Art Un ticle I.1 ited Sta In the ates News - Woodring College of ...

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1. I had been nicer with the beggar womans. I had think of it before. But why was I mean. Poorwomans I hope somebody saves me. So I can help beggar womas. Specialy the old one. Now amgoing to help peeple. But first some one help me.2. She was thinking that she was greedy to the poor people and mean and she was going to helpthe poor pleople and she was sorry.3. I was very selfish I had never given those dry skins I should given meet, corn and tortillas tothe old women, I should given food the poor peple ho came for food. I’m sorry, I’m sorry, sorry,sorry, sorry, I’m sorry!4. Oh I should have never rejected beggars I-I-I wish I could live again and fixed my errors. Andnever give poor people only a slice of old onion. I wish I could just stay poor put have givenpoor people food before getting poor.Author’s point of viewIn another item, students are asked to step out of the story and imagine the author’s point of viewand purpose in response to the question, “Write why you think the author made this happen tothe Rich Señora.” The analysis of responses to this item revealed that 93% of the students had asense of the author’s purpose and were able to imagine the author’s point of view,71% atprimarily a literal level, and 22% at a more inferential level. Two general types of responseswere identified. In the first type of response students demonstrated a “basic understanding ofstory elements” (score of 2–3 on the rubric) and assumed that the author was telling a tale ofretribution for misdeeds as shown in the following examples:1. Because when the beggar woman came to the rich woman’s house the rich woman threw acloth over her plate and she didn’t wanted to give food to the people because she didn’t want towasted food for a beggar.2. I think the author made this happend to her because she was berry stingy and mean and shewas berry rich she had enouhgf food to give to poor and for her.These examples illustrate some of the differences in students’ responses and suggest differentlevels of text processing. Although both are essentially restatements of obvious information inthe text—literal interpretations—in the first example, the student used details from the story todescribe the character’s behavior. In the second example the student generalized from thebehavior to character traits—“she was very stingy and mean.” Both are examples of building onearlier test items where students are asked to describe the character and give examples of actionsthat prove the character was as the student described.The next level of response illustrates the students’ ability to go beyond a simple text theme ofretribution and restatement of the text to imagine the author’s interaction with the reader,suggesting that the author wanted to convey a moral or lesson.Type 2 examples:1. I think the author made this happen to the rich señora because it was a lesson to everybody toknow that there are people less fortunate then you so don’t be so gretty because you never knowwhat will happen next.2. I think that the author made this happen is for the people to see that if you want to recibesomething you also have to share. I also think that happen for people to see that been selffish isnot good.Contrasting characters’ points of viewIn the comparison portion of the assessment, the students are asked to construct a dialoguebetween the main characters of the fiction and nonfiction pieces. The task requires students totake the point of view of both characters alternately and sustain a dialogue that reflects each of© 2008 Dr. Catherine CollierAll Rights Reserved174
their imagined points of view. There were three general types of responses to this item. The firsttype of response demonstrated minimal text comprehension or inappropriate departure from thetext. The second and third types of responses were of an inferential nature, giving “evidence thatthe reader is beginning to interpret text by making connections between details and largermeanings” (score 4)or “make plausible interpretations or generalizations” (score 5). Eighty-fourpercent of the responses to this item were at an inferential level. The examples below illustratethese two higher levels of text processing.Type 1 and 2 examples:Example 1Trevor: Do you know how much te people need that food? You are rich, yo’u should at least givea little meat the people are staving. Please give them something.Rich Señora: Yeah Yeah I’m not going to waste my food let them work so they could buy whatthey need and I’m not giving nothing to anybody.Trevor: You have plenty of food they dont have nothing dont you have any sipithy for them.Rich Señora: Ok, ok, I’ll just give some little of meat thats all.Example 2Trevor: Wy did you youst gave that poor woman a skines onion. Whyare you so neine to people.be more nise to them.Rich Señora: but I just hate when thet women comes beggin for things. the should feall sheshould be shy for that.Trevor: but dirint you now if that lady had a famaly thats why you should help.Rich Señora: No I can’t I keape my richnes and my good to myselfok.In both examples the students used textual information to create a dialogue that was plausible forthe characters. They went beyond restating the text to extend the characters in appropriate ways.For example, Trevor’s question, “Why?” asks the Rich Señora to reflect on her actions. Sheresponds that she thinks the beggar should be ashamed of herself for begging and Trevorsuggests she may have a family and needs help.There are a number of possible explanations why this item drew high level responses from somany students. According to the TPBA work group, the alternative assessment was constructedso that the items built on each other throughout the text, providing a kind of internal scaffolding.From the workgroup’s point of view, the students actually learned from, as well as performed, onthe test and as they went through the items. This scaffolding allowed them to see connectionsbetween plot and character that were then reflected in this item. The task was also an engagingone in which students had more interpretive freedom. According to the teachers, the task alsoresembled those used in instruction as students worked toward the standards in their languageArts classes. They were familiar with projecting character traits through dialogue and using“thought bubbles” to indicate the character’s exact words. Although the item came at the end ofthe assessment when performance could have been affected by fatigue, the opposite appeared tooccur. The text processing patterns suggested by the students’ answers indicate that students canmake inferences and apply them to elaborate context even though their ability to expressthemselves clearly is still developing.Finding 4: Implications for InstructionUnlike the district PBA where transitional students’ performances revealed global difficulties,the transitional performance-based assessment provided more specific information about thestudents’ strengths and difficulties. The phonological, syntactic and semantic patternsdemonstrated in the students’ work reflected the influence of their first language, Spanish.© 2008 Dr. Catherine CollierAll Rights Reserved175
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"Those who arrive by age 12 or 13 m
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Article I.2 Are Signed Languages "R
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Biological analyses of the status o
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and beyond, speaking and signing ch
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Conclusion: Are Signed Languages Re
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Article I.3 The Interpreter: Has a
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A few weeks earlier, I had called F
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“We struggled even getting to the
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herself by strapping a cassette rec
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In 1998, after nine years as the ch
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momentary burst of excitement that
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can shape core grammar. Because the
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The authors compared animal and hum
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monkey moved. He followed it with h
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delight, fear, laughter, and surpri
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Piipaío in a hut: Pirahã huts typ
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LEP students, and equitable organiz
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4. Second language development crea
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curriculum or "teaching to the test
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portfolio work was scanned and stor
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experiences of many groups of stude
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While not disagreeing that interpre
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sound educational practice, however
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arises from the efforts to abstract
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Article II.2 Cross-Cultural Communi
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males who can serve as positive rol
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Understanding another culture is a
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Pets and AnimalsWhich animals are v
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to teach standard English is reflec
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Asking personal questions of a pers
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Using Cross Cultural Communication
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Why Do Nonstandard English-Speaking
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Before beginning to teach standard
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• Negative attitudes toward low p
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New standardized tests and assessme
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Each of the behaviors listed above
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Article II.3 Hard Work Hypothesis:
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each point higher in SES, students
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This case does not provide strong s
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Article II.4 Language Acquisition a
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1992, p. XI). These researchers, wh
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comprehend a word within a specific
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more to the truthfulness of the chi
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This idea of “semilingualism” c
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Article III.1 A Brief Description o
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take different lengths of time to c
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example, should involve the same co
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As with all stages of BICS acquisit
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Assessment techniques at stage 3 ca
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different. Therefore, the social di
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integrative motivation. Basically,
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(Ellis, 1985; Hakuta, 1986). Howeve
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that sociocultural processes have o
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Article III.3 How Children Acquire
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phonetic units (unique to signed la
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Article III.4 Toward a Sociocultura
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emember is that the fundamental goa
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The best practices models can be th
Page 123 and 124: By focusing on the dialectic betwee
Page 125 and 126: intergenerational wisdom shared by
Page 127 and 128: Daily Realities RecappedThe above v
Page 129 and 130: traditions. At a time in our histor
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Page 133 and 134: Speakers communicate fluently, main
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Page 137 and 138: Article IV.3 Culture Change: Effect
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Page 149 and 150: Fourth, ESL and bilingual program s
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Page 153 and 154: Table 1Comparison of Recent Accultu
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Page 159 and 160: Article V.3 Assessment of English L
Page 161 and 162: 8. Change answers only for a very g
Page 163 and 164: Riles, 1979; Jose P. v Ambac, 1983)
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Page 167 and 168: Finally, when second language reade
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Page 171 and 172: As mentioned above, when the transi
Page 173: ather than generic adjectives and t
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