Hello! Our annual ESL testing window is just around the corner. I have done a much better job this year of making sure to incorporate 1-2 days of test preparation into each month of the school year so that I don't feel rushed trying to prepare my students once February rolls around.
I use test prep with my upper elementary grades who are at an intermediate to high level of language proficiency. I do this so that they are familiar with the testing format and are comfortable enough that they can truly show how much English they have learned over the last year. I have found this is especially crucial for the speaking portion of the WIDA ACCESS test as well as the keyboarding required for my 4th and 5th graders. With that being said, I only spend a minimal amount of time on test prep with younger grade levels, lower proficiency students, and newcomers.
Here is what I do throughout the year: I have created some ESL practice packets that go along with content themes I am already teaching during the year. Each packet has a listening, speaking, reading, and writing activity. The listening and reading portions are very straight forward because they have multiple choice answers.
For the speaking activities, I use a speaking rubric starting in September. We go through the rubric together and discuss expectations. I pretend I am the speaker and have the students give me feedback on how I did using a 1-3 scale for each expectation. Sometimes I am a "model" speaker and sometimes I will give very few details or vocabulary so that we can discuss how I can improve.
Then, the next time we do a speaking activity, they will take turns speaking in a small group. We all have our mini rubrics and score them. We discuss strengths and areas to improve. They are all so nervous at first, but eventually, they all become familiar with the routine and give each other great feedback.
The next time we do a speaking activity, they will break into pairs and have one listener and one speaker. They give each other feedback and switch roles. I also make sure to change up partners so that they have a chance to hear others speak.
After a couple months of practicing, I start mixing it up. They might score me again, we might do as a small group, or as partners. I also include technology resources around late October so they get used to using the headphones and being recorded. I use the practice activities provided by WIDA, Flipgrid, and Speakpipe voice recorder. We always discuss the rubric ahead of time and then allow them to self score or score their peers with the tools that allow them to playback their recordings.
For the writing activities, my third graders practice on paper. I teach my students to use the hamburger graphic organizer to prewrite. This makes sure that they don't forget topic and closing sentences. We do the same thing with our writing rubric as we did for speaking. We discuss what the expectations are. We look at anchor papers I have created (once again model and ones that leave some things out). I meet with students one at a time and we read through their writing together. I use the rubric and point out topic sentences, details, and closings. I usually highlight words I consider academic vocabulary. I mark areas where they forget capitals, punctuation, and left out words.
The next time we write, I have them self score using their rubric. I discuss with them whether I agree or disagree and give plenty of feedback in a nonthreatening way. They become comfortable with the rubric. After that, I start introducing writer's checklists because I know they can't use my rubrics on the actual ESL test.
As we continue to write, I may score their papers, a partner might and give verbal feedback for his/her scoring, or we might self score.
My fourth and fifth graders must type their writing for the WIDA ACCESS test. I do the same things as above but also include trips to the computer lab. I start with the online practice test provided by WIDA. Then, the next time we go to the lab, they bring their hamburger organizer, writing prompt provided by me, and their rubrics. We go ahead and log in to the practice test, but instead of typing in response to the provided prompt, I give them the prompt I want them to write about. I want them to get used to typing in the same program that they will be testing in. At first, everyone is confused. By the third or fourth time we go to the lab, everyone knows they are writing in response to my prompt and not the one on the screen.
I hope some of these ideas are helpful to you! I have been adding to how I practice for a few years now and have seen the benefits.
If you are interested in purchasing some of my units, please visit
my TPT store. These packets include the rubrics I use for speaking and writing. I also recently put four of my packets together in a
bundle at a discounted price.
I just finished creating my 5th ESL Practice Packet. The content includes the three states of matter and five science processes as to how matter changes state. My third graders are learning about states of matter when we return from break, and I already taught how matter changes states to my fifth graders in the fall. I made this matter pack to use with both grade levels: to go along with my unit for 3rd graders and as a review for my 5th graders. I am looking forward to using this packet in the next couple weeks.
Click the links below the pictures to learn more.
Happy Adventuring,
Heidi
