566+Post-Assessment

566 Post-Assessment Name: Alon Golan

I can. ..

Approximate a student’s level of English literacy development and design stage-appropriate instruction. 1 2 3 **4** 5 Identify appropriate writing tasks for various levels of English/literacy and recognize opportunities to connect reading and writing. 1 2 3 **4** 5 Teach in a way that respects socio-economic, cultural, linguistic, and ethnic diversity 1 2 3 **4** 5 Intentionally and strategically design instruction that combines academic content learning, English language development, and literacy instruction. 1 2 3 **4** 5 Design theme-based curricular units to support language, literacy, and content learning. 1 2 3 **4** 5 Effectively scaffold work with an academic text. 1 2 3 **4** 5 Select which words to teach when presenting a lesson and/or a text and have a repertoire of strategies to teach new vocabulary. 1 2 3 **4** 5 Recognize the complex relationship between language proficiency, literacy development, and conceptual understanding and assess for each domain. 1 2 **3** 4 5 Based on ongoing assessment, support ELLs’ progress towards grade-level literacy and content mastery. 1 2 3 **4** 5 Select texts and other materials that are culturally responsive and honor diverse ways of being. 1 2 3 **4** 5 Support and promote biliteracy development and cross-cultural understanding. 1 2 3 **4** 5 Demonstrate knowledge of the interrelationship between first and second language and literacy acquisition. 1 2 **3** 4 5 Demonstrate knowledge of how culture, language, dialect, and ethnic diversity among learners can positively influence literacy development. 1 2 3 **4** 5 Find and use technology-based tools to support ELLs’ learning. 1 2 3 **4** 5

I understand. ..

Basic Concepts of Second Language Acquisition 1 2 3 **4** 5 Interactive Reading Model (top-down, bottom-up processes) 1 2 3 **4** 5 L1/L2 Transfer 1 2 3 **4** 5 Stages of L2 Literacy Development 1 2 3 **4** 5 The concept of academic and social Language 1 2 3 4 **5** The Assessment Cycle (assess, instruct, use assessment to inform next steps, repeat) 1 2 3 4 **5**