Silvia C. Dorta-Duque de Reyes San Diego County Office of Education CELDT – Dig In Module 4 This...
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Transcript of Silvia C. Dorta-Duque de Reyes San Diego County Office of Education CELDT – Dig In Module 4 This...
Silvia C. Dorta-Duque de ReyesSan Diego County Office of Education
CELDT – Dig In
Module 4
This module familiarizes teachers with CELDT and engages them in a step-by-step in depth analysis of the content of the assessment, and its relationship to the ELD and ELA standards. Instructional implications across language domains are explored.
TABLE TALK WARM-UP!
Choose a recorder - Brainstorm - Record Ideas !
What do we already know about the CELDT?
California English Language Development Test
Silvia Dorta Duque de Reyes SDCOE [email protected]
CELDT: A Closer Look
AGENDA
1. We will be examining CELDT items
2. Brainstorming classroom implications
3. Sharing easy to implement strategies that will promote language acquisition
and student achievement!
Silvia Dorta Duque de Reyes SDCOE [email protected]
1. Provide access to grade level academic content instruction.
2. Develop students’ academic English Language proficiency.
Districts have a dual obligation to English Learners to:
Accountability System for English Learners in California
External Accounta
bility Source
How Tested
Unit of Accounta
bility
Accountability
Measure
Title I(NCLB)
CSTCAHSEE
School and
District
APIAYP
3 AMAOsNCLB Title I requires schools and districts to:
1. Evaluate EL student progress by measuring student overall achievement
2. Evaluate EL student progress by time in the program
3. Use data to improve programs
Provide access to grade level academic content instruction
External Accounta
bility Source
How Tested
Unit of Accounta
bility
Accountability
Measure
Title III(NCLB)
CELDT Districtand
Schools
AMAOsAnnual
Measurable Achievement
Objectives
NCLB Title III requires states to:
1. Establish English language proficiency standards2. Conduct an annual, standards-based assessment of
English language proficiency3. Define annual measurable achievement objectives for
increasing the percentage of EL’s progressing towards and attaining English proficiency
4. Holds district accountable for meeting the AMAO’s
Develop students’ academic English language proficiency
AMAO #1 AMAO #2 AMAO #3
Annual increases in the number or percentage
of English Learners making progress in learning English
Annual increases in the number or percentage
of English Learners attaining
English language proficiency
by the end of each school year
Meeting the academic achievement targets of
English Learnersproficient or above
in English Language Artsand Mathematics
One level per year
Sustained and Even movement across all
domains
Academic Achievement as measured by the CST
AMAO’s for English Learners Developing and Attaining
English Language Proficiency
CST CELDTPURPOSE
Why is this test given?
POPULATION
Who takes this test?
ADMINISTRATION
Who gives the test ?Under what conditions?
ACCOUNTABILITY
How are the results reported?What do the results show?
California Assessment System for English Learners
Silvia Dorta Duque de Reyes SDCOE [email protected]
CELDT Components by Domains
Listening:
Following oral directionsListening Comprehension – Teacher TalkExtended Listening ComprehensionRhyming
CELDT Components by Domains
Speaking:
Oral VocabularySpeech FunctionsChoose and Give ReasonsFour Picture Narrative
CELDT Components by Domains
Reading
Word AnalysisFluency and VocabularyReading Comprehension
CELDT Components by Domain
Writing
Grammar and StructureSentencesShort Composition
In grade level groups, we are going to be analyzing CELDT in order to discern:
• Cognitive Task• Language Performance Task• Academic Language• Pre-requisite or assumed skills• Instructional implications
CELDT ANALYSIS ACTIVITY
CELDT Release Question Dig-In
Step 1: Note the Grade Level
Step 2: Identify the ELA standard (domain, strand, sub-strand)
Step 3: Identify the ELD Standard
Step 4: Note the Overall Range of Student Performance
Step 5: Examine the Test Item
Step 6: Identify the Academic Language
Step 7: Identify the Cognitive Task
Step 8: Identify the Language Task
Step 9: Identify Assumed or Pre-requisite Skills
Step 10: What are the instructional implications?
Step 11: How can primary language instruction help accelerate English
language acquisition?
Step by Step Process
1
2
9
5
6, 7, 8
4
3
10
11
Taking it Back Quick-Write!1. Write down questions thoughts, ideas relating to
this module.
2. How relevant is this information to building capacity and increasing student achievement
at your site?
3. Quick pair-share!
1. Write down questions thoughts, ideas relating to
this module.
2. How relevant is this information to building capacity and increasing student achievement
at your site?
3. Quick pair-share!How will your efforts be evidenced?