Kaoutar Salhi

ESL 5
Field-Based Assessment: Case
Study Scoring Tool

Professional Field Study Time-log

Name. Kaoutar Salhi
Page.
Course. ESL 5

Time-log

Date
Sep 29th

Time
1:45
2:45

Location
Philadelphia
Performing
Arts School

Activity
Introductions and writing prompt about the experience
in Syria

Sept 30

1:45
2:45

Philadelphia
Performing
Arts School

Synonym lesson

Oct 1st

1:45
2:45

Philadelphia
Performing
Arts School

Synonym assessment

Oct 2nd

1:45
2:45

Philadelphia
Performing
Arts School

Antonym lesson

Oct 14th

1:45
2:45

Philadelphia
Performing
Arts School

Antonym assessment

Oct 21st

1:45
2:45

Philadelphia
Performing
Arts School

Homonym lesson

Oct 28th

1:45
2:45

Philadelphia
Performing
Arts School

Homnym assessment

Nov 3rd

1:45
2:45

Philadelphia
Performing
Arts School

Homophone lesson

Nov 4th

1:45
2:45

Philadelphia
Performing
Arts School

Review of synonyms, antonyms, homonyms and

homophones

Nov 5th

1:45
2:45

Philadelphia
Performing
Arts School

Last Assessment

Signature of Teacher in the ESL classroom where you are completing your hours

Signature:Dawn Angelo
-Please notify me through email if
you have any questions regarding
Kaoutar Kati Salhis
observation.
This is my email:
dangelo@stringtheoryshools.org

Section 1

Student Profile
First name and last name of student: Sarah El Barouki
Cultural background: Syrian
English language Proficiency level ELP: Intermediate/Advanced
School district: School district of Philadelphia/String theory schools
School name: Philadelphia Performing Arts School
Grade level: 6th grade

Section 2
Teachers interview
1. How is Sarah performing in your class?
Teacher: Sarah works really hard and tries her best in everything.
2. What are the things Sarah should work on in your class?
Teacher: Sarah speaks very good English. She only needs to work on her
writing skills.
3. How does Sarah cooperate with her peers?
Teacher: Sarah cooperates great with the students. She seems to make
friends easily and she enjoys working in groups.
4. How is Sarah behaving in your class?
Teacher: Sarah is a great sweet student who is very quiet
5. Do you have anything to say about Sarah?

Teacher: Yes, I do. Sarah is a very sensitive girl. She cries a lot in class if
she doesnt understand or if she finds it hard to complete a task.

Section 3
English/ language Arts/ Writing
Date administered: September 29th
Type of assessment: Writing prompt
Question:
Describe your summer experience in Syria.
Why you selected this type of assessment?
I selected this assessment because I wanted to measure Sarahs ability to write as
well as assess her writing skills and see how she is doing in grammar.

Section 4
Instructional Goal

Explain, connect and defend goal

English language learners communicate in

English for SOCIAL AND INSTRUCTIONAL
purposes within the school setting.

Sarah as a student needs to be able to

communicate in English in order to
converse with other students as well as her
instructors

English language learners communicate

information, ideas, and concepts necessary
for academic success

Sarah needs to be able to communicate in

English in order to receive instruction and
succeed in her classes

English language learners write ideas and

concepts necessary for academic success in
the content area of writing

Sarah needs to work on her writing skills

in order to be able to become a better
writer

English language learners write ideas and

concepts necessary for academic success in
the content area of in the content area of
LANGUAGE ARTS

Sarah needs to work on her Language arts

to perfect her grammar to better her
English level and become a successful
student

Section 5
Session 1
Date: September 29th
Teachers interview
1. How is Sarah performing in your class?
Teacher: Sarah works really hard and tries her best in everything.
2. What are the things Sarah should work on in your class?
Teacher: Sarah speaks very good English. She only needs to work on her
writing skills.
3. How does Sarah cooperate with her peers?
Teacher: Sarah cooperates great with the students. She seems to make
friends easily and she enjoys working in groups.
4. How is Sarah behaving in your class?
Teacher: Sarah is a great sweet student who is very quiet
5. Do you have anything to say about Sarah?
Teacher: Yes, I do. Sarah is a very sensitive girl. She cries a lot in class if
she doesnt understand or if she finds it hard to complete a task.
Type of assessment: Writing prompt

Question:
Describe your summer experience in Syria.
Session 2
Date: September 30th
Session 3
Date: October 1st
Session 4
Date: October 14th
Session 5
Date: October 21st
Session 6
Date: October 28th

Section 6
Lesson I

Grade level: 6th Grade

Subject: LANGUAGE ARTS

English language proficiency level of ELL: Intermediate

Identification of 5-10 vocabulary words related to a content area (English)

Vocabulary list

Sauntered: walk with a leisurely gait; stroll:

Strutted: to walk with a vain, pompous bearing, as with head erect and chest
expecting to impress observers
Swaggered: to boast or brag noisily
Sashayed: to glide, move, or proceed easily or nonchalantly
Skipped:
to move in a light, springy manner by bounding forward with alternate hops oneach foot
Content and Language Objectives:
1.Identify synonyms for familiar words
ELP standards, common core, and PA Academic standards/anchors: English
language learners communicate information, ideas, and concepts necessary for academic
success in the content area of LANGUAGE ARTS.
Materials:
Dictionaries
Thesaurus Model
Example lesson:
The Day I Met a Giant

This is a story plan. Your task is to write a short story using as many different synonyms
as possible for the words written in bold. Try to use at least 4 synonyms for each word.
It was a nice day.
I was feeling happy.
I went for a walk in the woods.
Then I met a giant.
He was very big.
I was scared.
I decided to run and find a place to hide.
I climbed a tree.
The giant came closer.
He found me.
Found you, he said. Now its my turn to hide and you can seek!
Here is an idea for how you could start.
It was a nice day, a lovely day, a bright, sunny, pleasant, beautiful, fine day.
I was feeling happy, jolly, cheerful and delighted.
Ask: What kind of picture do these sentence paint for the

Lesson II
Grade level: 6th Grade
Subject: LANGUAGE ARTS
English language proficiency level of ELL: Intermediate
ELP standards, common core, and PA Academic standards/anchors: English
language learners communicate information, ideas, and concepts necessary for academic
success in the content area of LANGUAGE ARTS.
Materials:
Dictionaries
Thesaurus Model
Objective: Explore the distinguishing factors of antonyms
An antonym is a word that is the opposite meaning of another. It comes from the Greek
words anti for opposite and onym for name. Since language is complex, people may
at times, disagree on what words are truly opposite in meaning to other words.
Vocabulary list of antonyms
Fat and skinny

Young and old

Happy and sad

Hard and soft

Last and first

Foolish and wise

Fast and slow

Warm and cool

Wide and narrow

Abundant and scarce

Joy and grief

Dark and light

Dangerous and safe

Clever and foolish

Early and late

Empty and full

Smart and dumb

Risky and safe

Bad and good

Pretty and ugly

Best and worst

Simple and challenging

Soft and hard

Worried and calm

Sane and crazy

Rich and poor

Cool and hot

Wet and dry

Late and early

Ignorant and educated

Big and small

Optimistic and pessimistic

Excited and bored

Dull and interesting

Lesson III

Grade level: 6th Grade

Subject: LANGUAGE ARTS
English language proficiency level of ELL: Intermediate
ELP standards, common core, and PA Academic standards/anchors: English
language learners communicate information, ideas, and concepts necessary for academic
success in the content area of LANGUAGE ARTS.
Materials:
Dictionaries
Thesaurus Model
Objective: Explore the distinguishing factors of homonyms
The student will then write a sentence that contains both forms of the word used correctly
in the same sentence. For example, if the teacher pronounced the word "threw" or
"through," the student will write a sentence such as the following: "I threw the rock
through the window."
A homonym is a word that has the same pronunciation as another word but has a
different meaning. It may have the same spelling as the other word.
The following is a list of homonyms that might be used.

Accept (to receive) and Except (excluding)

Acts (things done) and Ax (chopping tool)

Ad (advertisement) and Add (short for addition)

Affect (to influence) and Effect (result)

Aid (to assist) and Aide (an assistant)

Air (stuff we breath) and Heir (one who will inherit)

Lesson IV
Grade level: 6th Grade
Subject: LANGUAGE ARTS
English language proficiency level of ELL: Intermediate
ELP standards, common core, and PA Academic standards/anchors: English
language learners communicate information, ideas, and concepts necessary for academic
success in the content area of LANGUAGE ARTS.
Materials:
Dictionaries
Thesaurus Model
Objective:
Explore the distinguishing factors of a homophone
Students will review synonyms, antonyms and homophones.
A homophone is a type of homonym. It has the same pronunciation as another word, but
it has a different spelling and a different meaning.

l. to, too, two

2. who's, whose
3. your, you're
4. there, their, they're
5. past, passed
6. close, clothes
7. blue, blew
8. aloud, allowed
9. acts, ax
10. guessed, guest
Teach:
When you encounter a word you do not know, the meaning might be found right there in
the text. The words meaning may be provided through the use of context clues such as
definition, example, restatement, or contrast. Two important kinds of context clues are
synonyms (restatement) and antonyms (contrast). Some words look the same but have
different meanings, which can be figured out by the context in which they are used.
These words are called homonyms.

Section 7 & Section 8

Lesson I assessment:
Ask Sarah to provide a word and a synonym for the same word from her native language.
Sarah will describe how the words show different shades of meaning. I will encourage
Sarah to use English for her word description
Sarah will make a list of words from her native language Arabic that have the same
pronunciation but different meanings depending upon context.
Lesson II assessment:
Brief Description of Task for Students:
Directions: You will be given a synonym and antonym assessment worksheet. Read

the questions and choose the answer that fits best by filling in the circle.

Name:_____________________________________
Synonyms and Antonyms Assessment Worksheet
Directions:
Read the questions. Choose the answer that fits best. Fill in the circle next to your
choice.
1. Which word is a synonym for pretty?
a) Gorgeous
b) Ugly
c) Mean
d) Singing
2. Which word does not mean the same as ask?
a) Interview
b) Request
c) Funny
d) Question
3. Which word is a synonym for long?
a) Short
b) Big
c) Tall
d) Furry
4. Which word fits best with this sentence?

The ice cream is as a snowball.

a) Rough
b) Tasty
c) Cold
d) Hot
5. Which word does not mean the same as loud?
a. Rowdy
b. Quiet
c. Noisy
d. Thunderous

Lesson III assessment:

Directions:
Choose the best antonym for the following word
1 resist
a) squeak
b) terrify
c) comply
d) add
e) yank
2) comprehend
a)
b)
c)
d)

reply
misunderstand
prove
pretend

3) appreciate
a) disparage
b) include
c) possess
d) thunder
e) tremble

4) disguise
a) unify
b) unmask
c) retire
d) witness
e) wrinkle
Lesson IV assessment:
In this grammar worksheet, students read the sentences and identify the pair
of underlined words as synonyms, antonyms, homonyms or homographs.

There is a pair of words underlined in each sentence. Tell whether the words
are synonyms, antonyms, homonyms, or homographs. The first four are done
for you
1. I couldnt bear to give my pet bear to a zoo! homographs
2. I hope the pharmacist brews up some good medicine to put on
my bruise. homonyms
3. What makes you think that I can repair the broken bike that you
couldnt fix? synonyms
4. Sylvias fast new car beat my slow one in the race. antonyms
5. I didnt know whether to laugh or cry when I heard the news.
6. We planted a pair of pear trees in the yard.
7. If you think about cause and effect, you'll know what the result of your decision will
be.
8. Aunt Evie hates hunting, so please hide that deer hide before she gets here.
9. I hired a fine lawyer to defend me, but he charged me more than the fine I would
have had to pay.
10. Her knight in shining armor rides a horse that is as black as night.
11. The fire took seconds to destroy a painting that took weeks to create.
12. Theres a stiff penalty for breaking that law, and its a fair punishment.

Scoring rubric for Synonym/Antonym Assessment

Advanced

Proficient

Partially Proficient

Novice

Student explains the

use of synonyms
and antonyms

Student identifies
synonyms and
antonyms with no
significant errors

Student identifies
synonyms and
antonyms with
many minor errors

Student is unable to
identify synonyms
or antonyms

Synonym, Antonym, Homonyms, and Homographs Assessment

Poor
1. Pts

Fair
2. Pts

Good
3. Pts

Synonyms

Did not
understand what
a synonym was
and had trouble
matching the
synonym pairs
together.

Understood the
definition of a
synonym but
rushed through
and made
careless errors.

Antonyms

Did not
understand what
an antonym was
and had trouble
matching the
synonym pairs
together.

Understood the
definition of an
antonym but
rushed through
and made
careless errors.

Understood what
an antonym was
and matched the
correct pair of
synonyms
together.

Homonyms

Did not
understand what
a homonym was
and had trouble
matching the
synonym pairs
together.

Understood the
definition of a
homonym but
rushed through
and made
careless errors.

Understood what
a homonym was
and matched the
correct pair of
synonyms
together.

Homographs

Did not
understand what
a homograph was
and had trouble
matching the
synonym pairs
together.

Understood the
definition of a
homograph but
rushed through
and made
careless errors.

Understood what
a homograph was
and matched the
correct pair of
synonyms
together.

Understood what
a synonym was
and matched the
correct pair of
synonyms
together

Section 9
Teacher Instructional Recommendation
Recommendation 1
Sarah tries her best and although she appears to be a sensitive girl she is a tough
cookie in the inside. I recommend that you push her harder sometimes to make her
achieve her potential

Recommendation 2
Sarah needs to work on negative sentences. Sarah should be challenged more because
she can handle tougher exercises
Recommendation 3
I recommend that you give Sarah some responsibilities in the classroom that way she
can feel more independent and merge into the culture of the school.
Parent Recommendations
Recommendation 1
I recommend that you let Sarah get involved in after school activities such as book club
in order for her to meet new friends and also get to read to improve her English.
Recommendation 2
I recommend that Sarah get a buddy who is her age and can help her get around the
school as well as help her assimilate into American culture who can be with her all the
time
Recommendation 3
I recommend for Sarah to keep in touch with me in case she wants to be tutored any time.
Please do not hesitate to contact me if you need any help whatsoever and thank you for
letting me work with your daughter

Section 10
Language
I learned that language is not easy to be acquired. It takes a lot of practice and hard work
for ELLs to learn the English language. There are many aspects of language. Language is
like a sea of semantics, vocabulary, grammar, phonology, morphology, syntax,
pragmatics, idioms, and cognates.
Culture
In order to acquire any language, the individual needs to be exposed to the culture of that
language. As Frantz Fanon once said To speak a language is to take on a world, a

culture. There are a lot of cultural aspects that the ELL students need to be expose to in
order for them to comprehend the roots of the English language.

Observing, Planning, Implementing, and Managing Instruction

ESL 5 was very interesting class for me. I enjoyed observing as well as planning lessons. I
really enjoyed working my ELL student one on one. I have build a great relationship with
her as well as her mother. I am glad that I had the change to take this class. In addition to
that, professor Scott is very organized and I am truly glad to have him as an instructor..

Assessment
ESL 5 is a great assessment course. It allowed me to develop my assessment skills. I am
glad that the Intermediate Unit is dedicating a whole class for assessment. I think it gives
all the teachers a chance to grow in terms of assessing their future students.
Professionalism
Educators are expected to be professionals. Being a professional requires ethics in order
to fulfill teacher duties.

Section 11

Documentation/material
PS: I am typing Sarahs answers on this section
Please if you want me to scan the actual worksheets let me know .
Thank you

Assessment I

Ask Sarah to provide a word and a synonym for the same word from her native language.
Sarah will describe how the words show different shades of meaning. I will encourage
Sarah to use English for her word description
Jamal and jamal Means beautiful and it also means camel
Sarah will make a list of words from her native language Arabic that have the same
pronunciation but different meanings depending upon context.

Lesson II assessment:
Brief Description of Task for Students:
Directions: You will be given a synonym and antonym assessment worksheet. Read
the questions and choose the answer that fits best by filling in the circle.

Name:_____________________________________
Synonyms and Antonyms Assessment Worksheet
Directions:
Read the questions. Choose the answer that fits best. Fill in the circle next to your
choice.
1. Which word is a synonym for pretty?
Answer Gorgeous

2. Which word does not mean the same as ask?

Answer interview WRONG
e) Interview
f) Request
g) Funny
h) Question
3. Which word is a synonym for long?
Answer Tall

e) Short
f) Big
g) Tall
h) Furry
4. Which word fits best with this sentence?
The ice cream is as a snowball.
Answer Cold
e) Rough
f) Tasty
g) Cold
h) Hot
6. Which word does not mean the same as loud?
Answer : Quiet
e. Rowdy
f. Quiet
g. Noisy
h. Thunderous
Sarah did a great job. She only got one wrong answer Which word does not mean the
same as ask?
Answer interview WRONG
Right Answer: Request
Today Sarah learned the meaning of the word request for the first time. She didnt
know it at first thats why she got the answer wrong.
Lesson III assessment:
Directions:
Choose the best antonym for the following word
1 resist
Answer: J yank
Incorrect

f)
g)
h)
i)
j)

squeak
terrify
comply
add
yank

2) comprehend
correct
Answer f
e) reply
f) misunderstand
g) prove
h) pretend
3) appreciate
correct
Answer a
a) disparage
b) include
c) possess
d) thunder
e) tremble
4) disguise
correct
Answer: unmask
a) unify
b) unmask
c) retire
d) witness
e) wrinkle
Sarah did an amazing job on this assignment. She told me that her teacher has been
explaining the meaning of words and has been using word maps as well as fun activities
that goes hand in hand with the vocabulary. Sarah scored 95 on this assessment. She had
only one answer wrong because she initially did not know the meaning of comply.
Lesson IV assessment:
In this grammar worksheet, students read the sentences and identify the pair
of underlined words as synonyms, antonyms, homonyms or homographs.

There is a pair of words underlined in each sentence. Tell whether the words
are synonyms, antonyms, homonyms, or homographs. The first four are done
for you

1. I couldnt bear to give my pet bear to a zoo! Homographs Correct

2. I hope the pharmacist brews up some good medicine to put on
my bruise. Homonyms Correct
3. What makes you think that I can repair the broken bike that you
couldnt fix? Antonym Incorrect
4. Sylvias fast new car beat my slow one in the race. Antonyms correct
5. I didnt know whether to laugh or cry when I heard the news. Antonym correct
6. We planted a pair of pear trees in the yard. Homographs correct
Sarah had only one answer wrong.
. What makes you think that I can repair the broken bike that you
couldnt fix? Antonym Incorrect
-Sarah didnt pay attention to the negation. When there is a negative term in the
sentence. It changes the whole meaning to the opposite. Sarah needs to work on negation
-I place Sarah between Proficient and Advanced. Although she does great on writing
assessments. She needs to work on her pronunciation skills.
I really enjoyed working with Sarah
Scoring rubric for synonym/Antonym Assessment
Advanced

Proficient

Partially Proficient

Novice

Student explains the

use of synonyms
and antonyms

Student identifies
synonyms and
antonyms with no
significant errors

Student identifies
synonyms and
antonyms with
many minor errors

Student is unable to
identify synonyms
or antonyms

Synonym, Antonym, Homonyms, and Homographs Assessment

Sarah did pretty good on Assessment IV
Poor
1. Pts

Fair
2. Pts

Synonyms

Did not
understand what
a synonym was
and had trouble
matching the
synonym pairs
together.

Understood the
definition of a
synonym but
rushed through
and made
careless errors.

Antonyms

Did not
understand what

Understood the
definition of an

Good
3. Pts
Understood what
a synonym was
and matched the
correct pair of
synonyms
together
Understood what
an antonym was

an antonym was
and had trouble
matching the
synonym pairs
together.

antonym but
rushed through
and made
careless errors.

and matched the

correct pair of
synonyms
together.

Homonyms

Did not
understand what
a homonym was
and had trouble
matching the
synonym pairs
together.

Understood the
definition of a
homonym but
rushed through
and made
careless errors.

Understood what
a homonym was
and matched the
correct pair of
synonyms
together.

Homographs

Did not
understand what
a homograph was
and had trouble
matching the
synonym pairs
together.

Understood the
definition of a
homograph but
rushed through
and made
careless errors.

Understood what
a homograph was
and matched the
correct pair of
synonyms
together.