possible or limited. The communication is set for a specified audience, has purpose, and generally abides by rules of genre or style. It is a planned or formalized speech act or written document, and the learner has an opportunity to draft, get feedback, and revise, before publication or broadcast. (Phillips, 2008, p. 96) Writing 4 construct grade-appropriate oral and written claims and support them with reasoning and evidence 7 adapt language choices to purpose, task, and audience when speaking and writing Interactive modalities: Collaborative use of receptive and productive modalities. This mode refers to the learner as a speaker/listener [and] reader/writer. It requires two-way interactive communication where negotiation of meaning may be observed. The exchange will provide evidence of awareness of the socio-cultural aspects of communication as language proficiency develops. (Phillips, 2008, p. 96) Listening, Speaking, Reading, and Writing 2 participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions 5 conduct research and evaluate and communicate findings to answer questions or solve problems 6 analyze and critique the arguments of others orally and in writing
Kindergarten ELP Standards Kindergarten: Standards 1 and 2 ELP Standard By the end of each English language proficiency level, an ELL can . . . Level 1 Level 2 Level 3 Level 4 Level 5 K.1 An ELL can . . . construct meaning from oral presentations and literary and informational text through listening, reading, and viewing. with prompting and support (including context and visual aids), use a very limited set of strategies to: identify a few key words from read-alouds and oral presentations of information or stories. with prompting and support (including context and visual aids), use an emerging set of strategies to: identify some key words and phrases from read-alouds and oral presentations. with prompting and support (including context and visual aids), use a developing set of strategies to: identify main topics ask and answer questions about key details from read-alouds and oral presentations. with prompting and support (including context and visual aids), use an increasing range of strategies to: identify main topics answer questions about key details or parts of stories retell events from read-alouds, picture books, and oral presentations. with prompting and support (including context and visual aids), use a wide range of strategies to: identify main topics answer questions about key details retell familiar stories from read-alouds, picture books, and oral presentations. K.2 An ELL can . . . participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. listen with limited participation in short conversations respond to simple yes/no and some wh- questions about familiar topics. participate in short conversations respond to simple yes/no and wh- questions about familiar topics. participate in short conversations follow some rules for discussion respond to simple yes/no and wh- questions about familiar topics. participate in conversations and discussions ask and answer simple questions follow increasing number of rules for discussion about a variety of topics. participate in conversations and discussions ask and answer questions follow rules for discussion about a variety of topics. appropriate
Kindergarten: Standards 3, 4, and 5 ELP Standard By the end of each English language proficiency level, an ELL can . . . Level 1 Level 2 Level 3 Level 4 Level 5 K.3 An ELL can . . . speak and write about complex literary and informational texts and topics. communicate simple information or feelings about familiar topics or experiences. communicate simple information or feelings about familiar topics, experiences, or events. communicate information or feelings about familiar topics, experiences, or events. tell or dictate simple messages about a variety of topics, experiences, or events. make simple oral presentations compose short written texts about a variety of topics, experiences, or events. K.4 An ELL can . . . construct oral and written claims and support them with reasoning and evidence. express a feeling or opinion about a familiar topic showing limited control. express an opinion or preference about a familiar topic showing emerging control. express an opinion or preference about a familiar topic or story showing developing control. express an opinion or preference about a variety of topics or stories showing increasing control. express an opinion or preference about a variety of topics or stories showing increasing control. K.5 An ELL can . . . conduct research and evaluate and communicate findings to answer questions or solve problems. with prompting and support from adults, recall information from experience or from a provided source. with prompting and support from adults, recall information from experience or use information from a provided source to answer a question. with prompting and support from adults, recall information from experience or use information from provided sources to answer a question showing developing control. with prompting and support from adults, recall information from experience or use information from provided sources to answer a question showing increasing control. with prompting and support from adults, recall information from experience or use information from provided sources to answer a question showing increasing control. appropriate appropriate
Kindergarten: Standards 6, 7, and 8 ELP Standard By the end of each English language proficiency level, an ELL can . . . Level 1 Level 2 Level 3 Level 4 Level 5 K.6 An ELL can . . . analyze and critique the arguments of others orally and in writing. [Standard introduced at Level 4.] [Standard introduced at Level 4.] [Standard introduced at Level 4.] with prompting and support, identify a reason an author or speaker gives to support a point. with prompting and support, identify appropriate reasons an author or speaker gives to support main points. K.7 An ELL can . . . adapt language choices to purpose, task, and audience when speaking and writing. [Standard introduced at Level 4.] [Standard introduced at Level 4.] [Standard introduced at Level 4.] show a developing awareness of the difference between appropriate language for the playground and language for the classroom. show awareness of differences between informal (“playground speech”) and language appropriate to the classroom use some words learned through conversations, reading, and being read to.
K.8 An ELL can . . . determine the meaning of words and phrases in oral presentations and literary and informational text. with prompting and support (including context and visual aids), recognize the meaning of a few frequently occurring words in simple oral presentations and about familiar topics, experiences, or events. with prompting and support (including context and visual aids), recognize the meaning of some frequently occurring words and phrases in simple oral presentations and about familiar topics, experiences, or events. with prompting and support (including context and visual aids), answer questions to help determine the meaning of some words and phrases in simple oral presentations and about familiar topics, experiences, or events. with prompting and support (including context and visual aids), answer and sometimes ask questions about the meaning of words and phrases in simple oral presentations and about a variety of topics, experiences, or events. with prompting and support (including context and visual aids), answer and ask questions about the meaning of words and phrases in simple oral presentations and about a variety of topics, experiences, or events. Kindergarten: Standards 9 and 10 ELP Standard By the end of each English language proficiency level, an ELL can . . . Level 1 Level 2 Level 3 Level 4 Level 5
K.9 An ELL can . . . create clear and coherent speech and text. [Standard introduced at Level 3.] [Standard introduced at Level 3.] with support (including visual aids, context), retell several events from experience or a familiar story with developing control of some frequently occurring linking words (e.g., and, then). with support (including visual aids, context), retell a simple sequence of events from experience or a familiar story with increasingly independent control of frequently occurring linking words. with support (including visual aids), retell a short sequence of events from experience or a familiar story, with a beginning, middle, and end using frequently occurring linking words. K.10 An ELL can . . . make accurate use of standard English to communicate in speech and writing. with support (including context and visual aids), recognize and use a small number of frequently occurring nouns and verbs understand and respond to simple questions. with support (including context and visual aids), recognize and use frequently occurring nouns, verbs, and short phrases respond to yes/no and wh- questions produce a few simple sentences in shared language activities. with support (including context and visual aids), recognize and use frequently occurring regular plural nouns, verbs, and prepositions use and respond to question words produce simple sentences in shared language activities. with support (context and visual aids), recognize and use frequently occurring regular plural nouns, verbs, and prepositions use and respond to question words; produce and expand simple sentences in shared language activities. with increasing independence, use frequently occurring regular plural nouns, verbs, prepositions, and question words ask and answer interrogatives produce and expand simple sentences in shared language activities. appropriate appropriate
Grade 1 ELP Standards Grade 1: Standards 1 and 2 ELP Standard By the end of each English language proficiency level, an ELL can . . . Level 1 Level 2 Level 3 Level 4 Level 5 1.1 An ELL can . . . construct meaning from oral presentations and literary and informational text through listening, reading, and viewing. with prompting and support (including context and visual aids), use a very limited set of strategies to: identify a few key words from read-alouds, picture books, and oral presentations. use an emerging set of strategies to: identify key words and phrases from read-alouds, simple written texts, and oral presentations. use a developing set of strategies to: identify main topics, answer questions about key details retell some key details or events from read-aloud texts, simple written texts, and oral presentations. use an increasing range of strategies to: identify main topics ask and answer questions about an increasing number of key details retell familiar stories or episodes of stories from read-alouds, written texts, and oral presentations. use a wide range of strategies to: identify main topics ask and answer questions about key details retell stories, including key details from read-alouds, written texts, and oral presentations. 1.2 An ELL can . . . participate in oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. listen to short conversations respond to simple yes/no and some wh- questions about familiar topics. participate in short conversations take turns respond to simple yes/no and wh- questions about familiar topics. participate in short discussions, conversations, and short written exchanges follow rules for discussion ask and answer simple questions about familiar topics. participate in discussions, conversations, and written exchanges follow rules for discussion ask and answer questions respond to the comments of others make comments of his or her own about a variety of topics and texts. participate in extended discussions, conversations, and written exchanges follow rules for discussion ask and answer questions build on the comments of others contribute his or her own comments about a variety of topics and texts. appropriate appropriate
Grade 1: Standards 3, 4, and 5 ELP Standard By the end of each English language proficiency level, an ELL can . . . Level 1 Level 2 Level 3 Level 4 Level 5 1.3 An ELL can . . . speak and write about grade-appropriate complex literary and informational texts and topics. communicate simple information or feelings about familiar topics or experiences. communicate simple messages about familiar topics, experiences, or events. deliver short simple oral presentations compose short written texts about familiar topics, stories, experiences, or events. using simple sentences and drawings or illustrations, deliver short simple oral presentations compose written texts about a variety of texts, topics, experiences, or events. including a few descriptive details, deliver oral presentations compose written texts about a variety of texts, topics, experiences, or events. 1.4 An ELL can . . . construct oral and written claims and support them with reasoning and evidence. express a preference or opinion about familiar topics or experiences. express an opinion about familiar topics, experiences, or events. express an opinion give a reason for the opinion about familiar stories, experiences, or events. express opinions give a reason for the opinion about a variety of texts topics, experiences, and events. express opinions introduce the topic give a reason for the opinion provide a sense of closure about a variety of texts, topics, experiences, or events. 1.5 An ELL can . . . conduct research and evaluate and communicate findings to answer questions or solve problems. with prompting and support from adults, participate in shared research projects gather information label information from provided sources showing limited control. with prompting and support from adults, participate in shared research projects gather information summarize some key information from provided sources showing emerging control. with prompting and support from adults, participate in shared research projects gather information summarize information from provided sources showing developing control. with prompting and support from adults, participate in shared research projects gather information summarize information answer a question from provided sources showing increasingly independent control. with prompting and support from adults, participate in shared research projects gather information summarize information answer a question from provided sources showing independent control. appropriate
1.8 An ELL can . . . determine the meaning of words and phrases in oral presentations and literary and informational text. with prompting and support (including context and visual aids), recognize the meaning of a few frequently occurring words and phrases in simple oral presentations and about familiar topics, experiences, or events. with prompting and support (including context and visual aids), answer and sometimes ask simple questions to help determine the meaning of frequently occurring words and phrases in simple oral presentations and about familiar topics, experiences, or events. using sentence-level context and visual aids, answer and sometimes ask questions to help determine the meaning of some less frequently occurring words and phrases in oral presentations, read-alouds, and simple texts about familiar topics, experiences, or events. using sentence context, visual aids, and some knowledge of frequently occurring root words and their inflectional forms, answer and ask questions to help determine the meaning of less common words, phrases, and simple idiomatic expressions in oral presentations and written texts about a variety of topics, experiences, or events. using context, some visual aids, and knowledge of morphology (e.g., simple inflectional endings such as -ed, -ing, and some common prefixes), answer and ask questions to help determine or clarify the meaning of words, phrases, and idiomatic expressions in oral presentations and written texts about a variety of topics, experiences, or events. Grade 1: Standards 9 and 10 ELP Standard By the end of each English language proficiency level, an ELL can . . . Level 1 Level 2 Level 3 Level 4 Level 5
1.9 An ELL can . . . create clear and coherent speech and text. [Standard introduced at Level 2.] with support (including visual aids and modeled sentences), retell an event present simple information with emerging control of some frequently occurring linking words. with support (including modeled sentences), retell (in speech or writing) a simple sequence of events in the correct order present simple information with developing control of some frequently occurring linking words (e.g., and, so) and temporal words (e.g., first, then). recount two or three events in sequence present simple information about a topic with increasingly independent control of some temporal words (e.g., next, after),and some frequently occurring linking words (and, so). recount a more complex sequence of events in the correct order introduce a topic provide some facts about a topic using temporal words to signal event order and using frequently occurring conjunctions (linking words or phrases). 1.10 An ELL can . . . make accurate use of standard English to communicate in grade-appropriate speech and writing. with support (including context and visual aids), understand and use a small number of frequently occurring nouns and verbs, understand and use very simple sentences respond to simple questions. with support (including visual aids and sentences) recognize and use frequently occurring nouns, verbs, prepositions, and conjunctions (e.g., and, but, or) produce simple sentences. with support (including modeled sentences), use some singular and plural nouns use verbs in the present and past tenses use frequently occurring prepositions and conjunctions produce and expand simple sentences in response to prompts. use an increasing number of singular and plural nouns, and verbs use present and past verb tenses with appropriate subject-verb agreement use frequently occurring prepositions and conjunctions produce and expand simple and some compound sentences in response to prompts. use singular and plural nouns with matching verbs, use past, present, and future verb tenses use frequently occurring prepositions and conjunctions produce and expand simple and compound sentences in response to prompts. appropriate
Grades 2-3 ELP Standards Grades 2-3: Standards 1 and 2 ELP Standard By the end of each English language proficiency level, an ELL can . . . Level 1 Level 2 Level 3 Level 4 Level 5 2-3.1 An ELL can . . . construct meaning from oral presentations and literary and informational text through listening, reading, and viewing. use a very limited set of strategies to: identify a few key words and phrases from read-alouds, simple written texts, and oral presentations. use an emerging set of strategies to: identify some key words and phrases identify the main topic or message/lesson from read-alouds, simple written texts, and oral presentations. use a developing set of strategies to: identify the main topic or message answer questions retell some key details from read-alouds, simple written texts, and oral presentations. use an increasing range of strategies to: determine the main idea or message identify or answer questions about some key details that support the main idea/message retell a variety of stories from read-alouds, written texts, and oral presentations. use a wide range of strategies to: determine the main idea or message tell how key details support the main idea retell a variety of stories from read-alouds, written texts, and oral communications. 2-3.2 An ELL can . . . participate in oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. listen to and occasionally participate in short conversations respond to simple yes/no and some wh- questions. about familiar topics. participate in short conversations, discussions, and written exchanges take turns respond to simple yes/no and wh- questions about familiar topics. participate in short discussions and written exchanges follow the rules for discussion ask questions to gain information or clarify understanding respond to the comments of others contribute his or her own comments about familiar topics and texts. participate in discussions, conversations, and written exchanges follow the rules for discussion ask and answer questions build on the ideas of others contribute his or her own ideas about a variety of topics and texts. participate in extended discussions, conversations, and written exchanges follow the rules for discussion ask and answer questions build on the ideas of others express his or her own ideas about a variety of topics and texts. appropriate appropriate
Grades 2-3: Standards 3, 4, and 5 ELP Standard By the end of each English language proficiency level, an ELL can . . . Level 1 Level 2 Level 3 Level 4 Level 5 2-3.3 An ELL can . . . speak and write about complex literary and informational texts and topics. communicate simple information about familiar texts, topics, experiences, or events. deliver simple oral presentations compose written texts about familiar texts, topics, experiences, or events. deliver short oral presentations compose written narratives compose informational texts about familiar texts, topics, experiences, or events. deliver short oral presentations compose written narratives compose informational texts about a variety of texts, topics, experiences, or events. with some details, deliver oral presentations compose written narratives compose informational texts about a variety of texts, topics, experiences, or events. 2-3.4 An ELL can . . . construct oral and written claims and support them with reasoning and evidence. express an opinion about a familiar topic. express an opinion about a familiar topic or story. express an opinion give one or more reasons for the opinion about a familiar topic or story. introduce a topic express opinions give several reasons for the opinions about a variety of topics. introduce a topic express opinions give several reasons for the opinions provide a concluding statement about a variety of topics. appropriate appropriate
2-3.5 An ELL can . . . conduct research and evaluate and communicate findings to answer questions or solve problems. with prompting and support, carry out short individual or shared research projects gather information from provided sources label information. with prompting and support, carry out short individual or shared research projects recall information from experience gather information from provided sources record some information/observations in simple notes. with prompting and support, carry out short individual or shared research projects recall information from experience gather information from provided sources record information/ observations in orderly notes. with prompting and support, carry out short individual or shared research projects, recall information from experience gather information from multiple sources sort evidence into provided categories. carry out short individual or shared research projects, recall information from experience gather information from multiple sources sort evidence into categories.
Grades 2-3: Standards 6, 7, and 8 ELP Standard By the end of each English language proficiency level, an ELL can . . . Level 1 Level 2 Level 3 Level 4 Level 5 2-3.6 An ELL can . . . analyze and critique the arguments of others orally and in writing. with prompting and support, use a few frequently occurring words and phrases to identify a point an author or a speaker makes. with prompting and support, identify a reason an author or a speaker gives to support the main point. tell how one or two reasons support the main point an author or a speaker makes. tell how one or two reasons support the specific points an author or a speaker makes. describe how reasons support the specific points an author or a speaker makes. 2-3.7 An ELL can . . . adapt language choices to purpose, task, and audience when speaking and writing. recognize the meaning of some words learned through conversations, reading, and being read to. show increasing awareness of differences between informal “playground speech” and language appropriate to the classroom use some words learned through conversations, reading, and being read to. compare examples of the formal and informal use of English (at Grade 3), use an increasing number of general academic and content-specific words in conversations and discussions. adapt language choices, as appropriate, to formal and informal contexts (at Grade 3), use a wider range of general academic and words in conversations and discussions. adapt language choices, as appropriate, to formal and informal contexts (at Grade 3), use a wide variety of general and content-specific academic words and phrases in conversations or in short written texts. specific
2-3.8 An ELL can . . . determine the meaning of words and phrases in oral presentations and literary and informational text. relying heavily on visual aids, context, and knowledge of morphology in his or her native language, recognize the meaning of a few frequently occurring words, simple phrases, and formulaic expressions in simple oral discourse, read-alouds, and written texts about familiar topics, experiences, or events. using context, visual aids, and knowledge of morphology in his or her native language, ask and answer questions about the meaning of frequently occurring words, phrases, and expressions in simple oral discourse, read-alouds, and written texts about familiar topics, experiences, or events. using context, some visual aids, reference materials, and a developing knowledge of English morphology, determine the meaning of less-frequently occurring words and phrases, content-specific words, and some idiomatic expressions in oral discourse, and written texts about familiar topics, experiences, or events. using context, some visual aids, reference materials, and an increasing knowledge of morphology (root words, some prefixes), determine the meaning of less-frequently occurring words and phrases and some idiomatic expressions (at Grade 3) some general academic and content-specific vocabulary in oral discourse, and written texts about a variety of topics, experiences, or events. using context, reference materials, and morphology (e.g., root words, simple inflectional endings such as ed, ing, and some common prefixes), determine the meaning of less-frequently occurring words, phrases, some idiomatic expressions (at Grade 3) some general academic and vocabulary in oral presentations and written texts about a variety of topics, experiences, or events. specific
Grades 2-3: Standards 9 and 10 ELP Standard By the end of each English language proficiency level, an ELL can . . . Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . create clear and coherent speech and text. with support (including context and visual aids), and using non-verbal communication, communicate simple information about an event or topic use a narrow range of vocabulary and syntactically simple sentences with limited control. with support (including visual aids and modeled sentences), communicate simple information about a topic recount two events in sequence use frequently occurring linking words (e.g., and, then) with emerging control. with support (including modeled sentences), present a few pieces of information about a topic recount a short sequence of events use common linking words (e.g., and, but, next, after) to connect ideas or events with developing control. with increasingly independent control, introduce an informational topic present facts about the topic recount a sequence of events, using temporal words (before, after, soon) use linking words (e.g., because, and, also) to connect ideas or events. with independent control, introduce an informational topic present facts about the topic use temporal words to recount a coherent sequence of events, use linking words (e.g., because, and, also) to connect ideas and events provide a concluding statement about the topic. appropriate
2-3.10 An ELL can . . . make accurate use of standard English to communicate in speech and writing. with support (including context and visual aids), understand and use a small number of frequently occurring nouns and verbs respond to simple questions. with support (including visual aids and modeled sentences), recognize and use some frequently occurring collective nouns (e.g. group) recognize and use some frequently occurring verbs, adjectives, adverbs, and conjunctions produce simple sentences in response to prompts. with support (including modeled sentences), use some collective nouns use the past tense of some frequently occurring irregular verbs use some frequently occurring adjectives, adverbs, and conjunctions produce and expand simple and some compound sentences. use collective nouns use the past tense of frequently occurring irregular verbs use an increasing number of adjectives, adverbs, and conjunctions produce and expand simple, compound, and (at Grade 3) a few complex sentences. use collective and commonly occurring abstract nouns (e.g. childhood) use the past tense of frequently occurring irregular verbs use coordinating and commonly used subordinating conjunctions, adjectives, and adverbs produce and expand simple, compound, and (at Grade 3) some complex sentences. appropriate
Grades 4–5 ELP Standards Grades 4-5: Standards 1 and 2 ELP Standard By the end of each English language proficiency level, an ELL can . . . Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . construct meaning from oral presentations and literary and informational text through listening, reading, and viewing. use a very limited set of strategies to: identify a few key words and phrases from read-alouds, simple written texts, and oral presentations. use an emerging set of strategies to: identify the main topic retell a few key details from read-alouds, simple written texts, and oral presentations. use a developing set of strategies to: determine the main idea or theme, and retell a few key details retell familiar stories from read-alouds, simple written texts, and oral presentations. use an increasing range of strategies to: determine the main idea or theme, and explain how some key details support the main idea or theme summarize part of a text from read-alouds, written texts, and oral presentations. use a wide range of strategies to: determine two or more main ideas or themes explain how key details support the main ideas or themes summarize a text from read-alouds, written texts, and oral presentations. appropriate
4-5.2 An ELL can . . . participate in oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. participate in short conversations participate in short written exchanges actively listen to others respond to simple questions and some wh- questions about familiar topics. participate in short conversations participate in short written exchanges actively listen to others respond to simple questions and wh- questions about familiar topics and texts. participate in short conversations and discussions participate in short written exchanges respond to others’ comments add some comments of his or her own ask and answer questions about familiar topics and texts. participate in conversations and discussions participate in written exchanges build on the ideas of others express his or her own ideas ask and answer relevant questions add relevant information and evidence about a variety of topics and texts. participate in extended conversations and discussions participate in extended written exchanges build on the ideas of others express his or her own ideas clearly pose and respond to relevant questions add relevant and detailed information using evidence summarize the key ideas expressed about a variety of topics and texts. appropriate
Grades 4-5: Standards 3, 4, and 5 ELP Standard By the end of each English language proficiency level, an ELL can . . . Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . speak and write about complex literary and informational texts and topics. communicate simple information about familiar texts, topics, events, or objects in the environment. deliver short oral presentations compose written texts about familiar texts, topics, and experiences. including a few details, deliver short oral presentations compose written narratives or informational texts about familiar texts, topics, and experiences. including some details, deliver short oral presentations compose written narratives or informational texts about a variety of texts, topics, and experiences. including details and examples to develop a topic, deliver oral presentations compose written narrative or informational texts about a variety of texts, topics, and experiences. An ELL can . . . construct oral and written claims and support them with reasoning and evidence. express an opinion about a familiar topic. construct a simple claim about a familiar topic give a reason to support the claim. construct a claim about familiar topics introduce the topic provide a few reasons or facts to support the claim. construct a claim about a variety of topics introduce the topic provide several reasons or facts to support the claim provide a concluding statement. construct a claim about a variety of topics introduce the topic provide logically ordered reasons or facts to support the claim provide a concluding statement. appropriate appropriate
An ELL can . . . conduct research and evaluate and communicate findings to answer questions or solve problems. recall information from experience gather information from a few provided sources label some key information. recall information from experience gather information from provided sources record some information. recall information from experience gather information from print and digital sources to answer a question identify key information in orderly notes. recall information from experience gather information from print and digital sources to answer a question record information in organized notes, with charts, tables, or other graphics, as provide a list of sources. recall information from experience gather information from print and digital sources summarize key ideas and information in detailed and orderly notes, with graphics as appropriate provide a list of sources.
Grades 4-5: Standards 6, 7, and 8 ELP Standard By the end of each English language proficiency level, an ELL can . . . Level 1 Level 2 Level 3 Level 4 Level 5 4-5.6 An ELL can . . . analyze and critique the arguments of others orally and in writing. identify a point an author or speaker makes. identify a reason an author or speaker gives to support a main point agree or disagree with the author or speaker. tell how one or two reasons support the points an author or speaker makes or fails to make. describe how reasons support the specific points an author or speaker makes or fails to make. explain how an author or speaker uses reasons and evidence to support or fail to support particular points (at grade 5) identify which reasons and evidence support which points. 4-5.7 An ELL can . . . adapt language choices to purpose, task, and audience when speaking and writing. recognize the meaning of some words learned through conversations, reading, and being read to. with emerging control, adapt language choices to different social and academic contents use some words learned through conversations, reading, and being read to. with developing control, adapt language choices according to purpose, task, and audience use an increasing number of general academic and words, phrases, and expressions in conversation, discussions, and short written text. with increasing ease, adapt language choices and style (includes register) according to purpose, task, and audience use a wider range of general academic and content-specific words and phrases in speech and writing. adapt language choices and style according to purpose, task, and audience use a wide variety of general academic and content-specific words and phrases in speech and writing. specific
4-5.8 An ELL can . . . determine the meaning of words and phrases in oral presentations and literary and informational text. relying heavily on context, visual aids, and knowledge of morphology in his or her native language, recognize the meaning of a few frequently occurring words, phrases, and formulaic expressions in simple oral discourse, read-alouds, and written texts about familiar topics, experiences, or events. using context, some visual aids, reference materials, and knowledge of morphology in his or her native language, determine the meaning of some frequently occurring words, phrases, and expressions in simple oral discourse, read-alouds, and written texts about familiar topics, experiences, or events. using context, visual aids, reference materials, and a developing knowledge of English morphology, determine the meaning of frequently occurring words and phrases determine the meanings of some idiomatic expressions in texts about familiar topics, experiences, or events. using context, reference materials, and an increasing knowledge of English morphology, determine the meaning of general academic and content-specific words, phrases determine the meaning of a growing number of idiomatic expressions in texts about a variety of topics, experiences, or events. using context, reference materials, and knowledge of English morphology, determine the meaning of general academic and content-specific words and phrases determine the meaning of figurative language (e.g., metaphors, similes, adages, and proverbs) in texts about a variety of topics, experiences, or events.
Grades 4-5: Standards 9 and 10 ELP Standard By the end of each English language proficiency level, an ELL can . . . Level 1 Level 2 Level 3 Level 4 Level 5 4-5.9 An ELL can . . . create clear and coherent speech and text. with support (including context and visual aids), and using non-verbal communication, communicate simple information about an event or topic use a narrow range of vocabulary and syntactically simple sentences with limited control. with support (including visual aids and modeled sentences), communicate simple information about a topic recount a simple sequence of events in order use frequently occurring linking words (e.g., and, then) with emerging control. with support (including modeled sentences), introduce an informational topic present one or two facts about the topic recount a short sequence of events in order use an increasing range of temporal and other linking words (e.g., next, because, and, also) provide a concluding statement with developing control. introduce an informational topic develop the topic with facts and details recount a more detailed sequence of events, with a beginning, middle, and end use transitional words and phrases to connect events, ideas, and opinions (e.g., after a while, for example, in order to, as a result) provide a conclusion with increasingly independent control. introduce an informational topic develop the topic with facts and details recount a more detailed sequence of events, with a beginning, middle, and end use a variety of linking words and phrases to connect ideas, information, or events provide a concluding statement or section. appropriate
4-5.10 An ELL can . . . make accurate use of standard English to communicate in speech and writing. with support (including context and visual aids), recognize and use a small number of frequently occurring nouns, noun phrases, and verbs understand and respond to simple questions. with support (including visual aids and modeled sentences), recognize and use some frequently occurring nouns, pronouns, verbs, prepositions, adjectives, adverbs, and conjunctions produce simple sentences in response to prompts. with support (including modeled sentences), use some relative pronouns (e.g., who, whom, which, that), use some relative adverbs (e.g., where, when, why), use some prepositional phrases produce and expand simple and compound sentences. use relative pronouns (e.g., who, whom, which, that), use relative adverbs (e.g., where, when, why), use prepositional phrases use subordinating conjunctions produce and expand simple, compound, and a few complex sentences. use relative pronouns (e.g., who, whom, which, that), use relative adverbs (e.g., where, when, why) use prepositional phrases use subordinating conjunctions use the progressive and perfect verb tenses produce and expand simple, compound, and complex sentences. appropriate
Grades 6-8: Standards 3, 4, and 5 ELP Standard By the end of each English language proficiency level, an ELL can . . . Level 1 Level 2 Level 3 Level 4 Level 5 6-8.3 An ELL can . . . speak and write about complex literary and informational texts and topics. communicate simple information about familiar texts, topics, and experiences. deliver short oral presentations compose written narratives or informational texts about familiar texts, topics, experiences, or events. deliver short oral presentations compose written narratives or informational texts develop texts with some details about familiar texts, topics, and experiences. deliver oral presentations compose written narratives or informational texts develop texts with some details about a variety of texts, topics, and experience. deliver oral presentations compose written narratives or informational texts develop texts with relevant details, ideas, or information about a variety of texts, topics, and experiences. 6-8.4 An ELL can . . . construct oral and written claims and support them with reasoning and evidence. express an opinion about a familiar topic. construct a claim about a familiar topic give a reason to support the claim. construct a claim about a familiar topic introduce the topic provide several supporting reasons or facts in a logical order provide a concluding statement. construct a claim about a variety of topics introduce the topic provide sufficient reasons or facts to support the claim provide a concluding statement. construct a claim about a variety of topics introduce the topic provide compelling and logically ordered reasons or facts that effectively support the claim provide a concluding statement. appropriate appropriate
6-8.5 An ELL can . . . conduct research and evaluate and communicate findings to answer questions or solve problems. gather information from a few provided sources label collected information. gather information from provided sources record some data and information. gather information from multiple provided print and digital sources summarize or paraphrase observations, ideas, and information, with labeled illustrations, diagrams, or other graphics, as cite sources. gather information from multiple print and digital sources use search terms effectively quote or paraphrase the data and conclusions of others, using charts, diagrams, or other graphics, as cite sources use a standard format for citations. gather information from multiple print and digital sources use search terms effectively (at Grade 8) evaluate the credibility of each source quote or paraphrase the data and conclusions of others using charts, diagrams, or other graphics, as cite sources use a standard format for citations.
Grades 6-8: Standards 6, 7, and 8 ELP Standard By the end of each English language proficiency level, an ELL can . . . Level 1 Level 2 Level 3 Level 4 Level 5 6-8.6 An ELL can . . . analyze and critique the arguments of others orally and in writing. identify a point an author or a speaker makes. identify the main argument an author or a speaker makes identify one reason an author or a speaker gives to support the argument. explain the argument an author or a speaker makes distinguish between claims that are supported by reasons and evidence from those that are not. analyze the argument and specific claims made in texts or speech determine whether the evidence is sufficient to support the claims cite textual evidence to support the analysis. analyze and evaluate the argument and specific claims made in texts or speech/ presentations determine whether the reasoning is sound and the evidence is relevant and sufficient to support the claims cite textual evidence to support the analysis. 6-8.7 An ELL can . . . adapt language choices to purpose, task, and audience when speaking and writing. recognize the meaning of some words learned through conversations, reading, and being read to. with emerging control, adapt language choices according to task and audience begin to use frequently occurring general academic and words and phrases in conversations and discussions. with developing ease, adapt language choices and style according to purpose, task, and audience use an increasing number of general academic and content-specific words and phrases in speech and short written texts show developing control of style and tone in oral or written text. with increasing ease, adapt language choices and style according to purpose, task, and audience use a wider range of general academic and content-specific academic words and phrases maintain consistency in style and tone throughout most of oral or written text. with ease, adapt language choices and style according to purpose, task, and audience, use a wide variety of complex general academic and content-specific academic words to precisely express ideas maintain an and consistent style and tone throughout an oral or written text. specific
Grades 6-8: Standards 9 and 10 ELP Standards By the end of each English language proficiency level, an ELL can . . . Level 1 Level 2 Level 3 Level 4 Level 5 6-8.9 An ELL can . . . create clear and coherent speech and text. with support (including context and visual aids) and non-verbal communication, communicate simple information about an event or topic use a narrow range of vocabulary and syntactically simple sentences with limited control. with support (including modeled sentences), recount a brief sequence of events in order introduce an informational topic present one or two facts about the topic use some commonly occurring linking words (e.g., next, because, and, also) provide a concluding statement with emerging control. recount a short sequence of events, with a beginning, middle, and end introduce and develop an informational topic with a few facts and details use common transitional words and phrases to connect events, ideas, and opinions (e.g., after a while, for example, in order to, as a result) provide a conclusion with developing control. recount a more detailed sequence of events or steps in a process, with a beginning, middle, and end introduce and develop an informational topic with facts and details use a variety of transitional words and phrases to connect events, ideas, and opinions (e.g., however, on the other hand, from that moment on) provide a concluding section with increasingly independent control. recount a complex sequence of events or steps in a process, with a beginning, middle, and end introduce and effectively develop an informational topic with facts and details use a wide variety of transitional words and phrases to show logical relationships between events and ideas provide a concluding section. appropriate
6-8.10 An ELL can . . . make accurate use of standard English to communicate in speech and writing. recognize and use a small number of frequently occurring nouns, noun phrases, and verbs understand and respond to simple questions. with support (including visual aids and sentences), use nouns, pronouns, verbs, prepositions, adjectives, adverbs, conjunctions, and prepositional phrases produce simple and compound sentences. with support (including modeled sentences), use relative pronouns (e.g., who, whom, which, that), relative adverbs (e.g., where, when, why), subordinating conjunctions, and prepositional phrases produce and expand simple, compound, and a few complex sentences. use an increasing number of intensive/reflexive pronouns (e.g., myself, ourselves) and verbs in the active and passive voices place phrases and clauses within a sentence recognize and correct most misplaced and dangling modifiers produce and expand simple, compound, and complex sentences. use intensive/reflexive pronouns use verbs in the active and passive voices place phrases and clauses within a sentence recognize and correct misplaced and dangling modifiers produce and expand simple, compound, and complex sentences. appropriate
9-12.2 An ELL can . . . participate in oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. participate in short conversational and written exchanges on familiar topics present information respond to simple yes/no questions and some wh- questions. participate in short conversational and written exchanges on familiar topics and texts present information and ideas respond to simple questions and wh- questions. participate in conversations, discussions, and written exchanges on familiar topics, texts, and issues build on the ideas of others express his or her own ideas ask and answer relevant questions add relevant information and evidence restate some of the key ideas expressed. participate in conversations, discussions, and written exchanges on a range of topics, texts, and issues build on the ideas of others express his or her own ideas clearly support points with specific and relevant evidence ask and answer questions to clarify ideas and conclusions summarize the key points expressed. participate in extended conversations, discussions, and written exchanges on a range of substantive topics, texts, and issues build on the ideas of others express his or her own ideas clearly and persuasively refer to specific and relevant evidence from texts or research to support his or her ideas ask and answer questions that probe reasoning and claims summarize the key points and evidence discussed. appropriate
9-12.5 An ELL can . . . conduct research and evaluate and communicate findings to answer questions or solve problems. gather information from a few provided print and digital sources label collected information, experiences, or events. gather information from provided print and digital sources summarize data and information. carry out short research projects to answer a question gather information from multiple provided print and digital sources evaluate the reliability of each source paraphrase key information in a short written or oral report include illustrations, diagrams, or other graphics provide a list of sources. carry out both short and more sustained research projects to answer a question gather and synthesize information from multiple print and digital sources use search terms effectively evaluate the reliability of each source integrate information into an organized oral or written report cite sources appropriately. carry out both short and more sustained research projects to answer a question or solve a problem gather and synthesize information from multiple print and digital sources use advanced search terms effectively evaluate the reliability of each source analyze and integrate information into a clearly organized oral or written text cite sources appropriately.
Grades 9-12: Standards 9 and 10 ELP Standards By the end of each English language proficiency level, an ELL can . . . Level 1 Level 2 Level 3 Level 4 Level 5 9-12.9 An ELL can . . . create clear and coherent speech and text. with support (including context and visual aids) and non-verbal communication, communicate basic information about an event or topic use a narrow range of vocabulary and syntactically simple sentences with limited control. with support (including modeled sentences), recount a short sequence of events in order, and introduce an informational topic provide one or two facts about the topic use common linking words to connect events and ideas (e.g., first, next, because) with emerging control. recount a sequence of events, with a beginning, middle, and end introduce and develop an informational topic with facts and details use common transitional words and phrases to connect events, ideas, and opinions (e.g., after a while, for example, as a result) provide a conclusion with developing control. recount a longer, more detailed sequence of events or steps in a process, with a clear sequential or chronological structure introduce and develop an informational topic with facts, details, and evidence use a variety of more complex transitions to link the major sections of text and speech and to clarify relationships among events and ideas provide a concluding section or statement with increasingly independent control. recount a complex and detailed sequence of events or steps in a process, with an effective sequential or chronological order introduce and effectively develop an informational topic with facts, details, and evidence use complex and varied transitions to link the major sections of text and speech and to clarify relationships among events and ideas provide a concluding section or statement. appropriate
9-12.10 An ELL can . . . make accurate use of standard English to communicate in speech and writing. with support (including modeled sentences), recognize and use a small number of frequently occurring nouns, noun phrases, verbs, conjunctions, and prepositions understand and respond to simple questions. with support (including modeled sentences), use frequently occurring verbs, nouns, adjectives, adverbs, prepositions, and conjunctions produce simple and compound sentences. with support (including modeled sentences), use simple phrases (e.g., noun, verb, adjective, adverbial, prepositional) use simple clauses (e.g., independent, dependent, relative, adverbial) produce and expand simple, compound and a few complex sentences. use increasingly complex phrases (e.g., noun, verb, adjective, adverbial and participial, prepositional, and absolute) use increasingly complex clauses produce and expand simple, compound, and complex sentences. use complex phrases and clauses produce and expand simple, compound, and complex sentences. Supporting Tools: K-12 Practices Matrix appropriate
Kindergarten ELP Standards with Correspondences Kindergarten Standard 1: By the end of each English language proficiency level, an ELL can . . . ELP.K.1. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . construct meaning from oral presentations and literary and informational text through listening, reading, and viewing . . . with prompting and support (including context and visual aids), use a very limited set of strategies to: identify a few key words from read-alouds and oral presentations of information or stories. with prompting and support (including context and visual aids), use an emerging set of strategies to: identify some key words and phrases from read-alouds and oral presentations. with prompting and support (including context and visual aids), use a developing set of strategies to: identify main topics ask and answer questions about key details from read-alouds and oral presentations. with prompting and support (including context and visual aids), use an increasing range of strategies to: identify main topics answer questions about key details or parts of stories retell events from read-alouds, picture books, and oral presentations. with prompting and support (including context and visual aids), use a wide range of strategies to: identify main topics answer questions about key details retell familiar stories from read-alouds, picture books, and oral presentations. when engaging in one or more of the following content-specific practices: appropriate
when engaging in tasks aligned with the following Kindergarten CCSS for ELA Standards: Kindergarten: Standard 2 By the end of each English language proficiency level, an ELL can . . . ELP.K.2. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . participate in oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions . . . listen with limited participation in short conversations respond to simple yes/no and some wh- questions about familiar topics. participate in short conversations respond to simple yes/no and wh- questions about familiar topics. participate in short conversations follow some rules for discussion respond to simple yes/no and wh- questions about familiar topics. participate in conversations and discussions ask and answer simple questions follow increasing number of rules for discussion about a variety of topics. participate in conversations and discussions ask and answer questions follow rules for discussion about a variety of topics. when engaging in one or more of the following content-specific practices: appropriate
Kindergarten: Standard 7 By the end of each English language proficiency level, an ELL can . . . ELP.K.7. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . adapt language choices to purpose, task, and audience when speaking and writing . . . [Standard introduced at Level 4.] [Standard introduced at Level 4.] [Standard introduced at Level 4.] show a developing awareness of the difference between language for the playground and language for the classroom. show awareness of differences between informal (“playground speech”) and language to the classroom use some words learned through conversations, reading, and being read to. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Kindergarten ELA Standards:
Kindergarten: Standard 8 By the end of each English language proficiency level, an ELL can . . . ELP.K.8. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . determine the meaning of words and phrases in oral presentations and literary and informational text . . . with prompting and support (including context and visual aids), recognize the meaning of a few frequently occurring words in simple oral presentations and about familiar topics, experiences, or events. with prompting and support (including context and visual aids), recognize the meaning of some frequently occurring words and phrases in simple oral presentations and about familiar topics, experiences, or events. with prompting and support (including context and visual aids), answer questions to help determine the meaning of some words and phrases in simple oral presentations and about familiar topics, experiences, or events. with prompting and support (including context and visual aids), answer and sometimes ask questions about the meaning of words and phrases in simple oral presentations and about a variety of topics, experiences, or events. with prompting and support (including context and visual aids), answer and ask questions about the meaning of words and phrases in simple oral presentations and about a variety of topics, experiences, or events. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Kindergarten ELA Standards:
Kindergarten: Standard 10 By the end of each English language proficiency level, an ELL can . . . ELP.K.10. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . make accurate use of standard English to communicate in grade-appropriate speech and writing . . . with support (including context and visual aids), recognize and use a small number of frequently occurring nouns and verbs understand and respond to simple questions. with support (including context and visual aids), recognize and use frequently occurring nouns, verbs, and short phrases respond to yes/no and wh- questions produce a few simple sentences in shared language activities. with support (including context and visual aids), recognize and use frequently occurring regular plural nouns, verbs, and prepositions use and respond to question words produce simple sentences in shared language activities. with support (context and visual aids), recognize and use frequently occurring regular plural nouns, verbs, and prepositions use and respond to question words; produce and expand simple sentences in shared language activities. with increasing independence, use frequently occurring regular plural nouns, verbs, prepositions, and question words ask and answer interrogatives produce and expand simple sentences in shared language activities. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Kindergarten ELA Standards:
when engaging in tasks aligned with the following Grade 1 ELA Standards: Grade 1: Standard 5 By the end of each English language proficiency level, an ELL can . . . ELP.1.5. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . conduct research and evaluate and communicate findings to answer questions or solve problems . . . with prompting and support from adults, participate in shared research projects gather information label information from provided sources showing limited control. with prompting and support from adults, participate in shared research projects gather information summarize some key information from provided sources showing emerging control. with prompting and support from adults, participate in shared research projects gather information summarize information from provided sources showing developing with prompting and support from adults, participate in shared research projects gather information summarize information answer a question from provided sources showing increasingly with prompting and support from adults, participate in shared research projects gather information summarize information answer a question from provided sources showing independent
ELP.1.6. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . analyze and critique the arguments of others orally and in writing . . . [Standard introduced at Level 2.] with prompting and support, identify a reason an author or a speaker gives to support a point. identify one or two reasons an author or a speaker gives to support the main point. identify reasons an author or a speaker gives to support the main point. identify appropriate reasons an author or a speaker gives to support the main point. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 1 ELA Standards:
Grade 1: Standard 7 By the end of each English language proficiency level, an ELL can . . . ELP.1.7. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . adapt language choices to purpose, task, and audience when speaking and writing . . . [Standard introduced at Level 3.] [Standard introduced at Level 3.] show a developing awareness of the difference between language for the playground and language for the classroom. show awareness of differences between informal “playground speech” and language to the classroom use some words learned through conversations, reading, and being read to. shift appropriately between informal “playground speech” and language to the classroom most of the time use words learned through conversations, reading, and being read to. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 1 ELA Standards:
Grade 1: Standard 9 By the end of each English language proficiency level, an ELL can . . . ELP.1.9. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . create clear and coherent speech and text . . . [Standard introduced at Level 2.] with support (including visual aids and modeled sentences), retell an event present simple information with emerging control of some frequently occurring linking words. with support (including modeled sentences), retell (in speech or writing) a simple sequence of events in the correct order present simple information with developing control of some frequently occurring linking words (e.g., and, so) and temporal words (e.g., first, then). recount two or three events in sequence present simple information about a topic with increasingly independent control of some temporal words (e.g., next, after),and some frequently occurring linking words (and, so). recount a more complex sequence of events in the correct order introduce a topic provide some facts about a topic using temporal words to signal event order and using frequently occurring conjunctions (linking words or phrases). when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 1 ELA Standards:
Grade 1: Standard 10 By the end of each English language proficiency level, an ELL can . . . ELP.1.10. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . make accurate use of standard English to communicate in grade-appropriate speech and writing . . . with support (including context and visual aids), understand and use a small number of frequently occurring nouns and verbs, understand and use very simple sentences respond to simple questions. with support (including visual aids and sentences) recognize and use frequently occurring nouns, verbs, prepositions, and conjunctions (e.g., and, but, or) produce simple sentences. with support (including modeled sentences), use some singular and plural nouns use verbs in the present and past tenses use frequently occurring prepositions and conjunctions produce and expand simple sentences in response to prompts. use an increasing number of singular and plural nouns, and verbs use past and present verb tenses with subject-verb agreement use frequently occurring prepositions and conjunctions produce and expand simple and some compound sentences in response to prompts. use singular and plural nouns with matching verbs, use past, present, and future verb tenses use frequently occurring prepositions and conjunctions produce and expand simple and compound sentences in response to prompts. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 1 ELA Standards:
Grade 2: Standard 2 By the end of each English language proficiency level, an ELL can . . . ELP.2-3.2. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . participate in oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions . . . listen to and occasionally participate in short conversations respond to simple yes/no and some wh- questions. about familiar topics. participate in short conversations, discussions, and written exchanges take turns respond to simple yes/no and wh- questions about familiar topics. participate in short discussions and written exchanges follow the rules for discussion ask questions to gain information or clarify understanding respond to the comments of others contribute his or her own comments about familiar topics and texts. participate in discussions, conversations, and written exchanges follow the rules for discussion ask and answer questions build on the ideas of others contribute his or her own ideas about a variety of topics and texts. participate in extended discussions, conversations, and written exchanges follow the rules for discussion ask and answer questions build on the ideas of others express his or her own ideas about a variety of topics and texts. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 2 ELA Standards:
Grade 2: Standard 4 By the end of each English language proficiency level, an ELL can . . . ELP.2-3.4. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . construct oral and written claims and support them with reasoning and evidence . . . express an opinion about a familiar topic. express an opinion about a familiar topic or story. express an opinion give one or more reasons for the opinion about a familiar topic or story. introduce a topic express opinions give several reasons for the opinions about a variety of topics. introduce a topic express opinions give several reasons for the opinions provide a concluding statement about a variety of topics. when engaging in one or more of the following content-specific practices:
when engaging in tasks aligned with the following Grade 2 ELA Standards: Grade 2: Standard 5 By the end of each English language proficiency level, an ELL can . . . ELP.2-3.5. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . conduct research and evaluate and communicate findings to answer questions or solve problems . . . with prompting and support, carry out short individual or shared research projects gather information from provided sources label information with prompting and support, carry out short individual or shared research projects recall information from experience gather information from provided sources record some information/observations in simple notes with prompting and support, carry out short individual or shared research projects recall information from experience gather information from provided sources record information/ observations in orderly notes with prompting and support, carry out short individual or shared research projects, recall information from experience gather information from multiple sources sort evidence into provided categories carry out short individual or shared research projects, recall information from experience gather information from multiple sources sort evidence into categories
ELP.2-3.7. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . adapt language choices to purpose, task, and audience when speaking and writing . . . recognize the meaning of some words learned through conversations, reading, and being read to. show increasing awareness of differences between informal “playground speech” and language to the classroom use some words learned through conversations, reading, and being read to. compare examples of the formal and informal use of English (at Grade 3), use an increasing number of general academic and content-specific words in conversations and discussions. adapt language choices, as appropriate, to formal and informal contexts (at Grade 3), use a wider range of general academic and words in conversations and discussions. adapt language choices, as appropriate, to formal and informal contexts (at Grade 3), use a wide variety of general and content-specific academic words and phrases in conversations or in short written texts. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 2 ELA Standards: specific
Grade 2: Standard 8 By the end of each English language proficiency level, an ELL can . . . ELP.2-3.8. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . determine the meaning of words and phrases in oral presentations and literary and informational text . . . relying heavily on visual aids, context, and knowledge of morphology in his or her native language, recognize the meaning of a few frequently occurring words, simple phrases, and formulaic expressions in simple oral discourse, read-alouds, and written texts about familiar topics, experiences, or events. using context, visual aids, and knowledge of morphology in his or her native language, ask and answer questions about the meaning of frequently occurring words, phrases, and expressions in simple oral discourse, read-alouds, and written texts about familiar topics, experiences, or events. using context, some visual aids, reference materials, and a developing knowledge of English morphology, determine the meaning of less-frequently occurring words and phrases, words, and some idiomatic expressions in oral discourse, and written texts about familiar topics, experiences, or events. using context, some visual aids, reference materials, and an increasing knowledge of morphology (root words, some prefixes), determine the meaning of less-frequently occurring words and phrases and some idiomatic expressions (at Grade 3) some general academic and content-specific vocabulary in oral discourse, and written texts about a variety of topics, experiences, or events. using context, reference materials, and morphology (e.g., root words, simple inflectional endings such as ed, ing, and some common prefixes), determine the meaning of less-frequently occurring words, phrases, some idiomatic expressions (at Grade 3) some general academic and content-specific vocabulary in oral presentations and written texts about a variety of topics, experiences, or events. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 2 ELA Standards: specific
Grade 2: Standard 9 By the end of each English language proficiency level, an ELL can . . . ELP.2-3.9. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . create clear and coherent speech and text . . . with support (including context and visual aids), and using non-verbal communication, communicate simple information about an event or topic use a narrow range of vocabulary and syntactically simple sentences with limited control. with support (including visual aids and modeled sentences), communicate simple information about a topic recount two events in sequence use frequently occurring linking words (e.g., and, then) with emerging control. with support (including modeled sentences), present a few pieces of information about a topic recount a short sequence of events use common linking words (e.g., and, but, next, after) to connect ideas or events with developing control. with increasingly independent control, introduce an informational topic present facts about the topic recount a sequence of events, using temporal words (before, after, soon) use linking words (e.g., because, and, also) to connect ideas or events. with independent control, introduce an informational topic present facts about the topic use temporal words to recount a coherent sequence of events, use linking words (e.g., because, and, also) to connect ideas and events provide a concluding statement about the topic. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 2 ELA Standards:
Grades 2-3 ELP Standards with Grade 3 Correspondences Grade 3: Standard 1 By the end of each English language proficiency level, an ELL can . . . ELP.2-3.1. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . construct meaning from oral presentations and literary and informational text through listening, reading, and viewing . . . use a very limited set of strategies to: identify a few key words and phrases from read-alouds, simple written texts, and oral presentations. use an emerging set of strategies to: identify some key words and phrases identify the main topic or message/lesson from read-alouds, simple written texts, and oral presentations. use a developing set of strategies to: identify the main topic or message answer questions retell some key details from read-alouds, simple written texts, and oral presentations. use an increasing range of strategies to: determine the main idea or message identify or answer questions about some key details that support the main idea/message retell a variety of stories from read-alouds, written texts, and oral presentations. use a wide range of strategies to: determine the main idea or message tell how key details support the main idea retell a variety of stories from read-alouds, written texts, and oral communications. when engaging in one or more of the following content-specific practices:
when engaging in tasks aligned with the following Grade 3 ELA Standards: Grade 3: Standard 2 By the end of each English language proficiency level, an ELL can . . . ELP.2-3.2. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . participate in oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions . . . listen to and occasionally participate in short conversations respond to simple yes/no and some wh- questions. about familiar topics. participate in short conversations, discussions, and written exchanges take turns respond to simple yes/no and wh- questions about familiar topics. participate in short discussions and written exchanges follow the rules for discussion ask questions to gain information or clarify understanding respond to the comments of others contribute his or her own comments about familiar topics and texts. participate in discussions, conversations, and written exchanges follow the rules for discussion ask and answer questions build on the ideas of others contribute his or her own ideas about a variety of topics and texts. participate in extended discussions, conversations, and written exchanges follow the rules for discussion ask and answer questions build on the ideas of others express his or her own ideas about a variety of topics and texts. when engaging in one or more of the following content-specific practices:
when engaging in tasks aligned with the following Grade 3 ELA Standards: Grade 3: Standard 4 By the end of each English language proficiency level, an ELL can . . . ELP.2-3.4. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . construct oral and written claims and support them with reasoning and evidence . . . express an opinion about a familiar topic. express an opinion about a familiar topic or story. express an opinion give one or more reasons for the opinion about a familiar topic or story. introduce a topic express opinions give several reasons for the opinions about a variety of topics. introduce a topic express opinions give several reasons for the opinions provide a concluding statement about a variety of topics. when engaging in one or more of the following content-specific practices:
An ELL can . . . analyze and critique the arguments of others orally and in writing . . . with prompting and support, use a few frequently occurring words and phrases to identify a point an author or a speaker makes. with prompting and support, identify a reason an author or a speaker gives to support the main point. tell how one or two reasons support the main point an author or a speaker makes. tell how one or two reasons support the specific points an author or a speaker makes. describe how reasons support the specific points an author or a speaker makes. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 3 ELA Standards:
when engaging in tasks aligned with the following Grade 4 ELA Standards: Grade 4: Standard 2 By the end of each English language proficiency level, an ELL can . . . ELP.4-5.2. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . participate in oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions . . . participate in short conversations participate in short written exchanges actively listen to others respond to simple questions and some wh- questions about familiar topics. participate in short conversations participate in short written exchanges actively listen to others respond to simple questions and wh- questions about familiar topics and participate in short conversations and discussions participate in short written exchanges respond to others’ comments add some comments of his or her own ask and answer questions about familiar topics and participate in conversations and discussions participate in written exchanges build on the ideas of others express his or her own ideas ask and answer relevant questions add relevant information and evidence about a variety of topics participate in extended conversations and discussions participate in extended written exchanges build on the ideas of others express his or her own ideas clearly pose and respond to relevant questions add relevant and detailed information using evidence summarize the key ideas expressed about a variety of topics
An ELL can . . . construct oral and written claims and support them with reasoning and evidence . . . express an opinion about a familiar topic. construct a simple claim about a familiar topic give a reason to support the claim. construct a claim about familiar topics introduce the topic provide a few reasons or facts to support the claim. construct a claim about a variety of topics introduce the topic provide several reasons or facts to support the claim provide a concluding statement. construct a claim about a variety of topics introduce the topic provide logically ordered reasons or facts to support the claim provide a concluding statement. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 4 ELA Standards:
Grade 4: Standard 10 By the end of each English language proficiency level, an ELL can . . . ELP.4-5.10. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . make accurate use of standard English to communicate in grade-appropriate speech and writing . . . with support (including context and visual aids), recognize and use a small number of frequently occurring nouns, noun phrases, and verbs understand and respond to simple questions. with support (including visual aids and modeled sentences), recognize and use some frequently occurring nouns, pronouns, verbs, prepositions, adjectives, adverbs, and conjunctions produce simple sentences in response to prompts. with support (including modeled sentences), use some relative pronouns (e.g., who, whom, which, that), use some relative adverbs (e.g., where, when, why), use some prepositional phrases produce and expand simple and compound sentences. use relative pronouns (e.g., who, whom, which, that), use relative adverbs (e.g., where, when, why), use prepositional phrases use subordinating conjunctions produce and expand simple, compound, and a few complex sentences. use relative pronouns (e.g., who, whom, which, that), use relative adverbs (e.g., where, when, why) use prepositional phrases use subordinating conjunctions use the progressive and perfect verb tenses produce and expand simple, compound, and complex sentences. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 4 ELA Standards:
Grades 4-5 ELP Standards with Grade 5 Correspondences Grade 5: Standard 1 By the end of each English language proficiency level, an ELL can . . . ELP.4-5.1. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . construct meaning from oral presentations and literary and informational text through listening, reading, and viewing . . . use a very limited set of strategies to: identify a few key words and phrases from read-alouds, simple written texts, and oral presentations. use an emerging set of strategies to: identify the main topic retell a few key details from read-alouds, simple written texts, and oral presentations. use a developing set of strategies to: determine the main idea or theme, and retell a few key details retell familiar stories from read-alouds, simple written texts, and oral presentations. use an increasing range of strategies to: determine the main idea or theme, and explain how some key details support the main idea or theme summarize part of a text from read-alouds, written texts, and oral presentations. use a wide range of strategies to: determine two or more main ideas or themes explain how key details support the main ideas or themes summarize a text from read-alouds, written texts, and oral presentations. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 5 ELA Standards:
Grade 5: Standard 2 By the end of each English language proficiency level, an ELL can . . . ELP.4-5.2. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . participate in oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions . . . participate in short conversations participate in short written exchanges actively listen to others respond to simple questions and some wh- questions about familiar topics. participate in short conversations participate in short written exchanges actively listen to others respond to simple questions and wh- questions about familiar topics and texts. participate in short conversations and discussions participate in short written exchanges respond to others’ comments add some comments of his or her own ask and answer questions about familiar topics and texts. participate in conversations and discussions participate in written exchanges build on the ideas of others express his or her own ideas ask and answer relevant questions add relevant information and evidence about a variety of topics and texts. participate in extended conversations and discussions participate in extended written exchanges build on the ideas of others express his or her own ideas clearly pose and respond to relevant questions add relevant and detailed information using evidence summarize the key ideas expressed about a variety of topics and texts. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 5 ELA Standards:
Grade 5: Standard 3 By the end of each English language proficiency level, an ELL can . . . ELP.4-5.3. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . speak and write about grade-appropriate complex literary and informational texts and topics . . . communicate simple information about familiar texts, topics, events, or objects in the environment. deliver short oral presentations compose written texts about familiar texts, topics, and experiences. including a few details, deliver short oral presentations compose written narratives or informational texts about familiar texts, topics, and experiences. including some details, deliver short oral presentations compose written narratives or informational texts about a variety of texts, topics, and experiences. including details and examples to develop a topic, deliver oral presentations compose written narrative or informational texts about a variety of texts, topics, and experiences. when engaging in one or more of the following content-specific practices:
Grade 5: Standard 6 By the end of each English language proficiency level, an ELL can . . . ELP.4-5.6. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . analyze and critique the arguments of others orally and in writing . . . identify a point an author or speaker makes. identify a reason an author or speaker gives to support a main point agree or disagree with the author or speaker. tell how one or two reasons support the specific points an author or speaker makes or fails to make. describe how reasons support the specific points an author or speaker makes or fails to make. explain how an author or speaker uses reasons and evidence to support or fail to support particular points (at grade 5) identify which reasons and evidence support which points. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 5 ELA Standards:
Grade 5: Standard 9 By the end of each English language proficiency level, an ELL can . . . ELP.4-5.9. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . create clear and coherent speech and text . . . with support (including context and visual aids), and using non-verbal communication, communicate simple information about an event or topic use a narrow range of vocabulary and syntactically simple sentences with limited control. with support (including visual aids and modeled sentences), communicate simple information about a topic recount a simple sequence of events in order use frequently occurring linking words (e.g., and, then) with emerging control. with support (including modeled sentences), introduce an informational topic present one or two facts about the topic recount a short sequence of events in order use an increasing range of temporal and other linking words (e.g., next, because, and, also) provide a concluding statement with developing control. introduce an informational topic develop the topic with facts and details recount a more detailed sequence of events, with a beginning, middle, and end use transitional words and phrases to connect events, ideas, and opinions (e.g., after a while, for example, in order to, as a result) provide a conclusion with increasingly independent control. introduce an informational topic develop the topic with facts and details recount a more detailed sequence of events, with a beginning, middle, and end use a variety of linking words and phrases to connect ideas, information, or events provide a concluding statement or section. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 5 ELA Standards:
Grade 5: Standard 10 By the end of each English language proficiency level, an ELL can . . . ELP.4-5.10. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . make accurate use of standard English to communicate in grade-appropriate speech and writing . . . with support (including context and visual aids), recognize and use a small number of frequently occurring nouns, noun phrases, and verbs understand and respond to simple questions. with support (including visual aids and modeled sentences), recognize and use some frequently occurring nouns, pronouns, verbs, prepositions, adjectives, adverbs, and conjunctions produce simple sentences in response to prompts. with support (including modeled sentences), use some relative pronouns (e.g., who, whom, which, that), use some relative adverbs (e.g., where, when, why), use some prepositional phrases produce and expand simple and compound sentences. use relative pronouns (e.g., who, whom, which, that), use relative adverbs (e.g., where, when, why), use prepositional phrases use subordinating conjunctions produce and expand simple, compound, and a few complex sentences. use relative pronouns (e.g., who, whom, which, that), use relative adverbs (e.g., where, when, why) use prepositional phrases use subordinating conjunctions use the progressive and perfect verb tenses produce and expand simple, compound, and complex sentences. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 5 ELA Standards:
Grade 6: Standard 1 (w/ELA Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.6-8.1. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . construct meaning from oral presentations and literary and informational text through listening, reading, and viewing . . . use a very limited set of strategies to: identify a few key words and phrases in oral communications and simple written texts. use an emerging set of strategies to: identify the main topic in oral communications and simple written texts retell a few key details. use a developing set of strategies to: determine the central idea or theme in simple oral presentations or written text explain how the theme is supported by specific details summarize part of the text. use an increasing range of strategies to: determine two or more central ideas or themes in oral presentations or written text explain how the central ideas/themes are supported by specific textual details summarize a simple text. use a wide range of strategies to: determine central ideas or themes in oral presentations or written text explain how the central ideas/themes are developed by supporting ideas or evidence summarize a text. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 6 ELA Standards:
Grade 6: Standard 3 (w/ELA Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.6-8.3. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . speak and write about grade-appropriate complex literary and informational texts and topics . . . communicate simple information about familiar texts, topics, and experiences. deliver short oral presentations compose written narratives or informational texts about familiar texts, topics, experiences, or events. deliver short oral presentations compose written narratives or informational texts develop texts with some details about familiar texts, topics, and experiences. deliver oral presentations compose written narratives or informational texts develop texts with some specific details about a variety of texts, topics, and experience. deliver oral presentations compose written narratives or informational texts develop texts with relevant details, ideas, or information about a variety of texts, topics, and experiences. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 6 ELA Standards:
Grade 6: Standard 5 (w/ELA Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.6-8.5. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . conduct research and evaluate and communicate findings to answer questions or solve problems . . . gather information from a few provided sources label collected information. gather information from provided sources record some data and information. gather information from multiple provided print and digital sources summarize or paraphrase observations, ideas, and information, with labeled illustrations, diagrams, or other graphics, as cite sources. gather information from multiple print and digital sources use search terms effectively quote or paraphrase the data and conclusions of others, using charts, diagrams, or other graphics, as cite sources use a standard format for citations. gather information from multiple print and digital sources use search terms effectively (at Grade 8) evaluate the credibility of each source quote or paraphrase the data and conclusions of others using charts, diagrams, or other graphics, as cite sources use a standard format for citations. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 6 ELA Standards:
Grade 6: Standard 7 (w/ELA Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.6-8.7. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . adapt language choices to purpose, task, and audience when speaking and writing . . . recognize the meaning of some words learned through conversations, reading, and being read to. with emerging control, adapt language choices according to task and audience begin to use frequently occurring general academic and words and phrases in conversations and discussions. with developing ease, adapt language choices and style according to purpose, task, and audience use an increasing number of general academic and content-specific words and phrases in speech and short written texts show developing control of style and tone in oral or written text. with increasing ease, adapt language choices and style according to purpose, task, and audience use a wider range of general academic and content-specific academic words and phrases maintain consistency in style and tone throughout most of oral or written text. with ease, adapt language choices and style according to purpose, task, and audience, use a wide variety of complex general academic and academic words to precisely express ideas maintain an and consistent style and tone throughout an oral or written text. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 6 ELA Standards:
Grade 6: Standard 9 (w/ELA Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.6-8.9. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . create clear and coherent speech and text . . . with support (including context and visual aids) and non-verbal communication, communicate simple information about an event or topic use a narrow range of vocabulary and syntactically simple sentences with limited control. with support (including modeled sentences), recount a brief sequence of events in order introduce an informational topic present one or two facts about the topic use some commonly occurring linking words (e.g., next, because, and, also) provide a concluding statement with emerging control. recount a short sequence of events, with a beginning, middle, and end introduce and develop an informational topic with a few facts and details use common transitional words and phrases to connect events, ideas, and opinions (e.g., after a while, for example, in order to, as a result) provide a conclusion with developing control. recount a more detailed sequence of events or steps in a process, with a beginning, middle, and end introduce and develop an informational topic with facts and details use a variety of transitional words and phrases to connect events, ideas, and opinions (e.g., however, on the other hand, from that moment on) provide a concluding section with increasingly independent control. recount a complex sequence of events or steps in a process, with a beginning, middle, and end introduce and effectively develop an informational topic with facts and details use a wide variety of transitional words and phrases to show logical relationships between events and ideas provide a concluding section. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 6 ELA Standards:
Grade 6: Standard 10 (w/ELA Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.6-8.10. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . make accurate use of standard English to communicate in grade-appropriate speech and writing . . . recognize and use a small number of frequently occurring nouns, noun phrases, and verbs understand and respond to simple questions. with support (including visual aids and sentences), use nouns, pronouns, verbs, prepositions, adjectives, adverbs, conjunctions, and prepositional phrases produce simple and compound sentences. with support (including modeled sentences), use relative pronouns (e.g., who, whom, which, that), relative adverbs (e.g., where, when, why), subordinating conjunctions, and prepositional phrases produce and expand simple, compound, and a few complex sentences. use an increasing number of intensive/reflexive pronouns (e.g., myself, ourselves) and verbs in the active and passive voices place phrases and clauses within a sentence recognize and correct most misplaced and dangling modifiers produce and expand simple, compound, and complex sentences. use intensive/reflexive pronouns use verbs in the active and passive voices place phrases and clauses within a sentence recognize and correct misplaced and dangling modifiers produce and expand simple, compound, and complex sentences. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 6 ELA Standards:
Grade 6: Standard 1 (w/Literacy in Content Area Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.6-8.1. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . construct meaning from oral presentations and literary and informational text through listening, reading, and viewing . . . use a very limited set of strategies to: identify a few key words and phrases in oral communications and simple written texts. use an emerging set of strategies to: identify the main topic in oral communications and simple written texts retell a few key details. use a developing set of strategies to: determine the central idea or theme in simple oral presentations or written text explain how the theme is supported by specific details summarize part of the text. use an increasing range of strategies to: determine two or more central ideas or themes in oral presentations or written text explain how the central ideas/themes are supported by specific textual details summarize a simple text. use a wide range of strategies to: determine central ideas or themes in oral presentations or written text explain how the central ideas/themes are developed by supporting ideas or evidence summarize a text. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 6 Literacy in Content Area Standards:
Grade 6: Standard 2 (w/Literacy in Content Area Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.6-8.2. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . participate in oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions . . . participate in short conversational and written exchanges on familiar topics present simple information respond to simple questions and some wh- questions. participate in short conversational and written exchanges on familiar topics and texts present information and ideas respond to simple questions and wh- questions. participate in conversations, discussions, and written exchanges on familiar topics and texts build on the ideas of others express his or her own ideas ask and answer relevant questions add relevant information. participate in conversations, discussions, and written exchanges on a variety of topics, texts, and issues build on the ideas of others express his or her own ideas ask and answer relevant questions add relevant information and evidence paraphrase the key ideas expressed. participate in extended conversations, discussions, and written exchanges about a variety of topics, texts, and issues build on the ideas of others express his or her own ideas clearly pose and respond to relevant questions add relevant and specific evidence summarize the key ideas reflect on the key ideas expressed. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 6 Literacy in Content Area Standards:
Grade 6: Standard 3 (w/Literacy in Content Area Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.6-8.3. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . speak and write about grade-appropriate complex literary and informational texts and topics . . . communicate simple information about familiar texts, topics, and experiences. deliver short oral presentations compose written narratives or informational texts about familiar texts, topics, experiences, or events. deliver short oral presentations compose written narratives or informational texts develop texts with some details about familiar texts, topics, and experiences. deliver oral presentations compose written narratives or informational texts develop texts with some specific details about a variety of texts, topics, and experience. deliver oral presentations compose written narratives or informational texts develop texts with relevant details, ideas, or information about a variety of texts, topics, and experiences. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 6 Literacy in Content Area Standards:
Grade 6: Standard 4 (w/Literacy in Content Area Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.6-8.4. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . construct oral and written claims and support them with reasoning and evidence . . . express an opinion about a familiar topic. construct a claim about a familiar topic give a reason to support the claim. construct a claim about a familiar topic introduce the topic provide several supporting reasons or facts in a logical order provide a concluding statement. construct a claim about a variety of topics introduce the topic provide sufficient reasons or facts to support the claim provide a concluding statement. construct a claim about a variety of topics introduce the topic provide compelling and logically ordered reasons or facts that effectively support the claim provide a concluding statement. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 6 Literacy in Content Area Standards:
Grade 6: Standard 5 (w/Literacy in Content Area Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.6-8.5. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . conduct research and evaluate and communicate findings to answer questions or solve problems . . . gather information from a few provided sources label collected information. gather information from provided sources record some data and information. gather information from multiple provided print and digital sources summarize or paraphrase observations, ideas, and information, with labeled illustrations, diagrams, or other graphics, as cite sources. gather information from multiple print and digital sources use search terms effectively quote or paraphrase the data and conclusions of others, using charts, diagrams, or other graphics, as cite sources use a standard format for citations. gather information from multiple print and digital sources use search terms effectively (at Grade 8) evaluate the credibility of each source quote or paraphrase the data and conclusions of others using charts, diagrams, or other graphics, as cite sources use a standard format for citations. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 6 Literacy in Content Area Standards:
Grade 6: Standard 9 (w/Literacy in Content Area Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.6-8.9. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . create clear and coherent speech and text . . . with support (including context and visual aids) and non-verbal communication, communicate simple information about an event or topic use a narrow range of vocabulary and syntactically simple sentences with limited control. with support (including modeled sentences), recount a brief sequence of events in order introduce an informational topic present one or two facts about the topic use some commonly occurring linking words (e.g., next, because, and, also) provide a concluding statement with emerging control. recount a short sequence of events, with a beginning, middle, and end introduce and develop an informational topic with a few facts and details use common transitional words and phrases to connect events, ideas, and opinions (e.g., after a while, for example, in order to, as a result) provide a conclusion with developing control. recount a more detailed sequence of events or steps in a process, with a beginning, middle, and end introduce and develop an informational topic with facts and details use a variety of transitional words and phrases to connect events, ideas, and opinions (e.g., however, on the other hand, from that moment on) provide a concluding section with increasingly independent control. recount a complex sequence of events or steps in a process, with a beginning, middle, and end introduce and effectively develop an informational topic with facts and details use a wide variety of transitional words and phrases to show logical relationships between events and ideas provide a concluding section. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 6 Literacy in Content Area Standards:
Grade 7: Standard 2 (w/ELA Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.6-8.2. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . participate in oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions . . . participate in short conversational and written exchanges on familiar topics present simple information respond to simple questions and some wh- questions. participate in short conversational and written exchanges on familiar topics and texts present information and ideas respond to simple questions and wh- questions. participate in conversations, discussions, and written exchanges on familiar topics and texts build on the ideas of others express his or her own ideas ask and answer relevant questions add relevant information. participate in conversations, discussions, and written exchanges on a variety of topics, texts, and issues build on the ideas of others express his or her own ideas ask and answer relevant questions add relevant information and evidence paraphrase the key ideas expressed. participate in extended conversations, discussions, and written exchanges about a variety of topics, texts, and issues build on the ideas of others express his or her own ideas clearly pose and respond to relevant questions add relevant and specific evidence summarize the key ideas reflect on the key ideas expressed. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 7 ELA Standards:
Grade 7: Standard 5 (w/ELA Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.6-8.5. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . conduct research and evaluate and communicate findings to answer questions or solve problems . . . gather information from a few provided sources label collected information. gather information from provided sources record some data and information. gather information from multiple provided print and digital sources summarize or paraphrase observations, ideas, and information, with labeled illustrations, diagrams, or other graphics, as cite sources. gather information from multiple print and digital sources use search terms effectively quote or paraphrase the data and conclusions of others, using charts, diagrams, or other graphics, as cite sources use a standard format for citations. gather information from multiple print and digital sources use search terms effectively (at Grade 8) evaluate the credibility of each source quote or paraphrase the data and conclusions of others using charts, diagrams, or other graphics, as cite sources use a standard format for citations. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 7 ELA Standards:
Grade 7: Standard 6 (w/ELA Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.6-8.6. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . analyze and critique the arguments of others orally and in writing . . . identify a point an author or a speaker makes. identify the main argument an author or a speaker makes identify one reason an author or a speaker gives to support the argument. explain the argument an author or a speaker makes distinguish between claims that are supported by reasons and evidence from those that are not. analyze the argument and specific claims made in texts or speech determine whether the evidence is sufficient to support the claims cite textual evidence to support the analysis. analyze and evaluate the argument and specific claims made in texts or speech/ presentations determine whether the reasoning is sound and the evidence is relevant and sufficient to support the claims cite textual evidence to support the analysis. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 7 ELA Standards:
Grade 7: Standard 8 (w/ELA Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.6-8.8. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . determine the meaning of words and phrases in oral presentations and literary and informational text . . . relying heavily on context, visual aids, and knowledge of morphology in their native language, recognize the meaning of a few frequently occurring words and simple phrases in texts about familiar topics, experiences, or events. using context, visual aids, reference materials, and knowledge of morphology in their native language, determine the meaning of frequently occurring words, phrases, and expressions in texts about familiar topics, experiences, or events. using context, visual aids, reference materials, and a developing knowledge of English morphology (e.g. affixes and roots words), determine the meaning of general academic and content-specific words and phrases and frequently occurring expressions in texts about familiar topics, experiences, or events. using context, reference materials, and an increasing knowledge of English morphology, determine the meaning of general academic and content-specific words and phrases, and a growing number of idiomatic expressions in texts about a variety of topics, experiences, or events. using context, reference materials, and knowledge of English morphology, determine the meanings of general academic and content-specific words and phrases, idiomatic expressions, and figurative and connotative language (e.g., metaphor, personification) in texts about a variety of topics, experiences, or events. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 7 ELA Standards:
Grade 7: Standard 9 (w/ELA Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.6-8.9. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . create clear and coherent speech and text . . . with support (including context and visual aids) and non-verbal communication, communicate simple information about an event or topic use a narrow range of vocabulary and syntactically simple sentences with limited control. with support (including modeled sentences), recount a brief sequence of events in order introduce an informational topic present one or two facts about the topic use some commonly occurring linking words (e.g., next, because, and, also) provide a concluding statement with emerging control. recount a short sequence of events, with a beginning, middle, and end introduce and develop an informational topic with a few facts and details use common transitional words and phrases to connect events, ideas, and opinions (e.g., after a while, for example, in order to, as a result) provide a conclusion with developing control. recount a more detailed sequence of events or steps in a process, with a beginning, middle, and end introduce and develop an informational topic with facts and details use a variety of transitional words and phrases to connect events, ideas, and opinions (e.g., however, on the other hand, from that moment on) provide a concluding section with increasingly independent control. recount a complex sequence of events or steps in a process, with a beginning, middle, and end introduce and effectively develop an informational topic with facts and details use a wide variety of transitional words and phrases to show logical relationships between events and ideas provide a concluding section. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 7 ELA Standards:
Grade 7: Standard 10 (w/ELA Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.6-8.10. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . make accurate use of standard English to communicate in grade-appropriate speech and writing . . . recognize and use a small number of frequently occurring nouns, noun phrases, and verbs understand and respond to simple questions. with support (including visual aids and sentences), use nouns, pronouns, verbs, prepositions, adjectives, adverbs, conjunctions, and prepositional phrases produce simple and compound sentences. with support (including modeled sentences), use relative pronouns (e.g., who, whom, which, that), relative adverbs (e.g., where, when, why), subordinating conjunctions, and prepositional phrases produce and expand simple, compound, and a few complex sentences. use an increasing number of intensive/reflexive pronouns (e.g., myself, ourselves) and verbs in the active and passive voices place phrases and clauses within a sentence recognize and correct most misplaced and dangling modifiers produce and expand simple, compound, and complex sentences. use intensive/reflexive pronouns use verbs in the active and passive voices place phrases and clauses within a sentence recognize and correct misplaced and dangling modifiers produce and expand simple, compound, and complex sentences. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 7 ELA Standards:
Grade 7: Standard 1 (w/Literacy in Content Area Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.6-8.1. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . construct meaning from oral presentations and literary and informational text through listening, reading, and viewing . . . use a very limited set of strategies to: identify a few key words and phrases in oral communications and simple written texts. use an emerging set of strategies to: identify the main topic in oral communications and simple written texts retell a few key details. use a developing set of strategies to: determine the central idea or theme in simple oral presentations or written text explain how the theme is supported by specific details summarize part of the text. use an increasing range of strategies to: determine two or more central ideas or themes in oral presentations or written text explain how the central ideas/themes are supported by specific textual details summarize a simple text. use a wide range of strategies to: determine central ideas or themes in oral presentations or written text explain how the central ideas/themes are developed by supporting ideas or evidence summarize a text. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 7 Literacy in Content Area Standards:
Grade 7: Standard 2 (w/Literacy in Content Area Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.6-8.2. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . participate in oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions . . . participate in short conversational and written exchanges on familiar topics present simple information respond to simple questions and some wh- questions. participate in short conversational and written exchanges on familiar topics and texts present information and ideas respond to simple questions and wh- questions. participate in conversations, discussions, and written exchanges on familiar topics and texts build on the ideas of others express his or her own ideas ask and answer relevant questions add relevant information. participate in conversations, discussions, and written exchanges on a variety of topics, texts, and issues build on the ideas of others express his or her own ideas ask and answer relevant questions add relevant information and evidence paraphrase the key ideas expressed. participate in extended conversations, discussions, and written exchanges about a variety of topics, texts, and issues build on the ideas of others express his or her own ideas clearly pose and respond to relevant questions add relevant and specific evidence summarize the key ideas reflect on the key ideas expressed. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 7 Literacy in Content Area Standards:
Grade 7: Standard 3 (w/Literacy in Content Area Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.6-8.3. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . speak and write about grade-appropriate complex literary and informational texts and topics . . . communicate simple information about familiar texts, topics, and experiences. deliver short oral presentations compose written narratives or informational texts about familiar texts, topics, experiences, or events. deliver short oral presentations compose written narratives or informational texts develop texts with some details about familiar texts, topics, and experiences. deliver oral presentations compose written narratives or informational texts develop texts with some specific details about a variety of texts, topics, and experience. deliver oral presentations compose written narratives or informational texts develop texts with relevant details, ideas, or information about a variety of texts, topics, and experiences. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 7 Literacy in Content Area Standards:
Grade 7: Standard 5 (w/Literacy in Content Area Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.6-8.5. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . conduct research and evaluate and communicate findings to answer questions or solve problems . . . gather information from a few provided sources label collected information. gather information from provided sources record some data and information. gather information from multiple provided print and digital sources summarize or paraphrase observations, ideas, and information, with labeled illustrations, diagrams, or other graphics, as cite sources. gather information from multiple print and digital sources use search terms effectively quote or paraphrase the data and conclusions of others, using charts, diagrams, or other graphics, as cite sources use a standard format for citations. gather information from multiple print and digital sources use search terms effectively (at Grade 8) evaluate the credibility of each source quote or paraphrase the data and conclusions of others using charts, diagrams, or other graphics, as appropriate cite sources use a standard format for citations. when engaging in one or more of the following content-specific practices:
Grade 7: Standard 6 (w/Literacy in Content Area Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.6-8.6. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . analyze and critique the arguments of others orally and in writing . . . identify a point an author or a speaker makes. identify the main argument an author or a speaker makes identify one reason an author or a speaker gives to support the argument. explain the argument an author or a speaker makes distinguish between claims that are supported by reasons and evidence from those that are not. analyze the argument and specific claims made in texts or speech determine whether the evidence is sufficient to support the claims cite textual evidence to support the analysis. analyze and evaluate the argument and specific claims made in texts or speech/ presentations determine whether the reasoning is sound and the evidence is relevant and sufficient to support the claims cite textual evidence to support the analysis. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 7 Literacy in Content Area Standards:
Grade 7: Standard 9 (w/Literacy in Content Area Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.6-8.9. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . create clear and coherent speech and text . . . with support (including context and visual aids) and non-verbal communication, communicate simple information about an event or topic use a narrow range of vocabulary and syntactically simple sentences with limited control. with support (including modeled sentences), recount a brief sequence of events in order introduce an informational topic present one or two facts about the topic use some commonly occurring linking words (e.g., next, because, and, also) provide a concluding statement with emerging control. recount a short sequence of events, with a beginning, middle, and end introduce and develop an informational topic with a few facts and details use common transitional words and phrases to connect events, ideas, and opinions (e.g., after a while, for example, in order to, as a result) provide a conclusion with developing control. recount a more detailed sequence of events or steps in a process, with a beginning, middle, and end introduce and develop an informational topic with facts and details use a variety of transitional words and phrases to connect events, ideas, and opinions (e.g., however, on the other hand, from that moment on) provide a concluding section with increasingly independent control. recount a complex sequence of events or steps in a process, with a beginning, middle, and end introduce and effectively develop an informational topic with facts and details use a wide variety of transitional words and phrases to show logical relationships between events and ideas provide a concluding section. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 7 Literacy in Content Area Standards:
Grade 8: Standard 7 (w/ELA Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.6-8.7. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . adapt language choices to purpose, task, and audience when speaking and writing . . . recognize the meaning of some words learned through conversations, reading, and being read to. with emerging control, adapt language choices according to task and audience begin to use frequently occurring general academic and words and phrases in conversations and discussions. with developing ease, adapt language choices and style according to purpose, task, and audience use an increasing number of general academic and content-specific words and phrases in speech and short written texts show developing control of style and tone in oral or written text. with increasing ease, adapt language choices and style according to purpose, task, and audience use a wider range of general academic and content-specific academic words and phrases maintain consistency in style and tone throughout most of oral or written text. with ease, adapt language choices and style according to purpose, task, and audience, use a wide variety of complex general academic and academic words to precisely express ideas maintain an and consistent style and tone throughout an oral or written text. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 8 ELA Standards:
Grade 8: Standard 10 (w/ELA Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.6-8.10. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . make accurate use of standard English to communicate in grade-appropriate speech and writing . . . recognize and use a small number of frequently occurring nouns, noun phrases, and verbs understand and respond to simple questions. with support (including visual aids and sentences), use nouns, pronouns, verbs, prepositions, adjectives, adverbs, conjunctions, and prepositional phrases produce simple and compound sentences. with support (including modeled sentences), use relative pronouns (e.g., who, whom, which, that), relative adverbs (e.g., where, when, why), subordinating conjunctions, and prepositional phrases produce and expand simple, compound, and a few complex sentences. use an increasing number of intensive/reflexive pronouns (e.g., myself, ourselves) and verbs in the active and passive voices place phrases and clauses within a sentence recognize and correct most misplaced and dangling modifiers produce and expand simple, compound, and complex sentences. use intensive/reflexive pronouns use verbs in the active and passive voices place phrases and clauses within a sentence recognize and correct misplaced and dangling modifiers produce and expand simple, compound, and complex sentences. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 8 ELA Standards:
Grade 8: Standard 1 (w/Literacy in Content Area Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.6-8.1. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . construct meaning from oral presentations and literary and informational text through listening, reading, and viewing . . . use a very limited set of strategies to: identify a few key words and phrases in oral communications and simple written texts. use an emerging set of strategies to: identify the main topic in oral communications and simple written texts retell a few key details. use a developing set of strategies to: determine the central idea or theme in simple oral presentations or written text explain how the theme is supported by details summarize part of the text. use an increasing range of strategies to: determine two or more central ideas or themes in oral presentations or written text explain how the central ideas/themes are supported by specific textual details summarize a simple text. use a wide range of strategies to: determine central ideas or themes in oral presentations or written text explain how the central ideas/themes are developed by supporting ideas or evidence summarize a text. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 8 Literacy in Content Area Standards:
Grade 8: Standard 6 (w/Literacy in Content Area Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.6-8.6. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . analyze and critique the arguments of others orally and in writing . . . identify a point an author or a speaker makes. identify the main argument an author or a speaker makes identify one reason an author or a speaker gives to support the argument. explain the argument an author or a speaker makes distinguish between claims that are supported by reasons and evidence from those that are not. analyze the argument and specific claims made in texts or speech determine whether the evidence is sufficient to support the claims cite textual evidence to support the analysis. analyze and evaluate the argument and specific claims made in texts or speech/ presentations determine whether the reasoning is sound and the evidence is relevant and sufficient to support the claims cite textual evidence to support the analysis. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 8 Literacy in Content Area Standards:
Grade 8: Standard 7 (w/Literacy in Content Area Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.6-8.7. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . adapt language choices to purpose, task, and audience when speaking and writing . . . recognize the meaning of some words learned through conversations, reading, and being read to. with emerging control, adapt language choices according to task and audience begin to use frequently occurring general academic and words and phrases in conversations and discussions. with developing ease, adapt language choices and style according to purpose, task, and audience use an increasing number of general academic and content-specific words and phrases in speech and short written texts show developing control of style and tone in oral or written text. with increasing ease, adapt language choices and style according to purpose, task, and audience use a wider range of general academic and content-specific academic words and phrases maintain consistency in style and tone throughout most of oral or written text. with ease, adapt language choices and style according to purpose, task, and audience, use a wide variety of complex general academic and academic words to precisely express ideas maintain an and consistent style and tone throughout an oral or written text. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 8 Literacy in Content Area Standards:
Grade 8: Standard 8 (w/Literacy in Content Area Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.6-8.8. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . determine the meaning of words and phrases in oral presentations and literary and informational text . . . relying heavily on context, visual aids, and knowledge of morphology in their native language, recognize the meaning of a few frequently occurring words and simple phrases in texts about familiar topics, experiences, or events. using context, visual aids, reference materials, and knowledge of morphology in their native language, determine the meaning of frequently occurring words, phrases, and expressions in texts about familiar topics, experiences, or events. using context, visual aids, reference materials, and a developing knowledge of English morphology (e.g. affixes and roots words), determine the meaning of general academic and content-specific words and phrases and frequently occurring expressions in texts about familiar topics, experiences, or events. using context, reference materials, and an increasing knowledge of English morphology, determine the meaning of general academic and content-specific words and phrases, and a growing number of idiomatic expressions in texts about a variety of topics, experiences, or events. using context, reference materials, and knowledge of English morphology, determine the meanings of general academic and content-specific words and phrases, idiomatic expressions, and figurative and connotative language (e.g., metaphor, personification) in texts about a variety of topics, experiences, or events. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 8 Literacy in Content Area Standards:
Grades 9-10: Standard 1 (w/ELA Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.9-12.1. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . construct meaning from oral presentations and literary and informational text through listening, reading, and viewing . . . use a very limited set of strategies to: identify a few key words and phrases in oral communications and simple oral and written texts. use an emerging set of strategies to: identify the main topic retell a few key details in oral presentations and simple oral and written texts. use a developing set of strategies to: determine the central idea or theme in oral presentations and written texts explain how the theme is developed by specific details in the texts summarize part of the text. use an increasing range of strategies to: determine two central ideas or themes in oral presentations and written texts analyze the development of the themes/ideas cite specific details and evidence from the texts to support the analysis summarize a simple text. use a wide range of strategies to: determine central ideas or themes in presentations and written texts analyze the development of the themes/ideas cite specific details and evidence from the texts to support the analysis summarize a text. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grades 9–10 ELA Standards:
Grades 9-10: Standard 3 (w/ELA Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.9-12.3. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . speak and write about grade-appropriate complex literary and informational texts and topics . . . with support (including modeled sentences), communicate information about familiar texts, topics, and experiences. with support (including modeled sentences), deliver short oral presentations compose written narratives or informational texts about familiar texts, topics, experiences, or events. with support (including modeled sentences), deliver short oral presentations compose written informational texts develop the topic with a few details about familiar texts, topics, or events. deliver oral presentations compose written informational texts develop the topic with some relevant details, concepts, examples, and information integrate graphics or multimedia when useful about a variety of texts, topics, or events. deliver oral presentations compose written informational texts fully develop the topic with relevant details, concepts, examples, and information integrate graphics or multimedia when useful about a variety of texts, topics, or events. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grades 9–10 ELA Standards:
Grades 9-10: Standard 7 (w/ELA Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.9-12.7. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . adapt language choices to purpose, task, and audience when speaking and writing . . . recognize the meaning of some words learned through conversations, reading, and being read to. adapt language choices to task and audience with emerging control use some frequently occurring general academic and words in conversation and discussion. adapt language choices and style according to purpose, task, and audience with developing ease use an increasing number of general academic and words and expressions in speech and written text show developing control of style and tone in oral or written text. adapt language choices and style according to purpose, task, and audience use a wider range of complex general academic and words and phrases adopt and maintain a formal style in speech and writing, as appropriate. adapt language choices and style according to purpose, task, and audience with ease use a wide variety of complex general academic and words and phrases employ both formal and more informal styles effectively, as appropriate. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grades 9–10 ELA Standards:
Grades 9-10: Standard 8 (w/ELA Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.9-12.8. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . determine the meaning of words and phrases in oral presentations and literary and informational text . . . relying heavily on context, visual aids, and knowledge of morphology in their native language, recognize the meaning of a few frequently occurring words, simple phrases, and formulaic expressions in texts about familiar topics, experiences, or events. using context, visual aids, reference materials, and knowledge of morphology in their native language, determine the meaning of frequently occurring words, phrases, and expressions in texts about familiar topics, experiences, or events. using context, some visual aids, reference materials, and a developing knowledge of English morphology (e.g., affixes and root words), determine the meaning of general academic and content-specific words and phrases and frequently occurring expressions in texts about familiar topics, experiences, or events. using context, increasingly complex visual aids, reference materials, and an increasing knowledge of English morphology, determine the meaning of general academic and content-specific words and phrases, figurative and connotative language, and a growing number of idiomatic expressions in texts about a variety of topics, experiences, or events. using context, complex visual aids, reference materials, and consistent knowledge of English morphology, determine the meaning of general academic and content-specific words and phrases, figurative and connotative language (e.g., irony, hyperbole), and idiomatic expressions in texts about a variety of topics, experiences, or events. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grades 9–10 ELA Standards:
Grades 9-10: Standard 9 (w/ELA Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.9-12.9. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . create clear and coherent speech and text . . . with support (including context and visual aids) and non-verbal communication, communicate basic information about an event or topic use a narrow range of vocabulary and syntactically simple sentences with limited control. with support (including modeled sentences), recount a short sequence of events in order, and introduce an informational topic provide one or two facts about the topic use common linking words to connect events and ideas (e.g., first, next, because) with emerging control. recount a sequence of events, with a beginning, middle, and end introduce and develop an informational topic with facts and details use common transitional words and phrases to connect events, ideas, and opinions (e.g., after a while, for example, as a result) provide a conclusion with developing control. recount a longer, more detailed sequence of events or steps in a process, with a clear sequential or chronological structure introduce and develop an informational topic with facts, details, and evidence use a variety of more complex transitions to link the major sections of text and speech and to clarify relationships among events and ideas provide a concluding section or statement with increasingly independent control. recount a complex and detailed sequence of events or steps in a process, with an effective sequential or chronological order introduce and effectively develop an informational topic with facts, details, and evidence use complex and varied transitions to link the major sections of text and speech and to clarify relationships among events and ideas provide a concluding section or statement. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grades 9–10 ELA Standards:
Grades 9-10: Standard 10 (w/ELA Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.9-12.10. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . make accurate use of standard English to communicate in grade-appropriate speech and writing . . . with support (including modeled sentences), recognize and use a small number of frequently occurring nouns, noun phrases, verbs, conjunctions, and prepositions understand and respond to simple questions. with support (including modeled sentences), use frequently occurring verbs, nouns, adjectives, adverbs, prepositions, and conjunctions produce simple and compound sentences. with support (including modeled sentences), use simple phrases (e.g., noun, verb, adjective, adverbial, prepositional) use simple clauses (e.g., independent, dependent, relative, adverbial) produce and expand simple, compound and a few complex sentences. use increasingly complex phrases (e.g., noun, verb, adjective, adverbial and participial, prepositional, and absolute) use increasingly complex clauses produce and expand simple, compound, and complex sentences. use complex phrases and clauses produce and expand simple, compound, and complex sentences. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grades 9–10 ELA Standards:
Grades 9-10: Standard 3 (w/Literacy in Content Area Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.9-12.3. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . speak and write about grade-appropriate complex literary and informational texts and topics . . . with support (including modeled sentences), communicate information about familiar texts, topics, and experiences. with support (including modeled sentences), deliver short oral presentations compose written narratives or informational texts about familiar texts, topics, experiences, or events. with support (including modeled sentences), deliver short oral presentations compose written informational texts develop the topic with a few details about familiar texts, topics, or events. deliver oral presentations compose written informational texts develop the topic with some relevant details, concepts, examples, and information integrate graphics or multimedia when useful about a variety of texts, topics, or events. deliver oral presentations compose written informational texts fully develop the topic with relevant details, concepts, examples, and information integrate graphics or multimedia when useful about a variety of texts, topics, or events. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grades 9–10 Literacy in Content Area Standards:
Grades 9-10: Standard 6 (w/Literacy in Content Area Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.9-12.6. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . analyze and critique the arguments of others orally and in writing . . . identify a point an author or a speaker makes. identify the main argument an author or speaker makes identify one reason an author or a speaker gives to support the argument. explain the reasons an author or a speaker gives to support a claim cite textual evidence to support the analysis. analyze the reasoning and use of rhetoric in persuasive texts or speeches, including documents of historical and literary significance, determine whether the evidence is sufficient to support the claim, and cite textual evidence to support the analysis. analyze and evaluate the reasoning and use of rhetoric in persuasive texts, including documents of historical and literary significance, determine whether the evidence is sufficient to support the claim, and cite specific textual evidence to thoroughly support the analysis. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grades 9–10 Literacy in Content Area Standards:
Grades 9-10: Standard 7 (w/Literacy in Content Area Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.9-12.7. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . adapt language choices to purpose, task, and audience when speaking and writing . . . recognize the meaning of some words learned through conversations, reading, and being read to. adapt language choices to task and audience with emerging control use some frequently occurring general academic and words in conversation and discussion. adapt language choices and style according to purpose, task, and audience with developing ease use an increasing number of general academic and words and expressions in speech and written text show developing control of style and tone in oral or written text. adapt language choices and style according to purpose, task, and audience use a wider range of complex general academic and words and phrases adopt and maintain a formal style in speech and writing, as appropriate. adapt language choices and style according to purpose, task, and audience with ease use a wide variety of complex general academic and words and phrases employ both formal and more informal styles effectively, as appropriate. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grades 9–10 Literacy in Content Area Standards:
Grades 9-10: Standard 9 (w/Literacy in Content Area Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.9-12.9. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . create clear and coherent speech and text . . . with support (including context and visual aids) and non-verbal communication, communicate basic information about an event or topic use a narrow range of vocabulary and syntactically simple sentences with limited control. with support (including modeled sentences), recount a short sequence of events in order, and introduce an informational topic provide one or two facts about the topic use common linking words to connect events and ideas (e.g., first, next, because) with emerging control. recount a sequence of events, with a beginning, middle, and end introduce and develop an informational topic with facts and details use common transitional words and phrases to connect events, ideas, and opinions (e.g., after a while, for example, as a result) provide a conclusion with developing control. recount a longer, more detailed sequence of events or steps in a process, with a clear sequential or chronological structure introduce and develop an informational topic with facts, details, and evidence use a variety of more complex transitions to link the major sections of text and speech and to clarify relationships among events and ideas provide a concluding section or statement with increasingly independent control. recount a complex and detailed sequence of events or steps in a process, with an effective sequential or chronological order introduce and effectively develop an informational topic with facts, details, and evidence use complex and varied transitions to link the major sections of text and speech and to clarify relationships among events and ideas provide a concluding section or statement. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grades 9–10 Literacy in Content Area Standards:
Grades 9-10: Standard 10 (w/Literacy in Content Area Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.9-12.10. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . make accurate use of standard English to communicate in grade-appropriate speech and writing . . . with support (including modeled sentences), recognize and use a small number of frequently occurring nouns, noun phrases, verbs, conjunctions, and prepositions understand and respond to simple questions. with support (including modeled sentences), use frequently occurring verbs, nouns, adjectives, adverbs, prepositions, and conjunctions produce simple and compound sentences. with support (including modeled sentences), use simple phrases (e.g., noun, verb, adjective, adverbial, prepositional) use simple clauses (e.g., independent, dependent, relative, adverbial) produce and expand simple, compound and a few complex sentences. use increasingly complex phrases (e.g., noun, verb, adjective, adverbial and participial, prepositional, and absolute) use increasingly complex clauses produce and expand simple, compound, and complex sentences. use complex phrases and clauses produce and expand simple, compound, and complex sentences. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grades 9–10 Literacy in Content Area Standards:
Grades 11-12: Standard 2 (w/ELA Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.9-12.2. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . participate in oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions . . . participate in short conversational and written exchanges on familiar topics present information respond to simple yes/no questions and some wh- questions. participate in short conversational and written exchanges on familiar topics and texts present information and ideas respond to simple questions and wh- questions. participate in conversations, discussions, and written exchanges on familiar topics, texts, and issues build on the ideas of others express his or her own ideas ask and answer relevant questions add relevant information and evidence restate some of the key ideas expressed. participate in conversations, discussions, and written exchanges on a range of topics, texts, and issues build on the ideas of others express his or her own ideas clearly support points with specific and relevant evidence ask and answer questions to clarify ideas and conclusions summarize the key points expressed. participate in extended conversations, discussions, and written exchanges on a range of substantive topics, texts, and issues build on the ideas of others express his or her own ideas clearly and persuasively refer to specific and relevant evidence from texts or research to support his or her ideas ask and answer questions that probe reasoning and claims summarize the key points and evidence discussed. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grades 11–12 ELA Standards:
Grades 11-12: Standard 4 (w/ELA Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.9-12.4. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . construct oral and written claims and support them with reasoning and evidence . . . express an opinion about a familiar topic. construct a claim about familiar topics introduce the topic give a reason to support the claim provide a concluding statement. construct a claim about familiar topics introduce the topic provide sufficient reasons or facts to support the claim provide a concluding statement. construct a claim about a variety of topics introduce the topic provide logically ordered reasons or facts that effectively support the claim provide a concluding statement. construct a substantive claim about a variety of topics introduce the claim distinguish it from a counter-claim provide logically ordered and relevant reasons and evidence to support the claim and to refute the counter-claim provide a conclusion that summarizes the argument presented. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grades 11–12 ELA Standards:
Grades 11-12: Standard 7 (w/ELA Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.9-12.7. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . adapt language choices to purpose, task, and audience when speaking and writing . . . recognize the meaning of some words learned through conversations, reading, and being read to. adapt language choices to task and audience with emerging control use some frequently occurring general academic and words in conversation and discussion. adapt language choices and style according to purpose, task, and audience with developing ease use an increasing number of general academic and words and expressions in speech and written text show developing control of style and tone in oral or written text. adapt language choices and style according to purpose, task, and audience use a wider range of complex general academic and words and phrases adopt and maintain a formal style in speech and writing, as appropriate. adapt language choices and style according to purpose, task, and audience with ease use a wide variety of complex general academic and words and phrases employ both formal and more informal styles effectively, as appropriate. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grades 11–12 ELA Standards:
Grades 11-12: Standard 10 (w/ELA Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.9-12.10. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . make accurate use of standard English to communicate in grade-appropriate speech and writing . . . with support (including modeled sentences), recognize and use a small number of frequently occurring nouns, noun phrases, verbs, conjunctions, and prepositions understand and respond to simple questions. with support (including modeled sentences), use frequently occurring verbs, nouns, adjectives, adverbs, prepositions, and conjunctions produce simple and compound sentences. with support (including modeled sentences), use simple phrases (e.g., noun, verb, adjective, adverbial, prepositional) use simple clauses (e.g., independent, dependent, relative, adverbial) produce and expand simple, compound and a few complex sentences. use increasingly complex phrases (e.g., noun, verb, adjective, adverbial and participial, prepositional, and absolute) use increasingly complex clauses produce and expand simple, compound, and complex sentences. use complex phrases and clauses produce and expand simple, compound, and complex sentences. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grades 11–12 ELA Standards:
Grades 11-12: Standard 1 (w/Literacy in Content Area Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.9-12.1. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . construct meaning from oral presentations and literary and informational text through listening, reading, and viewing . . . use a very limited set of strategies to: identify a few key words and phrases in oral communications and simple oral and written texts. use an emerging set of strategies to: identify the main topic retell a few key details in oral presentations and simple oral and written texts. use a developing set of strategies to: determine the central idea or theme in oral presentations and written texts explain how the theme is developed by specific details in the texts summarize part of the text. use an increasing range of strategies to: determine two central ideas or themes in oral presentations and written texts analyze the development of the themes/ideas cite specific details and evidence from the texts to support the analysis summarize a simple text. use a wide range of strategies to: determine central ideas or themes in presentations and written texts analyze the development of the themes/ideas cite specific details and evidence from the texts to support the analysis summarize a text. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grades 11–12 Literacy in Content Area Standards:
Grades 11-12: Standard 2 (w/Literacy in Content Area Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.9-12.2. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . participate in oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions . . . participate in short conversational and written exchanges on familiar topics present information respond to simple yes/no questions and some wh- questions. participate in short conversational and written exchanges on familiar topics and texts present information and ideas respond to simple questions and wh- questions. participate in conversations, discussions, and written exchanges on familiar topics, texts, and issues build on the ideas of others express his or her own ideas ask and answer relevant questions add relevant information and evidence restate some of the key ideas expressed. participate in conversations, discussions, and written exchanges on a range of topics, texts, and issues build on the ideas of others express his or her own ideas clearly support points with specific and relevant evidence ask and answer questions to clarify ideas and conclusions summarize the key points expressed. participate in extended conversations, discussions, and written exchanges on a range of substantive topics, texts, and issues build on the ideas of others express his or her own ideas clearly and persuasively refer to specific and relevant evidence from texts or research to support his or her ideas ask and answer questions that probe reasoning and claims summarize the key points and evidence discussed. when engaging in one or more of the following content-specific practices:
Grades 11-12: Standard 3 (w/Literacy in Content Area Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.9-12.3. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . speak and write about grade-appropriate complex literary and informational texts and topics . . . with support (including modeled sentences), communicate information about familiar texts, topics, and experiences. with support (including modeled sentences), deliver short oral presentations compose written narratives or informational texts about familiar texts, topics, experiences, or events. with support (including modeled sentences), deliver short oral presentations compose written informational texts develop the topic with a few details about familiar texts, topics, or events. deliver oral presentations compose written informational texts develop the topic with some relevant details, concepts, examples, and information integrate graphics or multimedia when useful about a variety of texts, topics, or events. deliver oral presentations compose written informational texts fully develop the topic with relevant details, concepts, examples, and information integrate graphics or multimedia when useful about a variety of texts, topics, or events. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grades 11–12 Literacy in Content Area Standards:
Grades 11-12: Standard 4 (w/Literacy in Content Area Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.9-12.4. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . construct oral and written claims and support them with reasoning and evidence . . . express an opinion about a familiar topic. construct a claim about familiar topics introduce the topic give a reason to support the claim provide a concluding statement. construct a claim about familiar topics introduce the topic provide sufficient reasons or facts to support the claim provide a concluding statement. construct a claim about a variety of topics introduce the topic provide logically ordered reasons or facts that effectively support the claim provide a concluding statement. construct a substantive claim about a variety of topics introduce the claim distinguish it from a provide logically ordered and relevant reasons and evidence to support the claim and to refute the counter-claim provide a conclusion that summarizes the argument presented. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grades 11–12 Literacy in Content Area Standards:
Grades 11-12: Standard 5 (w/Literacy in Content Area Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.9-12.5. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . conduct research and evaluate and communicate findings to answer questions or solve problems . . . gather information from a few provided print and digital sources label collected information, experiences, or events. gather information from provided print and digital sources summarize data and information. carry out short research projects to answer a question gather information from multiple provided print and digital sources evaluate the reliability of each source paraphrase key information in a short written or oral report include illustrations, diagrams, or other graphics provide a list of sources. carry out both short and more sustained research projects to answer a question gather and synthesize information from multiple print and digital sources use search terms effectively evaluate the reliability of each source integrate information into an organized oral or written report cite sources appropriately. carry out both short and more sustained research projects to answer a question or solve a problem gather and synthesize information from multiple print and digital sources use advanced search terms effectively evaluate the reliability of each source analyze and integrate information into a clearly organized oral or written text cite sources appropriately. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grades 11–12 Literacy in Content Area Standards:
Grades 11-12: Standard 7 (w/Literacy in Content Area Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.9-12.7. Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . adapt language choices to purpose, task, and audience when speaking and writing . . . recognize the meaning of some words learned through conversations, reading, and being read to. adapt language choices to task and audience with emerging control use some frequently occurring general academic and words in conversation and discussion. adapt language choices and style according to purpose, task, and audience with developing ease use an increasing number of general academic and words and expressions in speech and written text show developing control of style and tone in oral or written text. adapt language choices and style according to purpose, task, and audience use a wider range of complex general academic and words and phrases adopt and maintain a formal style in speech and writing, as appropriate. adapt language choices and style according to purpose, task, and audience with ease use a wide variety of complex general academic and words and phrases employ both formal and more informal styles effectively, as appropriate. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grades 11–12 Literacy in Content Area Standards: