A S S E S S I N G L A N G U A G E S K I L L S O F E L L S

Keep information in a

student profile for all of

the student's teachers to

contribute information.

Conduct a family interview to Conduct an oral interview to

determine the student's background assessthe student's speaking skills.

experiences.Allow for a settlement Eg: Basic: What is your name? What

worker/interpreter to translate if country do you come from?

needed. School:How many years did you go to

Eg:Early Development/Health school? What are your favourite

History:Does your child have any health subjects?

issues? Languages: What languages do you

Languages:What languages does your

child understand? What was the

initial speak at home? Have you ever studied

English? When did you start?

language of instruction at the previous

school?
assessment Personal: When did you come to

Canada? Who is in your family?

Previous Schooling:Where has your Acculturation: How do you like

child attended school? How often did Canada? How do you compare where

your child go to school? you are living now to where you used to

live before coming to Canada?

Provide visuals with a multicultural perspective. Ask the student to write in her/his first language.
Allow student to choose one picture to respond to. Observe the student's fluency and how much (s)he can

Askthe student to lead a discussion about what can write. Does the work seem well organized? How are

be seen in the image. her/his editing skills? If more information is needed,

ask the student to read a text in her/his first

language. Use a suitable dual
language book. Ask the settlement

worker to provide more information

about the student's literacy skills.

Early Reading &

literacy writing
tasks assessment
Early literacy tasks provide more
tasks
information about a student who seems
Select a book at an appropriate
to be in the earliest stages of English
reading level for the student. Introduce
acquisition. Focus on:
the book to activate prior knowledge.
1. Print concepts
Ask the student to read a selection and
2. Knowledge of alphabet
point out unfamiliar words. If the
3. Vocabulary
student cannot read the text
If the student is familiar with these
independently, select another book.
concepts, continue on to reading and
Observe and record reading
writing assessment tasks.
behaviours. Go through post-reading

questions with student. Prompt and

rephrase when necessary.

Next, connect the writing task to the

reading, picture, or interview. Ask the

Initial placement on student to brainstorm ideas first.

Observe the writing process and ask

step continua the student to proofread her/his work

at the end.

Review all observations from the

previous tasks and reflect on the

student's abilities. Use the STEP

continua to place the student at

the most appropriate level for oral,

reading, and writing.

program recommendations
& ongoing assessment