder water) Effects of El Nino on the Sea Lion Marine Mammal Centre 8. more pups to care for 9. filled to capacity 10. closed its gift shop 11. office converted into special care unit Max total for exercise: 6 marks

Exercise 4: Effects of El Nino

Tick and number the content points below to a maximum of 6 marks (up to 2 marks per

heading). (Remember that this exercise is marked for content (reading), not language.

Effects of El Nino on the sea lions

1. food hard to find

2. (more) beached / battered by storms

3. cold / skinny

Effects of El Nino on the weather and ocean

4. waves worse

5. currents stronger

6. water warmer

7. fish left the area (for colder water)

Effects of El Nino on the Sea Lion Marine Mammal Centre

8. more pups to care for

9. filled to capacity

10. closed its gift shop

11. office converted into special care unit

Max total for exercise: 6 marks

Reading for understanding / language. Exercise 5: This exercise is marked for language, not content, but if content is entirely irrelevant to the task, a mark of zero should be awarded. Count words and do not mark anything exceeding 70 words, as specified in the question. (Candidates will not be assessed on anything they have written after this limit, but will not be penalized per se for exceeding it.) Max. total for exercise: 4 marks 0 meaning obscure because of density of language problems and serious problems with expression / nothing of relevance 1 expression weak / reliance on lifting from the passage 2 expression limited / reliance on copying out the notes, but some sense of order 3 expression good, with attempts to group and sequence ideas in own words 4 expression very good: clear, orderly grouping and sequencing, largely own words

Exercise 5:

This exercise is marked for language, not content, but if content is entirely irrelevant to the task, a mark of zero should be awarded. Count words and do not mark anything exceeding 70 words, as specified in the question. (Candidates will not be assessed on anything they have written after this limit, but will not be penalized per se for exceeding it.)

Max. total for exercise: 4 marks

Advanced Content WIDA “CAN DO” Level Descriptors. Level 4 – Sequence pictures, events, processes. (Social Studies) http://www.timesonline.co.uk/tol/news/weather/article3965107.ece Level 5 – Interpret Information or data. http://www.emc.ncep.noaa.gov/research/cmb/sst_analysis/images/monsstv2.png http://www.emc.ncep.noaa.gov/research/cmb/sst_analysis/images/monanomv2.png Level 6 – Conduct research to glean information from multiple sources. http://kids.earth.nasa.gov/archive/nino/intro.html

WIDA “CAN DO” Level Descriptors.

Level 4 – Sequence pictures, events, processes. (Social Studies)

http://www.timesonline.co.uk/tol/news/weather/article3965107.ece

Level 5 – Interpret Information or data.

http://www.emc.ncep.noaa.gov/research/cmb/sst_analysis/images/monsstv2.png

http://www.emc.ncep.noaa.gov/research/cmb/sst_analysis/images/monanomv2.png

Level 6 – Conduct research to glean information from multiple sources.

http://kids.earth.nasa.gov/archive/nino/intro.html

The Weather