Anticipation Guide

Anticipation Guide

Order Instructions:

Part1
Using the benchmarks that you identified in Week 3, create a word-processed diagnostic assessment (pretest, survey, questionnaire, anticipation guide) that will provide you information about your students’ content readiness.
Benchmarks: for part 1 of this assignment. LAFS.4.RL.1.2 The student will determine the theme of a story, drama, or poem from details in the text; and will be able to summarize the text.
LAFS.4.RL.1.3 The student will describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., acharacter’s thoughts, words, or actions).
Part II: Describe how you will make this assessment comprehensible for your ELLs based on their language readiness.
Part III: After reading pages 109 – 117 of The Crosscultural, Language, and Academic Development Handbook, explain how bridging and schema building applies to your students. Provide specific examples in your response.

SAMPLE ANSWER

Part1

Anticipation Guide

Diagnostic Assessment

Outcome for lesson:

1. Student will become familiar with the theme of a story, drama, or poem from details in the text; and will be able to summarize the text as provided in objective LAFS.4.RL.1.
2. The student will become familiar with in depth knowledge of a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions) as detailed in objective LAFS.4.RL.1.3

Content Readiness

In establishing these students content readiness, it is essential to establish that these students bring a wealth of prior academic experiences and knowledge in the class, an aspect that requires an efficient approach aimed at increasing their engagement and motivation. It is additionally essential to detail that the inclusion of response cards will be incorporated with the aim of ensuring that the learners are actively engaged in the learning process(Lin, & Johnson, 2016). It will be significant to establish the student’s efforts in exploring the history of the American leaders, as an element that will aid in building their exposure and readiness to delve into the unit on the history of Abraham Lincoln.

Part II

Making the Assessment Comprehensible

The history of Abraham Lincoln remains a common literature that depicts the history of America and the struggles of significant individuals in changing the state of the nation. In displaying this story to the ELL learners, it is significant to understand that the student’s content readiness levels may vary based on the topic (Paradis, 2016). Spending time in the introduction of this story would result in some of the students growing bored quickly since some already have a grasp of this history while others don’t.

In order to ensure that time is not wasted, it is essential to determine the level of exposure of these students on the topic through the administration of a diagnostic assessment before the commencement of the learning period. This may be a simple pretest, questionnaire, anticipation guide or a survey (Paradis, 2016). Once a clear idea is obtained on the level of content readiness among the students in identifying a character, setting, or event in a story or drama, drawing on specific details in the text, an informed decision can be arrived at on how to proceed with the learning process. The gathered information can be utilized in developing a grouping configuration that may include heterogeneous pairs based on the content and language readiness of the students.

On the other hand, to establish the ELL’s language readiness, it is significant to determine if the learners understand the content and the instructions through a comprehensible input. This requires that the tutor ensures that the content of the study is understandable for all of these students. As a tutor, it is essential to basically ensure that the choice of words and the manner in which speeches are made are considered (Paradis, 2016). This would require that the speeches are paraphrased, enunciated, repeated, pointed out and the use of concise language through the use of gestures are included in the process of learning.

Part III

The element of building schema details approaches aimed at initiating relationships among different concepts, an aspect that makes connections in the learner’s experiences. On the other hand, building schema results in bridging details, an explicit intentional instruction provided by a teacher through a verbalized approach that leads the students to a conclusion (Paradis, 2016).

This can be experienced in an example where lessons are designed by a tutor with the aim of drawing the attention to the relationships across the developed concepts. In this case, the students are bound to develop an understanding of the connections within the experiences and concepts in a lesson.

References

Lin, L., & Johnson, C. J. (2016). Mandarin-English bilingual vocabulary development in an English-immersion preschool: How does it compare with monolingual development?. International Journal Of Bilingualism, 20(2), 173-189. doi:10.1177/1367006914547662

Paradis, J. (2016). The Development of English as a Second Language With and Without Specific Language Impairment: Clinical Implications. Journal of Speech, Language & Hearing Research, 59(1), 171-182. doi:10.1044/2015_JSLHR-L-15-0008

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