Error Analysis Task
LING 702
For this task, you are asked to contact, and request a written essay from, an ESL student at the
age and level that you are likely to teach in the future; then, perform an analysis of this
student's essay for the purpose of diagnosing what his/her learning needs are; and finally, meet
again with the student for a total of 10 hours to give them feedback and instruction based on
the essay. Your ultimate task is to write a paper in which you explain the process you followed,
how you performed your analysis (why you chose the errors you chose, and how you analyzed
them), how you explained these forms to the student, how they performed on the exercise/s or
activity/ies which you developed to help this student improve his/her ability to use this form,
and the insights you gained from the entire experience.
Provided with these instructions is a sample of ESL student writing which contains a number of
lexical and grammatical errors. NOTE: Although there are also other types of issues a teacher
should give feedback to students on (content, organization, etc.), and other types of errors in
this essay (spelling, essay organization, punctuation, etc.), the focus of your response on this
assignment should be on this student's lexical and grammatical knowledge and errors only.
Specific Steps to Follow:
1. Identify and contact an ESL student; determine the student’s L2 English level; find out
some information about them; obtain a writing sample from them: Find an ESL student at
your work or fieldwork placement (preferably someone at an age and level you intend to
teach in the future!) and ask if they would permit you to work with them for a session or
two on their writing. Particularly good students to look for are those who seem to need
extra help or have special needs, or those whose teacher feels could benefit from some
one-on-one work with a teacher. The student should be at least at the Intermediate level
and above Grade 5, since you will need to obtain a writing sample of significant length from
them in order to analyze it. If the student is a child, be sure to obtain permission (from their
teacher, parents, principal, etc.) to work with the student in this way. Determine the
student’s overall English language level by obtaining evidence from as many of the following
sources as possible: 1) a standards-based language assessment like the TOEFL, NYSESLAT,
NYSITEL, LAB-R, BEST or other test they have taken; 2) the grade or ESL level of the class
they are in; 3) the judgment of the student’s teacher or former teacher; 4) other school
processes, such as an Individual Education Plan (IEP); or 5) specific qualities you notice in
the student’s oral and/or written language; background information from the student’s
parents. Be aware of various issues of assessment such as linguistic, cultural (TESOL
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Standard 2e), or political factors or bias and any possible special education or SIFE needs
(TESOL Standards 3.a, 3.a) or accommodations that so that you can take them into
consideration as you provide their instruction; address how they may influence your ESL
student’s test results compared to his or her actual ability, based on the information you
have from the multiple sources (TESOL Standard 4a) from which you have collected it.
Ask the student to let you have a sample of an essay they have written in English (or, if you
know the teacher, s/he may be able to provide you with a writing sample). If necessary,
give the student a topic to write about (see below for some suggestions) and ask them to
write on that topic for 30-60 minutes. Explain that you would like to analyze the essay, and
then you would like to meet with them again to give them some feedback on its vocabulary
and grammar, and to explain these things and provide some practice in the areas in which
they need additional help. NOTE: Since the focus is on identifying grammatical and lexical
errors in writing, in eliciting this writing sample it will be important that you obtain as long a
writing sample as they are able to produce, within reason. Thus, it will be important to find
an ESL student at least proficient enough in English that they can provide you with a
significant amount of writing, optimally, about 1 (handwritten) page in length. Beginning
students or very young children (below 2nd grade) would NOT be suitable candidates for this
assignment. Short written answers to a list of individual questions also are NOT appropriate
for this assignment.
2. Analyze the writing sample: Once you receive the writing sample, make a copy of it (don’t
forget to block out the student’s name), and also type up the essay, taking care to preserve
exactly the spelling, word choice, punctuation, and grammar from the student’s original
essay (you may have to watch that Spell Check and Grammar Check don’t change things
without your knowledge!). Then analyze it, focusing only on those areas of their language
use that we have studied in our class. NOTE: Although it is likely that they will have other
types of errors in their essays, PLEASE DO NOT FOCUS on errors in spelling, punctuation,
essay organization, articles/determiners, relative clauses, homophones, prepositions, etc.
for this assignment—they are either unrelated to this course, or we haven’t studied them in
this class. Then, analyze their lexical and grammatical knowledge and errors as follows:
3. Before you begin your analysis, if there are any parts of the essay you don’t understand, ask
the student what s/he was trying to say. Here is a suggested list of principles to follow
when doing your analysis of the essay:
a. Ask the student to explain his/her intended meaning before proceeding with any
corrections.
b. Draw the student’s attention to places where there is a mismatch between their
intended meaning and their linguistic choices. Ask specific questions about what the
student was trying to express.
c. Give the student opportunities to self-correct surface errors before providing any
detailed feedback.
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d. Focus on helping the student learn to say/write the things s/he wants to express, NOT
the things that s/he expressed incorrectly. In other words, rather than explaining what
was wrong, focus your explanation on how to express their intended meaning correctly.
e. Do not try to correct all of the errors in the essay—just 3 lexical and 3 grammatical
errors.
Then keeping that in mind, analyze the essay on your own, focusing only on those areas of
their language use that we study in our class this semester.
Part A:
Overall Analysis of the Student’s Language Knowledge (TESOL Standard 1a)
Begin by reading over the entire essay carefully several times. Identify what the student
already understands about English, and what s/he was able to do well. Notice if some
aspects of grammar were done correctly in some places, but incorrectly in others (this is
common in language learning). Explain to the student several things about what s/he did
well in the essay.
Part B:
Lexical Errors (TESOL Standard 1a)
Identify 3 lexical errors that you find in this essay. These may include any of the following:
• Incorrect Word Choice/Understanding of Semantic Features: Choice of words used in
a context where a different word (with a slightly different meaning) would be
more appropriate
• Incorrect Syntactic Features: Words used without understanding the syntactic
requirements for using that word or incorrect accompanying morphological
forms
• Incorrect Collocation: Vocabulary used with other words that do not normally cooccur (and which cannot be explained grammatically)
• Incorrect Register: Vocabulary that might be too informal or too formal for the rest of
the essay (depending upon the writing task). Most writing should involve the
use of academic language and academic written conventions.
Part C:
Grammatical Errors (TESOL Standard 1a)
Identify 3 grammatical errors from the essay that you feel are the most serious. The
grammar points you choose should be structures that we will have studied about in our
class by the end of the semester. (Don’t worry about any other ones we haven’t studied.)
In particular, you should consider error types from among the following:
 Subject-verb agreement
 Particular verb tenses or aspects (address only one at a time)
 Basic Phrase Structure
 Modals or Phrasal Modals (address only one at a time)
 Passives
 Various Types of Questions
 Complex/Compound Sentences
 Negative forms
 Information structure
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

Basic sentence structure
Existential It/There
Part D:
Analyze each of the 3 lexical errors and the 3 grammatical errors you have
chosen. Be SURE that the “errors” you have chosen are REALLY errors (to be sure of this,
we recommend talking with others in your class to see if they think the usage in question is
an ERROR). Your analysis should show a sophisticated understanding of language as a
system, in particular, the nuances of the form, meaning, and use (including pragmatics) of
the lexical/ grammatical items). Be aware that some of their errors could come from how
they have heard English used in oral language, so be sensitive to phonological and/or
pronunciation issues as possible sources of error as well (TESOL Standard 1a). Be sure to
use information we have discussed in class about language acquisition research and findings
in your analysis (TESOL Standard 1b). For this analysis, we would suggest that you obtain
the feedback of at least one other person in this class, or anyone else you feel has an
understanding of English grammar and usage (Beware of non-grammarians and their
opinions about English grammar!!). Identify and plan carefully HOW you would recommend
these language samples be rephrased, and HOW you would explain them to the student so
they can understand your explanations, and learn how to avoid those errors in the future.
3. Meet with the ESL student for a total of 10 hours:
Arrange to meet for additional sessions with the student in order to give them feedback on
their essay. First, if there are any portions that you didn’t understand, be sure to ask the
student what they were really trying to say—be careful NOT to change the ideas that the
student was trying to convey. Remember, this is their essay, not yours. Then, start out by
explaining some of the aspects of the essay that the student did well. What areas of
knowledge does s/he already have some understanding of? Then provide them with more
appropriate ways of saying what they wanted to say, thinking carefully about how you
phrase your explanation. NOTE: Try to focus on what they wanted to say, more than on
what they actually wrote.
In your explanations of the errors, pay careful attention to the student’s age, level of ability
and level of writing in their essay—make sure that your explanation is not aimed too high or
too low for their level of ability and understanding. Note also that the ways in which you
explain the lexical errors should be different from how you explain grammar errors! Your
explanation and activities should be developed with sensitivity to the students’ cultural
background and values (TESOL Standard 2e), as well as any special needs (special
education, SIFE) they may have (TESOL Standard 3a, 3a). The activities you develop for
them should employ a variety of materials for language learning, including books, visual
aids, props, technology, and realia (TESOL Standard 3c, 3c), and result in his or her
understanding the targeted errors and having a sense of how to use the structures in a
more target-like way for listening, speaking, reading, and writing in social and academic
purposes.
Then provide the student with at least one exercise or activity that you developed yourself
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incorporating authentic language (TESOL Standard 3b) to practice each type of error you
address, and go through it with them to help them understand better what you explained to
them. Note that the ways in which you will explain lexical errors should be different from
how you explain grammar errors! Your work with the student should be designed
specifically for this particular student (TESOL Standard 3a) and make use of what you know
about language teaching materials and resources/technology, and result in his or her
understanding the targeted errors and having a sense of how to use the structures in a
more target-like way for listening, speaking, reading, and writing in social and academic
purposes (TESOL Standard 3c).
4. Administer a Follow-up Assessment Task to Assess the Student’s Development and Impact
on Instruction:
In your final meeting, ask the student to produce for you a second open-ended writing task
or other type of post-assessment (depending upon what you focused on in your feedback)
to assess their development (TESOL Standard 4.c)—so you can see how well they are able
to do what you taught them, and to assess your impact on their learning. Although you
may not be able to guarantee that they will produce the same forms as they did on the first
essay, with a carefully-designed assessment/writing task, you may be able to elicit at least
some of the kinds of language that you addressed together. This second essay should be an
open-ended task in which the student is asked to demonstrate what they learned from your
feedback—without any scaffolding or assistance from you. After they do it, be sure to have
allowed some time so that you can review the essay together, and you can discuss how they
did on the issues you had given feedback on. In your analysis of this follow-up task, analyze
it carefully for how the student’s language has developed—especially on the specific points
you addressed with them—and contrast it with the original essay as preparation for your
write-up of the experience.
***NOTE: If the Follow-up Assessment portion of this assignment is NOT completed or
reported on in this paper, the final grade may be reduced up to a full grade.***
5. Write up your analysis and experience:
a. Write up your analysis and describe your experience of analyzing the language ability and
errors and working with the student.
1. Briefly describe the student that you worked with—their age/grade, L1, proficiency
level, educational history, any special needs, assessment results, English learning
history, etc. Please be sure to give the student a pseudonym so that you can preserve
the anonymity of the student. NOTE: Be careful to remove the student’s real name
from the original essay when you scan it in and include it in the paper—this would
violate their anonymity!
2. Explain what the student did well in their essay, citing specific language examples from
the essay to support your analysis.
3. For each error, provide the number of the line where it appeared in the original text (so
please number the lines in the version you include with this paper); then explain why
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4.
5.
6.
7.
you chose to focus on each particular error--is it a particularly serious error? (e.g., did
they make the same/similar error several times in this text? Is it a commonly-used form
they are likely to see often in the future? Does it obscure what they are trying to say? Is
it something they studied in their ESL class?)
Explain how you analyzed each error (What was wrong with it? How can you explain
why the student made this particular error? What are some other ways this idea could
be expressed in English?)
Describe what you explained to this student about how this form is or should be used.
(How were your lexical explanations different from your grammatical ones?) Use the
exact language that you used with the student to help him/her understand it.
Describe the exercise or activity that you did with the student to help him/her learn to
avoid this error in the future, and how the exercise worked for the student. Your
exercises should reflect research and current practice in the ESL field and should also
reflect your knowledge of standards-based materials, resources, and technologies, and
should be chosen, adapted, and used to effectively teach language that will support
students’ content learning (TESOL Standards 3a, 3b, & 3c).
NOTE: Be sure to include in your paper ALL of the exercises or activities you used with
the student, including information or materials you found on the Internet or other
sources. If necessary, copy the actual page(s) you used, include them, and be sure to
cite the books/sources/website/URL in your paper and in your bibliography.
Describe the follow-up assessment/task that you gave the student. How was the
student’s performance in the follow-up task different from how they did on the original
writing? Be specific: analyze the language the student produced in the follow-up task
on each point that you addressed with the student in your meetings together. Did you
find evidence of development on each of the error types you explained to them? What
evidence did you find and what does it tell you about whether your explanations had
any impact on their learning? Be specific in your analysis and description of what the
student did better, worse, or the same. Naturally, some things may not re-appear in the
second essay, so spell these out.
b. Reflect on your entire experience and describe the following:
 What did you learn from doing the analysis?
 What insights did you gain from explaining the errors to the student and doing the
exercise/activity with them? How did the student react? How would you have felt in
their situation?
 How well was the student able to demonstrate progress (even if only a little) in the
follow-up task, after you had given them feedback on the first one?
 How would this experience influence how you would teach grammar/vocabulary or give
feedback to a student about their errors in the future?
 In what ways did this assignment help you understand and apply the TESOL Pre-K-12
standards, Common Core Standards, or the Hunter College Conceptual Framework?
 What are the social justice implications of how we address or correct student errors and
how we give students feedback on their writing or language in general?
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c. Provide a bibliography of all outside references and sources used, (including ALL websites
and Internet material!) using APA style in both the citations and the bibliography (see
below).
General rules and formatting of your paper:
General requirements and formatting of your paper:
1. You may use outside published sources (other books, texts, the Internet, etc.) as long as you
give credit and cite them correctly. Remember that Internet material must also be cited,
and be included in your bibliography in appropriate ways. You are expected not to
plagiarize or use ideas of others without giving proper credit. I strongly suggest you use
ESL-oriented resources rather than native speaker-oriented resources. You are also
encouraged NOT to use or refer the student to a thesaurus—in order to really use one
effectively, they need to already know all of the nuanced difference in the meanings of the
words in it, so a thesaurus is not generally useful to ESL students.
2. Be sure to use appropriate in-text (not footnote) citation format, and include a bibliography
at the end, using APA style. See the course website for examples of APA style, and a sample
bibliography that contains some of the books frequently cited for this course. If you cite our
textbook, please remember that it has TWO authors, both with hyphenated names (please
cite it correctly—see our syllabus for a correct citation of this book). If you quote any
outside source verbatim, provide in the text of your paper the exact page number that the
quotation is from. Remember that paraphrased citations do not need to cite the exact page
of the source.
3. Be sure to spell-check (either on a computer or manually with a dictionary) and proofread
(and correct) your paper carefully before you turn it in. If there are spelling and
typographical errors, up to 5 points may be deducted from the grade.
4. You are encouraged to discuss the essay and the errors with others in this class, but you
should write your own analysis independently, and in your own words. All papers that are
turned in will be expected to be individual and unique.
5. Papers should be typed double-spaced, with 1" margins on all sides of the page. NO covers,
binders or folders please—please upload the paper with all parts contained in a single
document on Blackboard (not multiple documents). Maximum length is 15 pages for the
paper itself, not counting the title page. In addition, the bibliography, and Appendices
containing the exercises done with the student, a copy of original student essay, a copy of
follow-up task/essay, and transcriptions of the essays must be included in addition to these
15 pages.
Requirements for Submitting your Paper through Blackboard:
1. Please make sure your paper is in MS-Word format (any version is fine). If you wrote it using
different software, please convert it to MS-Word before posting it. We are sorry but we are
not able to accept papers in any other format.
2. Copy the entire rubric (provided online) and paste it into your paper on the last page after
the Appendices.
3. Please include ALL supporting materials in ONE single file with your paper itself (all
activities, the scanned-in version of the student’s essay, and any other material). Because
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these must be included in a single document, any scanned-in material will need to be in a
format compatible with MS-WORD (most likely .jpeg or .tiff format).
4. Please make sure your paper has the following filename: Error Analysis
<YourLastname>.docx
5. Finally, please post ONLY ONE document to Blackboard. More than one document will not
be accepted. If you post more than one, we will ask you to re-format your paper and repost it. Given the number of papers we have to read, we are not able to handle more than
one document per person.
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Sample Student Writing Sample for the Error Analysis Task--Practice Analysis (to be discussed
in class):
Writing Assignment:
Think of an experience you had in the past that taught you something important. What
happened? What did you learn from this experience? Why was it important? Explain in detail.
Essay #1 (20-year-old ESL student; L1 = Spanish)
In 1988 my parents came to the Unites States, looking for a job, they have 2 little kids.
The little boy was about 2 years old, The little girl was about 4 years old. I have other sister 2
years young modern me. We was studing. When my parents came to here, the little kids
stayed with us. One week after, they came to sick, we don't know what we do, some nice
person helped to us. We went to the doctor to check these kids, and he toll us they was very
sick, need went to the hospital. But only the girl went to the hospital and the boy we take care
in home because was very young.
In Mexico is danger in the hospitals of the government, because the nurses no take care
about the kids, some times they kill them. My old sister and me stayed in the hospital for 8
days, day and night time, we sleep seat on the chair near the bed to my little sister.
This is important because I learn about take care to the kids, about how many people is
poor, and how the workers of the hospital take care to the pacients.
Now I have a daughter, and I take care.
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LING 702 Key Assessment--Error Analysis Task Rubric
Evaluation
Criteria
Ability to
assess
learner’s
needs
Ability to
apply
language
knowledge
Alignment to
TESOL
Standards
4.b Assess
ELLs’
language skills
and
communicativ
e competence
using multiple
sources of
information
1.a Apply
knowledge of
phonology
(the sound
system),
morphology
(the structure
of words),
syntax
(phrase and
sentence
structure),
semantics
(word/senten
ce meaning),
and
Needs
Improvement
Candidate is not
able to identify
the learner’s
needs
completely.
Analysis of
learners’ needs
is not based on
the use of
multiple
measures of is
based on a
limited number
of sources of
information to
assess ELLs’
individual
language skills
and
communicative
ability
Satisfactory
Candidate
identifies
learner’s needs
successfully.
Analysis of
learners’ needs
is based on
assessing ELLs’
discrete and
integrated
ability to use
grammar,
vocabulary,
listening,
speaking,
reading, and
writing to
communicate
appropriately
using
performancebased
measures.
Lexical vs.
Lexical vs.
Grammatical:
Grammatical:
Analysis shows a Analysis shows
lack of
appropriate
understanding of understanding
the distinctions
of the
of these aspects distinction;
of language
errors are
and/or errors
correctly
are incorrectly
identified as
identified as
lexical/
lexical/
grammatical
grammatical.
Candidates
Candidates may apply
be able to
knowledge of
recognize and
developmental
Exemplary
Candidate identifies
learner’s needs well.
Analysis of learners’
needs is based on
candidates’ use
and/or creation of
multiple
performance-based
measures to assess
students’ language
skills and
communicative
competence across
the curriculum
Lexical vs.
Grammatical:
Analysis shows a
sophisticated
understanding of the
distinction; errors are
insightfully identified
as
lexical/grammatical.
Candidates design
instructional
strategies that
incorporate their
knowledge of the
English language
system to aid ELLs’
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pragmatics
(the effect of
context on
language) to
help ELLs
develop oral,
reading, and
writing skills
(including
mechanics) in
English.
describe
similarities and
major
differences
between English
and the native
languages
spoken by their
students.
phonology,
morphology,
syntax,
semantics, and
pragmatics to
identify aspects
of English that
are difficult for
their students,
noting how
ELLs’ L1 and
identity may
affect their
English
learning.
Candidates
assist ELLs in
recognizing,
using, and
acquiring
the English
sound system
and other
communication
skills, thus
enhancing oral
skills.
Candidates
teach syntactic
structures that
ELLs need to
communicate
effectively for
social and
academic
purposes.
Candidates
incorporate a
variety of
instructional
techniques to
assist ELLs in
developing
literacy skills.
learning.
Candidates
differentiate ELL
learning to
accommodate
challenging aspects
of English language
acquisition.
Candidates help ELLs
develop strategies to
monitor difficult
aspects of the English
language system.
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Ability to
apply
knowledge
of
language
as a system
Standard 1.a
Demonstrates
knowledge of
the
components
of language
and language
as an
integrative
system.
Ability to
identify
errors for
correction
Standard 1.a.
Understand
language as a
system;
Candidates
provide ELLs
with timely
input and
sufficient
contextualized
practice with
idioms,
cognates, and
collocations.
Candidates
design
contextualized
instruction
using formal
and informal
language to
assist ELLs in
using and
acquiring
language for a
variety of
purposes.
Error analysis
Error analysis
shows a lack of
shows an
understanding
adequate
or minimal
understanding
awareness of the and ability to
components of
use the
language
components of
(especially
language
lexical and
(especially
grammatical)
lexical and
and language as grammatical)
an integrative
and language as
system.
an integrative
system to
inform
instruction with
ELLs.
Errors are
Errors are
inappropriately
appropriately
chosen for
chosen for
correction; not
correction
Error analysis shows
a sophisticated
understanding and
use of the
components of
language (especially
lexical and
grammatical) and
language as an
integrative system to
create instructional
plans for ELLs.
Errors are insightfully
chosen for correction
based on meaningful
and systematic
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Ability to
identify
needs of
individual
learners
Ability to
apply
sociocultural,
psychologi
cal, and
political
identify errors
that are
meaningful
and
systematic;
distinguish
between
those that
may benefit
from
corrective
feedback and
those that will
not.
Understand
role &
significance of
errors as a
gauge of
language
learning; plan
appropriate
classroom
activities to
assist ELLs
1.b
Understand
and apply
knowledge of
the role of
individual
learner
variables in
the process of
learning
English.
based on
meaningful or
systematic
bases; or
explanation does
not provide
adequate
support to lead
to learning.
based on
meaningful and
systematic
bases, and the
explanation
supports the
student’s
learning.
bases; explanation
provides strong
support for learning.
Explanations for
remedying
errors show a
lack of
understanding of
the student’s
needs and result
in little or not
acquisition of
the targeted
form
Explanations for
remedying
errors are
appropriate for
the student and
result in the
reasonable
acquisition of
the targeted
form
2.0
Understand
and apply
concepts
about the
interrelations
hip between
Explanations and
exercises for
remedying
errors show
candidates are
only somewhat
aware of the
Explanations
and exercises
for remedying
errors show
candidates
understand the
complex social,
Explanations and
exercises for
remedying errors
show sophisticated
understanding of
learners’ needs, are
well-suited for the
particular student,
and result in high
levels of learner
acquisition of the
targeted form.
Explanations and
exercises for
remedying errors
show sophisticated
understanding of and
are consistent with
this particular
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knowledge
about
learners
language and
culture.
sociocultural,
psychological,
and political
variables within
a community of
ELLs.
Candidates are
somewhat
aware that
cultural values
and beliefs have
an effect on ELL
learning.
Candidates are
aware of the
links between
language and
culture.
Candidates
design
classroom
activities that
enhance the
connection
between home
and school
culture and
language.
Candidates act
as advocates to
support
students’ home
culture and
heritage
language.
psychological,
and political
nature of
learning an L2
in school and
integrate this
knowledge in
their teaching.
Candidates
teach using a
variety of
concepts about
culture,
including
acculturation,
assimilation,
biculturalism, ,
and the
dynamics of
prejudice,
including
stereotyping.
Candidates’
choice of
techniques and
materials
reflect their
knowledge of
the
interdependenc
e of language
and culture.
Candidates act
as facilitators to
help students’
transition
between the
home culture
and language
and US and
school culture
and language.
student’s cultural
background and
beliefs, psychological
and/or political
factors (interests,
motivation, etc.).
Candidates
consistently design
and deliver
instruction that
incorporates
students’ cultural
values and beliefs.
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Ability to
plan/desig
n learning
experience
s based on
students’
language
proficiency
3.a Plan
differentiated
learning
experiences
based on
assessment of
students’
English and L1
proficiency
Exercises/examp
les show little or
no awareness of
standards-based
materials,
resources, and
technologies.
Little or no
evidence of
exercises/examp
les having been
chosen to teach
language that
will support
students’
content learning.
Candidates are
only somewhat
aware of
students’
language
proficiency,
learning styles,
and prior
knowledge when
planning ESL and
content-learning
activities.
Ability to
plan
material
that
adjusts to
student
needs
3.a Plan for
instruction
that embeds
assessment,
includes
scaffolding,
and provides
re-teaching
when
necessary for
students to
successfully
Candidates are
somewhat
aware of the
need to assess
students’
degrees of
mastery of
learning
objectives along
the way.
Exercises/exam
ples are
standardsbased
materials,
resources, and
technologies
and exhibit
some evidence
of having been
chosen to teach
language that
will support
students’
content
learning.
Candidates plan
activities at the
appropriate
language levels,
integrating
students’
cultural
backgrounds
and learning
styles.
Candidates use
students’ prior
knowledge in
planning ESL
and content
instruction.
Candidates plan
material that
scaffolds and
links students’
prior
knowledge to
newly
introduced
learning
objectives.
Candidates
continually
Exercises/examples
reflect exemplary
standards-based ESL
and content
materials, resources,
and technologies,
and are chosen,
adapted, and used to
effectively teach
language that will
support students’
content learning.
Candidates design
multilevel activities
and are flexible in
grouping students to
meet instructional
needs of linguistically
and culturally diverse
student populations.
Candidates plan
material that
insightfully integrates
and matches
students’ prior
knowledge to the
needs that were
identified earlier.
Candidate makes
necessary
adjustments to
instruction for
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meet learning
objectives.
Ability to
design
activities,
tasks that
incorporat
e authentic
language
Ability to
address
needs of
monitor
students’
progress
toward learning
objectives with
formal and
informal
assessments.
Following
formal and
informal
assessments,
candidates
reteach, using
alternate
materials,
techniques, and
assessments for
students who
need additional
time and
approaches to
master learning
objectives.
3.b
Candidates are
Candidates plan
Incorporate
only somewhat
for and
activities,
aware of the
implement
tasks, and
need for
activities, tasks,
assignments
authentic uses of and
that develop
academic
assignments
authentic
language in ESL
that develop
uses of
and contentauthentic uses
language as
area learning
of academic
students learn and the need to language as
academic
design activities students access
vocabulary
and assessments content-area
and contentthat incorporate learning
area material. both.
objectives.
3.a
As needed,
provide for
Candidates are
only somewhat
aware of the
students who
present evidence
that additional or
different instruction
is needed.
Candidates design
and implement
activities, tasks, and
assignments that
develop authentic
uses of academic
language as students
access content-area
learning material.
Candidates
collaborate with nonESL classroom
teachers to develop
authentic uses of
academic language
and activities in
content areas.
Candidates plan Candidates design
learning tasks
ways to motivate and
specific to the
guide any SIFE and
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SIFEs and
students
with
special
needs
particular
needs of
students with
interrupted
formal
education
(SIFE) and
students with
special needs,
as
appropriate
to the
particular
student.
Ability to
assess
effectivene
ss of
Instruction
and Impact
on student
learning
4.c Use
performancebased
assessment
tools and
tasks that
measure ELLs’
progress
unique
characteristics
that necessitate
the use of
specialized
teaching
strategies that
SIFE and special
needs students
have.
needs of SIFE
and students
with special
needs.
Candidates plan
ESL and content
instruction to
meet reading
and writing
needs of SIFE
and students
with special
needs.
Candidates plan
assessment of
SIFE/special
needs
competence
with text.
Follow-up
Follow-up
writing
writing
task/topic were task/topic were
limited or not
appropriate
appropriate for
methods of
evaluating
evaluating
student’s
student’s
development
development
and candidate’s and candidate’s
impact on
impact on
student’s
student’s
learning on the
learning on the
points instructed points
in feedback
instructed in
provided;
feedback
analysis of
provided;
effectiveness of analysis of
explanation and effectiveness of
practice were
explanation and
inappropriately
practice were
done in some
appropriately
way; or final
done
assessment was
omitted
completely
special needs
students to
successful academic
experiences.
Candidates design
visually supportive,
textually-rich
environments using
appropriate materials
that include
students’ personal
and shared
experiences,
language, and
culture.
Follow-up writing
task/topic were
excellent methods of
evaluating student’s
development and the
candidate’s impact
on the student’s
learning on the
points instructed in
feedback provided;
analysis of
effectiveness of
explanation and
practice were
thoroughly and
insightfully done
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Ability to
serve as
good
language
model
Ability to
reflect on
this
experience
and
identify
social
justice
implication
s
Ability to
give credit
for ideas
used
Ability to
maintain
confidentia
lity of
student
work
1.a
Demonstrate
proficiency in
English and
serve as a
good
language
model for
ELLs
Quality of
writing is not
always
appropriate for
academic tasks;
does not reflect
conventions of
organization,
grammar,
mechanics, and
register
Quality of
writing is
appropriate for
academic task;
reflects
common
conventions of
organization,
grammar,
mechanics, and
register
Write-up of the
experience
shows
inadequate
reflection,
analysis of the
experience, or
social justice
implications
Write-up of the
experience
shows
adequate
reflection,
analysis of the
experience, &
social justice
implications
Appropriate
credit not always
given for
citations; some
errors in
bibliography or
APA format
Generally
appropriate
credit given for
citations;
acceptable
bibliography &
APA format
used
The student’s
The student’s
identity is either identity is kept
not addressed or confidential.
not kept
confidential in
accordance with
IRB
requirements.
Quality of writing
demonstrates
candidate is a model
of the English
language: writing is
excellent & flowing;
consistently
reflecting accepted
conventions of
organization,
grammar, mechanics,
and register
Write-up of the
experience shows
insightful reflection,
analysis of the
experience, & social
justice implications
Appropriate credit
given for citations;
flawless bibliography
& APA format used
The student’s
identity is kept
confidential in strict
accordance with IRB
requirements.
Comments:
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