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Contact Information

CTEL EXAM PREP MODULE 2


Mark Rounds

email: mrounds@sdcoe.net website: ctelresources.wetpaint.com

Module 2
Domain 2 - Foundations of English

Language/Literacy Development and Content Instruction Domain 3 - Approaches and Methods for ELD and Content Instruction Domain 1 - Assessment of English Learners

CTEL MODULE 2 DOMAIN 2 004


Foundations of Programs for English Learners CTEL Text: Chapter 4 Participant Manual: pp. 13-21

(004) Benchmarks

116-126

(004) Benchmarks

116-126

1700-European immigrants settle in rural

enclaves and run their own non-Englishspeaking schools 1839-Ohio is the first state to adopt a bilingual education law, allowing schools to operate in German and English at parent request 1847-Louisiana passes similar law for French & English 1848-Treaty gave Mexicans the right to speak Spanish in CA 1864-Congress prohibits Native Americans from being taught in their own language

1870-School Superintendent in St. Louis points out

socio-cultural weaknesses if people lose ability in native language 1879-Children are punished when caught using native language 1888-Legislation attempted in both states 1900-At least 600,000 taught in German 1906-Congress passes first English-only law 1917-Anti-German sentiment begins to extend to other languages

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(004) Benchmarks

116-126
40s

(004) Benchmarks
who are poorer and less educated

116-126

1934-The de facto policy continues into the

1980-Ordinance is in response to new waves of immigrants 1994-Prop 187 would have made it illegal to provide

& 50s 1959-Cuban immigrants arrive in Miami 1961-Full bilingual program for Cuban immigrants 1968-Act provided money for programs of native language instruction 1974-Supreme Court determines that schools that do not make special provisions for students learning English are not providing equal educational opportunities.

education to illegal residents. Was overturned on appeal


1998-Ed. Code 300-340-Required that instruction be

overwhelmingly in English
2001-Provided federal funding to schools to support the

instruction of English Learners


2004-Individuals with Disabilities Education Act ensures

an equitable education for students with disabilities


2004-CA schools must provide equitable access to

textbooks and facilities, and facilities and teachers must be appropriately authorized

(004) Lau vs Nichols

118

(004) Lau Remedies

119

Supreme Court decision (1974) of a suit

Published by US Commissioner for Ed. Standardized requirements for identifying

brought by native Chinese speaker in San Francisco schools Made illegal those educational practices that excluded children from effective education on the basis of language Court ruled that simply providing same instruction and materials in English was not equitable

and evaluating ELs.


Defined instructional treatments,

procedures to transfer to all-English classes, and professional standards for teachers. Still in use in states without regulations.

(004) NCLB (Title III)

123, 126

(004) IDEA

122

States that English Learners will develop

high levels of academic proficiency and meet the same challenging academic standards as do their native-English speaking peers. Funding for ELs and immigrants Accountability requires annual progress in learning English, progress towards reclassification, and academic progress

Individuals with Disabilities Education Act Reauthorized previous Special Education

law Stipulates that children not be labeled disabled if poor school achievement is due to ethnic, linguistic, or racial difference

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(004) Proposition 227

124-125

(004) Williams vs CA

125

Requires equity in provision of textbooks, Ed. Code 300-340 Instruction overwhelmingly in English Alternative programs through waiver

maintenance of facilities, and appropriately authorized staff (including teachers of English Learners)

process

(004) Heritage Language

126

(004) Dual Immersion


Half EL, half EO

127

AKA developmental bilingual programs Designed for students with a primary

Goal is for students to be proficient in both

language other than English. Goals include maintenance and development of native language

languages AKA additive bilingualism


High level of academic competence in two

languages by ELs and EOs

(004) English Only


Goal of assimilation

127-128

(004) Equity Issues


Program Placement Length of time in program Tracking Special Ed Student Data Retention/promotion

129-130

Belief that common language is a unifier Belief that students will be more

academically successful

Dropout rates/expulsion and detention rates Staffing Teacher qualification Teacher retention Funding

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(004) Types and Models


Structured English Immersion English Language Mainstream Dual Language Transitional Bilingual Education Placement Criteria Less than reasonable fluency Reasonable fluency Parental exception waiver Parent choice Parental exception waiver

(004) Parental Exception Waivers 124


Waiver Type Prerequisites Conditions Time Frame

A. English Speakers

Knows English based on standardized tests

NA

Within 20 instructional days

Exit Criteria

Reasonable fluency

Fully fluent

District criteria

Program Length

1 year

Until redesignated

Parent choice

District criteria

B.Older Students

10 years or older

Informed belief

Within 20 instructional days

Class Composition

District policy

ELs and EOs

50/50 ideal

Depends on models

Language Composition Required Components

Overwhelmingly in English ELD Access to core(CBELD)

Overwhelmingly in English ELD Access to core(SDAIE)

Depends on model ELD Access to core(L1/L2)

Depends on model

C.Special Needs

ELD Access to core(L1/L2)

Already placed for not less than 30 days in an English Language classroom

Informed belief, with approval

No later than 10 days after 30 day placement or 20 instructional days

(004) English Language Development (ELD)


Goal: Language Proficiency Purpose: Developing SKILLS Limitations: Appropriate for development

(004) Content-Based ELD


Goal: Access to core

138

Purpose: Develop language through core

content of language ONLY. Content will not be grade-level appropriate


Limitations: While providing access to

some core content, concepts do not provide grade-level academics.

(004) SDAIE

139-140

Goal: Access to grade-level core content Purpose: Mastery of grade-level core

CTEL MODULE 2 DOMAIN 2 005

content through specially designed, language-based strategies


Foundations of English Literacy

Limitations: Delivery may only include

essential standards due to need for slower pacing.

CTEL Text: Chapter 5 Participant Manual: pp.22-30

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(005) Oral and Written


Oral Language

(005) Vocabulary Knowledge


How well developed vocabulary is Level of vocabulary: social vs academic

Written Language Language Experience Approach

Written Language Using text to paraphrase

Oral Language

(005) Educational Background


Prior knowledge Literacy skills Previous schooling Background knowledge(familiarity with

(005) Level of English Proficiency


Beginner Early Intermediate Intermediate Early Advanced Advanced

concepts)

(005) Primary Language


How well developed literacy skills are Linguistic differences between primary

(005) Motivation
Necessity Personal importance Affiliation (e.g. teacher, peers)

language and English

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(005) Pedagogical Practices


writing

150

(005) Pedagogical Practices


Provides a balanced, comprehensive

Integrate listening, speaking, reading, and

reading program
Balance between phonics and

Being cognizant of integrating L S R W

while teaching Math, Social Studies, Science. Example: After a science experiment, use the Language Experience Approach to develop literacy through science

comprehension; integrates L S R W

(005) Pedagogical Practices


Uses standards-based thematic unit

150

(005) Pedagogical Practices

150

organization
Themes based on standards

Creates a language-rich environment Accessible contextualized print, guest

speakers, films, experiments

(005) Pedagogical Practices

150

(005) Pedagogical Practices

150

Adapts instruction and materials to meet

the special needs of English Learners


Culturally and linguistically appropriate Use effective strategies (graphic

Plans meaningful and purposeful literacy

activities
Relating your content and instruction to

organizers, visuals, contextualization, realia, etc.)

real life

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(005) Pedagogical Practices

150

(005) Pedagogical Practices


Utilizes English Learners prior knowledge

Selects appropriate reading materials Variety of genres, multicultural text, high

to promote English language development in reading and writing


Connect to studentsbackgrounds

interest, relevant
Make sure that EL proficiency level is taken

into consideration

(005) Pedagogical Practices


Scaffolds literacy activities Provide well structured activities with

(005) Pedagogical Practices


instruction in key skills
Make no assumptions Skills must be taught

150

Provides organized, systematic, explicit

ample support Example: Brainstorm/outline before required to write

(005) Effective Approaches


Frontloading Vocabulary 249

177

Language Experience Approach 257-258 Interactive Journals 262 Shared Reading Learning Logs Process Writing 264-266 Graphic Organizers 177-184 Pre-Reading Activities 251, 253

CTEL MODULE 2 DOMAIN 2 006


Instructional Planning and Organization for ELD and SDAIE CTEL Text: Chapter 5 Participant Manual: pp. 31-40

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(006) ELD Standards


The Role of ELD Standards Relationship to Native Speakers Levels of English Proficiency 91

(006) ELD Standards

(006) ELD Standards

(006) ELD Standards

(006) ELD Standards

(006) ELD Standards

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(006) Relationship between ELA and ELD

(006) SDAIE
What is SDAIE?

139-144

ELA HIGHWAY

Who should receive SDAIE and why? Why is SDAIE more than just good

teaching?
What is the role of primary language in a

SDAIE class?

L,S

What are some successful SDAIE

strategies?

(006) ELD vs SDAIE


ELD English Language Development Expected learning outcome: explicit, concise, and in-line with appropriate CA ELD and/or Content standards. Focus: Academic English Language Development. SDAIE Structurally Designed Academics in English Expected learning outcome: explicit, concise, and in-line with appropriate CA Content standards. Focus: Content, but mindful of continuing academic English language development. Lesson Characteristics Emphasis is on developing content knowledge in English. L1 (Primary Language) can be used to provide conceptual support. English vocabulary needs to be frontloaded. Scaffold abstract ideas and concepts that require organization.

(006) Content and Language


Content Standard: Students know causes and effects
of different types of severe weather

CONTENT Objective: Students will be able to


DEFINE and DESCRIBE RECOGNIZE

Lesson Characteristics Emphasis is on developing academic English vocabulary and language structures. Accessing prior knowledge is essential. Incorporating and valuing the home culture of the student and the students family. Several opportunities for students to practice all 4 ELD strands Reading, Writing, Speaking and Listening.

LANGUAGE Objective: Students will PARTICIPATE


in discussionsDEFINE and DESCRIBEwill be able to PRESENT

(006) Grouping Strategies 161-167


Mixed with proficient English speakers For hands-on, concrete activities Mixed with same native-language background For conceptually demanding or abstract content Preview-review Description on page 35

(006) Language Development


Primary Language Groups Proficiency Level Groups Mixed Group w/Proficient English

Speakers

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(006) Conceptual Development


Primary Language Groups Proficiency Level Groups Prior Knowledge/Schooling Reading Level

(006) Classroom Community Development


Mixed/Heterogeneous

(006) Physical Setting


Supports Student Interaction Physical Arrangement of Furniture Configurations for whole group vs small group Teacher and Student Movement Language Rich Environment Display and use a variety of print materials in primary language and English Offers Stimuli for Conversation Use of wall space to display content-related information Use of technology and multimedia

(006) Organizing
Role of Paraprofessionals Provide and monitor small group instruction Provide individual support Assist in primary language instruction Volunteers Older students, parents, community members Team Teaching By subject matter or proficiency level Technology Multimedia and specially designed software

CTEL MODULE 2 DOMAIN 2 007


Components of Effective Instructional Delivery in ELD and SDAIE CTEL Text: Chapter 5 Participant Manual: pp. 41-46

(007) CumminsGrid
Cognitively Undemanding

Context Embedded

A C B D
Cognitively Demanding

Context Reduced

Complete Quadrant Activity p.40

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(007) Modification
Modifying vocabulary speed stress intonation repetition amplification

(007) Primary Language


Using cognates Primary language text materials Peer support

(007) Prior Knowledge


KWL chart Anticipation guide Discussion/brainstorm

(007) Contextualization
Embed language in understandable context such as Realia - manipulatives, hands-on props Visual support multimedia and technology resources, charts/maps, nonverbal language

(007) Assessment
Formative Summative Re-teaching as a result

(007) Checking for Understanding


Monitoring comprehension frequently Checking for different levels of

comprehension
Literal Inferential Evaluative Effective questioning techniques Wait time Framing questions appropriately Different types of questions

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(007) Explicit Teachings


Name Give the strategy a name Model How do you use the strategy? Explain Describe how strategy helps Apply Tell when and how strategy can be used Example

(007) Content-Specific Discourse


pp.194-208 List some of the discourse skills

that are critical to a content area that you teach in the specific categories

CTEL MODULE 2 DOMAIN 3 008

(008) In the CA H/SS Standards


White- 63 Male, 11 Female Black- 12 Male, 5 Female Latino- 0 Male, 1 Female Asian- 0 Male, 0 Female Native- 4 Male, 0 Female Total- 79 Male, 17 Female

Effective Resource Use for ELD and SDAIE CTEL Text: Chapter 5 (184-189) Participant Manual: pp. 47-52

(008) Textbook Analyses


Picture Analysis People to Study Analysis Anthology Analysis Storyline Analysis

(008) Brainstorm
How can you modify materials to meet the

cognitive, linguistic, cultural, and academic needs of English Learners?


What should you consider in choosing basic

and supplementary materials?

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CTEL MODULE 2 DOMAIN 3 009

(009) Brainstorm
Reflect on some of the ways you were taught

Approaches and Methods for ELD and Content Instruction CTEL Text: Chapter 5 Participant Manual: pp. 53-56

a foreign language in high school and college. What were some of the activities that you participated in? How well did you learn the language?

(009) Natural Approach


Goal: Comprehension

60-61

(009) Natural Approach


Stage 1: Pre-Production Characteristics:
-minimal comprehension -no verbal production

60-61
Characteristics:
-good comprehension -few grammar errors -near native speech

Theoretical Base: Krashens Monitor Model Key Features: Closely resembles the way

Stage 2: Early Production Characteristics:


-limited comprehension -one/two word response

Stage 3: Stage 4: Speech Emergence Intermediate Fluency Characteristics:


-good comprehension (if context) -errors in pronunciation and grammar -simple sentences -limited descriptive vocabulary

that a child acquires a first language. Effectiveness: Because it is based in acquisition, it is effective when followed explicitly.

Activity Behaviors:
-listen -point -move -choose -match -mime -act out -draw

Activity Behaviors:
-name -list -respond -label -categorize

Activity Behaviors:
-give opinions -defend -debate -justify -examine -analyze -create -evaluate -read -write

Activity Behaviors:
-describe -define -explain -recall -retell -summarize -role-play -compare/contrast

(009) Total Physical Response


Theoretical Base: James Asher, based on

54

(009) CALLA

158-159

association between language and body movement Goal: Comprehension Key Features:
Listening precedes speaking Understanding is developed through body movement Speaking is never forced Effectiveness: Allows for low-stress acquisition of

Theoretical Base: Chamot & OMalley Goal: Development of learning strategies Key Features: CALLA is targeted at EL

receptive vocabulary

students at the early intermediate and intermediate levels of English language proficiency. Effectiveness: Because of its cognitive and metacognitive strategies, CALLA is designed provide transitional instruction from CBELD to SDAIE classrooms

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(009) Structured Interactions


Meaningful Purposeful Oral and written Maximizes language output Can negotiate meaning in a supportive

(009) Strategies
Oral Strategies Numbered Heads Together 166 Think--Pair--Share Written Strategies Write Around Cooperative Paragraph Strips

context Use during ELD and content instruction Dynamic groups--homogeneous, heterogeneous, etc.

(009) Explicit Instruction


Error Correction 266 Teachable moment To explain or clarify Language structure Word meaning Grammar Development 269 Guided by ELD Standards

(009) Implicit Instruction


Error Correction 266 Modeling Providing feedback Using correct syntactical structure Grammar Development 269 Interactive journal (writing) SSR (reading)

(009) Content-Based ELD


Who? - K-3, B-A4-12, B-EI

197

What? - Content instruction is given at the

CTEL MODULE 2 DOMAIN 3 010


ELD--Listening and Speaking CTEL Text: Chapter 6 Participant Manual: pp. 57-60

studentsELD level (not necessarily grade level)


Which Standards? - Integrates ELD standards with

content standards
When? - Throughout the day (outside of ELD

instruction) Why? - To provide access to core while developing English How? - tapping prior knowledge, contextualization, graphic organizers, brainstorming, visuals, C.L., etc.

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(010) Listening
pp. 214-217 in the CTEL Text Listening for Basic Comprehension Listening to Repeat Listening to Understand Listening for Communication

(010) Listening
p. 218 in the CTEL Text Example Listening Activities at each ELD level

(010) Listening
p. 219 in the CTEL Text The Listening Process
Before Listening During Listening After Listening

(010) Speaking
p. 220-225 in the CTEL Text Developing Oral Language
Situations for Speaking Resources for Spoken Discourse Teaching Pronunciation

(010) Speaking
p. 227-231 in the CTEL Text The Speaking Process
Before Speaking During Speaking After Speaking Oral Discourse and Instructional Conversation

(010) Skills that Promote L/S


Comprehension Organization and Delivery of Oral

Communication
Analysis and Evaluation

**Many of these skills can be used as examples in a constructed response**

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(010) Strategies that Promote L/S


Frontloading Teaching key vocabulary before they encounter it Explicitly teaching language functions Pre-teaching Small group discussion in L1 Preview/review Use primary language text before English text Brainstorming Scaffold with sentence frames

(010) Strategies that Promote L/S


Cooperative Learning
Teaching interactive structure first before it is used academically

Whole-class and small group discussions


Teaching turn-taking

Role-plays
Modeling

Interviews
Practicing questioning and answering techniques Sentence frames

Debriefing
Think-Pair-Share(or other coop. strategy) to reflect on lesson

CTEL MODULE 2 DOMAIN 3 011


ELD--Reading and Writing CTEL Text: Chapter 7 Participant Manual: pp. 61-64

(011) ELD Reading Standard Sequence

ELA HIGHWAY
A EA
Reading Onramp

I EI B

(011) Reading
pp. 238-241 in the CTEL Text Personal Factors Affecting Reading
Primary Language Literacy Level Transfer of Primary Language Literacy Level of EL Proficiency

(011) Reading
pp. 242-248 in the CTEL Text Foundations of Literacy
Standards-Based Reading Instruction Transfer of Reading Skills Developing Word Analysis Skills

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(011) Reading
pp. 248-251 in the CTEL Text Developing Fluency
Reading Aloud Seeking Meaning Systematic Vocabulary Development Contextual Redefinition

(011) Reading
p. 251-254 in the CTEL Text The Reading Process
Before Reading During Reading After Reading

(011) Skills That Promote Reading


Word Analysis Fluency Systematic Vocabulary Development Reading Comprehension Literary Response and Analysis

(011) Reading
pp. 254-259 in the CTEL Text Developing Reading Comprehension
Match to Proficiency Level Strategies When Comprehension Fails Text Genres Grade-Level Appropriate Texts Critical thinking Creative Thinking and Risk Taking

(011) Writing
pp. 260-262 in the CTEL Text Writing and the English Learner
College Writing Writing as a Social Construction Stages of Writing Development

(011) Writing
p. 263 in the CTEL Text Writing Genres and Prompts
Writing Narrative Prose Writing Expository Prose

p. 268 in the CTEL Text Adaptations in Writing for English Learners

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(011) Skills That Promote Writing


Writing Strategies and Application Writing that reflects purpose,

CTEL MODULE 2 DOMAIN 3 012


Specially Designed Academic Instruction in English (SDAIE) CTEL Text: Chapters 4 & 5 Participant Manual: pp. 65-76

speaker, audience, and form across different writing genres English Language Conventions

(012) Key Components of SDAIE


Tap into prior knowledge Contextualize the lesson Provide a positive affective domain Teach study skills Modify the use of the textbook

(012) Scaffolding Strategies


Provides a personal connection between learner

and topic. Builds on known concepts


Helps simplify complex concepts. Creates an

experiential environment
The more familiar students are with the features

of the text, the more successful


Clarifies procedures and expectations Fosters autonomy through self monitoring Pre-teach terms so they will be understood in the

lesson

(012) Scaffolding Strategies


Students extend their understanding by applying

(012) SDAIE Lesson Plan Format 151-160


Grade Level Content Standard ELD Standard Assessment Learning Opportunities Into Through Beyond

it in novel formats To promote critical thinking skills Learning is most effective when students have opportunities to discuss and process content Different ways of determining student performance to provide more accurate evidence as to whether learning has taken place Clarifies misconceptions and further develops proficiency in English

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(012) SDAIE Lesson Plan


Grade Level-5 Content Standard - 5.3.2 Students know when liquid
water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled or as a solid if cooled below the freezing point of water.

(012) SDAIE Lesson Plan


Learning Opportunities
Into - Using the think-pair-share cooperative grouping model, students

ELD Standard - Write brief expository compositions(e.g.


description, comparison and contrast, cause and effect, and problem and solution) that include a thesis and some points of support.

Assessment - Students will write a one paragraph


composition comparing and contrasting the different forms of water.

will write brief 1-2 sentence narratives of any experience that they have had with the different forms of water. As the T-P-S model dictates, they will pair up to relate their sentences to a partner, then share out in table groups. -Students will read summary of the lesson reading in table groups in order to preload content. -Class will review the concept of comparing and contrasting using actual forms of water. Through - Using a graphic organizer that pictorially represents the water cycle, students will develop understanding of the relationships the different forms of water have with one another. Students will then compare and contrast their charts with the charts of table mates. -Students will develop a paragraph comparing and contrasting the different elements of the water cycle based on teacher-modeled representation. Beyond - Students will create a haiku that describes water in its liquid, solid and gaseous forms

(012) SDAIE Lesson Reflection


How is this lesson different for English Learners? What makes it MORE than just good teaching?

CTEL MODULE 2 DOMAIN 1 002

Role, Purposes, and Types of Assessment CTEL Text: Chapter 3 Participant Manual: pp. 77-84

(002) CELDT
What? - State Test of ELD, Based on Standards Who? - All English learners Why? - Initial Identification, Annual Assessment,

(002) ID and Placement


Chart on p. 76

Redesignation, Reclassification
When? - Annual Assessment- 7/1-10/31, Initial

Assessment-30 days from enroll date


4 grade spans: K-2, 3-5, 6-8, 9-12 4 parts: L, S, R, W 5 Levels: B, EI, I, EA, A

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(002) Home Language Survey

(002) Parent must be notified


Language assessment and academic

145

assessment results
Placement in an EL classroom The opportunity to apply for a parental

exception waiver

(002) Redesignation/Reclassification
Possible Criteria: Teacher evaluation of language proficiency and curriculum mastery CELDT score Parental consultation Objective data from standardized tests etc.

(002) Identification
CELDT Score: Early Advanced L/S: Intermediate or above R: Intermediate or above W: Intermediate or above
A student who falls below any of these criteria is an EL.

(002) Reclassification
CELDT: Meets criteria on previous slide Objective criteria: ELA score of BASIC on

(002) Reclassification

California Content Standards Test.


Other criteria identified by district: i.e.

teacher observation, grades, writing sample, etc.

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(002) Validity

100

(002) Reliability

100

A test is valid if it measures what it claims to be measuring.

A test is reliable if it yields predictably similar scores over several administrations.

(002) Traditional Assessment


Assessments
Time Linguistic Bias Cultural Bias Test Anxiety Equivalent Versions Rapport

99

(002) Textbook Tests


what was presented in the text

101

Limits of Traditional(Standardized)

Purpose - to provide a direct measure of Feature aligned to state standards Limitations lack of relevance to the

student or the culture of the community


Modifications - partner work, supplemental

text features

(002) Performance-Based Tests 101


Purpose designed to offer information

(002) Curriculum Tasks


performed in class

102

Purpose measure the success of activities Feature add-on assessment unnecessary Limitations difficult to assess skill level

about a students proficiency Feature - open-ended tasks Limitations - time


Modifications - design groups for optimal

independent of help language performance, scoring rubrics


Modifications - partner work, scoring

rubrics

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(002) Authentic Tests

102

(002) Teacher-Made Tests


Feature ease of construction and

103

Purpose - assess proficiency on a task

Purpose - assess teaching of material

commonly found outside the classroom Feature stem from classroom activities, allow students to self-evaluate Limitations - lack of comparison group for accountability
Modifications - portfolios, group or

administration Limitations - reliability/validity


Modifications - focus on message, not form

individual

(002) Portfolio Assessments


long-term record of student progress

103

clear measure of student progress instead

CTEL MODULE 2 DOMAIN 1 001


Principles of Standards-Based Assessment and Instruction CTEL Text: Chapter 3 Participant Manual: pp. 85-94

of a single number
opportunity for improved student self-

image as a result of showing progress and accomplishment recognize different learning styles can include writing samples, selfassessments, audio, photo, video, graphic organizers, teacher notes

(001) ELD Standards


ELD Standards are a pathway to the ELA standards for ELs. The ELD standards establish clear performance

(001) Standards-Based
1. STANDARDS inform ASSESSMENT 2. ASSESSMENT informs INSTRUCTION 3. Students engage in LEARNING 4. Students DEMONSTRATE what they know 5. Students experience LEARNING, or 6. Teacher RETEACHES

expectations for ELs. The ELD standards are to be used to plan/provide instruction for English Language Development. The ELD standards are based on proficiency levels and grade-level spans in L/S, R, and W. The ELD standards are based on the same components as the ELA standards. An English Learner may require more explicit steps to reach a standard. The CELDT is aligned with the ELD standards.

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(001) Standards and EL Students


ELs must have access to the core in order to

(001) Building a ScaffoldedAssessment


Read the information on p.88

meet standards.
Teachers must develop benchmarks to

show that these students are moving toward the standards. Teachers must teach to the ELD standards.

CTEL MODULE 2 DOMAIN 1 003


Language and Content-Area Assessment CTEL Text: Chapter 3 Participant Manual: pp. 95-97

(003) Language Assessments


Informal Teacher Observation 103 Benchmark Assessments/Checklist Story Tell/Retell Formal CELDT Content Standards Test Other commercial assessments

(003) Identification
Referral process Early intervention

110-111

(003) Academic
Sound-Symbol Relationships Receptive Language Metacognition Informal Retention Motor Control Social-Emotional Functioning Attending and Focusing Culture/Language Shock

109-110

Continued services during and after

placement

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(003)Underachievement
ELD as compensatory education dropping out of high school difficulties in higher education

293-297

(003) Overachievement
for jobs

297

retention, placement, and promotion

Model Minoritiesbecome over-qualified Teacher expectations of some groups elicit

higher achievement
Some subgroups resist assimilation

difficulties attaining management status

(003) Issues
Dropouts
Tendency is to blame students The need is to provide high quality

curriculum and instruction and know about the students and their families
Retention
10% of language minority students are

retained
Tracking
Educational gaps continue

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