[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-154767-en":3,"doc-seo-154767-105":30,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},154767,13056712833777,"Paura","https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0",4,"Exam","Using Formative Assessment and ELP Standards to Guide Instruction - Guiding Questions - Module Review","Slide content outlines an effective formative assessment cycle by detailing guiding questions on process components and on applying English Language Proficiency (ELP) Standards throughout planning and instruction. It explains how formative assessment work with ELP Standards to analyze and support both content and language learning, using the sample task “Frog Girl.” Examples show task identification of demands, ELP standards mapping, evidence types (spoken/oral), paired elicitation, and evidence collection via audio recording and transcription, followed by feedback and instructional adjustments.","Using Formative Assessment and ELP Standards to Guide Instruction  \nGuiding Questions  \n• What are the components of one effective formative assessment process?  \n• How can the English Language Proficiency (ELP) Standards be used throughout formative assessment to inform planning and instruction?  \n•  How can formative assessment be used in conjunction with the ELP Standards to analyze and support students’ content and language learning?  \nReview  \nStart new cycle  \nSample Task: Frog Girl  \nReview  \nModule 2 & 3   \nIdentified task  \ndemands  \nIdentified ELP  \nStandards  \nReview  \nSample Task: Frog Girl  \nReview  \nObjective: Students will be able to participate in grade-appropriate oral exchanges about Frog Girl, using examples from the book.  \nPrompt:  \nWhich word best describes Frog Girl…helpful, courageous, or compassionate . Explain why you think that way, using examples from the story.  \nReview  \n• Type of evidence: Spoken (Oral Language)  \n• Elicitation: Paired student conversation  \n• Evidence collection: Audio recording and  \ntranscription  \n• Module 4: Analyzed sample student conversations using the ELP Standards Level Descriptors  \n• Focus: Standards 2 and 4  \nReview  \nPrompt: Which word best describes Frog Girl -helpful, compassionate, or courageous? Explain why you think that way, using examples from the story.  \nReview  \nSample 1  \nStudent 1: I think she is helpful.  \nStudent 2: I agree, but I thought she would become a frog. Student 1: Me too .  \nSample 2  \nStudent 1: I think the frog girl is courageous .  \nStudent 2: Why?  \nStudent 1: Because she went into the lake .  \nStudent 2: Yeah, that’s scary.  \nStudent 1: Do you think she is courageous?  \nStudent 2: Yeah. I don’t think I would go in the lake .  \nStudent 1: The lake looked dirty.  \nStudent 2: And cold.  \nSample 3  \nStudent 1: I’m not sure which word to pick.  \nStudent 2: What does compassionate mean?  \nStudent 1: I don’t know .  \nStudent 2: I think she is helpful.  \nStudent 1: Yes . I think so too .  \nStudent 2: Why do you think so?  \n1  \nProviding Feedback  \n2  \nMaking Instructional Adjustments  \nReview","cbCaioceQzpIMdDW","https://ap.wps.com/l/cbCaioceQzpIMdDW","pdf",14610274,1,26,"English","en",105,"# Guiding Questions\n## Formative assessment process and ELP Standards integration\n# Module Review and Cycle\n## Identified task demands and ELP standards\n## Sample task: Frog Girl\n## Objective and prompts\n## Evidence type and elicitation method\n## ELP standards level descriptors and focus","[{\"question\":\"What components make up an effective formative assessment process?\",\"answer\":\"The slides frame formative assessment as a repeating cycle, including review, evidence collection, analysis tied to standards, and subsequent feedback and instructional adjustments.\"},{\"question\":\"How can ELP Standards be used throughout formative assessment?\",\"answer\":\"ELP Standards are used to inform planning and instruction and to analyze sample student work, with specific focus on standards level descriptors during review.\"},{\"question\":\"How is the sample task “Frog Girl” used to gather and analyze evidence?\",\"answer\":\"Students participate in grade-appropriate oral exchanges, and evidence is collected through paired conversation with audio recording and transcription. 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