For this module you read a chapter by Solano-Flores & Trumbell and reviewed the WIDA language proficiency standards that Michigan has adopted.  Prior to participating in the discussion board, please explore the Purdue English Language Learner profiles and use the SOLOM matrix to evaluate one aspect of language profiency and follow the link to review the ACCESS test.  Thinking about the content area and grade level that you currently work with or are interested in working with in the future respond to the following questions:

1) How does the ACCESS test differ from assessing students’ language proficiency through language samples or interviews?

2) What are strenghts and/or weaknesses of the SOLOM matrix for assessing students’ language proficiency? Consider features of the usefulness framework when responding.

week materials 
1)review at least one video in the link for the a project from Purdue University that allows you to try out the SOLOM matrix for assessing language proficiency, 
http://elllps.squarespace.com/about-assessment-tools

2) review the ACCESS language proficiency test,

3) read  chapter by Solano-Flores and Trumbell

https://wbte.drcedirect.com/WIDA/portals/widaCan Do Descriptors: Grade Level Cluster PreK-K
For the given level of English language proficiency and with visual, graphic, or interactive support through Level 4, English
language learners can process or produce the language needed to:

The Can Do Descriptors work in conjunction with the WIDA Performance Definitions of the English language proficiency standards. The Performance Definitions use three
criteria (1. linguistic complexity; 2. vocabulary usage; and 3. language control) to describe the increasing quality and quantity of students’ language processing and use across the
levels of language proficiency.

Level 1
Entering

Level 2
Beginning

Level 3
Developing

Level 4
Expanding

Level 5
Bridging

Level 6
Reaching

LI
ST

EN
IN

G

• Match oral language
to classroom and
everyday objects

• Point to stated pictures
in context

• Respond non-verbally
to oral commands
or statements (e.g.,
through physical
movement)

• Find familiar people
and places named
orally

• Sort pictures or objects
according to oral
instructions

• Match pictures, objects
or movements to oral
descriptions

• Follow one-step oral
directions (e.g., “stand
up”; “sit down”)

• Identify simple
patterns described
orally

• Respond with gestures
to songs, chants, or
stories modeled by
teachers

• Follow two-step oral
directions, one step at
a time

• Draw pictures in
response to oral
instructions

• Respond non-verbally
to confirm or deny
facts (e.g., thumbs up,
thumbs down)

• Act out songs and
stories using gestures

• Find pictures that
match oral descriptions

• Follow oral directions
and compare with
visual or nonverbal
models (e.g., “Draw a
circle under the line.”)

• Distinguish between
what happens first and
next in oral activities
or readings

• Role play in response
to stories read aloud

• Order pictures of
events according to
sequential language

• Arrange objects or
pictures according
to descriptive oral
discourse

• Identify pictures/
realia associated with
grade-level academic
concepts from oral
descriptions

• Make patterns from
real objects or pictures
based on detailed oral
descriptions

Write in grade-level
Listening expectations
below:

N
A

M
ES

Can Do Descriptors: Grade Level Cluster PreK-K
For the given level of English language proficiency and with visual, graphic, or interactive support through Level 4, English
language learners can process or produce the language needed to:

The Can Do Descriptors work in conjunction with the WIDA Performance Definitions of the English language proficiency standards. The Performance Definitions use three
criteria (1. linguistic complexity; 2. vocabulary usage; and 3. language control) to describe the increasing quality and quantity of students’ language processing and use across the
levels of language proficiency.

Level 1
Entering

Level 2
Beginning

Level 3
Developing

Level 4
Expanding

Level 5
Bridging

Level 6
Reaching

SP
EA

K
IN

G

• Identify peo




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