Some suggestions for assessing ELLs’ learning if they

Personal and social development

Observe ELLs:

  • in large and small groups, at learning centres, during routines, and while interacting with others;
  • using materials to show what they know and can do;
  • trying new things;
  • taking turns.




  • where ELLs start to read in a book;
  • if ELLs model the rhythm of language after hearing read-alouds;
  • if ELLs point to words of familiar poems during shared reading;
  • writing samples (e.g., names, signs, lists);
  • vocabulary recognition (e.g., pointing to letters and words);
  • making names with magnetic letters or other classroom materials;
  • if ELLs take books home;
  • how ELLs interact with computer software.
  • 44 Supporting English Language Learners in Kindergarten



Observe ELLs:

  • sorting, patterning, placing;
  • placing objects in groups;
  • pointing to what comes next while the teacher is modelling a more complex
  • pattern;
  • adding or taking away objects in a set;
  • voting on a class graph;
  • using different counting strategies (e.g., tagging objects, counting in their fi rst language, putting one place setting for each person in the home centre); building with pattern blocks and geometric shapes, watching to see if they are learning about the blocks’ and shapes’ attributes (e.g., Are they using shapes to create a stable base?);
  • making decisions about the materials (e.g., putting more sand in a scoop; adding more blocks or taking away blocks to make a structure more stable).

Science and Technology

Observe ELLs:

  • demonstrating what they observe (e.g., pointing to objects during a class walk, putting their hands under objects to test if they are fl oating or sinking);
  • beginning to use contextualized language, such as, It do this or Look.

Health and Physical Activity


Observe how:

  • small and large muscles, spatial sense, and balance are developing as the ELLs play games or participate in activities outside or in the gym;
  • the ELLs use equipment (e.g., climbing apparatus, balls, sand tools).

The Arts


  • how ELLs use materials;
  • the choices that ELLs make in their artwork (e.g., Do they mix colours? Do they use different textures?);
  • ELLs during music activities, since children who are silent in other contexts often participate in songs and chants; how ELLs follow actions even when they don’t understand the words.

Un comentario

  1. Hola Marcecita, me encanto tu blog y me encantaria más si yo fuera bilingüe, o si trajera subtitulos. Eso si el video me quedó más que claro hasta daba pauta para “repeat after me” y las instrucciones eran sencillas. Bueno aun que no entendí todo el contenido de los artículos se que eres una muy buena maestra y que tu trabajo es excelente.


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