Reading Material · Brown, H. D. 2010. Assessing reading, pp. 224-258. · Valdez Pierce, L. 2001. Assessment of reading comprehension strategies for intermediate bilingual learners, in Hurley & Villamil Tinajero, pp. 64-83. · Flippo, R. F. 2014. Assessing comprehension, comprehending strategies, and other cognitive information, pp. 101-252. · Gottlieb, M. 2006. Classroom assessment, pp. 85-110. 1. Activity/Journal a.    In terms of reading for ESL students, it is suggested that different genres may create different challenges for these students. Briefly comment on the extent to which you agree/ disagree with this observation and how could you address it in your classroom. On page 228 there is a list of principal strategies for reading comprehension. Select one and discuss how you could assess your students when addressing reading comprehension. How is consideration of this strategy important in designing a viable assessment task? Consider the quote from Valdez Pierce provided below (p. 65). Based on the reported research outcomes, how can we best take these finding into account to provide for reading assessment for ELL students? The research in second language acquisition indicates that the process of reading in first and additional languages is similar except for two important resources that language learners bring to reading in a second language: shared prior (and cultural) knowledge and proficiency in the language of the test. b.              Read the assigned chapter from Assessing readers: Qualitative diagnosis and instruction, 2nd ed. By Flippo, R. F. Identify what you think are some major points made by the author in this chapter (1-3?). Briefly discuss any apparent connection to what you have been reading in the main texts. How is the chapter content relevant to you own practice when teaching/assessing ELLs? How would you address/ apply what you have read in your own present/ future praxis? At the end of each chapter you will find a section titled “Questions for reflection and response.” Choose any two (2) questions from this section to address as part of your entry for this module. c.             Make a list of five (5) new terms you learned from your readings. Write about two sentences defining each of these terms/ concepts. d.             Read the assigned chapter from Assessing English language learners. Take time to write a reaction/ reflection to what the author says. What are some of the major concepts presented? Anything that was of particular interest to you? How so? What do you think about some of these ideas? Do you agree/ disagree with what the author states? Why? Elaborated briefly on your response.  Could you identify any connections to what the authors in the other texts are saying? Any inferences or conclusions that you can draw based on your reading of this chapter?  2.         Discussion Questions a.       Mention three (3) things that can make reading difficult for ELL students. Why are “schema ...

1. Reading Material
· Brown, H. D. 2010. Assessing reading, pp. 224-258.
· Valdez Pierce, L. 2001. Assessment of reading comprehension
strategies for intermediate bilingual learners, in Hurley
& Villamil Tinajero, pp. 64-83.
· Flippo, R. F. 2014. Assessing comprehension, comprehending
strategies, and other cognitive information, pp. 101-252.
· Gottlieb, M. 2006. Classroom assessment, pp. 85-110.
1. Activity/Journal
a. In terms of reading for ESL students, it is suggested
that different genres may create different challenges for these
students. Briefly comment on the extent to which you agree/
disagree with this observation and how could you address it in
your classroom.
On page 228 there is a list of principal strategies for reading
comprehension. Select one and discuss how you could assess
your students when addressing reading comprehension. How is
consideration of this strategy important in designing a viable
assessment task?
Consider the quote from Valdez Pierce provided below (p. 65).
Based on the reported research outcomes, how can we best take
these finding into account to provide for reading assessment for
ELL students?
The research in second language acquisition indicates that the

2. process of reading in first and additional languages is similar
except for two important resources that language learners bring
to reading in a second language: shared prior (and cultural)
knowledge and proficiency in the language of the test.
b. Read the assigned chapter from Assessing readers:
Qualitative diagnosis and instruction, 2nd ed. By Flippo, R.
F. Identify what you think are some major points made by the
author in this chapter (1-3?). Briefly discuss any apparent
connection to what you have been reading in the main texts.
How is the chapter content relevant to you own practice when
teaching/assessing ELLs? How would you address/ apply what
you have read in your own present/ future praxis? At the end of
each chapter you will find a section titled “Questions for
reflection and response.” Choose any two (2) questions from
this section to address as part of your entry for this module.
c. Make a list of five (5) new terms you learned from
your readings. Write about two sentences defining each of these
terms/ concepts.
d. Read the assigned chapter from Assessing English
language learners. Take time to write a reaction/ reflection to
what the author says. What are some of the major concepts
presented? Anything that was of particular interest to you? How
so? What do you think about some of these ideas? Do you agree/
disagree with what the author states? Why? Elaborated briefly
on your response. Could you identify any connections to what
the authors in the other texts are saying? Any inferences or
conclusions that you can draw based on your reading of this
chapter?
2. Discussion Questions
a. Mention three (3) things that can make reading difficult
for ELL students. Why are “schemata” an important

3. consideration in identifying viable ESL reading assessments?
When teaching beginning ESL readers, which would be more
desirable: focusing on bottom-up or on top-down strategies? If
we cannot observe the process of reading, how are we to assess
our students?
b. Why is it desirable to build assessment of reading
comprehension strategies for ESL students into our daily and
weekly lesson plans? How can information on student outcomes
thus collected can help the students improve their reading
comprehension? And our teaching?
c. What would you consider a viable ‘objective’ when
testing 2L reading (just one)? Why is it so important to
establish a link between lesson objectives and testing objectives
when building viable assessment tasks?
d. Briefly discuss what did you learn from reading the
assigned chapters that will help you develop tools for assessing
students’ application of reading comprehension strategies.