1
LITERACY PROGRAM
INQUIRY PROJECT: Case Study Analysis of an English Language Learner (60
points)
DESCRIPTION
(If you are not teaching full-time in your own classroom, or if you are not
teaching literacy, per se, you will have to find a site, teacher and student to work
with in order to complete this project. Please discuss this with me early, so that
modifications to the assignment can be made, if necessary.)
Over a period of at least 10 weeks during this semester (allowing for a few weeks
on each end of the 10 weeks to find a suitable student and to write up your
experience), this assignment asks you to identify, diagnose, work with, and
follow one English language learner in-depth, focusing specifically on the
student’s developing literacy and language skills.
First, identify and obtain permission from one specific English language learner
(ELL) who is willing to permit you to assess, work with, and follow him or her
on his or her journey to develop English literacy skills across, at least, 10 sessions.
This person may be a beginning or advanced English speaker, reader, and/or
writer. The person may or may not be in an ESL class. You may work with an
ELL in your own class. Or, ask classmate or colleague who teaches ELLs to
suggest a student who could benefit from individual help. Again, if you have
any difficulty finding such a person, please speak with me as soon as possible.
Once you have selected a case study student, arrange to meet with him or her for
about one hour at least 10 times (preferably once a week).
The following International Reading Association standards for reading
professionals are addressed in the Case Study and Research Report:
Standard 1: Foundational Knowledge:
Candidates have knowledge of the foundations of reading and writing processes
and instruction. As a result, candidates:
1.3 Demonstrate knowledge of language development and reading acquisition
and the variations related to cultural and linguistic diversity. Candidates
identify, explain, compare and contrast the theories and research in the areas
of language development and learning to read.
1.4 Demonstrate knowledge of the major components of reading (phonemic
awareness, word identification and phonics, vocabulary and background
knowledge, fluency, comprehension strategies, and motivation) and how they
are integrated in influent reading. Candidates are able to determine if
students are appropriately integrating the components (phonemic awareness,
2
word identification and phonics, vocabulary and background knowledge,
fluency, comprehension strategies and motivation) in fluent reading.
Standard 2: Instructional Strategies and Curriculum Materials
Candidates use a wide range of instructional practices, approaches, methods,
and curriculum materials to support reading and writing instruction. As a
result, candidates:
2.2 Use a wide range of instructional practices, approaches, and methods,
including technology-based practices, for learners at differing stages of
development and from differing cultural and linguistic backgrounds.
Candidates support classroom teachers and paraprofessionals in the use of a
wide range of instructional practices, approaches, and methods, including
technology-based practices. They help teachers select appropriate options
and explain the evidence-base for selecting practices to best meet the needs of
all students. They demonstrate the options in their own teaching and in
demonstration teaching.
2.3 Use a wide range of curriculum materials in effective reading instruction for
learners at different stages of reading and writing development and from
different cultural and linguistic backgrounds. Candidates support classroom
teachers and paraprofessionals in the use of a wide range of curriculum
materials. They help teachers select appropriate options and explain the
evidence base for selecting practices to best meet the needs of all students.
They demonstrate the options in their own teaching and in demonstration
teaching.
Standard 3: Assessment, Diagnosis and Evaluation
Candidates use a variety of assessment tools and practices to plan and evaluate
effective reading instruction. As a result, candidates:
3.3 Use assessment information to plan, evaluate, and revise effective instruction
that meets the needs of all students, including those at different
developmental stages and those from different cultural and linguistic
backgrounds.
Standard 4: Creating a Literate Environment
Candidates create a literate environment that fosters reading and writing by
integrating foundational knowledge, use of instructional practices, approaches
and methods, curriculum materials, and the appropriate use of assessments. As
a result, candidates:
3
4.1 Use students’ interests, reading abilities, and (cultural and linguistic)
backgrounds as foundations for the reading and writing program.
4.4 Use methods to effectively revise instructional plans to motivate all students.
They assist classroom teachers in designing programs that will intrinsically
and extrinsically motivate students. They demonstrate these techniques and
they can articulate the research base that grounds their practice.
Case Study Analysis, Part I: PAST, 20 points
By telephone, in-person, or even e-mail, briefly interview the student’s teacher,
ESL coordinator, parent, and/or any other relevant person to tell you about any
background factors influencing the student’s reading interests and literacy
abilities. You will use the student’s interests, reading abilities, cultural and
linguistic backgrounds as foundations for the reading and writing program (IRA
standard 4.1). Record answers with brief notes. Preserve the student’s
anonymity by using pseudonyms. Assure the student his or her privacy will be
maintained.
In a report, summarize the information you have learned about the school,
family and language and literacy backgrounds for this student. Add an
additional section that compares this student’s background with the people you
have read about in Freeman and Freeman (2001). Make explicit connections to
theories of language development and reading acquisition and the variations
related to cultural and linguistic diversity (IRA standard 1.3).
Interviews
Family Background


Describe the family background: country of origin, who lives at home
In what language do family members speak, read, and write?
Student’s Background



Describe the student: age, language(s) spoken at home, country of birth
(many ELLs were born in the US)
How long has the student been in the U.S.?
What is his or her educational background (in US or another country)?
Student’s Language and Literacy Background
4



How proficient is the student in reading and writing in his or her first
language?
How proficient is the student in speaking, reading, and writing in
English?
Try to obtain any results from previous (placement or diagnostic)
assessments (e.g., home language survey), or tests the student has taken
(e.g., LAS, if available) at school.
Peer Review of Case Study (PAST)
In class, submit one hard copy of your Case Study (PAST) report. In addition,
submit an electronic copy of your report to your discussion group using the
File Exchange option in Group Pages (in “Communication”). Divide yourselves
up so that one person reads someone else’s report and gives comments using
the Peer Review Feedback Sheet (at least one day before class meets). Send the
feedback electronically using the File Exchange option. And, print one hard
copy and submit it in class.
Case Study (PAST) Peer Review Sheet
Case study Author_________________
Reviewer_________________________
Please read your classmate’s past section and write a brief response stating:
 A couple of things you enjoyed about their past section;
 Anything your case study student has in common with this case study;
 Any insights you gained.
Also, please provide detailed feedback on the following 4 questions:
1.
Is there a clear description of the student and the student's background including
ethnic background, first language, previous education, family history etc.? What is
included? What is missing?
2.
Does the writer tell how the case study student fits into our readings and discussions
for this class so far?
a. Which research/theories are included?
b. Which could be added?
c. Do the connections make sense and are they clear?
3.
What makes this paper easy or difficult to follow?
4.
Read through the Past section rubric. What can your classmate work on in order score
a 5 in all sections of this rubric?
Your feedback will be especially helpful if it is clearly organized. You may type
5
responses into this sheet, which is available on Blackboard. Your response should be at
least three pages long, double-spaced.
Case Study Analysis and Research Report, Part II: PRESENT, 20 points
Research the instructional context for your case study student. Collect
information about the school context including any official reports available
about the school’s overall performance. Describe the available reading curricula,
and instructional approaches. Assess your case study student’s oral language,
reading, writing, and first language literacy performances to demonstrate your
knowledge of how effectively your student is appropriately integrating the major
components of reading (phonemic awareness, word identification and phonics,
vocabulary and background knowledge, fluency, comprehension strategies and
motivation) in fluent reading (IRA standard 1.4). The assessment results you
collect will be used to plan, evaluate, and revise effective instruction that meets
your student’s needs, at his or her developmental stage of reading and with
recognition of his or her cultural and linguistic backgrounds (IRA standard 3.3).
Summarize the results of each assessment, and overall, describe the student’s
first and second language literacy abilities. Include a research report that
demonstrates your knowledge of language development and reading acquisition
and the variations related to cultural and linguistic diversity. Be sure to identify,
explain, compare and contrast the theories and research in the areas of language
development and learning to read (IRA standard 1.3).
A) School Context
What is the present learning situation for this student? (IRA standard 4.1). Begin
with a description of the school context.

If you are working with a child in a public school, collect background
information on the demographics of the school by visiting the School’s Report
Card (http://schools.nyc.gov/daa/SchoolReports/). Without identifying the
school, present this larger context (race/ethnicity of population served,
language backgrounds of students, income levels for families served,
performance of students on literacy assessment measures). If your student is
in a private school, gather similar information. Please be sure to do more
than simply list the school statistics. Select relevant information and explain
why it is important to note for this case study.

Describe the kind of program the student is in and include the general
approach taken by the school to serve bilingual students. You should include
information gathered from administrators and from other people working
with your case study student.
6

Note the instructional approaches the teacher uses with this student. Is the
curriculum meaningful? Is it organized around relevant themes? Is the
content culturally relevant to students?
B) Student
What is the student's oral and written language proficiency? Conduct a variety of
formal and informal assessments of this student’s literacy levels, using whatever
you already know about literacy assessment. You may wish to organize this
portion into the following sections:
Oral Language


Describe the student’s oral language interactions from your classroom
observations.
Identify the general oral English language level of the student using
Cappellini’s Developmental Levels of English Language Proficiency
(Cappellini, 2005, pp. 27, 29) (will be provided on Blackboard, and/or in hard
copy).
Reading

If the student is very young, or at a very low literacy level, conduct a
Concepts of Print assessment and/or find out the following information:
which letters of the alphabet does the student know? Can the student point to
some letters or words on a page in a book that you read to him or her? What
can the student read and/or write in his or her first language? Can the
student demonstrate this for you?

Conduct a miscue analysis using a text you think the student can read at an
instructional level. Audiotape an oral reading and code the student’s
rendition. Remove the text. Analyze the results to discuss the student’s
reading proficiency (comprehension rate, accuracy rate, effectiveness of the
orchestration of semantic [meaning], syntactic [word order/grammar],
grapho-phonic [letter-sound correspondence] cues).

Read aloud a book you think he or she will understand. You may need to
identify 3 or 4 books at different levels first, and try some out. Ask the
student to re-tell orally what he or she understood from what you read to him
or her. If possible, audiotape the student’s retelling and analyze it, not only
for the student’s comprehension of the book, but also for the student’s oral
7
language ability, including pronunciation, vocabulary choice, sentence
structure, and appropriateness of communication (pragmatics).

Describe the student’s stage on Cappellini’s (2005) Developmental Stages of
Reading (p. 31) (will be provided on Blackboard, E-Reserve, and/or in a hard
copy). Which reading strategies does the student demonstrate, and what are
the next steps for future development?
Writing

Ask the student to write as much as he or she can about an experience the
student is likely to know something about (a birthday party, a family trip, a
school trip, a topic of interest the student has expressed, or perhaps a book
the student has read).

Describe the student’s use of language patterns (sentence structures, syntax
and grammar) on Cappellini’s (2005) Developmental Level of English
Language Proficiency (p. 29) (will be provided on Blackboard, E-Reserve,
and/or in a hard copy).
First Language Literacy

What reading and writing does the student do at home? Does the student do
this in his or her first language or in English?

How well does the student: speak, read, and write and understand his or her
first language? Find out through interviews, observations, and/or a
collection of documents. This might include the student’s own self-report,
information from his or her parents, and/or information from teachers. You
will need to consider the source of the information as you interpret the
results.
Conduct any other assessments you think will help you diagnose the student’s language
and literacy abilities and needs.
Prepare a report with a summary of the results of each assessment, and an
overall description of the student’s first and second language literacy abilities.
Relevant Research

Integrate the findings with a reflection on relevant theories of reading
acquisition and variations related to cultural and linguistic diversity
8
addressed in course texts and class discussions (IRA standard 1.3). Refer to
theorists such as Cortés, Krashen, Schumann, Sue and Padilla, Ogbu, Van
Lier, Cummins, Vygotsky and so on. In other words, connect what you have
learned from interviews, observations and assessments to research on second
language acquisition and student learning. Please attach samples of the
student’s work, as appropriate.
Combine this report on the PRESENT learning contexts and relevant research to
a revised PAST section of the Case Study. Share a version electronically with
your discussion group using the File Exchange option in Group Pages (in
“Communication”). Have your discussion partner complete the Peer Review
sheet and reflect on the content of your work. You will do the same for a
different partner. Your partner will submit a 3-page, double-spaced Peer Review
sheet electronically using File Exchange in Group Pages, and also print a hard
copy and submit it in class. You will do the same for the partner whose work
you reviewed. Submit a hard copy of your Case Study (PAST, and PRESENT)
and Peer Review sheet in class.
9
ELL Inquiry Project
Case Study Peer Review Sheet
Case study Author_________________
Reviewer_________________________
Please read through the past section of your classmate’s paper and reflect on the following:


Which changes from the first version were especially effective?
What final feedback can you provide to help your classmate enhance the past
section?
Also, please provide detailed feedback on the following questions:
1.
Is the school context described in such a way that statistics are provided with
explanations regarding their relevance rather than being presented as a list of numbers
and facts? Is the school philosophy and approach to bilingual students described? How
is information about the curriculum provided?
2.
Is the student's oral and written language proficiency described in detailed, organized
sections? Which sections are most fully developed? What additional assessments would
you recommend using with this student in order to gather more information?
3.
Does the writer tell how the case study student fits into our readings and discussions for
this class? (The types of English learners, CUP/CALP, Krashen's hypotheses on the
images of the learner (plant, hunter-gatherer, builder, explorer), immersion/submersion,
assumptions about bilingual learners, Ogbu’s perspectives on failure, values conflicts,
ZPD, Van Lier’s model of language acquisition, discourse groups, and so on)
4.
Provide your insights on the data samples provided and the analysis of them.
5.
What makes this paper easy or difficult to follow?
Your feedback will be especially helpful if it is clearly organized. You may type
responses into this sheet available on Blackboard. Your response should be at least three
pages long, double-spaced.
10
Case Study Analysis and Instructional Plan, Part III: FUTURE, 20 points
Instructional Plan: Plan out a course of action (5 carefully planned learning
activities) that you would like to implement with your case study student for the
remaining sessions you have together. Learning goals and objectives for these
activities should be established based on the student’s assessed needs, and your
understanding of the relationship between language, literacy, and learning in
school. Identify and use methods to create and/or revise instruction plans that
will effectively motivate your student, intrinsically and extrinsically. You will be
asked to demonstrate one of these approaches, methods, or techniques in class,
and articulate the research base that grounds this practice (IRA standard 4.4).
Be sure to make very clear connections between the assessment data you have
collected and the lessons you plan.
Your lessons should each include content, language and/or literacy objectives.
These learning objectives should be clearly specified, based on published
standards for ELL students and New York State English Language Arts. You
may want to consult a variety of outside resources and standards to guide you in
determining what appropriate language, literacy and content strategies and skills
the student should develop.
In your lessons, use a wide range of instructional practices, approaches, and
methods, including technology-based practices that address your case study
student’s stages of reading development and his or her cultural and linguistic
backgrounds. In addition, use a wide range of curriculum materials in effective
reading instruction that addresses your case study student’s stages of reading
and writing development, and cultural and linguistic backgrounds (IRA
standards 2.2, 2.3).
Some of the resources you may consider consulting to develop lesson objectives
may include:
 Various ESL standards--TESOL, NYS K-12 standards for children
 Various ELA, or literacy standards—NYS, NYC
 NYC ESL, ELA, and other Scope and Sequence documents
 NYC Balanced Literacy Resource Guide
 Other sample units, Internet materials
 The school’s recommended curriculum (if available)
 Various reading/writing activities you learn about in our class or read about
in our course texts
11
Overall, each lesson should include:
 Relevant content, language and/or literacy standards
 Specific objectives for the student to demonstrate at the end of the lesson
 Relevant learning experiences, including a wide range of instructional
practices and curriculum materials to support modeling, demonstration,
guided practice, independent practice that help your student apply what he
or she is learning and meet the stated objectives and standards
 Assessment (fully developed questions, tasks, or performances that measure
the student’s performance of stated objectives)
 Suggested follow-up (relevant activity that connects to, reinforces, and/or
expands what student has learned)
At the end of the lesson plans, include samples of the student’s work resulting
from your teaching.
In a brief reflection on the teaching and learning experiences, reflect both on the
work the student could do and work that was completed with assistance. Briefly
describe each piece you include.
Recommendations: With all of the information you have gathered through
assessment and instruction with this student, what future instructional
experiences do you recommend?
Briefly outline some of the ideas you have supporting this student’s continued
literacy and language development. Be specific. Include relevant research and
theories related to psychological, sociological and linguistic foundations of
reading and writing processes and instruction. Be sure to explain, compare,
contrast and critique the theories (IRA standard 1.3).
12
Case Study (FUTURE) Peer Review Sheet
Case study Author_________________
Reviewer_________________________
Please read through the “future” section of your classmate’s paper and reflect on the
following:
1. Are clear links made between the needs found through the assessment
data and each of the lessons? Does each lesson include content, language
and or literacy objectives?
2.
What conclusions are made about the student and the student's learning?
How does the school/teacher/learning environment support learning for
this student?
3.
Does the case study give you a picture of the student's needs and
potential?
4.
Are there any changes you would suggest to improve the presentation of
the Case Study.
Your feedback will be especially helpful if it is clearly organized. You may type responses
into this sheet available on Blackboard. Your response should be at least one page long,
double-spaced.
13
RUBRICS
Rubric for Assessment of PAST Section of ELL Inquiry Project
Level of Achievement
Skill
1
Content
(Student
Introduction)
(IRA standard 4.1)
2
Content
(Language
Learning
Factors)
(IRA standards
1.3, 4.1)
3
Links to Theory
& Research
(IRA standard 1.3)
4
Organization,
Style &
Mechanics
1
2*
The introduction includes limited, poorly
developed background information about the
student. Student description is only vague or
general; wording is unclear or simplistic;
reflects lack of understanding of the student’s
background. There is little attempt to use this
information to build a reading and writing
program for this student.
Factors affecting the student’s language
learning and reading acquisition, and the
variations related to cultural and linguistic
diversity are briefly mentioned or not
addressed. The student’s interests, reading
abilities and backgrounds are briefly
mentioned, but not sufficiently used as the
foundations for the reading and writing
program.
Few connections are made between the case
study presented and theories of language
development and reading acquisition and the
variations related to cultural and linguistic
diversity. There is minimal identification,
explanation, comparison and contrast of
theories and research in the areas of
language development and learning to read.
Major mistakes in the use of APA formatting
for citations and/or bibliography.
Most paragraphs are rambling and unfocused;
no clear beginning or ending paragraphs;
inappropriate or missing sequence markers.
Inappropriate or inaccurate word choice;
repetitive words and sentence types;
inappropriate or inconsistent point of view and
tone. Frequent non-standard grammar,
spelling, punctuation interferes with
comprehension and writer's credibility.
* Exhibits most characteristics of '1' and some of '3'
** Exhibits most characteristics of '3' and some of '5'
3
Provides introduction of the student from
interviews with the student and/or others. This
introduction includes some of the following
background information: his or her ethnic
background, family history, first language, prior
education in general, English learning
experiences, first language literacy and/or
second language literacy. There is an attempt to
connect this information to the reading and
writing program that will be developed for this
student.
4**
5
Provides a detailed introduction of the student from
interviews with the student and others. This
introduction includes background information
including his or her ethnic background, family
history, first language, prior education in general,
English learning experiences, first language literacy
and second language literacy. This information is
used as foundations for the reading and writing
program for this student.
Some factors affecting the student’s language
learning and reading acquisition, and the
variations related to cultural and linguistic
diversity are mentioned. Some of the student’s
interests, reading abilities and backgrounds are
mentioned, and briefly used as the foundations
for the reading and writing program.
Multiple factors affecting the student’s language
learning and reading acquisition, and the variations
related to cultural and linguistic diversity are outlined
and fully explained. The student’s interests, reading
abilities and cultural and linguistic backgrounds are
fully explicated and used as the foundations for the
reading and writing program.
Several connections are made between the case
study presented and theories of language
development and reading acquisition and the
variations related to cultural and linguistic
diversity. There is some identification,
explanation, comparison and contrast of theories
and research in the areas of language
development and learning to read. Few
mistakes in the use of APA formatting for
citations and/or bibliography.
Multiple connections are made between the case
study presented and theories of language
development and reading acquisition and the
variations related to cultural and linguistic diversity.
Theories are thoroughly identified, explained,
compared, and contrasted and research in the areas
of language development and learning to read are
fully explained. No mistakes in the use of APA
formatting for citations and/or bibliography.
Most/many paragraphs are focused; discernible
beginning and ending paragraphs, some
appropriate sequence markers. Generally
appropriate word choice; variety in vocabulary
and sentence types; appropriate point of view
and tone. Some non-standard grammar, spelling,
and punctuation; errors do not generally interfere
with comprehension or writer's credibility.
Paragraphs are clearly focused and organized
around a central theme; clear beginning and ending
paragraphs; appropriate, coherent sequences and
sequence markers. Word choice appropriate for the
task; precise, vivid vocabulary; variety of sentence
types; consistent and appropriate point of view and
tone. Standard grammar, spelling, punctuation; no
interference with comprehension or writer's
credibility.
14
Rubric for Assessment of PRESENT Section of ELL Inquiry Project
Level of Achievement
Skill
1
Content (on
School)
Content (on
Student)
2
(IRA standards 1.4,
3.3)
3
Links to Theory &
Research
(IRA standard 1.3)
4
Organization,
Style &
Mechanics
1
Includes limited, poorly developed information
about the school context. Demographics, school
program and classroom instruction information is
vague or general; wording is unclear or simplistic;
reflects lack of understanding of the school
context.
2*
3
4**
5
Provides information about the school including a
list of demographics with little or no mention of
why the information is relevant. The school
program and classroom instruction are described
in general terms with few specifics.
Provides a rich, detailed description of the school
context including pertinent demographics, school
program and classroom instruction information. The
relevance of the information provided is made clear
to the reader.
The student's oral and written language
proficiencies are addressed superficially. Sections
(oral language, reading, writing and first language
literacy) are missing or not well developed. The
candidate does not demonstrate knowledge of the
student’s integration of major components of
reading (phonemic awareness, word identification
and phonics, vocabulary and background
knowledge, fluency, comprehension strategies,
and motivation). The assessment information
collected is not effectively used to plan, evaluate,
and revise effective instruction that meets the
case study student’s needs, developmental
stages of reading and language learning, or
reflect his or her cultural and linguistic
backgrounds. Formal and informal assessments
are not well explained or evident for each section.
The student's oral and written language
proficiency are addressed and organized in clear
sections (oral language, reading, writing and first
language literacy). The candidate demonstrates
knowledge of the student’s integration of major
components of reading (phonemic awareness,
word identification and phonics, vocabulary and
background knowledge, fluency, comprehension
strategies, and motivation). The assessment
information collected is used to plan, evaluate,
and revise effective instruction that meets the
case study student’s needs, developmental
stages of reading and language learning, and
reflect his or her cultural and linguistic
backgrounds. Formal and informal assessments
are explained or evident for each section.
The student's oral and written language proficiency
are addressed and organized in detailed sections
(oral language, reading, writing and first language
literacy). The candidate demonstrates in-depth
knowledge of the student’s integration of major
components of reading (phonemic awareness, word
identification and phonics, vocabulary and
background knowledge, fluency, comprehension
strategies, and motivation). Multiple formal and
informal assessments are used to plan, evaluate,
and revise effective instruction that meets the case
study student’s needs, developmental stages of
reading and language learning, and reflect his or her
cultural and linguistic backgrounds. Data samples,
along with in-depth analysis are included.
Few connections are made between the case
study presented and theories of language
development and reading acquisition and the
variations related to cultural and linguistic
diversity. There is minimal identification,
explanation, comparison and contrast of theories
and research in the areas of language
development and learning to read.
Major mistakes in the use of APA formatting for
citations and/or bibliography.
Most paragraphs are rambling and unfocused; no
clear beginning or ending paragraphs;
inappropriate or missing sequence markers.
Inappropriate or inaccurate word choice; repetitive
words and sentence types; inappropriate or
inconsistent point of view and tone. Frequent nonstandard grammar, spelling, punctuation
interferes with comprehension and writer's
credibility.
* Exhibits most characteristics of '1' and some of '3'
** Exhibits most characteristics of '3' and some of '5'
Several connections are made between the case
study presented and theories of language
development and reading acquisition and the
variations related to cultural and linguistic
diversity. There is some identification,
explanation, comparison and contrast of theories
and research in the areas of language
development and learning to read. Few
mistakes in the use of APA formatting for
citations and/or bibliography.
Multiple connections are made between the case
study presented and theories of language
development and reading acquisition and the
variations related to cultural and linguistic diversity.
Theories are thoroughly identified, explained,
compared, and contrasted and research in the areas
of language development and learning to read are
fully explained. No mistakes in the use of APA
formatting for citations and/or bibliography.
Most/many paragraphs are focused; discernible
beginning and ending paragraphs, some
appropriate sequence markers. Generally
appropriate word choice; variety in vocabulary
and sentence types; appropriate point of view
and tone. Some non-standard grammar, spelling,
and punctuation; errors do not generally interfere
with comprehension or writer's credibility.
Paragraphs are clearly focused and organized
around a central theme; clear beginning and ending
paragraphs; appropriate, coherent sequences and
sequence markers. Word choice appropriate for the
task; precise, vivid vocabulary; variety of sentence
types; consistent and appropriate point of view and
tone. Standard grammar, spelling, punctuation; no
interference with comprehension or writer's
credibility.
15
Rubric for Assessment of FUTURE Section of ELL Inquiry Project
Level of Achievement
Skill
Content (Learning
Activities)
1
(IRA standards 2.2,
2.3)
2
Content (Final
Reflection)
(IRA standard 4.4)
3
Links to Theory &
Research
(IRA standard 1.3)
4
Organization,
Style &
Mechanics
1
Learning activities do not reflect a wide range of
instructional practices, approaches, methods, or
technology-based practices, or this learner’s
cultural and linguistic backgrounds. Few
curriculum materials are presented, and not
effectively used in reading instruction. There is no
clear link between learning activities and
assessment data collected. Student work samples
are not included or described.
2*
3
Presents 4 – 6 learning activities that reflect a
range of instructional practices, approaches,
methods, or technology-based practices, and this
learner’s cultural and linguistic backgrounds.
Curriculum materials are presented, and used in
reading instruction. Each lesson includes
content, language and/or literacy objectives.
There is a link between learning activities and
assessment data collected. Student work
samples are included with reflections on the
work.
4**
5
Presents 4 – 6 carefully planned learning activities
that reflect a range of instructional practices,
approaches, methods, or technology-based
practices, and this learner’s cultural and linguistic
backgrounds. A wide range of curriculum materials
are presented, and used effectively in reading
instruction. Each lesson includes relevant content,
language and/or literacy objectives based on
published standards for ELL students and New York
State English language Arts standards. There is a
link between learning activities and assessment data
collected. Student work samples are clearly
described and the candidate presented thoughtful
reflections on the student’s work samples and
instructional activities.
Ideas for supporting the future academic success
of this student are unclear or not evident.
Methods do not effectively reflect instructional
plans that will motivate this case study student.
Candidate cannot demonstrate these techniques
or articulate the research base that grounds these
practices.
Presents a brief outline of ideas for supporting
the future academic success of this student.
Methods reflect instructional plans that will
motivate this case study student. Candidate can
demonstrate these techniques and briefly
articulate the research base that grounds these
practices.
Presents a specific outline of ideas for supporting
the future academic success of this student. Each
specific idea is clearly described. Methods reflect
instructional plans that will effectively and creatively
motivate this case study student. Candidate can
skillfully demonstrate these techniques and clearly
articulate the research base that grounds these
practices.
Few connections are made between the case
study presented and theories of language
development and reading acquisition and the
variations related to cultural and linguistic
diversity. There is minimal identification,
explanation, comparison and contrast of theories
and research in the areas of language
development and learning to read.
Major mistakes in the use of APA formatting for
citations and/or bibliography.
Most paragraphs are rambling and unfocused; no
clear beginning or ending paragraphs;
inappropriate or missing sequence markers.
Inappropriate or inaccurate word choice; repetitive
words and sentence types; inappropriate or
inconsistent point of view and tone. Frequent nonstandard grammar, spelling, punctuation
interferes with comprehension and writer's
credibility.
* Exhibits most characteristics of '1' and some of '3'
** Exhibits most characteristics of '3' and some of '5'
Several connections are made between the case
study presented and theories of language
development and reading acquisition and the
variations related to cultural and linguistic
diversity. There is some identification,
explanation, comparison and contrast of theories
and research in the areas of language
development and learning to read. Few
mistakes in the use of APA formatting for
citations and/or bibliography.
Multiple connections are made between the case
study presented and theories of language
development and reading acquisition and the
variations related to cultural and linguistic diversity.
Theories are thoroughly identified, explained,
compared, and contrasted and research in the areas
of language development and learning to read are
fully explained. No mistakes in the use of APA
formatting for citations and/or bibliography.
Most/many paragraphs are focused; discernible
beginning and ending paragraphs, some
appropriate sequence markers. Generally
appropriate word choice; variety in vocabulary
and sentence types; appropriate point of view
and tone. Some non-standard grammar, spelling,
and punctuation; errors do not generally interfere
with comprehension or writer's credibility.
Paragraphs are clearly focused and organized
around a central theme; clear beginning and ending
paragraphs; appropriate, coherent sequences and
sequence markers. Word choice appropriate for the
task; precise, vivid vocabulary; variety of sentence
types; consistent and appropriate point of view and
tone. Standard grammar, spelling, punctuation; no
interference with comprehension or writer's
credibility.