Supporting English Learners in CELDT

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Supporting English Learners in CELDT

• LAUSD/District 6

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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

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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

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Overall Proficiency Level Tables
K-2 Beginning (1) Early Intermediate (2) Intermediate (3) Early Advanced (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) Early Intermediate (2) Intermediate (3) Early Advanced (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
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New Reclassification Criteria
Criteria Grades 1 2 Grades 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 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
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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

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2006-2007 CELDT Results by Grade Level
Source LAUSD Decision Support System (DSS)
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School Site Data

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

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

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

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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?

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Listening

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

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Partner Talk

• What are the instructional implications for the
  listening domain?

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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?
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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 _____.
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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?
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Speaking

• Choose and Give Reasons stating a preference
  and giving two reasons
• NOTE Which would you rather (verb)?

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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
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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.

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Partner Talk

• What are the instructional implications for the
  speaking domain?

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Reading

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

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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

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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 didnt know anyone.
• comfortable 2. angry
• 3. sick 4. quiet

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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
  didnt go to school.
• feeling upset 2. feeling excellent
• 3. cold 4. feeling sick

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Reading

• Reading Comprehension and Literary Analysis
  facts, inferences, and critical analysis of
  written stories
• Good resources for expository text
• 1.Whats Happening in the World?
• Lawrence Gable. www.whpubs.com
• 2. Time for Kids www.timeforkids.com

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Partner Talk

• What are the instructional implications for the
  reading domain?

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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. couldnt 2. havent 3. shouldnt

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Writing

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

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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 Hes walking in the rain. Correct, some syntactical complexity specific vocabulary
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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

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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
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Partner Talk

• What are the instructional implications for the
  writing domain?

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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?

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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?

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Final Thought

• The limits of my language are the limits of my
  world.
• - L. Wittgenstein