Faith Polk, Ph.D.. 1. Connect stages of second language acquisition in early childhood to DRDP ©...

Faith Polk, Ph.D.

1. Connect stages of second language acquisition in early childhood to DRDP© (2010) ELD measures

2. Discuss plans for effective assessment of preschool age dual language learners

3. Explore strategies for monolingual English speaking teachers to assess preschool age dual language learners

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

Simultaneous

Successive/Sequential

Home Language Observational/Listening Telegraphic/Formulaic Productive Language Use

Receptive

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

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

Stage Name

Definition Example

First

Second

Third

Fourth

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

Review and compare stages of second language acquisition to the DRDP© (2010) ELD measures.

Identify three things your group noticed.Share one of these items with the group.

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

Four Stages of ELD Measures2nd Language Acquisition

To effectively assess English Language Development, documentation must

account for the language(s) spoken to the child and by the child during the

interaction.

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

Brief Share

Connected to daily activities Inclusive of families Systematic and

observational Based on multiple methods

and measures Ongoing Repeated over time

(NAEYC, 2005)

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

Method Effective Methods Criteria

Adaptations Needed

Connected to daily activities

Inclusive of families

Systematic and observational

OngoingRepeated over

time© 2011 California Department of Education, Child Development Division with WestEd

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

1. Decide what should be assessed. Cognitive, social, emotional and

physical development Second language development Home language development

2. Gather assessment information.

3. Use assessment information. Share with families Plan instruction Evaluate program

(Tabors, 2008)© 2011 California Department of Education, Child Development Division with WestEd

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

1. Naturalistic Assessment (Losardo &Notari-Syverson, 2001)

2. Focused Assessment (Losardo &Notari-Syverson, 2001)

3. Instructionally Embedded Assessment (McLaughlin, Blanchard & Osani, 1995)

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

1. Read the assigned assessment method.2. Develop a poster representing the

method.3. Appoint a docent.4. Walk the Gallery.

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

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

Focuses on the child’s self-chosen activities and the child’s interests

Addresses functional skills contributing to social and emotional development

Requires planning, thinking about where and when a teacher may observe specific skills

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

Anecdotal Record Form

 Nam

e _______________________Date ______________________ Lang

uage(s) used by adult/contextLang

uage(s) used by child/context:          

23: Comprehension of English (receptive English)

24: Self Expression in English (expressive English)

25: Understanding and response to English literacy activities

26: Symbol, letter and print knowledge in English

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

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

Concentrates on multiple behaviors across domains into a single situation

Requires the teacher to use specific strategies to elicit skills

Occurs within the context of daily activities

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

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

Requires the teacher to constantly observe what her children can and cannot do in different contexts and at different times, adjusting instruction accordingly

Utilizes a plan for what, where, when and how to assess

Focuses on data collected from a variety of sources: observations collected over time, prompted responses, classroom products, and conversations with families(McLaughlin, 1995)

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

Emergent writing provides evidence of children’s print knowledge and phonological awareness (Schickedanz, 1999)

Dictation builds awareness of the general purpose of print, the speech to text relationship, sound-symbol relationships and print conventions (Temple et al., 1993; Calkins, 1994;Tunks & Giles, 2007).

Story retellings result in increased language development, comprehension and an interest in books, and in learning to read (Evans & Strong 1996).

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

Narratives are universal among cultures and languages, and children are exposed at very young ages (Gutierrez-Clellan, 2004)

Retellings by young English learners provide important information about their abilities to comprehend and produce a language (Gutierrez-Clellan, 2004)

Even if unable to produce a narrative in English, English learners learn English language and literacy skills from narratives (Cheatham & Ro, 2010)

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

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

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

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

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

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

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

Review the work samples. Use the Analysis Sheet to determine for

which measures the samples can be used as evidence.

Be prepared to share the sample, to what measures it is related, and why.

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

Emergent Writing and Story Retelling

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

LEA and Story Retelling© 2011 California Department of Education, Child Development Division with WestEd

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

Story Retelling

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

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