1. Supporting English Learners in CELDT
LAUSD/District 6

2. Objectives
Gain a better understanding of the purposes and components of the California English Language Development Test (CELDT)
Discuss the instructional implications of CELDT for the academic year

3. What is CELDT?
CELDT is a standards aligned test of English language proficiency required by law in California public schools each year for English learners
CELDT is one of the criteria for reclassification in grades 1-12
The test is incorporating more academic language; therefore it is getting more difficult each passing year

4. Overall Proficiency Level Tables
K-2
Beginning
(1)
Early
Intermediate
(2)
(3)
Advanced
(4)
(5)
Kindergarten
Grade 1
Grade 2
3-5
Beginning
(1)
Early
Intermediate
(2)
(3)
Advanced
(4)
(5)
Grade 3
Grade 4
Grade 5

5. New Reclassification Criteria*
Grades 1 & 2
Grades 3-5/6
CELDT
Overall Level
4 or 5
(no skill area lower than 3)
ELA Grades
3 or 4
CST (ELA) -
B or P or A
Grade Level
Benchmarks
At benchmark on 3 consecutive OCR assessments
*1st grade excludes:
Week 6 (2000)
Units 1 & 2 (2002)
*As of 10/6/06

6. What is the purpose of CELDT?
To identify new students who are English learners in grades K-12
To determine their level of English language proficiency
To annually assess their progress in acquiring listening, speaking, reading, and writing skills in English

7. 2006-2007 CELDT Results by Grade Level
Source: LAUSD Decision Support System (DSS)

8. School Site Data
Look at your school CELDT data and identify areas of strengths and needs

9. Which skills are tested by CELDT?
Kindergarten & 1st
2nd-12th
Listening
Speaking
Reading
Writing

10. Listening
Following Oral Directions: responding to social and classroom commands
Example:
Choose the picture that shows the tool you would need to cut paper.

11. Listening
Teacher Talk: understanding spoken information in academic settings
NOTE: Story prompt may be read twice
A teacher tells the class: Please come sit on the rug and listen to the story I am going to read aloud to you. What are students going to do?

12. Listening
Extended Listening Comprehension: answering questions about a short story
NOTE: Story may only be read once

13. Partner Talk
What are the instructional implications for the listening domain?

14. What is this? What can you do with it?
Speaking
*Oral Vocabulary: knowing how to use nouns, action words, adjectives, and adverbs
NOTE: Examiner discretion may be used
What is this? What can you do with it?

15. Speaking
*Oral Vocabulary: knowing how to use nouns, action words, adjectives, and adverbs
NOTE: Negations are not acceptable for the antonym items
Here the recycling bin is full.
Here the recycling bin is _____.

16. I apologize for eating your cookie.
Speaking
*Speech Functions: using language for specific tasks
NOTE: Field tested for K-2 in 06-07, will be official item in 07-08
I apologize for eating your cookie.
May I drink water?

17. Speaking
*Choose and Give Reasons: stating a preference and giving two reasons
NOTE: Which would you rather (verb)?

18. Speaking
*4-Picture Narrative: telling a story based on a series of pictures
No response 1
Response has limited vocabulary and major grammatical errors 2
Has sequence; lacks major events; has developing vocabulary; many grammatical errors 3
Lacks elaboration of major events and precise word choice; has basic sentence structures with some grammatical errors 4
Includes all major events with elaboration and detail; word choice is vivid and precise; pronunciation does not interfere with communication

19. Speaking New Directions:
" I'm going to show you four pictures that tell a story (point). Look at all the pictures. (Read story prompt: It was early on a Monday morning.) What happened next? Tell me a complete story, starting with the first picture. Use a lot of details.”

20. Partner Talk
What are the instructional implications for the speaking domain?

21. Reading Word Analysis: patterns and structure of words Example
Find the word that has the same beginning sound as knit.
kite
not
carve
tent

22. Reading Fluency and Reading Vocabulary: a range of word definitions
Example
Read the sentences. Choose the one word that best completes BOTH sentences.
I broke my ____ at baseball practice.
A _____ is a nocturnal animal.
1. toe 2. bat 3. knight 4. owl

23. Reading Fluency and Reading Vocabulary: a range of word definitions
Example
Choose the word that means the OPPOSITE of the underlined word.
Jessica felt very awkward at the party because she didn’t know anyone.
comfortable 2. angry
3. sick quiet

24. Reading Fluency and Reading Vocabulary: a range of word definitions
Example
Choose the word or words that mean the SAME or nearly the same as the underlined word pr words.
Patty was feeling under the weather so she didn’t go to school.
feeling upset 2. feeling excellent
3. cold 4. feeling sick

25. Reading
Reading Comprehension and Literary Analysis: facts, inferences, and critical analysis of written stories
Good resources for expository text:
1.What’s Happening in the World?
Lawrence Gable.
2. Time for Kids

26. Partner Talk
What are the instructional implications for the reading domain?

27. Writing
Grammar and Structure: using standard English grammatical structure and writing conventions
Example
Choose the word or words that that BEST complete each sentence.
I _____ understand what my sister said.
1. couldn’t 2. haven’t 3. shouldn’t

28. Writing *Writing Sentences: constructing sentences on specific topics
Example
Write a sentence that describes what is happening in each picture.

29. Writing *Writing Sentences: constructing sentences on specific topics
New Rubric
“walk”
Single words or simple phrases, no subject/predicate (s/p) 1
“he walking”
Simple, rudimentary s/p 2
“He is walking.”
Correct but simple s/p 3
“He’s walking in the rain.”
Correct, some syntactical complexity; specific vocabulary

30. Writing
*Short Composition: composing short paragraphs on specific topics
NOTE:
Students in grades 2-5 will write a story about a series of four pictures with a starting written prompt
They need to use descriptions, details, and examples
There should be a beginning, middle, and an end
Grammar, capital letters, punctuation, and spelling are important

31. Writing “boy” Isolated English words 1 “wake up” Recognizable phrases
“boy”
Isolated English words 1
“wake up”
Recognizable phrases 2
“the boy wake up”
“He go to scool”
Simple sentences w s/p; errors ok 3
“The boy woke up. He brushing. He put his shurt on.”
3 sentences, at least 1 complete 4
“The boy woke up. He brushed his teeth. He changed his pajamas and put on his shirt. He is ready to go to school today.”
3 complete sentences, at lest one with syntactical complexity

32. Partner Talk
What are the instructional implications for the writing domain?

33. What will CELDT look like at your school site?
How will you set expectations for the testing environment?
How will teachers reinforce these expectations?
How will parents be informed?
Who will test the students?
Where will students be tested?

34. Objectives
 Did I gain a better understanding of the purposes and components of the California English Language Development Test (CELDT)?
 Did I discuss the instructional implications of CELDT for the academic year?

35. “The limits of my language are the limits of my world.”
Final Thought
“The limits of my language are the limits of my world.”
- L. Wittgenstein