class_2_Display_Ref_CELDT_10.ppt

class_2_Display_Ref_CELDT_10.ppt - ED 360F ED ELD/SDAIE...

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Unformatted text preview: ED 360F ED ELD/SDAIE Methods & Procedures Brent Elder & Jennifer Scalzo ED 360 ED ELD/SDAIE Methods & Procedures e-mail: office: jscalzo@education.ucsb.edu brent_elder05@yahoo.com ESSB 3224; by appointment Class # 2 Class s s s s s ELD Review EDL Observation Guide CELDT Released test questions scavenger hunt English language learners in your classroom placements Display and Referential Questions Proficiency levels Proficiency s s s s s Beginning (B) Early Intermediate (EI) Intermediate (I) Early Advanced (EA) Advanced (A) EO= English Only IFEP= Initial Fluent English Proficient RFEP= Re-designated Fluent English Proficient s s s English Language Development English s s ELD lessons focus on language ELD development (i.e. verb tense, past –ed, development subject-verb agreement, prepositions, use of adjectives & adverbs…and vocabulary) adjectives ELD lessons are not necessarily designed to ELD teach content (although content vocabulary may be used to teach language). may English Language Development English s s s English language was formerly referred to as English development (ELD) as a second language (ESL). language ELD is instruction in the target language, ELD English, which is not the home language of the students. Research has shown that through providing Research students with comprehensible input in a comfortable affective setting which encourages two-way interactions, llanguage anguage two-way acquisition can occur. English Language Development English Program Models s s s s s “Pull-out”- ELLs go to specialist for daily ELD lessons for varying amounts of time “Push-in” - specialist comes in and does in class modifications during Language Arts time modifications New comer program- combines ELD with content instruction, may include L1 support when feasible, limited amount of time limited In-class-small-group instruction by classroom teacher teacher ELD classes based on proficiency level(s): B, EI, I, EA, A EA, ELD Observation ELD Arrange to observe an ELD lesson. Can be your classroom teacher, another Can teacher, or ELD specialist. teacher, Try to arrange this in groups (by school site) Try if it is an ELD specialist Candidates will complete a 2-3 page Candidates Observation Write-Up: one per school site Observation Section B: ESC students should pair up with an Section MST student and complete your observation together together This is also a collaborative assignment Observation Assignment Observation Provide a short 10 minute presentation to Provide colleagues colleagues s This could be in the form of a Powerpoint This presenation, poster, or handout presenation, s Due Tuesday, Oct. 12. Due Oct. s Observation guiding questions Observation s s s s s Which program model is being used (if any)? When does the class meet and for how long? Where does the class meet? Who is participating in the class s Teacher: aide, specialist (PT or FT), Teacher: classroom teacher s Students: grade level(s), EL proficiency Students: levels (B, Early Intermediate, Intermediate, Early Advanced, Advanced) What is being taught (skill, vocabulary)? QUESTIONS? QUESTIONS? s Questions about ELD Observation? ELD Standards: ELD Domains and Strands Strands Listening/Speaking Reading Writing strategies/ applications comprehension Fluency & Vocabulary strategies/ applications conventions Strands Word analysis literary response ELD Standards K-2 K-2 s s s s s 3-5 6-8 9-12 Beginning Early Intermediate Intermediate Early Advanced Advanced How are EL students designated? Student enrolls Home Language Survey L1 is non-English Not fluent in English Designated EL Annual CELDT CELDT L1 is English I-FEP L1 is English Not an EL CELDT CELDT California English Language California Development Test Development What is the CELDT? What s s s s The CELDT is the California English The Language Development Test. Language It was instituted by Assembly Bill 748 and It expanded by Senate Bill 638 expanded It is contained in Education Code sections It 313, 60810, and 60812 313, It is part of federal law, No Child Left Behind, It Title III, requiring an annual English proficiency assessment. proficiency Who does take the CELDT? Who s s s s Any student who has a language other than English indicated on the first three questions on the Home Language Survey must take the CELDT. Students who have previously taken the CELDT will take the test as an annual review. Based on the results of the tests, students receive a language classification of English learner (EL) or Initial Fluent English Proficient (IFEP). Parent “opt-outs” are not allowed for this test (Education Code Section 313). What is the Home What Language Survey? s s s The Home Language Survey must be The completed upon registration in a new school district. district. The HLS has four questions to which the The guardians of the student must respond. If the answer to any of the first three If questions is a language other than English, CELDT must be administered. What are the 4 questions on the HLS? the s s s s Which language did your son/daughter learn Which when he/she began to talk? when What language does your son/daughter most What frequently use at home? frequently What language do you most frequently use What when speaking to your child? when Name the language most often spoken by Name the adults at home? the Do students in special education have to take the CELDT? have Yes, however for students with severe Yes, cognitive disabilities the district can use alternative assessment(s) as defined in the students’ IEP or 504 Plan to determine English proficiency. determine s The IEP team must review results of the The alternate assessment(s) and CELDT to determine student’s proficiency level. determine s When is the CELDT given? When The The “initial” CELDT must be administered within 30 calendar days of enrollment in California schools. testing window for the “annual” CELDT is July 1-October 31. The The What does the CELDT test? What Speaking - individually administered Speaking and scored and s Listening - group administered group s Reading - group administered Reading group s Writing - group administered group s The CELDT is not a timed test. The Scores Scores Students are given an overall (average) score and s Students are given a score for each skill area: s L/S s Reading s Writing s What scores designate EL? What s Student is identified as an English Learner if: -Overall score is below early advanced OR -Overall score is early advanced or higher, BUT one or more skill area scores are below intermediate. This score designates EL: This For example: s CELDT level (overall): Intermediate s L & S: Early Advanced s Reading: Intermediate s Writing: Early Intermediate s This score also designates EL: EL: For example: s CELDT level (overall): Early Advanced s L & S: Advanced s Reading: Early Intermediate Reading: Early s Writing: Intermediate s Where can I go for more information? information? See guidelines at: s www.cde.ca.gov/ta/tg/el In groups of 4 (with at least one ESC person per group)… person s s s Please take out the list of the English learners in your classroom If you did not have any English learners, we will provide some examples for interpretations for you to make. What kind of information do you have about these EL students (for example, proficiency levels, in class assessments, etc.)? In groups of 4… In s s s What do you know about these students through working with them, talking with your CT, observing them work in class, assessments, etc.? What kinds of assessments have you seen implemented in your classroom? With the information, what kinds of With recommendations/modifications might you make? make? CELDT Released Test Questions (RTQs) scavenger hunt s Find a CELDT question that is an example of: (reader pp. 27­ 81) 1. 2. 3. 4. 5. 6. K­2 speaking 3­5 reading comprehension 3­5 listening 6­8 word analysis 3­5 writing Grade 2 reading Display and Referential Questions Questions Display Questions – pages 21-24 pages Display s Display questions are questions to which the Display questioner already knows the answer. These are the kinds of questions teachers tend to use in the classroom. “Is this a book or a pencil”?” Is “What color is my blouse?” What “Who is the main character in the story?” “What did we discuss yesterday?” s s s s Display Questions – pages 21-24 pages s s s s Long’s research showed that 98% of Long’s 98% questions asked in classrooms are display questions. Display questions tend to elicit lower level Display thinking (recall, comprehension) thinking Display questions elicit little language, Display typically not highly interactive typically Display questions are a way to check Display are understanding Display Questions – pages 21-24 pages s s s s Long’s research showed that 98% of Long’s 98% questions asked in classrooms are display questions. Display questions tend to elicit lower level Display thinking (recall, comprehension) thinking Display questions elicit little language, Display typically not highly interactive typically Display questions are a way to check Display are understanding Referential Questions – pages 21-24 pages s Referential questions are questions to which the Referential questioner does not already know the answer. does “What is your favorite color?” “How did you solve the problem?” How “Who do you think is the most important character in Who the story?” “What do you remember from yesterday’s What discussion?” discussion?” s s s s Referential Questions – pages 23 pages s s s s Long’s research supports the inclusion of Long’s referential questions. referential Referential questions elicit higher level Referential thinking. thinking. Referential questions create Referential “informational equals” and can be highly interactive. interactive. There is a personal investment in There responding. responding. Display & Referential Questions - page 24 s Write one display and one referential question for each curricular category below. Remember, a display question is one to which the answer is known to the asker. A referential question is a genuine request for information not known by the asker. Display Question _________________ _________________ _________________ _________________ _________________ _________________ Referential Question _________________ _________________ ________________ ________________ _________________ _________________ s Play science Social Studies Language Arts math ELD - source: Michael Long, 1980 source: First Language Acquisition s s s s Researchers estimate that typically developing native speakers of English have a repertoire of approximately 4,000­5,000 English words by age 8. They continue to acquire approximately 1,000 more words each year they are in elementary school (Linfors, 1987; Nagy, 1988). By age 13 a typically developing native speaker of English will have approx. 9,000­10,000 words in their vocabulary. Coelho (2004), Collier (1995) Second Language Acquisition Beginning ◦ 500 word receptive vocabulary Early Intermediate ◦ 1000 word receptive vocabulary ◦ 100 word productive vocabulary Intermediate (1­2 years) ◦ 7000 word receptive vocabulary ◦ 700 word productive vocabulary Early Advanced (3­5 years) ◦ 12,000 word receptive vocabulary ◦ 1200 word productive vocabulary Advanced (5­7 years) ◦ Near native-like proficiency Conversational/Academic Language Language BICS CALP Basic Interpersonal Communication Skills Basic (BICS) Cognitive/Academic Language Proficiency Cognitive/Academic (CALP) Conversational/Academic Language Proficiency Principle Proficiency Surface Language: •Pronunciation •Fluency •Vocabulary Academic Language: •Literacy •Generating hypotheses •Conceptual understandings Homework Homework s s s Assignments due in 2 weeks: Do: s Schedule an ELD Observation – each person Schedule observes an ELD lesson observes s See handout. Also, the observation guide is in the See reader (see reader p. 7, although the date is wrong, I apologize!) wrong, s Write-up and presentation due Oct. 12 Oct. For next class: Read IN READER: (Pages 95-112) Read (Pages s Dutro, S. and Moran,C. (2003). “Rethinking Dutro, English Language Instruction: An Architectural Approach” Reminders Reminders s Section B will meet with Brent and I NEXT Tuesday (9/21) from 4-6:50 instead of 9/28. instead Section A, this change does not affect Section your schedule-you will meet 9/28 from 1-3:50. 1-3:50. s ...
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