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CELDT Blueprint for Success Grades 6 – 8

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

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

Say Look at the next page. Now you will hear a story about two friends named

Kate and Tom. Look at me while I read to you. Listen carefully.

One day, Kate and Tom were having lunch in the cafeteria when she asked him a question.

“So, Tom,” she said, “are you going to enter the poster contest?”

“What poster contest?” asked Tom.

“It’s for the library,” Kate explained. “National Library Week is coming up, and they’re planning lots of different activities. For the contest, you have to draw a poster that shows how reading is fun.”

“What are the contest rules?” Tom asked.

“Well,” said Kate, “somewhere on the poster, it has to say the words ‘Let’s read,’ but the rest of it can be a drawing or whatever you want.”

“Well,” said Tom, “maybe I could do it.”

“Oh, you really should,” said Kate. “You can draw so well. And besides, there’s a prize.”

“Really?” said Tom with interest.

“If you win, you get a twenty-five dollar gift card to Humphry’s Book and Game store. It’s worth twenty-five dollars, and you can use it to buy whatever you want from the store.”

“OK, I’ll try it,” said Tom.

“There’s only one problem now,” said Kate. “You’re such a good artist. If you enter, it’ll be a lot harder for me to win!”

Strategies and Applications

ELD Standard CELDT Proficiency Level

Demonstrate comprehension of oral presentations and instructions through non-verbal responses (e.g., gestures, pointing, drawing).

1 - Beginning

Restate and execute multi-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.

3 - Intermediate

Listen attentively to more complex stories and information on new topics across content areas and identify the main points and supporting details.

4 - Early Advanced

Listen attentively to stories and information on topics; identify the main points and supporting details.

5 - Advanced

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

5 - Advanced

Now I will read some questions, and you will answer the questions. You may read silently as I read aloud.

1. What were the students talking about?

buying a book

going to the library

entering a contest

2. What do the students need to show in their posters?

that reading is fun

that the certificate is worth twenty-five dollars

that Humphry’s sells books and games

3. What did Kate say Tom is good at?

telling jokes

drawing pictures

playing games

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


say I will start the story for you. Yesterday, Maria and a group of friends played baseball. Tell me what happened.

SAMPLE ANSWERS:

#1 Maria was the pitcher in the game. She pitches the ball to a boy and he hits it very far. So no one can catch the ball when he hits it. The baseball went so far it was in some grass where they couldn’t see it. So all the kids started to look for the ball but they couldn’t find it. But then Maria’s dog found the ball, and all the kids laughed. Now they can play baseball again.

#2 Well the kids are playing baseball. They have a dog. The dog was watching the children play. And one kid bats the ball and it goes so far it’s a homerun. But then the kids can’t find the ball. They’re all looking for the ball in the grass. They need the baseball to play the game. But they can’t find it, and suddenly the dog finds it, and they are . . . “Yes! The dog found the ball!”


Begin to speak 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 by using phrases or simple sentences.


Orally communicate basic needs (e.g., “I need to borrow a pencil.”).


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 followed (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

Retell stories in greater detail by including the characters, setting, and plot. 4 - Early Advanced

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

4 - Early Advanced

information.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

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 6 – 8 (continued)

Reading — Total Number of Items: 35 CELDT Sample Test Item (4 – Early Advanced)Word Analysis

Which of the following is the root of chewable?

ch

able

chew

chewy


Recognize the most common English morphemes in phrases and simple sentences. 1 - Beginning

Use common English morphemes in oral and silent reading.


Recognize obvious cognates (e.g., education, educación; actually, actualmente) in phrases, simple sentences, literature, and content area texts.


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.

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


Fluency and Systematic Vocabulary Development CELDT Sample Test Item (4 – Early Advanced)ELD Standard CELDT Proficiency Level

Directions Choose the word that means the same as the underlined word in the sentence.

They worked very hard and succeeded.

won

slept

failed

collapsed

Read simple paragraphs and passages independently. 2 - Early Intermediate

Use a standard dictionary to determine meanings of unknown words. 3 - Intermediate

Use knowledge of English morphemes, phonics, and syntax to decode text. 3 - Intermediate

Recognize simple idioms, analogies, figures of speech (e.g., to take a fall), and metaphors in literature and texts in content areas.

3 - Intermediate

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

Recognize that some words have multiple meanings. 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 read literature and texts in content areas.

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 in content areas. 4 - Early Advanced

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


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


Directions Read this passage. Then do Numbers 1 through 3.

Diego Rivera is my favorite artist. Rivera, who grew up in Mexico and started to paint as a young boy, painted scenes of the struggles and daily life of the village people. His paintings reflected his political views.

At age 21, Rivera traveled to Europe to study the paintings of famous artists who lived before him. He also wanted to paint with other young artists, like the modern Spanish painter Pablo Picasso. When he returned from his studies in Europe, he applied his new knowledge to his work.

Today, Diego Rivera is famous for his colorful paintings of Mexican village life, as well as for his enormous murals. Rivera had learned about mural painting while he was in Italy. Some of his most famous murals are painted on the walls of many important buildings in Mexico and all over the world.

1. This passage is MOSTLY about Diego Rivera’swork as a painter.

village paintings.

trip to Europe.

murals in Mexico.

2. Rivera applied new knowledge to his work when heleft Mexico.

returned from Europe.

was a young boy.

arrived in Europe.

3. Rivera went to Europe toteach other artists.

sell his colorful paintings.

become a friend of Pablo Picasso.

Recognize categories of common informational materials (e.g., newspapers, brochures).

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

Identify and explain main ideas and critical details of informational materials, literary texts, and texts in content areas.

4 - Early Advanced

Identify and explain the main ideas and critical details of informational materials, literary text, and text in content areas.

5 - Advanced

study the paintings of famous artists.


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


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.

In one paragraph, describe your greatest adventure.

Sample Answers:

#1 My greatest adventure was when I was going to mexico. It was my greatest adventure because I was never on an airplane. I was also scarred because of what was happening! I also watched a movie that was what I really liked. I didn’t know what to do because it was my first time. When I arrived I almost got lost because I didn’t know anything. Luckily my family found me and it was all over.

#2 My Best Adventure I was eleven years old I was with my cousin and my friends We were walking down the alley and my neibhors dog came out we started running. The dog started chasing us. We jumped over the wall and then another dog was right there so we jumped back over. We climbed up a tree and then the dog left like 30 minutes later we saw the dog again we jumped into the dog’s backyard and then we jumped into my backyard and the dog stayed on his. That was the best adventure ever.


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

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

Write simple compositions, such as descriptions and comparison and contrast, have a main idea and some detail. 1 - Beginning

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

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


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.


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

Write brief expository compositions (e.g., description, compare and contrast, cause and effect, and problem and solution) that include a thesis and some points of support.

3 - Intermediate

Write persuasive and expository compositions that include a clear thesis, describe organized points of support, and address a counterargument. 4 - Early Advanced

Write persuasive expository compositions that include a clear thesis, describe organized points of support, and address counter-arguments. 5 - Advanced


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


Choose the word that BEST completes the sentence.

Last night the stars ____ very bright.

are

be

were

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 Advanced

Revise 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 mechanics of writing. 4 - Early Advanced

Revise 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

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