California English Language Development Test Analysis

The California English Language Development Test, better known as CELDT is a language proficiency test developed for the California Department of Education (http://www.colorincolorado.org/glossary) .The CELDT is administered as an initial assessment to newly enrolled students from grades k-12 whose primary or home language is not English. This is indicated by the student's Home Language Survey or if the child has no prior record of English Language Testing. The CELDT tests the areas of listening, speaking, reading and writing. The test is given within 30 days of new enrollment. Then it is administered annually to track the students' progress and determine when they have reached proficiency (http://www.celdt.org/about/). The CELDT was developed
In the area of speaking, students may demonstrate no productive skills. They may begin to use basic vocabulary and respond with simple words or phrases. When telling part of a story, they use simple words and phrases. In the area of reading, students may demonstrate no receptive skills. They may be able to identify the letter that corresponds to the initial sound of a simple spoken word and begin to recognize some basic groups of related words. In the area of writing, students may demonstrate no productive skills, or use a few standard writing conventions. They may attempt to write a short story in response to a picture sequence. The students' writing is minimal and contains some isolated English
Students understand and follow most simple oral directions. In the area of speaking, students have an extensive vocabulary and use somewhat complex syntax that is appropriate to setting and purpose, with occasional mistakes. They can tell a clear and coherent story based on a picture sequence with minor mistakes. In the area of reading, students can match more difficult vocabulary words to pictures. They may use irregular plurals and identify antonyms. They can use context clues to complete sentences in a short passage with appropriate words. Students are able identify different genres. They are able to recall details and answer more difficult questions that involve sequencing, summarizing, drawing conclusions, or making inferences after reading a story. They now can recognize common abbreviations and more complex grammar and spelling patterns. In the area of writing, students can use possessives, superlatives, regular plurals, prepositions, and articles. Their vocabulary is more specific. Students can write a complete sentence appropriate to a picture prompt. The sentence may contain minor mistakes. Students can now write a short story in response to sequenced pictures. The story contains clear ideas and accurate transitions with few