Assess & Create Oral & Written Language Goals: Based on your oracy & writing assessment data in the student profile assignment, create oracy & writing goals for your student that you may be able to measure in your UBD lesson plan. These should include a home, target, and translanguaging goal based on the NYS Language Progressions. Be sure to justify your choices based on the course readings and explain why they are equitable, rigorous, and achievable for your student (Max. 2 pages explanation).

Gottlieb, Ch. 4 (p. 106-122)

What Colleagues Say About Assessing English
Language Learners: Bridges To Educational Equity:
Connecting Academic Language Proficiency to
Student Achievement

“This practical book provides excellent background information and practical
guidance for educators interested in improving the assessment of English learners
(ELs) and connecting academic language proficiency to academic achievement. Its
format of using reflections throughout each chapter offers opportunities for readers to
think more deeply about topics and helps guarantee that they will be engaged and
apply what they are learning to their own settings. Sharing the reflections with
colleagues will help readers gain multiple perspectives related to the assessment of
language proficiency in ELs. The practical resources at the end of each chapter will
help educators apply what they learned.”

—Diane August
Managing Researcher
American Institutes for Research
Washington, DC

“While we know that first-hand teaching experiences cannot readily be substituted by
reading about the work and practice of others, with evocative scenarios of teachers,
students and schools used throughout Assessing English Language Learners: Bridges
to Educational Equity, Margo Gottlieb comes close to making this happen. This is
critical in two ways: first, the book is lively and interesting—serving as a welcome,
well-designed text for teacher preparation courses, and second, the scenarios with their
companion reflection questions can serve as an excellent stand-alone reference and
thought-provoking resource for the increasing number of classroom teachers who find
themselves responsible for the instruction and assessment of students acquiring English
alongside their content area learning.”

—Alison L. Bailey, EdD
Professor of Human Development and Psychology
Department of Education, UCLA and Faculty Research Partner, CRESST
Los Angeles, CA

“Margo Gottlieb’s new book brings together research and policy on assessment and
ELLs with practical tools for implementation. Her framework “Assessment as, for,


and of learning” helps educators understand how assessment shapes teaching and
learning and identifies concrete steps that educators can take to ensure that assessment
practices are equitable for this group of students. The consistent application of the lens
of the culturally and linguistically responsive classroom makes this book a must-have
for teachers, school and district administrators, and teacher educators alike.”

—Ester de Jong, EdD
Professor & Director, School of Teaching and Learning
University of Florida
Gainesville, FL

“Assessing English Language Learners is an important contribution to the field for
the many educators who believe that assessment for second language learners is
important, but only if it is valid. This book lays out a clear and compelling argument
that assessment and equity are not mutually exclusive concepts in educational
programs for the nation’s burgeoning population of multilin

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