The document provides information about preparing for the CELDT (California English Language Development Test). It explains that the CELDT is used to assess the English proficiency of English learners in California. It covers the four sections of the test: listening, speaking, reading, and writing. It then provides sample test questions, scoring rubrics, and practice activities to help students prepare for the speaking section of the CELDT.

1. CELDT Test Prep
Created by: Mrs. Turpin

2. What is CELDT?
California English Language Development Test
PURPOSE:
• To identify students who are English Learners
• To monitor progress in learning English
• To document English proficiency

3. Who is an English learner?
An English learner is a student:
 with a home language other than English
 who is not yet proficient in English

4. How does the CELDT help my
education?
• It helps teachers know your English
strengths & weaknesses
• It shows your yearly English growth
• It shows how close you are to English
proficiency and redesignation

5. What will I be tested on?
Four English Skill Areas
1. Listening
2. Speaking
3. Reading
4. Writing

6. How long does it take for students to
complete the CELDT?
The CELDT test is not a timed test.
Testing times given here are approximate and
will vary depending on the individual student:
Grades K - 1 Grades 2 - 12
Listening (15 – 30 min)
Speaking (15 – 30 min)
Reading (15 – 30 min)
Writing (15 - 30 min)
Listening (15 min)
Speaking (10 min)
Reading (50 min)
Writing (2 sessions - 30 min)

7. Who gives the CELDT?
• Only trained examiners give the test.
• The listening and speaking parts of the CELDT
are given individually to each student.
• The reading and writing parts are given to
groups of students.

8. You will take the
CELDT test in 2 parts.
You will take Part 1 of the test
on one day, then Part 2 on a
different day.

9. In the first part of the CELDT,
you will be tested on
Listening & Speaking

10. During the Second Part of the
CELDT test, you will be tested on
Reading & Writing

11. Today, we will practice for the first
part of the CELDT test:
Listening & Speaking

12. Please ask the test Proctor:
Can you repeat that please?
This will give you “think time” …it will
give you more time to think of what
you will say!

13. LISTENING
In the listening
section, you need
to carefully listen
for important
details and follow
directions.

14. Say: Choose the picture that shows a
box around the last tree. Mark your
answer.
Picture 1:
Picture 2:

15. Teacher Talk
Say: A teacher tells the class: Tomorrow we are going to
start our project about family histories. I want you to bring
to class some pictures of your family. If you can, bring two
pictures that show all the people in your family. We will use
these pictures in the project.
What do the students need for their project?
o Some pictures
o Some books
o Some snacks

16. Extended Listening Comprehension
Directions: Listen to the passage. Then do Numbers 1
through 3. Fill in the circle next to the answer you think is
correct.
It was lunchtime and Kim was running as fast as she could to
Ms. Chin’s Classroom. She wanted to play with Buster.
Who’s Buster, you ask? Buster is a fluffy black and white rabbit
that Ms. Chin keeps in her classroom. Ms. Chin teaches science,
and she brought Buster to school for her students to study. If
students want to play with Buster or hold him or feed him, they
have to come to Ms. Chin’s classroom during lunchtime.
So Kim was on her way to see Buster. She had never fed a
rabbit before, and she wanted to see Buster before the other
children did.

17. Where was Kim going?
o To the classroom
o To the pet store
o To the lunchroom
Who is Buster?
What did Kim want to do?
o A friend of Kim’s
o Kim’s pet rabbit
o Ms. Chin’s rabbit
o Eat lunch
o Feed Buster
o Play outside

18. CELDT PREPARATION ACTIVITIES FOR
SPEAKING SECTION
• There are 4 parts to the speaking section of
the CELDT:
► Oral Vocabulary
► Speech Functions
► Choose and Give Reasons
► 4-Picture Narrative

19. Oral Vocabulary
• Teacher will say:
“I’m going to show you some
pictures. I’ll ask you a question and
you tell me the answer.”

20. SAY: What is this?

21. ANSWER
• Correct Answers:
–“pear”
–“a pear”
–“This is a pear.”

22. Oral Vocabulary
• Question: What is this used for?
• Correct Answers:
– “To write with.”
– “We use it to write.”

23. Speech Functions
• Teacher will say:
“I’m going to tell you about some situations
that could happen to you. Then, tell me
what you would say.”

24. Speech Functions
Teacher:
“You want to know someone’s
name. What do you ask?

25. • Correct Answer:
–“What’s your name?”

26. SCORING RATIONALE FOR SPEAKING
SPEECH FUNCTIONS
Possible Scores:
0 •Student does not perform the language function required.
•No response [NR].
•Response is entirely in another language [HL].
1 •Student performs the language function required.
•Errors in grammar, vocabulary, and/or pronunciation are
significant enough to interfere with communication.
2 •Student performs the language function required.
•Speech is accurate enough not to interfere with
communication (i.e., minor grammatical, vocabulary, and/or
pronunciation errors may occur, but they do not affect
communication).

27. CELDT PREPARATION ACTIVITIES FOR SPEAKING SECTION
SPEECH FUNCTIONS
DIRECTIONS: Prompt is read aloud to student and he/she responds orally.
1. You have an emergency and have to make a phone call. Your friend has a cell phone.
What would you say to your friend?
2. You are at McDonald’s with your aunt. You want to ask your aunt for more fries.
What would you say to your aunt?
3. There is a new student in your classroom. You want to know her name. What would
you say to the new student?
4. When you walked into the library, you accidentally bumped into the librarian and
she dropped the books she was carrying. You want to apologize to her. What would
you say?
5. You are drawing a picture. You want to borrow a blue marker from your friend.
What would you say to your friend?

28. CELDT PREPARATION ACTIVITIES FOR SPEAKING SECTION
SPEECH FUNCTIONS
DIRECTIONS: Prompt is read aloud to student and he/she responds orally.
1. You go to the store and you want to buy a new pair of pants. You can’t find your size. What
would you say to the salesperson?
2. You were at a birthday party and you spilled your drink on someone. You want to apologize.
What would you say?
3. You want a puppy for your birthday. You want to ask your grandmother if she would buy you
the puppy. What would you say to your grandmother?
4. You are at the video arcade. You need change for the video game. What would you say to the
manager?
5. There is a new student at your school. You see the student in the hall and he or she looks lost.
You want to offer to help the student. What would you say?
6. You want to ask your teacher permission to go to the nurse’s office because you don’t feel well.
What would you say to your teacher.

29. CELDT PREPARATION ACTIVITIES FOR SPEAKING SECTION
SPEECH FUNCTIONS
DIRECTIONS: Prompt is read aloud to student and he/she responds orally.
1. You have misplaced your backpack in the playground. You want to ask permission
from your teacher to go to the playground and look for your backpack.?
2. You forgot to use the restroom during break time. You need to ask your teacher if
you can have permission to go to the restroom. What would you say to your teacher?
3. Your mother expects you to be home right after school. Your friend just invited you
over to his house after school to play his new video game. What would you say to your
mother?

30. CHOOSE AND
GIVE REASONS

31. CELDT PREPARATION ACTIVITIES FOR SPEAKING SECTION
CHOOSE AND GIVE REASONS
FUNCTION: Making a choice and
supporting it with two reasons

32. SCORING RATIONALE FOR SPEAKING
CHOOSE & GIVE REASONS
Possible Scores:
0 •Student does not make choice or does not support choice with a relevant
reason.
•No response [NR].
•Response is entirely in another language [HL].
1 •Student makes choice and supports choice with at least one relevant reason.
•Errors in grammar, vocabulary, and/or pronunciation are significant enough
to interfere with communication.
2 •Student makes choice and supports it with at least two relevant reasons.
•Speech is generally accurate (i.e., minor grammatical, vocabulary, and/or
pronunciation errors may occur, but they do not affect communication).

34. Suppose that you can go to either a sports event
or an amusement park. Which would you
choose? Tell me why. Give me at least two
reasons.

35. Which do you like to do more, sing songs or
draw pictures? Tell me why. Give me two
reasons.

36. On Saturday, one of your friends invites you to go to
the beach and another friend invites you to
go to the mountains. Which would you choose? Tell
me why and give two reasons.

37. You have a day off from school. You
can go to Six Flags or Disneyland.
Which would you choose? Tell me
why and give two reasons.

38. You are at a school party. Which
would you rather have ice cream or
fruit? Tell me why and give two
reasons.

39. You can either take a music class or an art class
next semester. Which would you choose? Tell
me why and give two reasons.

40. 4 - PICTURE NARRATIVE

43. CELDT PREPARATION ACTIVITIES FOR SPEAKING SECTION
4 – PICTURE NARRATIVE
FUNCTION: Look at the pictures and give a
complete detailed story.

44. SAY: Look at all the pictures below. Then tell me a complete
story using a lot of details.

45. SAY: Look at all the pictures below. Then tell
me a complete story using a lot of details.

46. ANSWER EXAMPLES
•A great answer is scored a 4. Here is an
example:
Molly and John are looking at fruit in a store. I think
they’re hungry. But they have no money. A lady
comes from the store with a hole in her bag and
drops fruit. So Molly and John pick up the fruit that
fell out from the lady’s shopping bag to help her and
give the fruit to her. So, since they helped her, the
lady tells Molly to keep a fruit gives one to the boy
too. I think it’s oranges.

47. ANSWER EXAMPLES
•A good answer is scored a 3. Here is an
example:
There was a lady who bought some food from
the grocery store and Molly and John was
looking at the food at the store and when the
lady was walking. There was a hole in the
fruit basket. Then Molly and John helped her
pick up the food and gave it back to her. Then
she gave one to each of them.

48. ANSWER EXAMPLES
•Some answers are scored a 2. Here is an
example:
They want fruit. What’s their name? They help
the lady. Pick up fruit. She say “Thank you!” She
give fruit on the boy and girl.

49. ANSWER EXAMPLES
•Some answers are scored a 1. Here is an
example:
The boy want some. And the girl. And
she…a lady give him. And…

50. SAY: Look at all the pictures below. Then tell me a
complete story using a lot of details.

51. SAY: Look at all the pictures below. Then tell
me a complete story using a lot of details.

52. Get plenty of sleep!

53. Avoid Junk Food!

54. Eat Healthy Foods!

55. Eat a balanced diet!

56. Exercise Regularly!

57. Remember:
• Relax!
• Do Your Best!
• Do not be afraid to ask the test proctor:
“Can you Repeat that Please?”