CELDT_TEST_PREP_for_Students

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6/25/2013
What is CELDT?
California English Language Development Test
PURPOSE:
• To identify students who are English Learners
• To monitor progress in learning English
• To document English proficiency
Who is an English learner?
An English learner is a student:
 with a home language other than English
 who is not yet proficient in English
How does the CELDT help my
education?
• Shows how close you are to English proficiency
and reclassification
• High CELDT scores and CST scores- levels 4
or 5 on CELDT plus 350 on ELA and Math on
the CST are what you need to reclassify English
Proficient (RFEP) and enroll in A-G Classes
• Colleges attendance requires you be
reclassified as Full English Proficient (RFEP)
and have A-G Classes
• So…Aim High to Reclassify!
What will I be tested on?
Four English Skill Areas
1. Listening
2. Speaking
3. Reading
4. Writing
Are You Ready?
What Listening and Speaking Skills Are
Assessed?
LISTENING
In the listening
section, you need
to carefully listen
for important
details and follow
directions.
Say: Choose the picture that shows a
box around the last tree. Mark your
answer.
Picture 1:
Picture 2:
Teacher Talk
The proctor will say: A teacher tells the class, “Tomorrow
we are going to start our project about family histories. I
want you to bring to class some pictures of your family. If
you can, bring two pictures that show all the people in your
family. We will use these pictures in the project.”
What do the students need for their project?
o Some pictures
o Some books
o Some snacks
Teacher Talk
• During “Teacher Talk” items, you must listen
attentively and carefully.
• The test proctor is only allowed to read the
scenario ONCE!!!!!!
Remember
You may ask the test Proctor to
repeat the question by saying:
“Can you repeat that
please?”
This will give you “think time” …it will
give you more time to think of what
you will say!
Extended Listening Comprehension
The proctor will say:” Listen to the passage. Then do
Numbers 1 through 3. Fill in the circle next to the answer
you think is correct.”
It was lunchtime and Kim was running as fast as she could to
Ms. Chin’s Classroom. She wanted to play with Buster.
Who’s 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. Chin’s 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?
o To the classroom
o To the pet store
o To the lunchroom
Who is Buster?
o A friend of Kim’s
o Kim’s pet rabbit
o Ms. Chin’s rabbit
What did Kim want to do?
o Eat lunch
o Feed Buster
o Play outside
SPEAKING
In the speaking
section, you need
to carefully listen to
the questions so
that you may be
able to answer
correctly.
CELDT PREPARATION ACTIVITIES FOR
SPEAKING SECTION
• There are 4 parts to the speaking section of
the CELDT:
► Oral Vocabulary
► Speech Functions
► Choose and Give Reasons
► 4-Picture Narrative
Oral Vocabulary
• The test proctor will say:
“I’m going to show you some
pictures. I’ll ask you a question and
you tell me the answer.”
Speech Functions
The proctor will say:
“I’m going to tell you about some situations
that could happen to you. Then, tell me
what you would say.”
PREPARATION ACTIVITIES FOR SPEAKING SECTION
SPEECH FUNCTIONS
The test proctor will read aloud the prompt and the student will respond orally
1. You are at McDonald’s with your aunt. You want to ask your
aunt for more fries. What would you say to your aunt?
2. There is a new student in your classroom. You want to know
her name. What would you say to the new student?
3. When you walked into the library, you accidentally bumped
into the librarian and she dropped the books she was carrying.
You want to apologize to her. What would you say?
CHOOSE AND
GIVE REASONS
PREPARATION ACTIVITIES FOR SPEAKING SECTION
CHOOSE AND GIVE REASONS
The test proctor will say:
Which would you rather do, help your brother
with homework or help your mom prepare
dinner?
Tell me two reasons why?
Which do you like to do more, sing songs or
draw pictures? Tell me why. Give me two
reasons.
Students in K-2 will have pictures to support the question
The test proctor will say:
“You are at a school party. Which
would you rather have ice cream or
fruit? Tell me why and give two
reasons.”
Students in grades 3-8 will not have picture to support the question
4 - PICTURE NARRATIVE
PREPARATION ACTIVITIES FOR SPEAKING SECTION
4 – PICTURE NARRATIVE
PURPOSE: Look at the pictures and give a
complete detailed story.
SAY: Look at all the pictures below. Then tell me
a complete story using a lot of details.
ANSWER EXAMPLES
•A great answer is scored a 4. Here is an
example:
Molly and John are looking at fruit in a store. I think
they’re hungry. But they have no money. A lady
comes from the store with a hole in her bag and
drops fruit. So Molly and John pick up the fruit that
fell out from the lady’s shopping bag to help her and
give the fruit to her. So, since they helped her, the
lady tells Molly to keep a fruit gives one to the boy
too. I think it’s oranges.
ANSWER EXAMPLES
•A good answer is scored a 3. Here is an
example:
There was a lady who bought some food from
the grocery store and Molly and John was
looking at the food at the store and when the
lady was walking. There was a hole in the
fruit basket. Then Molly and John helped her
pick up the food and gave it back to her. Then
she gave one to each of them.
ANSWER EXAMPLES
•Some answers are scored a 2. Here is an
example:
They want fruit. What’s their name? They help
the lady. Pick up fruit. She say “Thank you!” She
give fruit on the boy and girl.
ANSWER EXAMPLES
•Some answers are scored a 1. Here is an
example:
The boy want some. And the girl. And
she…a lady give him. And…
K-8 Reading
READING
In the reading
section, you will
need to show your
knowledge of
words and
vocabulary, as well
as comprehension.
Use Your Reading Strategies!
• Underline the title
• Now make a prediction… What the story will be
about?
• Run through and number the paragraphs
• Are you reading the questions and circling
important words?
• Venture through and read the passage.
• Eliminate obviously wrong answers.
• Look for proof!
The First Cellphone
Martin Cooper stood on a busy city street holding a strange object. He was
about to do something that would go down in history: make one of the first calls on a
cellphone.
It was 1973 and Martin worked for a telephone company. His company had
finally made a wireless phone that could make a call from almost anywhere. Now
Martin was ready to try it out. Who did Martin call? He called his rival at another
telephone company!
It took more than ten years before cellphones were sold in stores. Released in
1984, the DynaTAC 8000X became known as the world’s first cellphone. But you
might not recognize it. It would never have fit in your pocket. At nearly a foot long
and almost two pounds, it was so bulky that people called it “the brick.” At just under
$4,000, it was too expensive for most people.
The cellphone soon underwent many changes. As Martin had predicted, it got
smaller, lighter, cheaper, and much more widely used. After many years, it was able
to do things Martin had never imagined. It took pictures. It connected to the
Internet. It sent text messages. Eventually, the cellphone became an essential part
of many people’s daily lives.
1.
The MAIN IDEA of this passage is that
O the first cellphone weighed nearly two pounds.
O the cellphone is an important part of people’s lives.
O the first cellphone was very different from modern cellphones.
O Martin Cooper made the first cellphone.
Writing in Grades 2-8
K-8 Writing Practice
K-8 Writing Practice
Writing Practice ELD Pretest
Writing Practice ELD Pretest
Remember:
• Relax!
• Do Your Best!
• Do not be afraid to ask the test proctor:
“Can you repeat that please?”
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