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  • Eld Cando

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    mrounds5
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    CELDT Level Beginning Students Have: Minimal comprehension No verbal production CELDT Level Early Intermediate limited comprehension One / two word responses. Teachers Should: Provide listening opportunities create a classroom full of language Used mixed ability groups create high context for shared reading use physical movement use art, mime, and music.

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    ELD CANDO

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    CELDT Level Beginning Students Have: Minimal comprehension No verbal production CELDT Level Early Intermediate limited comprehension One / two word responses. Teachers Should: Provide listening opportunities create a classroom full of language Used mixed ability groups create high context for shared reading use physical movement use art, mime, and music.

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    497 views1 page

    Eld Cando

    Uploaded by

    mrounds5
    CELDT Level Beginning Students Have: Minimal comprehension No verbal production CELDT Level Early Intermediate limited comprehension One / two word responses. Teachers Should: Provide listening opportunities create a classroom full of language Used mixed ability groups create high context for shared reading use physical movement use art, mime, and music.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
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    of 1

    English Learner CELDT Levels

    The following section provides an overview of the 5 CELDT Levels.

    Students Have: Students Can: Teachers Should:


    CELDT Level Minimal comprehension Nod answers to questions Provide listening opportunities
    No verbal production Point to objects or print Create a classroom full of language
    Beginning Categorize objects or pictures Used mixed ability groups
    Pantomime and role play Create high context for shared
    Draw cartoons and pictures reading
    Move to show understanding Use physical movement
    Match words or object Use art, mime, and music
    CELDT Level Limited comprehension Identify people, places and things Ask Yes/No, Who? What? Where?
    One/two word responses Repeat memorable language Questions
    Early List and categorize Provide listening opportunities with
    Intermediate Listen with greater understanding rich context
    Use routine expressions independently Have students:
    Complete sentences with 1or 2 words
    Label, manipulate pictures and
    objects
    Do shared reading with props,
    building on prior knowledge
    Use patterned and predictable books
    Introduce dialogue journals
    CELDT Level Good comprehension Describe events, places and people Ask open-ended questions
    Enough proficiency to Recall facts Model, expand, restate and enrich
    Intermediate make simple sentences Explain academic concepts student language
    (with errors) Define new vocabulary Use patterned and predictable books
    Retell information from text Support the use of content-area texts
    Summarize with retelling, role-play, etc.
    Compare and contrast Have students:
    Describe personal experiences
    Create books through language arts
    experience activities
    CELDT Level Excellent comprehension Give opinions Structure group discussions
    Few grammar errors Justify views or behaviors Guide use of reference materials
    Early Negotiate with others Provide more advanced literature
    Advanced Debate with others Ask students to create narratives
    Defend actions and opinions Provide for a variety of realistic
    Persuade writing opportunities
    Express the results of synthesis, Publish students' writing.
    analysis and evaluation
    CELDT Level Near native speech Produce written and oral language that Continue on-going language
    is comparable to that of native speakers development through integrating
    Advanced of English of the same age. language arts and content-area
    activities.

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