Preschool English Language Development Measures © 2011 California Department of Education, Child Development Division with WestEd Center for Child and

Preschool English Language Development Measures

© 2011 California Department of Education, Child Development Division with WestEd Center for Child and Family Studies, Desired Results T&TA Project.

“Like Me!”

• I have been in early childhood education for five or more years.

• I know more than five people in this room• I have tried to learn a second language.• I am monolingual.• I am fluent in two or more languages.• I learned a second language as a child.• I have left school with paint on my clothing.


Outcomes

• Describe why the English Language Development (ELD) measures were developed

• Identify with whom to use the ELD measures• Investigate the content of the ELD measures• Analyze evidence in light of the ELD measures• Explore strategies for working with staff


Where do you rate?

Exploring


Why ELD measures?


Dual Language Learner• Children whose first

language is not English

• Encompasses both children learning English for the first time in the preschool setting and children who have developed various levels of English proficiency

Adapted from Rivera, C. & Collum,E. (2006). State assessment policy and

practice for English language learners: A national perspective. NJ: LEA.


California Context

1.17 million children ages three to five– 46% Latino– 34% White– 9% Asian Pacific Islander– 6% African American– 4% Multiple

Races/Ethnicities– 0.5% Native American

2000 United States Census


California Context• Number of dual language learners in

Kindergarten for 2006-07:Total Kindergarten population: 454,771Total Kindergarten dual language learners:

189,564

• Of the Kindergarten dual language learners:Spanish speaking 158,878 Vietnamese speaking 5,370 (1%)

• PEL Guide Link -- Pages 10-12 provide additional demographic information

Adapted from CDE, Dataquest


English Language Development Measures

• Measure 23: Comprehension of English (receptive English)

• Measure 24: Self expression in English (expressive English)

• Measure 25: Understanding and response to English literacy activities

• Measure 26: Symbol, letter, and print knowledge in English


Instructions for Using the Language and Literacy Development (LLD) and English Language

Development (ELD) Measures

1. Find an elbow partner. 2. Name selected partner A and B.3. A reads the first paragraph under Instructions for

Using the LLD and ELD Measures on p. vii andB paraphrases.

4. Alternate until finished with p. viii.5. Together look at the chart on page viii, check for

understanding with one another.


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Key Points for ELD and LLD Measures

1. LLD used with all children to measure progress in language and literacy development. Children may master levels in English, home language, or through alternative communication.

2. ELD used with dual language learners learning to speak English. Consider only responses to or communications in English.

3. All dual language learners do not progress at the same rate.


Your Turn

• Read the child’s profile with your partner.

• Use the process on page viii.• Determine whether the ELD

measures should be used and why.

• Share with another pair.


How can I use this?


The ELD Measures

• Measure 23: Comprehension of English (receptive English)

• Measure 24: Self expression in English (expressive English)

• Measure 25: Understanding and response to English literacy activities

• Measure 26: Symbol, letter, and print knowledge in English


ELD Measures: The Assignment

• Read the measure, definition, ratings and examples.

• Develop a graphic and a chant for the measure.

• Share your graphic and chant.


Checking In


“Mocktail” Party

I learned….

With my staff I will…. I still need

to know….


Evidence Sort

• Place the ELD measure headers in front of you.

• Read each vignette.• Sort the vignettes.• Record the number(s)

of any vignettes that could be used for more than one measure.


Vignettes & Teachable Moments


How can I use this?


The ELD Measures in the Classroom• Turn to ELD 1, Measure 23. • Read the definition, descriptor, and examples

for the exploring level ONLY.• Watch video clip.• What makes it an example of the

developmental level?


Exploring Level


Developing Level


Building Level


Integrating Level


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Looking at the Evidence

NOTE: Portfolio samples are confidential and are not to be removed from the room.


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Meet JoannaJoanna is four years old. Her home language is Spanish and both parents speak Spanish in the home. She has older siblings who often speak with her in English. This is Joanna’s first year in preschool. She attends a dual immersion preschool.


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Meet Joanna


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Looking at the Evidence


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Let’s Look at the Evidence• Using the evidence provided, identify the

measures related to each evidence item.• Place an in the box in which each evidence ⌧

item matches the corresponding measure.• If the evidence is related to other measures,

write the measure number in the box on the far right.


A good piece of evidence can be used for multiple measures if it is:

• Descriptive• An authentic “snapshot”

of behaviors• Provides significant

details, not labels• Captures children’s ideas

and/or language

F: Oh, there’s the caterpillar

L: He’s eating.

F: He get fat and go cocoon.

L: Then he will be…

F, L and J: “A beautiful butterfly!” © 2011 California Department of Education, Child Development Division with WestEd

Center for Child and Family Studies, Desired Results T&TA Project.

Take Home Messages


Documents

Preschool English Language Development Measures © 2011 California Department of Education, Child Development Division with WestEd Center for Child and