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Supporting English Learners in CELDT LAUSD/District 6.

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Presentation on theme: "Supporting English Learners in CELDT LAUSD/District 6."— Presentation transcript:

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) Intermediate (3) Early Advanced (4) Advanced (5) Kinderga rten Grade Grade Beginning (1) Early Intermediate (2) Intermediate (3) Early Advanced (4) Advanced (5) Grade Grade Grade

5 New Reclassification Criteria* CriteriaGrades 1 & 2Grades 3-5/6 CELDT Overall Level 4 or 5 (no skill area lower than 3) 4 or 5 (no skill area lower than 3) ELA Grades3 or 4 CST (ELA)-B or P or A Grade Level Benchmarks At benchmark on 3 consecutive OCR assessments *1 st grade excludes: Week 6 (2000) Units 1 & 2 (2002) - *As of 10/6/06

6 What is the purpose of CELDT? 1.To identify new students who are English learners in grades K-12 2.To determine their level of English language proficiency 3.To annually assess their progress in acquiring listening, speaking, reading, and writing skills in English

7 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 & 1st2 nd -12 th Listening Speaking 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 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 Speaking *Speech Functions: using language for specific tasks NOTE: Field tested for K-2 in 06-07, will be official item in May I drink water? I apologize for eating your cookie.

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 0No response 1Response has limited vocabulary and major grammatical errors 2Has sequence; lacks major events; has developing vocabulary; many grammatical errors 3Lacks elaboration of major events and precise word choice; has basic sentence structures with some grammatical errors 4Includes 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. 1.kite 2.not 3.carve 4.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. toe2. bat3. 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. 1.comfortable2. angry 3. sick 4. 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. 1.feeling upset2. feeling excellent 3. cold4. 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’t2. haven’t3. 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 0 “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 0“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 Final Thought “The limits of my language are the limits of my world.” - L. Wittgenstein


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