supporting english learners in celdt

Supporting English Learners in CELDT

LAUSD/District 6

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 2007-2008 academic year

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

Overall Proficiency Level Tables

K-2 Beginning

(1)

EarlyIntermediate

(2)

Intermediate

(3)

EarlyAdvanced

(4)

Advanced

(5)

Kindergarten

180-356 357-406 407-455 456-504 505-600

Grade 1 180-356 357-406 407-455 456-504 505-600

Grade 2 215-396 397-446 447-495 496-539 540-635

3-5 Beginning

(1)

EarlyIntermediate

(2)

Intermediate

(3)

EarlyAdvanced

(4)

Advanced

(5)

Grade 3 230-414 415-459 460-513 514-556 557-700

Grade 4 230-432 433-472 473-530 531-574 575-700

Grade 5 230-437 438-482 483-538 539-586 587-700

New Reclassification Criteria*

Criteria Grades 1 & 2 Grades 3-5/6

CELDTOverall Level

4 or 5(no skill area lower than

3)

4 or 5 (no skill area lower than 3)

ELA Grades 3 or 4 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

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

2006-2007 CELDT Results by Grade Level

Source: LAUSD Decision Support System (DSS)

School Site Data

Look at your school 2006-2007 CELDT data and identify areas of strengths and needs

Which skills are tested by CELDT?

Kindergarten & 1st

2nd-12th

•Listening•Speaking

•Listening•Speaking•Reading•Writing

Listening

• Following Oral Directions: responding to social and classroom commands

• Example: Choose the picture that shows the tool you would need to cut paper.

Listening• Teacher Talk: understanding spoken

information in academic settings

• NOTE: 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?

Listening

• Extended Listening Comprehension: answering questions about a short story

• NOTE: Story may only be read once

Partner Talk

What are the instructional implications for the listening domain?

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?

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 _____.

Speaking

• *Speech Functions: using language for specific tasks

• NOTE: Field tested for K-2 in 06-07, will be official item in 07-08

May I drink water?I apologize for eating

your cookie.

Speaking

• *Choose and Give Reasons: stating a preference and giving two reasons

• NOTE: Which would you rather (verb)?

Speaking

• *4-Picture Narrative: telling a story based on a series of pictures

0 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

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.”

Partner Talk

What are the instructional implications for the speaking domain?

Reading

• Word Analysis: patterns and structure of words

• ExampleFind the word that has the same beginning sound as knit.

1. kite 2. not 3. carve 4. tent

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

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.

1. comfortable 2. angry3. sick 4. quiet

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.

1. feeling upset 2. feeling excellent3. cold 4. feeling sick

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. www.whpubs.com

2. Time for Kids www.timeforkids.com

Partner Talk

What are the instructional implications for the reading domain?

Writing

• Grammar and Structure: using standard English grammatical structure and writing conventions

• ExampleChoose 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

Writing

•*Writing Sentences: constructing sentences on specific topics

•Example

Write a sentence that describes what is happening in each picture.

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

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

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

Partner Talk

What are the instructional implications for the writing domain?

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?

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 2007-2008 academic year?

Final Thought

“The limits of my language are the limits of my world.”

- L. Wittgenstein