Standard 8 – Assessment of Student Learning Artifact 2 Joely Rogers

Standard 8 – Assessment of Student Learning

The teacher understands and uses formal and informal assessment strategies to ensure the
continuous intellectual, social, and physical development of the learner.

Artifact II for Standard Eight: Assessment of Student Learning

Name of Artifact: Final Paper for TSL645 – Alternative Assessments

Date: Fall 2010

Course: TSL645: Reading in ESL/EFL Instruction

Rationale

There are two general categories of learner assessment: 1) traditional – which normally

includes paper-pencil instruments consisting of true/false, multiple-choice and fill-in-the-blank

or cloze questions, and 2) alternative – a diverse category that can include portfolios,

demonstrations, observations, and more. Traditional assessments focus on measuring basic

knowledge and skills in relative isolation from tasks typical of the outside world (Ormrod, 2008).

Alternative assessments focus on measuring students’ language use in context and as close to

real-world situations as possible. In support of Standard 8, Assessment of Student Learning, I

offer this artifact “Final Paper for TSL645 – Alternative Assessments,” that I created as part of

the requirements for TSL645: Reading in ESL/EFL Instruction. I chose alternative assessments

because of research stating that traditional assessments ignore important learner differences in

culture, ability, learning style, and background (Macrine & Sabbatino, 2008). The research for

this paper exposed me to several varieties of alternative assessments including - the portfolio, the

authentic assessment, and the performance-based assessment. I am including this artifact in

Standard 8 because it showcases the knowledge I acquired about alternative assessments, which I

can utilize in my future ESL classroom

 Standard 8 – Assessment of Student Learning Artifact 2 Joely Rogers

References

Macrine, S.L. & Sabbatino, E.D. (2008). Dynamic assessment and remediation approach: Using

the DARA approach to assist struggling readers. Reading & Writing Quarterly, 24(1), 52-

76.

Ormrod, J.E. (2008). Educational psychology (6th ed.). Upper Saddle River, NJ: Pearson

Education Inc.
 Standard 8 – Assessment of Student Learning Artifact 2 Joely Rogers

Artifact II – Final Paper for TSL645 – Alternative Assessments

Running head: ALTERNATIVE ASSESSMENT

Option B: Research Paper

Alternative assessments in the adult ESL reading classroom:

A survey of methods with three instructional applications

Student - Joely C. Rogers

University of Southern Mississippi

October 31, 2010

 Standard 8 – Assessment of Student Learning Artifact 2 Joely Rogers

Abstract

This paper conducts a broad investigation into three different types of alternative assessments

and examines their potential for use in the adult ESL reading classroom. The paper is divided

into three sections. The first section contrasts traditional with alternative assessments and makes

a case for the use of alternative assessments in the classroom. The second section investigates

three different types of alternative assessments – the portfolio assessment, the authentic

assessment and the performance-based assessment, and explores their use in the adult ESL

reading classroom. The third section presents three instructional activities that classify as

‘alternative’, which can be individually assessed or included as part of a larger assessment

program.
 Standard 8 – Assessment of Student Learning Artifact 2 Joely Rogers

Alternative assessments in the adult ESL reading classroom:

A survey of methods with three instructional applications

In the field of education, assessment can be generally defined as the “process of

observing a sample of a student’s behavior and drawing inferences about the student’s

knowledge and abilities” (Ormrod, 2008). When most people hear the word ‘assessment’ the

image that often comes to mind is a paper-pencil test consisting of long rows of multiple choice

questions, and perhaps matching and fill-in-the blank exercises. A paper-pencil test is a type of

(traditional) assessment and it is normally included in an assessment program, but it is just one

the many ways a teacher can derive inferences about their students’ learning. Aebersold & Field

(1997) say that assessment is an ongoing process that includes “exams, progress tests, quizzes,

and exercises worked in class or at home, or any other kind of testing or learning instrument” (p.

167). Teachers are assessing their students’ learning all the time, both informally during

unstructured classroom observations, and formally with instruments like a paper-pencil test or

some other type assessment method.

Assessments can be classified as either traditional, like the paper-pencil test mentioned

earlier, or alternative, such as a student portfolio, and while we believe that there is a place for

both types of testing in classroom; in this paper we will exclusively examine the alternative

variety, specifically its place in the adult English as a second language (ESL) reading classroom.

The overall purpose of this paper is to conduct a broad investigation into the different types of

alternative assessments and examine their potential for use in the adult ESL reading classroom.

The paper is divided into three sections. The first section contrasts traditional with alternative

assessments and makes a case for the use of alternative assessments in the classroom. The second

section investigates three different types of alternative assessments – the portfolio assessment,
 Standard 8 – Assessment of Student Learning Artifact 2 Joely Rogers

the authentic assessment and the performance-based assessment, and explores their use in the

adult ESL reading classroom. The third section presents three instructional activities that we

classify as ‘alternative’, which can be individually assessed or included as part of a broader

assessment program.

Traditional vs. Alternative Assessments

As we mentioned in the introduction, the paper-pencil test, which normally consists of

multiple choice, matching, true and false, and/or fill-in-the blank exercises is a type of traditional

assessment. This type of assessment focuses on measuring basic knowledge and skills in relative

isolation from tasks typical of the outside world (Ormrod, 2008). Another term for this type of

assessment could be “out-of-context” testing and it has been criticized by educators; in particular

those work who with English language learners (ELLs). With regards to reading assessment,

Macrine & Sabbatino (2008) say that traditional assessments of reading ignore important learner

differences in culture, ability, learning style, and background, and argue for a social-

constructivist model of assessment that employs both the learner and the teacher in the learning

process. Social constructivism emphasizes “education for social transformation and reflects a

theory of human development that situates the individual within a sociocultural context” (Abdal-

Haqq, 1998).

Based on Abdal-Haqq’s definition and Macrine & Sabbatino’s argument, a social

constructivist model of assessment could be one that assesses a student’s learning within in their

sociocultural (and contextual) environment, and that reflects a shared goal between the students

and their teacher of individual transformation through education. This positive, holistic view of

assessment strongly contrasts with traditional forms that are more negative and secularized, in

which an authority (teacher, school, etc.) uses assessment strictly for discerning weak areas of
 Standard 8 – Assessment of Student Learning Artifact 2 Joely Rogers

knowledge. Does such a model exist? We feel that alternative assessments, which symbolize an

“ongoing process involving both the student and teacher making judgments about the student's

progress in language learning using non-conventional strategies,” represent a type of social

constructivist model (ERIC Digest, 1994, p. 3). Tannenbaum (1996) says that while there is not a

single definition for alternative assessments they generally meet the following criteria: 1) they

focus on documenting the students’ individual growth, 2) they emphasize students’ strengths,

rather than their weaknesses, and 3) they take into consideration students’ learning styles,

cultural/educational backgrounds and language proficiencies (p.1). In this next section, we will

examine three different types of alternative assessments – the portfolio assessment, the authentic

assessment and the performance-based assessment, for the focus of this paper, the adult ESL

reading classroom.

Alternative Assessments for the Adult ESL Reading Classroom

Adult ESL students face many challenges in their pursuit of English. In the field of

education, marginalization is said to occur when a “cultural gap or difference exists between a

learners’ native culture and their current school culture” (Alfred, 2002, p. 30). Within the second

language reading classroom, marginalization manifests itself in many ways, such as a vastly

different orthography from that of their native language (L1), possible illiteracy in their L1, and

differing cultural expectations about the purpose and value of reading. Alternative assessments

offer many choices to help ‘level the playing field’ for ESL students, and when used

appropriately by teachers, they can be highly effective instruments for “influencing student

learning and differentiating instruction tailored to individual student profiles and diverse cultural

and linguistic backgrounds” (Risko & Walker-Dalhouse, 2010, p. 420).

 Standard 8 – Assessment of Student Learning Artifact 2 Joely Rogers

Portfolio Assessment

The first type of alternative assessment we will examine is the portfolio. A

portfolio is a “collection of evidence used by the teacher and learner to monitor the growth of the

learner’s knowledge of content, use of strategies, and attitudes toward the accomplishment of

goals in an organized and systemic way” (Shrum & Glisan, 2005, pp. 382-383). Unlike a test,

which is basically a snapshot of the student’s knowledge at one point in time, a portfolio is more

like a documentary movie that charts the student’s learning progress. The portfolio can contain

examples of authentic and performance-based tasks (which will be discussed later under

authentic and performance-based assessments). For ESL students, the portfolio is a way for them

to be assessed by more than just skills and facts but also on “the modes of thinking expressed in

any language or work strategy that aids in the completion of a task, however unconventional

these may be, the diligence exhibited in all tasks, and the degree of growth and improvement

relevant to set objectives” (Solis, n.d.).

Portfolios can be paper-based or electronic and are almost unlimited in the amount of

evidence, known as ‘artifacts, they can contain. With regards to the reading classroom, some of

the most common artifacts for portfolios are: audio or video samples of oral reading, regular or

dialogue journals (which are written conversations between the student and teacher about a piece

of text), book reports or essays, content area logs, reading response logs, teacher, peer, or self-

evaluations, drawing or sketches, goal check-lists, and homework, tests and quizzes. We feel that

teachers should be extremely flexible in the types of artifacts they allow in the portfolio, even if

they are created outside the classroom. For example, during a recent classroom observation we

observed a teacher suggesting to a student that she include copies of the English reading

homework she helped her daughter, who is in 2nd grade, with in her portfolio. This type of
 Standard 8 – Assessment of Student Learning Artifact 2 Joely Rogers

authentic artifact shows how the student can apply their language knowledge in important, real-

world tasks.

Authentic & Performance-Based Assessments

Authentic and performance-based assessments are two additional alternative ways of

assessing students. We are listing these two types of assessments together because performance-

based tasks can be assessed authentically if their result demonstrates some type of real-life

language use situation. One important thing to remember about both of these types of

assessments is that there is no “correct or single answer” for either; instead, the emphasis is on

what the student can ‘do’ with the language, meaning their ability to perform task that is

equivalent to a real-life situation. Rubrics, which are “scoring tools that list the criteria for a

piece of work”, are used to determine the letter grade of both these types of assessments, as well

as the portfolio (Andrade, 1997). Artifacts from authentic and performance-based assessments

can also be included in the students’ portfolios.

Authentic assessments are a type of alternative assessment where students “perform

tasks that mirror the tasks and challenges faced by individuals in the real world” (Shrum &

Glisan, 2005, p. 364). These tasks are also known as contextualized tasks, and our earlier

example of the student assisting her daughter with her English reading homework is one type of

authentic task that could be modified for the adult ESL classroom; for example, by having one

student help tutor another student for a particular assignment. The goal of authentic assessments

is to provide the closest and most accurate evaluation of actual language ability (Aebersold &

Field, 1997, p. 178). This sounds easier than it actually is because even if a task is authentic in

nature, it is still artificial if you are evaluating it in the environment of the classroom. Some

possible authentic tasks for the adult ESL reading classroom are: reading and responding to a
 Standard 8 – Assessment of Student Learning Artifact 2 Joely Rogers

text, for example – responding to an email or letter from a co-worker or business organization;

and reading and filling out job application or an income tax form.

Performance-based assessments use a constructed response format; consisting of tasks

which require the students to develop a response, create a product or conduct some type of

demonstration (Pierce, 2002). Performance-based tasks in the reading classroom require students

to ‘do’ something with the material they read. They are one of our favorite types of tasks because

if well-designed, they can engage visual, auditory and kinesthetic learning styles. Some possible

performance-based tasks for the adult ESL reading classroom are: reading a piece of literature

about a product, for example: stain-remover, and conducting a persuasive demonstration urging

their fellow students to buy it; and reading a menu and then ordering in a restaurant, or even

better – ordering from an online menu for delivery.

Conclusion

As stated in the introduction, the main goal of this paper was to conduct a broad

investigation into three different types of alternative assessments and examine their potential for

use in the adult ESL reading classroom. It was actually very confusing to research this topic,

because alternative, authentic and performance-based were all lumped together in many of the

sources reviewed for the paper. This paper turned into a struggle for clarity on what exactly is

‘alternative’ and how do you classify the different types of alternative assessments. In

conclusion, we offer this summarizing statement; our understanding alternative assessments is

that they are a positive, holistic manner of assessment in which the student and teacher work as a

team to investigate and document the student’s knowledge about the language they are learning.
 Standard 8 – Assessment of Student Learning Artifact 2 Joely Rogers

The final section presents three instructional activities for the adult ESL reading

classroom that we are classifying as alternative, which can be individually assessed or included

as part of a broader assessment program.

Discussion about the Instructional Activities

Instructional activity 1 - outlined in Appendix A, is an example of a reading response journal

with a piece of authentic text. The reading response journal is meant to be utilized throughout the

class with multiple pieces of text and then included in the student’s portfolio for assessment.

Complete instructions for the teacher and student are included in Appendix A.

Instructional activity 2 - outlined in Appendix B, is an example of an authentic exercise where

the students try to match job seekers with the job they are most qualified for.

Complete instructions for the teacher and student are included in Appendix B.

Instructional activity 3 - outlined in Appendix C, is an example of a performance-based activity

where a student tries to order take-out sushi for their boss based on a list of likes and dislikes the

boss has given them. Complete instructions for the teacher and student are included in Appendix

C.
 Standard 8 – Assessment of Student Learning Artifact 2 Joely Rogers

References

Abdal-Haqq, I. (1998). Constructivism in teacher education: Considerations for those who

would link practice to theory. Retrieved October 30, 2010 from

http://www.ericdigests.org/1999-3/theory.htm

Aebersold, J.A. & Field, M.L. (1997). From reader to reading teacher. New York, NY:

Cambridge University Press.

Alfred, M.V. (Ed.). (2002). Learning and sociocultural contexts. San Francisco, CA: Jossey-

Bass.

Andrade, H.G. (1997). Understanding rubrics. Retrieved October 31, 2010 from

http://www.middleweb.com/rubricsHG.html

ERIC Digest. (1994). Alternative assessment and second language study: What and why?

Retrieved October 30, 2010 from http://www.eric.ed.gov/PDFS/ED376695.pdf

Macrine, S.L. & Sabbatino, E.D. (2008). Dynamic assessment and remediation approach: Using

the DARA approach to assist struggling readers. Reading & Writing Quarterly, 24(1), 52-

76.

Ormrod, J.E. (2008). Educational psychology (6th ed.). Upper Saddle River, NJ: Pearson

Education Inc.

Pierce, L.V. (2002). Performance-based assessment: Promoting achievement for English

language learners. Retrieved October 31, 2010 from

http://www.cal.org/resources/archive/news/2002fall/CLLNewsBulletin_Fa02c.pdf

Risko, V.J. & Walker-Dalhouse, D. (2010). Making the most of assessments to inform

instruction. The Reading Teacher, 63(5), 420-422.

Shrum, J.L. & Glisan, E.W. (2005). Teacher’s handbook: Contextualized language instruction
 Standard 8 – Assessment of Student Learning Artifact 2 Joely Rogers

(3rd ed.). Boston, MA: Thomson Heinle.

Solis, A. (n.d.). Portfolios in secondary ESL classroom assessment: Bringing it all together.

Retrieved October 31, 2010 from http://www.idra.org/IDRA_Newsletter/November_-

_December_1993_Accountability_in_Education/Portfolios_in_Secondary_ESL_Classroo

m_Assessment:_Bringing_it_All_Together/

Tannenbaum, J. (1996). Practical ideas on alternative assessment for ESL students. Retrieved

October 31, 2010 from http://www.cal.org/resources/digest/tannen01.html

 Standard 8 – Assessment of Student Learning Artifact 2 Joely Rogers

Appendix A

Instructional Application 1 – Reading Response Journal

Proficiency Level: This activity is designed for adult (ages 18 and older) learners of English as a

second language at the Low Intermediate Level.

Texas Adult Education Standard – Read With Understanding for ESL: Low Intermediate- 6.4

Self-monitor accuracy in comprehension using more advanced strategies such as: identifying

main ideas, sequencing story events into its “beginning,” “middle,” and “end.”, making personal

connections between the text and learner’s background knowledge, and making and evaluating

predictions about what is going to happen next in the text.

Instructional Goal: The goal of this activity is observe students’ comprehension of a text and

their creative use of language in discussing it.

Teacher Instructions: Ask the student to read the text and answer the questions in the reading

response journal. Encourage personal connections with the text and encourage creativity when

making predictions.

Student Instructions: Full student instructions are found on Appendix A - Instructional

Application 1 – Student Copy of Reading Response Journal

Teacher Instructions for Assessment: The reading response journal is meant to be progressive

activity utilized throughout the class and then included in the student’s portfolio for assessment;

however, you can do a general assessment about reading comprehension.

Resources: TCALL. (2008). Texas adult education standard & benchmarks for ABE, ASE &

ESL learners. Retrieved October 31, 2010 from http://www-

tcall.tamu.edu/taesp/guide08/3readesl.html
 Standard 8 – Assessment of Student Learning Artifact 2 Joely Rogers

Appendix A

Instructional Application 1 – Student Copy of Reading Response Journal

Instructions: Read the text and respond to the questions in the reading response journal.

Maria Castro's Autobiography, From (Blanton & Lee, 1994) – Retrieved October 31, 2010 from
http://www2.gsu.edu/~wwwesl/issue1/mullacts.htm

My name is Maria A. Castro. I was born in Rivas, Nicaragua, Central America, in December,
1953. I have five brothers and one sister. My father died four years ago, and my mother lives
with my sister in Honduras.

When I was a child, I had many friends, and I enjoyed being with them. All the time, we ran and
jumped. I always remember that time because it was the best time in my life.
Fourteen years ago, I was a hospital secretary in Rivas. My father was my boss. We were a
happy family, but we left our country because a civil war broke out. Many Nicaraguans fled
because of political persecution. My family fled to Honduras. In Honduras, I met my husband,
and we were married on December 12, 1986.

In January, 1988, my husband and I decided to come to the United States because we wanted a
better education for our children. Beginning a new life was very hard for us. We learned to
overcome our fear of the new language and the new culture.

Now all is different. My husband has a good job, my daughter has finished high school, my son
will finish high school in two years, and I am studying English at Delgado. I am very happy
living in the United States.

Questions Response
How old is Maria?
Where was she born?
What did she do for a living before she came to
the United States?
Where did Maria meet her husband?
How many children does she have?
Why did Maria leave her country?
Where does Maria’s mother live?
Do you know anyone who had to leave their
country because of war?
Why did you leave your country?
 Standard 8 – Assessment of Student Learning Artifact 2 Joely Rogers

Appendix B

Instructional Application 2 – Matching Employee Skills to Classified Ads for Jobs

Proficiency Level: This activity is designed for adult (ages 18 and older) learners of English as a

second language at the High Intermediate Level.

Texas Adult Education Standard – Speak So Others Can Understand for ESL: Reading - High

Intermediate, 2.5, Recognize unfamiliar and some specialized words and abbreviations

independently.

Instructional Goal: The goal of this activity is to have students practice decoding words by using

an authentic activity where they try to match job candidates with classified ads for jobs.

Teacher Instructions: Divide students into pairs (or give them the opportunity to divide

themselves), give them a list of job candidates and have them try to match the candidates with

the job they are most qualified for.

Student Instructions: Full student instructions are found on Appendix B - Instructional

Application 2 – Student Worksheet on Matching Job Seekers to Jobs.

Teacher Instructions for Assessment: Can students recognize and read unfamiliar or specialized

words and abbreviations like “wpm”, “HTML”, “BS” and “Javascript”? Can they match general

descriptions to specific ones? For example – “doesn’t want to work weekends” to “Monday-

Friday.”

Resources: TCALL. (2008). Texas adult education standard & benchmarks for ABE, ASE &

ESL learners. Retrieved October 31, 2010 from http://www-

tcall.tamu.edu/taesp/guide08/3readesl.html
 Standard 8 – Assessment of Student Learning Artifact 2 Joely Rogers

Appendix B

Instructional Application 2 – Student Worksheet on Matching Job Seekers to Jobs

Instructions : Pick a partner or have the instructor pick one for you. Match the employee with the

job that they are most qualified for.

Job Seekers:

Karla - types 60 wpm, expert with Microsoft Office, good customer service skills, bilingual in
English & Spanish, doesn’t want to work on weekends.

Jose - shipping & receiving experience, certified fork-lift driver, familiar with FedEx Ship
Manager software, good problem solving skills, able to work independently, can lift 100lbs.

Lee - BS in Computer Science, expert in Javascript, HTTP, SSO Design & Adobe Photoshop,
willing to relocate.

Jobs:

Job 1

We are currently seeking an administrative assistant who is a "jack of all trades" for a non profit
organization! Are you bilingual in Spanish? Must have a good knowledge of Microsoft Word,
Excel and Outlook. Can you type at least 40 wpm? Team player with a great attitude. Ability to
work with all levels of personalities. Need to have a strong work ethic.
Hours: Monday- Friday 37.5 hours per week / 8:30am -5 pm
Apply immediately at: www.leadingedgepersonnel.com- application will be listed under
"employee" tab- attach resume at end of application.
Call our office to schedule time to complete registration. Must be able to pass a background
check. ~LeadingEdge Personnel

Job 2

Looking for an organization that has room for professional growth? If so read on! We will
relocate the right candidate!

What You Need To Apply:

~ HTML
~ Javascript
~ Cascading Style Sheets (CSS)
~ HTTP
~ Asynchronous Javascript and XML (AJAX)
 Standard 8 – Assessment of Student Learning Artifact 2 Joely Rogers

~ ASP.NET 2.0/3.5 (desired)

~ Apache HTTP Server
~Web graphics production (e.g. Adobe Photoshop)
~ Team Leadership skills
~ Java EE 5/6 web development (preferably WebSphere Application Server)
~ JSR 168 Portlet development (preferably in ALUI environment)
~ Web security design
~ Single-Sign On (SSO) design.

If you're a Java Developer with a Bachelors of Science Degree then apply today! We have great
benefits and progressive technology!

Job 3

MATERIAL HANDLER

RESPONSIBILITIES
• Receive material from vendors both physically and in the system.
• Prioritize, process, pick, and ship material for sales orders, both physically and in the system.
• Perform daily counts of the sections of the inventory to maintain inventory accuracy
• Interface with the Purchasing, Accounting, and Quality teams on a daily basis, procuring the
material and information they need to perform their functions.
• May utilize the following equipment: Hand truck, Pallet Jack, Paper Pack Machine, Key Punch,
Telephone, RF Hand Scanners, Computer, Remstar Computer System, Box Cutter, Tape
Dispenser, Push Carts, Forklift, Calculator, Scale.

PHYSICAL REQUIREMENTS
• Moderate to heavy work: Lifting, moving, and stocking boxes up to 60 lbs on a daily basis.

MENTAL REQUIREMENTS
• Effective reading, and writing skills. Must be able to professionally communicate through
written correspondence.
• Excellent computer skills, with typing skills of at least 40 WPM. Experience with FedEx Ship
Manager software is desired.
• Analyze and solve complex and undefined problems (typically inventory discrepancies) with
little or no supervision.

*Job descriptions adapted from authentic job descriptions in the Dallas Morning News.
 Standard 8 – Assessment of Student Learning Artifact 2 Joely Rogers

Appendix C

Instructional Application 3 – Placing a To Go Order for Your Boss

Proficiency Level: This activity is designed for adult (ages 18 and older) learners of English as a

second language at the High Beginning Level.

Texas Adult Education Standard – Speak So Others Can Understand for ESL: Reading, High

Beginning, 4.3, Locate information in simple text and graphs with minimal guidance and in

response to questions or prompts.

Instructional Goal: The goal of this activity is to have students locate information in a table (the

menu) in response to the lists of likes and dislikes.

Teacher Instructions: This is an independent activity. You can have the student chose the menu

items and present their choices in front of the class. Mix it up by varying the likes/dislikes on the

student worksheets.

Student Instructions: Full student instructions are found on Appendix C - Instructional

Application 3 – Student Worksheet on Placing a To Go Order for Your Boss

Teacher Instructions for Assessment: Can the student locate words in the table? Can they pick

menu items based on likes/dislikes? Make sure you pre-teach any vocabulary, like allergic,

before passing out the worksheets.

Resources: TCALL. (2008). Texas adult education standard & benchmarks for ABE, ASE &

ESL learners. Retrieved October 31, 2010 from http://www-

tcall.tamu.edu/taesp/guide08/3readesl.html
 Standard 8 – Assessment of Student Learning Artifact 2 Joely Rogers

Appendix C

Instructional Application 3 – Student Worksheet on Placing a To Go Order for Your Boss

Instructions: Your boss loves sushi rolls! He wants you to order take-out sushi for him. He has

given you a list of his likes and dislikes. Pick five (5) sushi rolls which best fit your boss’s

‘likes.’ It’s OK to get more than 1 of the same roll. Your budget is $50.00.

Likes: Tuna, Salmon, Eel, Octopus, Cucumber & Asparagus

Dislikes: Cream Cheese, Spicy, Is allergic to Shrimp

Menu for “Super Fishy Sushi Rolls” – www.superfishysushi.com 214-555-1212

Alaskan Roll California Roll wrapped with fresh $11.00 Quantity

salmon & avocado
*Cajun Roll Fried crawfish, red pepper sauce $6.50
Caterpillar Roll Fresh water eel, cucumber, $11.50
wrapped with avocado
**Cowboy Roll Yellow Tail, cucumber, avocado $9.00
and smelt egg
Deep Roll Tuna, Yellowtail, fresh salmon, red $10.00
snapper, shrimp, smelt egg
*Jalapeño Roll** Octopus, crab, jalapeño, avocado, $9.00
cucumber
Philadelphia Roll Smoked salmon, cream cheese, $8.50
avocado
**Rock ‘n’ Roll Eel, Tempura shrimp, avocado, $12.50
cucumber, lettuce, smelt eggs
Snake Roll California Roll wrapped with fresh $10.50
water eel and avocado
Snow White Roll Asparagus, avocado, cucumber & $12.50
Shrimp wrapped with white tuna

*Spicy
**House Specialty