This study represents an initial examination of the potential of word dictation (WD), a form of curriculum-based measure, to identify risk in writing for young English language learners (ELs). The sample included 73 ELs with beginning to advanced English language proficiency in the first to third grades attending schools in one U.S. Midwestern school district. This district used an English-only model of instruction and students completed two forms of WD in the fall, winter, and spring. The criterion measure, a common English language proficiency assessment, was administered in the winter. Results indicated that WD maintained similar reliability and validity coefficients between the ELs in this study and previous studies with the general population. Implications for practice and future research are discussed.