CELDT Released Questions

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CELDT Released Questions
CELDT - California English Language Development
Test
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Part 2. Listening Comprehension
It was lunchtime and Kim was running as fast as
she could to Ms. Chins classroom. She wanted to
play with Buster. Whos Buster, you ask? Buster
is a fluffy black and white rabbit that Ms. Chin
keeps in her classroom. Ms. Chin teaches science,
and she brought Buster to school for her students
to study. If students want to play with Buster or
hold him or feed him, they have to come to Ms.
Chins classroom during lunchtime. So Kim was
on her way to see Buster. She had never fed a
rabbit before, and she wanted to see Buster
before the other children did.

• Where was Kim going? 2. Who is Buster?
  3. What did Kim want to do?
• ____ to a classroom ___a friend of Kims ___eat
  lunch
• ____ to the pet store ___ Kims pet
  rabbit ___feed Buster
• ____ to the lunchroom ___Ms. Chins
  rabbit ___play outside

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Part 2. Speaking Speech Functions
You are drawing a picture. You want to borrow a
blue marker from your friend. What would you
say to your friend?
There is a new student at your school. You see
the student in the hall and he or she looks lost.
You want to offer to help the student. What
would you say?
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Part 2. Speaking Give two reasons why
Suppose that you can go to either a sports event
or an amusement park. Which would you
choose? Tell me why. Give me at least two
reasons.
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I will start the story for you. Yesterday, Maria
and a group of friends played baseball. Tell me
what happened.
Part 2. Speaking - Retell
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Part 3. Reading Comprehension
Annas school is putting on a play. Robert is
making the costumes. Sara is writing the words
the actors will say. Ben is painting pictures for
the stage. Maria is going to sing a song.
Anna is going to act in the play. She is
going to be a bird. She has to practice what
she will say and do on the stage. Anna wants to
be ready when the play begins!
1. What is the BEST title for this story? ___
Sara Writes a Play ___How to Act like a
Bird ___ The School Play 2. Why does Anna
practice what she will say and do in the play?
___ She wants to be ready to act. ___ She wants
to make her own costume. ___ She wants to write
the words for the actors. 3. What will MOST
LIKELY happen in the play? ___ Robert will write
the words to the play. ___ Maria will help Ben
paint pictures. ___ Anna will act like a bird.
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Part 4. Write a sentence
Write a sentence that describes what is happening
in the picture.
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Part 4. Write a story or paragraph
In this section, you will write a story. Look at
the four pictures. Under these pictures, you will
see some words that start the story for you. Look
at what is happening in the pictures and then
finish writing the story.
In the summer, my brother and I
Or
Write about the given topic. In one paragraph,
describe your greatest adventure.
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(No Transcript)
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Blooms Level of Thinking
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Blooms Lower Level of Thinking
Level 1 Knowledge - This is most frequently used
when teaching ELs, especially for students at
the beginning level. Responses to questions at
this level can be made using yes/no or text
embedded questions.
Level 2 Comprehension - This level shows that
the student has understood the facts and can
interpret them. Effective teachers of English
learners use this level of questioning a lot. Why
did? How will? Why was?
Blooms Higher Level of Thinking
Level 3 Application - Students are learning to
solve problems by using previously learned facts
in a different way. ELs will need scaffolding
and word banks. Construct, Develop, Organize,
Plan, Select, Solve Why did? How would you? Can
you identify? What questions would you ask?
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Blooms Higher Level of Thinking (cont)
Level 4 Analysis - At this level students may
not have enough vocabulary and language to
express responses in English. However, English
Learners should be able to complete some of these
tasks at this level with some teacher
scaffolding Classify, Contrast, Compare,
Categorize, Sequence How do we know? How would
you compare? What do you think will happen if?
Level 5 Synthesis - At this level students are
compiling information together in a different way
by combining elements in a new pattern or
proposing alternative solutions. ELs will need
teacher support and scaffolding to answer
questions at level 5. How would you solve? How
would you change?
Level 6 Evaluation Questions at this level can
be modified so that the language is simplified
but the task remains the same. English learners
should be able to Give opinions, Make
judgments, Evaluate work What do you think will
happen if? Why? What do you like best about?
Why?
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Cummins Quadrants- Classroom Application

Following simple written or verbal
instructions Task Cards Posted Agenda without
Graphics Posted State Standard Posted Schedule
Following Routines with consistent
vocabulary Follow simple oral directions with
gestures or pictures Build Background/ Activate
Prior Knowledge Non-verbal response
activities Use of context to preview/ introduce
Lower Blooms Levels Knowledge Comprehension
Realia to explain academic concept Graphic
Organizers Manipulatives Visuals Video
Clips Powerpoint with Graphics Experiments Project
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Higher Blooms Levels Application Analysis Synthes
is Evaluation
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Why are engaging activities like Think (Write)
Pair Share a powerful strategy to check for
understanding?

• Built in wait time
• Students dont process at the same rate
• Students need 3-5 seconds or up to 8-10 seconds
  to formulate responses
• (average teacher wait time is 1 second)
• Gives equal opportunity for all students to
  think about their response

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What do we need to integrate into our Pacing
Guides that would help teachers increase language
proficiency?
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Updating the ELD Pacing Guides
Using Susana Dutros Thumbnail Functions Chart
and Focused Approach
All three focus standards each unit w/specific
unpacked standards
Using Curriculum Associates CELD and CELDT
Release Questions
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Todays Work by 1230pm
Adjust the Calendar for 2011 Map the unpacked
standards for each unit.