Bernice Garcia

Candidates know and use a variety of standards-based language proficiency

instruments to show language growth and to inform their instruction. They
demonstrate understanding of their uses for identification, placement, and
reclassification of ELLs. Candidates are familiar with national and state requirements,
procedures, and instruments for ELL identification, reclassification, and exit from
language support programs. They use criterion- and norm-referenced language
proficiency instruments effectively and appropriately. They design assessments that
measure students discrete and integrated language skills and their ability to use social
and academic language in a range of contexts. They use formal and informal test results
to inform their instruction. They teach effective test-taking strategies.
The artifacts for Standard 4.b are two rubrics I use daily in the classroom during
Socratic Seminar with my students. For the period of Socratic Seminar, students engage
in an oral discussion on a read aloud story.
Before I started using the oral presentation rubrics, I noticed that the verbal
feedback students received from one another and myself was not being implemented.
This made me realize, that I needed to change the way my students were receiving
feedback if I wanted to see a difference. Therefore, I decided to use two presentation
rubrics during oral discussions. One rubric is a quick self-assessment for the presenters.
This rubric helps students evaluate their own effort in participation for discussions. The
second rubric is filled out by the observers, which are students and the teacher. This
rubric includes an evaluation on eye contact, voice, body language and preparation.
Presenters are graded from 1-4.
My class has been using these rubrics for three weeks now. The use of these
rubrics has helped my students and myself see a growth in their oral discussions. They
have helped built self-esteem and self-awareness in each of my students. Also, it has
helped me keep track of each students oral progression.

I had an informal observation done by my principal, and received great feedback

on the use of these rubrics. He was very pleased to see the evidence of student feedback
done by students and myself. Something I ask students to do daily is to staple their
feedbacks and their own rubrics, inside their notebooks. On Fridays students take 5
minutes to reflect by writing how their feedback changed throughout the week, if they
reach their goal (the goal they set the week before), and what they need to work on. My
principal was so pleased with the results of these rubrics that he asked me to share it with
all the elementary teachers at our school.