CELDT Blueprint for Success Grades 9 – 12  

Listening — Total Number of Items: 20CELDT Sample Test Item (4 – Early Advanced)

Strategies and Applications Directions Listen to the passage. Then do numbers 1 through 3.

Say One day, Kimberly met her friend Joe in the school cafeteria.

“Hi, Kimberly. What have you been doing recently,” asked Joe.

“I’ve been looking everywhere for a job,” Kimberly said. “But it’s tough. I haven’t found a thing.”

“Did you know they put ads for jobs on the Internet now?” Joe asked.

“No,” Kimberly said. “How does it work?”

“You fill out one application,” Joe said. “Then you can send it online to anybody who’s got a job listing. That’s how I got my job at Molino’s grocery store.”

Kimberly was surprised. “Really? But I don’t know if anyone would hire me,” she said. “I tried filling out an application for a job at the video store down the street, but I don’t have much experience except for baby-sitting, and of course I don’t have my high school diploma yet.”

Joe said, “You should mention the volunteer work you did at the hospital. That counts as experience.”

“I also work in the school office sometimes. I guess that counts, too. Does it cost anything to apply online to those want ads?” Kimberly said.

“No,” Joe said.

“All right,” Kimberly said. “I’ll go to the library tonight.”

1. What did Kimberly want to do?

find a job to earn money

sign up for volunteer work

place an ad in the newspaperCont. on next page

ELD Standard CELDT Proficiency Level

Demonstrate comprehension of oral presentations and instructions through non-verbal responses. 1 - Beginning

Restate and execute multiple-step oral directions. 2 – Early Intermediate

Listen attentively to stories and information and identify important details and concepts by using both verbal and non-verbal responses.

3 - Intermediate

Identify the main idea and some supporting details of oral presentations, familiar literature, and key concepts of subject matter content.

4 - Intermediate

Demonstrate an understanding of figurative language and idiomatic expressions by responding to such expressions and using them appropriately.

5 - Advanced

2. How did Joe find his job?

by going to several grocery stores

by applying on the Internet

by calling Mr. Molino

3. Why should Kimberly include her job at the hospital?

to impress Joe

to show work experience

to get a high school diploma

Speaking — Total Number of Items: 20CELDT Sample Test Item (4 – Early Advanced)

Strategies and Applications

Say I am going to show you four pictures. Look at all the pictures. They tell a story.

Pause to give students time to look at the pictures.

Say I will start the story for you. Last week, Ms. Walker’s science class was studying sea animals. Tell me what happened.

Sample Answers:

#1First the teacher show a starfish. They are learning. Second they take a bus. Third they are walking around. And then the teacher show a real starfish.

#2The teacher is showing the science class a picture of a starfish on the board. Then the class takes a bus to the beach to look for sea animals. The kids walking around the rocks looking for sea animals. Then the teacher finds a little starfish and calls the kids to come look at it.

ELD Standard CELDT Proficiency Level

Begin to speak with a few words or sentences by using some English phonemes and rudimentary English grammatical forms (e.g., single words or phrases).

1 - Beginning

Ask and answer questions by using simple sentences or phrases. 1 - Beginning

Begin to be understood when speaking but may have some inconsistent use of standard English grammatical forms and sounds (e.g., plurals, simple past tense, pronouns such as he or she).

2 - Early Intermediate

Ask and answer questions using phrases or simple sentences. 2 - Early Intermediate

Orally communicate basic needs (e.g., “Do we have to ________?”). 2 - Early Intermediate

Respond to messages by asking simple questions or by briefly restating the message. 3 - Intermediate

Make oneself understood when speaking by using consistent standard English grammatical forms and sounds; however, some rules may not be in evidence (e.g., third person singular, male and female pronouns).

3 - Intermediate

Participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information.

3 - Intermediate

Make oneself understood when speaking by using consistent standard English grammatical forms, sounds, intonation, pitch, and modulation but may make random errors.

4 - Early Advanced

Participate in and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and soliciting information.

4 - Early Advanced

Recognize appropriate ways of speaking that vary according to the purpose, audience, and subject matter.

4 - Early Advanced

Respond to messages by asking questions, challenging statements, or offering examples that affirm the message.

4 - Early Advanced

Use simple figurative language and idiomatic expressions (e.g., “heavy as a ton of bricks,” “soaking wet”) to communicate ideas to a variety of audiences.

4 - Early Advanced

Demonstrate an understanding of figurative language and idiomatic expressions by responding to such expressions and using them appropriately.

5 - Advanced

Consistently use appropriate ways of speaking and writing that vary according to the purpose, audience, and subject matter.

5 - Advanced

Speak clearly and comprehensibly by using standard English grammatical forms, sounds, intonation, pitch, and modulation.

5 - Advanced

CELDT Blueprint for Success Grades 9 – 12 (continued) 

Reading — Total Number of Items: 35CELDT Sample Test Item (2 – Early Intermediate)

Word AnalysisFind the word that means more than one party.

partis

partys

parties

partyes

ELD Standard CELDT Proficiency Level

Recognize the most common English morphemes in phrases and simple sentences (e.g., basic syllabication rules, phonics, regular and irregular plurals).

1 - Beginning

Use common English morphemes in oral and silent reading. 2 - Early IntermediateRecognize obvious cognates (e.g., education, educación; actually, actualmente) in phrases, simple sentences, literature, and content area texts.

2 - Early Intermediate

Apply knowledge of common English morphemes in oral and silent reading to derive meaning from literature and texts in content areas. 3 - Intermediate

Identify cognates (e.g., agonia, agony) and false cognates (e.g., éxito, exit) in literature and texts in content areas. 3 - Intermediate

Apply knowledge of word relationships, such as roots and affixes, to derive meaning from literature and texts in content areas (e.g., remove, extend).

4 - Early Advanced

Distinguish between cognates and false cognates in literature and texts in content areas. 4 - Early Advanced

Apply knowledge of word relationships, such as roots and affixes, to derive meaning from literature and texts in content areas. 5 - Advanced

Apply knowledge of cognates and false cognates to derive meaning from literature and texts in content areas. 5 - Advanced

CELDT Blueprint for Success Grades 9 – 12 (continued) 

Reading Cont. CELDT Sample Test Item (2 – Early Intermediate)Fluency and Systematic Vocabulary Development

Directions Choose the answer that means the SAME or nearly the same as the underlined word or words.

The scientists found a genuine fossil.

whole

small

regular

real

ELD Standard CELDT Proficiency Level

Recognize simple affixes (e.g., educate, education), prefixes (e.g., dislike), synonyms (e.g., big, large), and antonyms (e.g., hot, cold). 1 - Beginning

Begin to use knowledge of simple affixes, prefixes, synonyms, and antonyms to interpret the meaning of unknown words. 2 - Early Intermediate

Recognize simple idioms, analogies, and figures of speech (e.g., “the last word”) in literature and subject-matter texts. 2 - Early Intermediate

Read simple paragraphs and passages independently. 2 - Early Intermediate

Use a standard dictionary to find the meaning of unknown vocabulary. 2 - Early Intermediate

Use appropriate connectors (e.g., first, then, after that, finally) to sequence written text. 2 - Early Intermediate

Recognize that some words have multiple meanings and apply this knowledge to written texts. 2 - Early Intermediate

Use a standard dictionary to derive meaning of unknown vocabulary. 3 - Intermediate

Identify variations of the same word that are found in a text and know with some accuracy how affixes change the meaning of these words. 3 - Intermediate

Demonstrate sufficient knowledge of English syntax to interpret the meaning of idioms, analogies, and metaphors. 3 - Intermediate

Use decoding skills and knowledge of both academic and social vocabulary to read independently. 3 - Intermediate

Apply knowledge of text connectors to make inferences. 3 - Intermediate

Use knowledge of English morphemes, phonics, and syntax to decode and interpret the meaning of unfamiliar words. 4 - Early Advanced

Recognize that some words have multiple meanings, and apply this knowledge to understand texts. 4 - Early Advanced

Use knowledge of affixes, root words, and increased vocabulary to interpret the meaning of words in literature and content area texts. 4 - Early Advanced

Use a standard dictionary to determine the meaning of unknown words (e.g., idioms and words with multiple meanings). 4 - Early Advanced

Use decoding skills and knowledge of academic and social vocabulary to achieve independent reading. 4 - Early Advanced

Recognize idioms, analogies, and metaphors used in literature and texts 4 - Early Advanced

in content areas.Recognize that some words have multiple meanings and apply this knowledge consistently in reading literature and texts in content areas. 5 - Advanced

Apply knowledge of academic and social vocabulary to achieve independent reading. 5 - Advanced

Use common idioms and some analogies (e.g., “shine like a star,” “let the cat out of the bag”) and metaphors. 5 - Advanced

Use a standard dictionary to determine meaning of unknown words. 5 - Advanced

CELDT Blueprint for Success Grades 9 – 12 (continued) 

Reading Comprehension CELDT Sample Test Item (4 – Early Advanced)

ELD Standard CELDT Proficiency Level

Directions Read the job description taken from the newspaper. Then do Numbers 1 through 3.

Buford Hardware Store offers SUMMER JOB: Buford Hardware Store of Seeking student for full-time summer work to start in four weeks. Must be at least 16 years old. Must be able to lift 50 pounds and have knowledge of basic hardware tools. Should have some experience with painting or carpentry. Applications available at Buford Hardware Store,21 Applegate St., Rushtown, CA.

1. Which of these is NOT a requirement for this job?painting experiencecarpentry experienceability to lift 50 poundsability to work evenings

2. The Buford Hardware Store placed an advertisement in the newspaper for what type of position?seasonal full-timeseasonal part-timepermanent full-timepermanent part-time

3. The job description states that the Buford Hardware Storewants to hire someone who can drive a car.expects the applicant to be willing to work part-time.seeks to hire someone with a college education.would prefer an applicant with carpentry experience.

Recognize a few specific facts in familiar expository texts, such as consumer publications, workplace documents, and content area texts.

1 - Beginning

Point out text features, such as title, table of contents, and chapter headings.

2 – Early Intermediate

Identify and follow some multiple-step directions for using simple mechanical devices and filling out basic forms.

3 - Intermediate

Apply knowledge of language to achieve comprehension of informational materials, literary text, and texts in content areas.

4 - Early Advanced

Apply knowledge of language to achieve comprehension of informational materials, literary text, and text in content areas.

5 - Advanced

CELDT Blueprint for Success Grades 9 – 12 (continued) 

Writing — Total Number of Items: 24 CELDT Sample Test Item (4 – Early Advanced)

Strategies and Applications Directions For Number XX, you will write a short essay about a given topic. Think about what you will write before you write it. Use descriptions, details, and examples to make your writing interesting. Your short essay should have a beginning, a middle, and an end. Write at least three complete sentences. Pay attention to grammar, capital letters, punctuation, and spelling. Make your writing clear. Do not write outside the box.

Write a paragraph about something you would like to learn to do and explain why.

Sample Answers:

#1 I want to learn how use a computer. because I like everything about, but I want to learn how use the program and the internet beause I think that I funny to nkow.

#2 What woolD I like to learn to Do well I woolD like to learn how to AiR Brush, and Draw, anD carpentry. that’s about it. I really like to Draw anD, Do athele things to

#3 I would like to learn mechanic because I want to know all about the cars.

#4 Something I would like to is work on cars. I like to do mecanics and fix things at home. I would like to work in cars because Its very fun for me. I learned a little bit already because my brother shows me how. When Im bored thats what I like to do on my time.

#5 I would like to learn how to drive a car. I wan’t to learn it because I wan’t to travel. I also wan’t to go to places far away. I wan’t to learn to drive a car because its cool.

ELD Standard CELDT Proficiency Level

Write a brief narrative by using a few simple sentences that include setting and some details. 1 - Beginning

Use the writing process to write brief narratives with a few standard grammatical forms. 1 - Beginning

Write simple compositions, such as descriptions and comparison and contrast, that have a main idea and some detail.

1 - Beginning

Use common verbs, nouns, and high-frequency modifiers in simple sentences. 2 - Early Intermediate

Write expository compositions, such as descriptions, comparisons and contrast, and problem and solution, that include a main idea and some details using simple sentences.

2 - Early Intermediate

Proceed through the writing process to write short paragraphs that contain supporting details about a given topic. There may be some inconsistent use of standard grammatical forms.

2 - Early Intermediate

Narrate a sequence of events and communicate their significance to the audience. 3 - Intermediate

Write brief expository compositions and reports that: a) include a thesis and some supporting details; b) provide information from primary sources; and c) include charts and graphs.

3 - Intermediate

Write persuasive compositions that structure ideas and arguments in a logical way with consistent use of standard grammatical forms.

4 - Early Advanced

Write reflective compositions that explore the significance of events. 4 - Early Advanced

Write persuasive and expository compositions that include a clear thesis, describe organized points of support, and address counterarguments.

5 - Advanced

Structure ideas and arguments in a given context by giving supporting and relevant examples. 5 - Advanced

CELDT Blueprint for Success Grades 9 – 12 (continued) 

Writing Cont. CELDT Sample Test Item (4 – Early Advanced)English Language Conventions

Directions Choose the word that BEST completes the sentence.

Our pear tree had _______ pears this summer than last year.

fewer

many

much

ELD Standard CELDT Proficiency Level

Identify basic vocabulary, mechanics, and sentence structures in a piece of writing. 1 - Beginning

Edit writing for basic conventions (e.g., punctuation, capitalization, and spelling). 2 - Early Intermediate

Use clauses, phrases, and mechanics of writing with consistent variations in grammatical forms. 2 - Early Intermediate

Revise writing for appropriate word choice and organization with variation in grammatical forms and spelling. 3 - Intermediate

Edit and correct basic grammatical structures and usage of the conventions of writing. 3 - Intermediate

Create coherent paragraphs through effective transitions. 4 - Early AdvancedRevise writing for appropriate word choice, organization, consistent point of view, and transitions, with some variation in grammatical forms and spelling.

4 - Early Advanced

Edit writing for grammatical structures and the mechanics of writing. 4 - Early AdvancedRevise writing for appropriate word choice and organization, consistent point of view, and transitions, using approximately standard grammatical forms and spelling.

5 - Advanced

Create coherent paragraphs through effective transitions and parallel constructions. 5 - Advanced

Edit writing for the mechanics to approximate standard grammatical forms. 5 - Advanced

SEI Strategies by CELDT Level

In order to prepare our students to be successful on the CELDT Test, the following strategies should be used to promote a level 4 proficiency result on the CELDT TEST.

CELDT Level What students have: Students can … Teachers should … (Tasks/Activities)Level 1Beginning

Their primary language

Minimal comprehension of English

Minimal verbal production in English

One/two word responses

Nod and shake head to answer questions

Point to objects or print

Sort objects into categories

Pantomime

Draw pictures and label drawings and diagrams

Gesture to show understanding

Match objects or pictures

Give yes/no answers to simple questions

Reproduce what they hear, repeat and recite

Vocabulary Development♦ Teach vocabulary using physical movement and drawings

Demonstrate personal interest and caring for students

Provide ample listening activities including daily listening center with audio books

Have students label and manipulate pictures and objects.

Provide one-on-one time with students

Provide Formulaic Expressions prior to student talk strategies

Student Talk Strategies:First Turn Last TurnThink-Pair-ShareQuick-Write/Round-RobinAnticipatory Guide or Extended Anticipatory Guide

Level IIEarly Intermediate

One/two word responses / some phrases

Limited proficiency to communicate ideas

Some comprehension of contextualized information

All of what student can do at the Beginning level, plus:

List and categorize

Repeat sentences, mimic intonation and phrasing and reproduce familiar phrases

All of the above, plus:Vocabulary Development♦ Continue to expand student’s understanding of concrete words

Have students learn vocabulary and sentence structure from pre-taught formulaic expressions

Attempt to talk, making extensive pronunciation and grammatical errorsGenerate and speak in simple sentences

Begin to acquire some grammatical elements

Read some basic vocabulary and write simple sentences

Give short answers to simple questions

Expand students’ responses by asking who, what, where (literal questions) Expect short answers.Give students a chance to produce language in situations where they are comfortable

Ask questions requiring simple comparisons and descriptions

Allow for ample and adequate wait time

Provide activities designed to encourage students to produce simple sentences

Use the language experience approach for reading and writing

Give students a chance to produce language in comfortable situations

Provide Formulaic Expressions prior to student talk strategies

Student Talk Strategies:First Turn Last TurnThink-Pair-ShareQuick-Write/Round-RobinAnticipatory Guide or Extended Anticipatory Guide

Level IIIIntermediate

Enough English proficiency to be understood

Ability to produce utterances with basic sentence structure (Subject + Verb + Object or Phrase)

All of what students can do at the Beginning and Early Intermediate levels, plus:

Describe people, places and events

Vocabulary Development♦ Provide explicit instruction for idiomatic expressions while continuing to help students acquire lots of vocabulary –including academic vocabulary

Ability to interact more with native speakers, but can make errors in speech

Good comprehension of contextualized information

Recall and state facts

Define and explain some vocabulary

Make some errors in speechRead and retell from a variety of texts with scaffolding from teacher

Begin to identify main ideas and details

Begin to develop cognitive skills, especially reading and writingInclude instruction in phonemic awareness, decoding, spelling and grammar

Model, expand, restate and use standard English with students

Ask how and why open-ended questions, and help students to respond in complete sentences

Ask higher level thinking questionsProvide ample opportunities for partner talk and pair-share, and activities to develop higher levels of thinking

Provide Formulaic Expressions prior to student talk strategies

Student Talk Strategies:First Turn Last TurnThink-Pair-ShareQuick-Write/Round-RobinAnticipatory Guide or Extended Anticipatory Guide