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.

Stage Name DefinitionExample 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 Measures 2 nd 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.

MethodEffective Methods Criteria Adaptations Needed Connected to daily activities Inclusive of families Systematic and observational Ongoing Repeated 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.

Focuses on the childs self- chosen activities and the childs 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 Name _______________________Date ______________________ Language(s) used by adult/context Language(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.

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.

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 childrens 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.

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.