Presentation on theme: "Supporting English Learners in CELDT"— Presentation transcript:
1 Supporting English Learners in CELDT LAUSD/District 6
2 ObjectivesGain 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 learnersCELDT is one of the criteria for reclassification in grades 1-12The test is incorporating more academic language; therefore it is getting more difficult each passing year
5 New Reclassification Criteria* Grades 1 & 2Grades 3-5/6CELDTOverall Level4 or 5(no skill area lower than 3)ELA Grades3 or 4CST (ELA)-B or P or AGrade LevelBenchmarksAt 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-12To determine their level of English language proficiencyTo 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 DataLook at your school CELDT data and identify areas of strengths and needs
9 Which skills are tested by CELDT? Kindergarten & 1st2nd-12thListeningSpeakingReadingWriting
10 ListeningFollowing Oral Directions: responding to social and classroom commandsExample:Choose the picture that shows the tool you would need to cut paper.
11 ListeningTeacher Talk: understanding spoken information in academic settingsNOTE: Story prompt may be read twiceA 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 ListeningExtended Listening Comprehension: answering questions about a short storyNOTE: Story may only be read once
13 Partner TalkWhat 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 adverbsNOTE: Examiner discretion may be usedWhat is this? What can you do with it?
15 Speaking*Oral Vocabulary: knowing how to use nouns, action words, adjectives, and adverbsNOTE: Negations are not acceptable for the antonym itemsHere the recycling bin is full.Here the recycling bin is _____.
16 I apologize for eating your cookie. Speaking*Speech Functions: using language for specific tasksNOTE: Field tested for K-2 in 06-07, will be official item in 07-08I apologize for eating your cookie.May I drink water?
17 Speaking*Choose and Give Reasons: stating a preference and giving two reasonsNOTE: Which would you rather (verb)?
18 Speaking*4-Picture Narrative: telling a story based on a series of picturesNo response1Response has limited vocabulary and major grammatical errors2Has sequence; lacks major events; has developing vocabulary; many grammatical errors3Lacks elaboration of major events and precise word choice; has basic sentence structures with some grammatical errors4Includes 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 TalkWhat 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.kitenotcarvetent
22 Reading Fluency and Reading Vocabulary: a range of word definitions ExampleRead 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 ExampleChoose 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. angry3. sick quiet
24 Reading Fluency and Reading Vocabulary: a range of word definitions ExampleChoose 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 excellent3. cold 4. feeling sick
25 ReadingReading Comprehension and Literary Analysis: facts, inferences, and critical analysis of written storiesGood resources for expository text:1.What’s Happening in the World?Lawrence Gable.2. Time for Kids
26 Partner TalkWhat are the instructional implications for the reading domain?
27 WritingGrammar and Structure: using standard English grammatical structure and writing conventionsExampleChoose 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 ExampleWrite 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/p2“He is walking.”Correct but simple s/p3“He’s walking in the rain.”Correct, some syntactical complexity; specific vocabulary
30 Writing*Short Composition: composing short paragraphs on specific topicsNOTE:Students in grades 2-5 will write a story about a series of four pictures with a starting written promptThey need to use descriptions, details, and examplesThere should be a beginning, middle, and an endGrammar, capital letters, punctuation, and spelling are important
31 Writing “boy” Isolated English words 1 “wake up” Recognizable phrases “boy”Isolated English words1“wake up”Recognizable phrases2“the boy wake up”“He go to scool”Simple sentences w s/p; errors ok3“The boy woke up. He brushing. He put his shurt on.”3 sentences, at least 1 complete4“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 TalkWhat 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