Supporting English Learners in CELDT

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 2007-2008 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

5. New Reclassification Criteria* *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 2006-2007 CELDT data and identify areas of strengths and needs

9. Which skills are tested by CELDT?

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 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

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 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. • 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. www.whpubs.com 2. Time for Kids www.timeforkids.com

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

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

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 2007-2008 academic year?

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