Design Document University of Houston

Name: Jailenne Moreno

Boosting Language Skills

Ms. Moreno’s 4th Grade Class aims to improve her TELPAS score by utilizing different

programs such as Summit K-12.

● Need for Project

● Instructional Goal

● Analysis of Leaning Context

● Analysis of Learners

● Analysis of Learning Task

● Learning Objectives

● Strategies

● Instructional Materials

● Evaluation Plan

● Formative Evaluation

● Personal Reflection

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Design Document University of Houston

Need for Project:

TELPAS, Texas English, Language Proficiency Assessment System, is an assessment

program for students learning the English Language. Each year students who identify as English

learners (EL), are assessed in four domains - listening, speaking, reading, and writing. There are

four different proficiency level descriptors (beginning, intermediate, advanced, and advanced

high) that students are scored based on their understanding of the English Language. LPAC, the

language proficiency assessment committee, determines when a student has met exit criteria, and

when a student met the state’s exit criteria, they are no longer identified as an EL and do not have

to continue participating in TELPAS.

In Texas, when students reach middle school, they are not able to take the state

assessment in Spanish just in English. Working with elementary students to improve their

English language socially and academically, will give them the resources and support they need

to transition to English instruction and be prepared for middle school. Although the transition

will be a challenge for some students, with the right support and resources, they will be able to

succeed and qualify to exit from TELPAS. Ultimately, providing students with the tools they

need to excel in an English-language setting will set them up for success in their education

journey.

Instructional Goal:

By the end of the school year, every student in Ms. Moreno's fourth-grade class who are

English Language Learner will improve their overall composite score in at least one of the four

TELPAS domains from their third-grade scores. This progress will be made possible by utilizing

Summit K-12 and guided learning.

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Design Document University of Houston

Analysis of Learning Context:

1. How compatible is the learning context with the instructional requirements? Include both

physical and social aspects.

- The learning context is compatible with the instructional requirement since

students will develop the English language and become proficient in the language

resulting in exiting the TELPAS program. Studies will engage in a variety of

language learning activities that cater to their needs and preferences. Throughout

the activities, they will participate in discussions with their peers enhancing the

English language.

2. How adaptable is the learning context for different instructional approaches?

- The learning context is adaptable to fit the needs of each student. Summit K-12

differentiates the lesson students need to complete at the level that is appropriate

for each student. Students take an assessment at the beginning of the school year

(September) to determine their proficiency level. When the website determines

their proficiency level in the four domains- Reading, Writing, Listening, and

Speaking- the teacher will use that information to differentiate the lesson and set

up groups for guided instruction best to accommodate the different proficiency

levels in the classroom.

3. What constraints are present in the learning context that will affect the design and

delivery of the instruction?

- One of the different constraints that can occur in a classroom to affect the

delivery of instruction is students could guess in the assessments affecting their

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Design Document University of Houston

placement. It is important to remind students to take their time and answer the

questions to the best of their ability to help you determine where they need growth

in the second language.

- Another constraint is the loss of instruction time due to different assessments

throughout the school year, students being absent, and different activities/projects

in school.

4. How relevant are the skills that are taught in the learning context to the goals of the

workplace or school system?

- The skill the students will be learning in this context is advancing their English

language to best support them in the educational journey. Students will be

developing their second language and will become bilingual to help them as they

grow older. When they become fluent in English, it will help them in their future

careers to be able to communicate with many different people.

Analysis of Learners

1. Entry behaviors: What behaviors do learners have that could influence your instructional

design?

- Some behaviors from my learners are that they are afraid of not doing good and

excelling at the new language. Another behavior is that some students are very

eager to learn a new language. In my classroom, there is a mix of different

opinions on learning English, some students are more willing to practice the

language while some are still doubtful and would rather just stay in Spanish.

2. Prior knowledge of topic area: What do your learners already know about your topic?

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Design Document University of Houston

- My students knew before entering 4th grade that they would begin the transition

to the English language to better support them in middle school. They have used

Summit K-12 in prior years as well as taken the TELPAS assessment. They knew

they were going to be practicing their English skills through the different concepts

to improve their listening, reading, writing, and speaking in their second

language.

3. Attitudes toward content: How do your learners feel about your topic?

- At the beginning of `the year, my students were very hesitant to practice their

English more in the classroom with the different content areas. I would encourage

them that it was okay to make mistakes since they were all there to learn. Now, I

can see the confidence they have when reading and talking in English. Some are

still hesitant to practice it but I keep encouraging them to keep practicing.

4. Attitudes towards the delivery system: How do your learners feel about how the

instruction will be delivered?

- The students enjoy working in small groups practicing the language as well as

using Summit K-12 to keep practicing in English. They especially like choosing

topics they're interested in to practice listening and speaking.

5. Academic motivation (ARCS): In general, what characteristics do your learners have in

terms of attention, relevance, confidence, and satisfaction? (For more about ARCS, see

[Link]

- My fourth-grade students, aged 9-10, enjoy using Summit K-12 in class due to the

variety of topics that interest them. During small group sessions, I incorporate

different games to boost their vocabulary in their second language and improve

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Design Document University of Houston

fluency. It is essential for my students to grasp the significance of learning a

second language, not only in school but also within their community. Many of

them come from Hispanic backgrounds, where English is not the primary

language spoken at home. They understand that their family members may rely on

them to communicate in English. I strive to instill confidence in my students,

especially when they are practicing and communicating in English. By creating a

safe environment in the classroom where making mistakes is okay, my students are

more willing to participate and practice English. Lastly, I make it a point to

praise my students when they complete their work in English, showcasing

progress and increased confidence, particularly in their speaking skills.

6. Education and ability levels: Do your learners have the same general education level and

abilities or are they diverse? What is their range of education and ability levels?

- In my classroom, all my students have a similar educational background; their

primary language is Spanish, and they are working on improving their English

skills. While some are more proficient than others, all students are focused on

learning English alongside their native language, Spanish.

7. General learning preferences: How do your learners prefer to learn?

- In my classroom, there are various types of learners, each with their own learning

preferences. I've observed that my students prefer practicing English in

interactive settings through conversations. They also find it helpful to relate

English words to Spanish by looking at images to aid their understanding.

8. Attitudes toward class, group, or organization: What attitudes do your learners have about

the class, group, or organization to which they belong?

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Design Document University of Houston

- The group of students I have, have been together going back since Kindergarten.

Many are used to getting along with each other. They enjoy being in the class and

working together or in partner work.

9. Group characteristics: What are the overall characteristics of the group in terms of

heterogeneity? How large is the group? What are your overall impressions of the group?

- My fourth-grade classroom consist of 12 students from different backgrounds. In

the classroom, I have four Gifted and Talented students and I also have other

students who struggle with reading in both English and Spanish.

10. What data sources did you use for your responses to the previous questions?

- By utilizing the data and information supplied by the school, I gain insights into

my students' backgrounds. For those students facing challenges in reading across

both languages, I rely on historical data from previous years and assessments that

I conduct.

11. What implications do these answers in your learner analysis have for the way you design

your instruction?

- Utilizing these implications assists me in structuring my instruction by leveraging

data to direct my small groups and partnerships. The data also aids me in

understanding how to effectively challenge my students to support their progress

in mastering their second language.

Analysis of Learning Task

1. Instructional goal’s domain of learning classification

- The learning classification for this goal is Verbal Information.

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Design Document University of Houston

2. Major steps

- Identify previous years' TELPAS ratings.

- Take Summit K-12 pre-assessment in listening, speaking, reading, and writing.

- Use reading pre-assessment ratings to group students for guided groups.

- Plan guided group material to differentiate between advanced high, high,

intermediate, and beginner-guided groups.

- Use Summit K-12 for 60 minutes weekly in the classroom.

Learning Objectives

A. Second goal step

a. Login to Summit K-12.

b. Given a Chromebook, students will open Summit K-12 by logging in through

Classlink. The task must be performed during the allotted time the teacher

assigned.

B. Third goal step

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Design Document University of Houston

a. Take Pre-Assessment for reading and writing, and listening and speaking.

b. The student will take the assigned pre-assessment independently for reading and

writing in the time allotted.

c. Once students are completed with the pre-assessment for reading and writing,

they will complete the pre-assessment for listening and speaking in the time

allotted.

C. Fourth goal step

a. Continue with Personalized Learning Plan, PLP, in the different domains.

b. When students are completed with the pre-assessments, they will continue to work

independently in their PLP for 20 minutes every day in the morning.

D. Fifth goal step

a. Work in guided groups.

b. The teacher will use the gathered data, TELPAS scores and Summit K-12

pre-assessment, to create small groups and meet daily for at least 15 minutes.

E. Sixth goal step

a. Take Mid-Year assessment for reading and writing, and listening and speaking.

b. During December, the student will be assigned the mid-year assessment to identify

their rating. The student will take the assigned mid-year assessment

independently for reading and writing in the time allotted. Once students are

completed with the mid-year assessment for reading and writing, they will

complete the mid-year assessment for listening and speaking in the time allotted.

F. Seventh goal step

a. Continue with Personalized Learning Plan, PLP, in the different domains.

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Design Document University of Houston

b. When students are completed with the mid-year assessments, they will continue to

work independently in their PLP for 20 minutes every day in the morning.

G. Eight goal step

a. Work in guided groups.

b. The teacher will take the new data into account when modifying groups and will

work daily with each group for 15 minutes.

H. Ninth goal step

a. Take TELPAS assessment.

b. The student will take the TELPAS assessment during the span of the two days

assigned by the school district.

Goal Analysis Step Performance Objective Assessment

1. Login to Summit Given a Chromebook, Students will be logged into

K-12. students will open Summit Summit K-12 when instructed
K-12 by logging in through by the teacher.
Classlink. The task must be
performed during the allotted
time the teacher assigned.

2. Take Pre-Assessment The student will take the The teacher will be able to
for reading and assigned pre-assessment run the report on which
writing, and listening independently for reading and students completed the
and speaking. writing in the time allotted. pre-assessments.
Once students are completed
with the pre-assessment for
reading and writing, they will
complete the pre-assessment

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Design Document University of Houston

for listening and speaking in

the time allotted.

3. Continue with When students are completed The teacher will be able to
Personalized Learning with the pre-assessments, run reports to track the
Plan, PLP, in the they will continue to work progress of each student's
different domains. independently in their PLP PLP.
for 20 minutes every day in
the morning.

4. Work in guided The students will work in The teacher will have groups
groups. their assigned group and organized and formed with a
complete different activities schedule created.
to improve their English.

5. Take Mid-Year During December, the student The teacher will be able to
assessment for reading will be assigned the mid-year run the report on which
and writing, and assessment to identify their students completed the
listening and rating. The student will take mid-year assessments.
speaking. the assigned mid-year
assessment independently for
reading and writing in the
time allotted. Once students
are completed with the
mid-year assessment for
reading and writing, they will

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Design Document University of Houston

complete the mid-year

assessment for listening and
speaking in the time allotted.

6. Continue with When students are completed The teacher will be able to
Personalized Learning with the mid-year run reports to track the
Plan, PLP, in the assessments, they will progress of each student's
different domains. continue to work PLP.
independently in their PLP
for 20 minutes every day in
the morning.

7. Work in guided The students will work in thei The teacher will have groups
groups. assigned group and complete organized and formed with a
different activities to improve schedule created.
their English.

8. Take TELPAS The student will take the The TELPAS assessment will
assessment. TELPAS assessment during measure the growth of the
the span of the two days second language.
assigned by the school
district.

Strategies

CLUSTER OBJECTIVES TIME

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Design Document University of Houston

1 Goal 1: 2 days (90

Take a Login to Summit K-12. minutes each
pre-assessment to - Given a Chromebook, students will open day)
identify the rating Summit K-12 by logging in through Classlink.
across the different The task must be performed during the allotted
domains time the teacher assigned
Goal 2:
Take Pre-Assessment for reading and writing, and
listening and speaking.
- The student will take the assigned
pre-assessment independently for reading and
writing in the time allotted.
- Once students are completed with the
pre-assessment for reading and writing, they
will complete the pre-assessment for listening
and speaking in the time allotted.
Goal 3:
Continue with Personalized Learning Plan, PLP, in the
different domains.
- When students are completed with the
pre-assessments, they will continue to work
independently in their PLP for 20 minutes every
day in the morning.

2 Goal 4: 3 months, 15
Work in Small Work in guided groups. minutes per
Groups - The students will work in their assigned group group each
and complete different activities to improve day.
their English.

3 Goal 5: 2 days (60

Take a mid-year Take Mid-Year assessment for reading and writing, and minutes each
assessment to listening and speaking. day)
identify the rating - During December, the student will be assigned
across the different the mid-year assessment to identify their rating.
domains The student will take the assigned mid-year
assessment independently for reading and
writing in the time allotted. Once students are
completed with the mid-year assessment for
reading and writing, they will complete the
mid-year assessment for listening and speaking
in the time allotted.
Goal 6:
Continue with Personalized Learning Plan, PLP, in the
different domains.
- When students are completed with the mid-year

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Design Document University of Houston

assessments, they will continue to work

independently in their PLP for 20 minutes every
day in the morning.

4 Goal 7: 3 months, 15
Work in Small Work in guided groups. minutes per
Groups - The students will work in their assigned group group each
and complete different activities to improve day.
their English.

5 Goal 8: 2 days
Take State Take TELPAS assessment.
Assessment, - The student will take the TELPAS assessment
TELPAS during the span of the two days assigned by the
school district.

PRE-INSTRUCTIONAL ACTIVITIES

Motivation:
My fourth-grade students, aged 9-10, enjoy using Summit K-12 in class due to the variety of
topics that interest them. During small group sessions, I incorporate different games to boost
their vocabulary in their second language and improve fluency. My students need to grasp the
significance of learning a second language, not only in school but also within their community.
Many of them come from Hispanic backgrounds, where English is not the primary language
spoken at home. They understand that their family members may rely on them to communicate
in English. I strive to instill confidence in my students, especially when they are practicing and
communicating in English. By creating a safe environment in the classroom where making
mistakes is okay, my students are more willing to participate and practice English. Lastly, I
make it a point to praise my students when they complete their work in English, showcasing
progress and increased confidence, particularly in their speaking skills.

Objectives:
Before students undergo the Summit K-12 pre-assessment at the start of the school year, I will
present them with their previous year's ratings. Together, we will set individual goals for them
to accomplish by the end of the year, in preparation for the TELPAS test.

Entry Skills:
Students have already taken the TELPAS assessment and have some understanding of the
English Language.

Student Groupings and Media Selection:

Students will be sorted into groups according to their ratings in the Reading Domain.

ASSESSMENT

Pretest:

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Design Document University of Houston

Students' pretest will be the prior years’ TELPAS assessment along with Summit K-12 pre-test.

Practice Tests:
Summit K-12 has practice tests embedded within so students can keep practicing their
listening, speaking, reading, and writing.

Posttest:
In February, students will take the TELPAS assessment to see the growth they had within the
year.

Student Groupings and Media Selection:

We won’t be receiving any data of the TELPAS test the students will be taking, but the small
groups created will continue to be the same after the test to keep enhancing the second
language.

FOLLOW-THROUGH ACTIVITIES

Memory Aids:
Through practicing the English language, students can memorize the vocabulary and
effectively apply it in real-life situations.

Transfer:
No special transfer.

Student Groupings and Media Selection:

Students will have the opportunity to practice the language further by continuing to work in
small groups. Additionally, when working in larger groups, students will be paired with peers
of different proficiency levels, such as pairing an Advanced High student with an Intermediate
student, and an Advanced student with a Beginner student, to provide mutual support.

Objective 1: Login to Summit K-12.

CONTENT PRESENTATION

Content:
Content will be given in students' personal Chromebooks.

Examples:
Student A will be able to use their personal Chromebook to log into Summit K-12.

Student Groupings and Media Selections:

This will be completed independently.

STUDENT PARTICIPATION

Practice Items and Activities:

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Design Document University of Houston

Prior to login to Summit K12 independently, the teacher will demonstrate how to log into this
program and where to go when logged on.

Feedback:
The teacher will monitor and observe students log in when instructed to.

Student Groupings and Media Selections:

This will be completed independently.

Objective 2: Take Pre-Assessment for reading and writing, and listening and speaking.

CONTENT PRESENTATION

Content:
Content will be assigned by the district and the students will take an online assessment where
it is similar to the TELPAS assessment to identify their proficiency level across the four
domains.

Examples:
Student A will take the pre-assessment and be rated at an Advanced level.

Student Groupings and Media Selections:

This will be completed independently.

STUDENT PARTICIPATION

Practice Items and Activities:

Students will be able to practice on Summit K-12.

Feedback:
The program automatically scores the students and they can see their feedback.

Student Groupings and Media Selections:

This will be completed independently.

Objective 3: Continue with Personalized Learning Plan, PLP, in the different domains.

CONTENT PRESENTATION

Content:
On Day 1, once students finish the Listening and Speaking pre-assessment, their PLP will be
adjusted to cater to their requirements. Students will then proceed with the lesson as outlined.

On Day 2, following the completion of the Reading and Writing pre-assessment, students will
focus on their PLP for reading and writing.

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Design Document University of Houston

Examples:
Student A will finish the pre-assessment and their PLP updated and she will work on it until
the rest of the class finishes with the pre-assessment.

Student Groupings and Media Selections:

This will be completed independently.

STUDENT PARTICIPATION

Practice Items and Activities:

Students will be able to practice on Summit K-12.

Feedback:
The program automatically scores the students and they can see their feedback.

Student Groupings and Media Selections:

This will be completed independently.

Objective 4: Work in Guided Groups

CONTENT PRESENTATION

Content:
Based on the assessments, the teacher will group the students based on their proficiency levels.
The teacher will work with the students for 15 minutes every day to improve their English
language skills. The students will work in their assigned group and complete different
activities to improve their English.

Examples:
Student A works with the teacher every day for 15 minutes on speaking and writing in English.
When not working with the teacher in a small group, student A and her group are working on
assigned activities.

Student Groupings and Media Selections:

Students will be in groups based on their proficiency level.

STUDENT PARTICIPATION

Practice Items and Activities:

Students will be reading, writing, listening, and speaking in English with material provided by
the teacher.

Feedback:
The teacher will provide feedback to students during small groups and fix any errors the
students might have.

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Student Groupings and Media Selections:

Students will be in groups based on their proficiency level.

Objective 5: Take Mid-Year assessment for reading and writing, and listening and
speaking.

CONTENT PRESENTATION

Content:
Content will be assigned by the district and the students will take an online assessment where
it is similar to the TELPAS assessment to identify their proficiency level across the four
domains.

Examples:
Student A will take the pre-assessment and be rated at an Advanced level.

Student Groupings and Media Selections:

This will be completed independently.

STUDENT PARTICIPATION

Practice Items and Activities:

Students will be able to practice on Summit K-12.

Feedback:
The program automatically scores the students and they can see their feedback.

Student Groupings and Media Selections:

This will be completed independently.

Objective 6: Continue with Personalized Learning Plan, PLP, in the different domains.

CONTENT PRESENTATION

Content:
On Day 1, once students finish the Listening and Speaking pre-assessment, their PLP will be
adjusted to cater to their requirements. Students will then proceed with the lesson as outlined.

On Day 2, following the completion of the Reading and Writing pre-assessment, students will
focus on their PLP for reading and writing.

Examples:
Student A will finish the pre-assessment and their PLP updated and she will work on it until
the rest of the class finishes with the pre-assessment.

Student Groupings and Media Selections:

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Design Document University of Houston

This will be completed independently.

STUDENT PARTICIPATION

Practice Items and Activities:

Students will be able to practice on Summit K-12.

Feedback:
The program automatically scores the students and they can see their feedback.

Student Groupings and Media Selections:

This will be completed independently.

Objective 7: Work in guided groups.

CONTENT PRESENTATION

Content:
Based on the assessments, the teacher will group the students based on their proficiency levels.
The teacher will work with the students for 15 minutes every day to improve their English
language skills. The students will work in their assigned group and complete different
activities to improve their English.

Examples:
Student A works with the teacher every day for 15 minutes on speaking and writing in English.
When not working with the teacher in a small group, student A and her group are working on
assigned activities.

Student Groupings and Media Selections:

Students will be in groups based on their proficiency level.

STUDENT PARTICIPATION

Practice Items and Activities:

Students will be reading, writing, listening, and speaking in English with material provided by
the teacher.

Feedback:
The teacher will provide feedback to students during small groups and fix any errors the
students might have.

Content:
Based on the assessments, the teacher will group the students based on their proficiency levels.
The teacher will work with the students for 15 minutes every day to improve their English
language skills.

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Design Document University of Houston

Objective 8: Take TELPAS assessment.

CONTENT PRESENTATION

Content:
Each year, students who are classified as English Language Learners, ELL, are assessed on
their proficiency in the English language. Districts choose two days they want students to take
this assessment.

Examples:
Student A works on TELPAS assessment for 2 days, one day is listening and speaking, and the
next day is reading and writing.

Student Groupings and Media Selections:

This will be completed independently.

STUDENT PARTICIPATION

Practice Items and Activities:

Summit K-12 and guided groups were practices for the TELPAS assessment,

Feedback:
The teacher has provided feedback throughout the year to support students.

Student Groupings and Media Selections:

This will be completed independently.

SESSION OBJECTIVES AND ACTIVITIES TIME

1 Goal 1: Login to Summit K-12. 90 minutes /

Goal 2: Take Pre-Assessment for reading and writing, and listening 2 days
and speaking.
Goal 3: Continue with Personalized Learning Plan, PLP, in the
different domains.

3 Goal 4: Work in guided groups. 15 minutes

4 Goal 5: Take a Mid-Year assessment for reading and writing, and 90 minutes /
listening and speaking. 2 days
Goal 6: Continue with Personalized Learning Plan, PLP, in the
different domains.

5 Goal 7: Work in guided groups. 15 minutes

6 Goal 8: Take TELPAS assessment. 2 days

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SESSION OBJECTIVES STUDENT GROUPINGS DELIVERY SYSTEM(S)

AND MEDIA SELECTIONS

1 1 Individualized Individualized, computer, and

Summit K-12

2 Individualized Individualized, computer, and

Summit K-12

3 Individualized Individualized, computer, and

Summit K-12

2 4 Small Group Guided Groups

3 5 Individualized Individualized, computer, and

Summit K-12

6 Individualized Individualized, computer, and

Summit K-12

4 7 Small Group Guided Groups

5 8 Individualized State Assessment Protected

Application

Instructional Materials

The instructional materials required to help my students achieve a higher rating for this

goal is Summit K-12. Incorporating this resource into my small group activities creates an

enriching learning environment to empower students and succeed.

[Link]

Evaluation Plan

For my One-to-One evaluations, I will meet with 4 different students based on their

TELPAS composite rating, Advanced high, high, intermediate, and beginner. I will meet with

these students during the designated small group time and ask them different questions to see

their improvement in the English language. I will meet with these students during December and

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Design Document University of Houston

talk about the comparison, using Summit K-12 data, from their pre-assessment data to their

mid-year assessment.

For the Small Group evaluation, I will meet with the group that is advanced high/high,

and focus on the tools they need to get a composite rating of Advanced high to exit the TELPAS

program.

Formative Evaluation

● One-to-One Evaluation

a. Description of who served as one-to-one evaluators and why they were chosen.

- During my one-to-one evaluations, I selected four students classified as

Advanced High, High, Intermediate, and Beginner. I opted for this mix to

observe progress across various proficiency levels.

b. Length of the one-to-one meetings

- I had weekly 10-minute meetings with each of these students for 5 months.

c. Description of the activities done during the one-to-one meetings

- In these sessions, I will display an image to the students, that they might

encounter in real life. They will discuss what they observe and their

knowledge of it. Following that, I will present a brief paragraph for them

to read aloud and respond to a question related to it.

d. Remarks on how long it took the evaluators to complete the activities

- The evaluation typically lasts about 10 minutes, occasionally extending a

bit longer, but generally, it remains within the 10-minute timeframe.

e. Results of the assessments that evaluators completed

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Design Document University of Houston

- The students enjoyed completing the assessments and I noticed that the

more we met, the more confident those students felt when answering

questions in English.

f. Feedback received from the evaluators during these sessions

- The evaluators found this evaluation method beneficial for sharing their

knowledge. Even if they had limited information about the presented

picture, reading the brief paragraph enabled them to discuss it more

effectively. The only thing the evaluators would have liked seeing is

including more pictures of things that interested them.

g. Description of revisions that could be made to instruction based on feedback

- The revisions I can make to the evaluations are investigating the different

interests among all my students and including those in the evaluations.

● Small Group Evaluation

a. Description of how many learners were in the small group and how they represent

some of the subgroups within your target learner population (such as achievement

level, native language, learning preferences, age, etc.).

- The group I will be meeting with consists of three students who are

classified as Advanced High/Advanced.

b. The length of the small group evaluation session

- The evaluation will be conducted for 20 minutes every other Friday.

c. Description of the activities that you did during small group evaluation session

- During these small group group evaluations, I would use Summit K-12

Practice quiz in reading to ask my students and have conversations with

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them and see where there were misconceptions or errors and assist them

when they were troubled.

d. Remarks on how long it took the target learners to complete the activities

- Each meeting with them usually lasted about 15 minutes.

e. Results of the assessments that target learners completed

- In early September, students found some questions confusing at first, but

they managed to grasp them later on. As December approached, the

complexity of certain questions increased, yet students were able to rectify

their understanding with feedback.

f. Feedback received from the target learners during these sessions

- The learners were not very engaged during these assessments because

they found the questions too easy. They provided feedback expressing a

preference for more challenging questions earlier on to enhance their

grasp of the concept.

g. Description of revisions that could be made to instruction based on the feedback

- Based on their feedback, I want to take more time researching new

questions to ask students to give them the complexity they need to rate

Advance High.

Personal Reflection

Learning a second language can be challenging, yet incredibly rewarding. As I pursued

this objective, I took pride in my students' engagement during activities and their willingness to

share their knowledge in the second language. Having utilized Summit K-12 in previous years,

I've observed how it boosts students' confidence and gives them a glimpse of their performance

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Design Document University of Houston

in the TELPAS assessment. Summit K-12 is designed to help students practice effectively and

prepare them well. This platform offers a comprehensive approach for students to improve their

language skills. I can confidently affirm that Summit K-12 is among my preferred resources in a

bilingual classroom, aiding in the enhancement of my students' second language abilities.

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