elps standards

• Beginning Listening Proficiency


  LITTLE OR NONE They have LITTLE or NO ABILITY to UNDERSTAND SPOKEN ENGLISH. •STRUGGLE to UNDERSTAND SIMPLE conversations/discussions. •STRUGGLE to IDENTIFY individual WORDS and PHRASES during social and instructional interactions. •May not seek clarification in English when failing to comprehend the English they hear; frequently REMAIN SILENT, present tense
• Intermediate Listening Proficiency


  SOMETIMES* ability to understand SIMPLE, HIGH FREQUENCY spoken English used in routine academic and social settings.* usually understand, SIMPLEor routine direction, as well as short, SIMPLE discussions on familiar topics; when topics are unfamiliar topics;* visuals, slower speech and other verbal cues, simplified language gestures, pre-teaching to preview or build topic-related vocabulary.* often identify and distinguish key words and phrases necessary to understand the general meaning.* have the ability to seek clarification in English.* Present tense
• Advance Listening Proficiency


  MOST OF THE TIME* ability to understand, with second language acquisition support, grade-appropriate spoken English.*USUALLY UNDERSTANDlonger, more, elaborated directions, conversations, and discussions on familiar and some unfamiliar topics, but sometimes need processing time and sometimes depend on visuals, verbal, cues and gestures to support understanding.*UNDERSAND MOSTmain points, most important details, and some implicit information during social and basic instructional interactions.* OCCASIONALLYrequire/request the speaker to repeat slow down, or rephrase to clarify the meaning of the English they hear.
• Advance High Listening Proficiency


  ALMOST ALWAYS* minimal second language acquisition support, grade-appropriate spoken English*UNDERSTAND LONGER, elaborated directions, conversations, and discussions on familiar topics with only occasional need for processing time and with little dependence on visuals.*UNDERSTAND MAIN POINTS,important details, and implicit information at a level nearly comparable to native English-speaking peers during social and instructional interactions.
• Beginning Speaking Proficiency


  LITTLE OR NOability to speak English in academic and social setting.* mainly speak using single words and short phrases consisting of recently practiced, memorized, or highly familiar material to get immediate needs met. may be hesitant to speak and often give up in their attempts to communicate.* speak using aVERY LIMITEDbank of high frequency, high need, concrete vocabulary.* lack in the knowledge of English grammar necessary to connect ideas and speak in sentences; can sometimes produce sentences using recentlyPRACTICED, MEMORIZED, or HIGHLY FAMILIAR MATERIAL.* exhibit second language acquisition errors that may hinder overall communication,
• Advanced (Speaking Proficiency)


  MOST OF THE TIMEhave the ability to speak using grade-appropriate English, with second language acquisition support.* are able to participate comfortably in most conversations and academic discussion on familiar topics, with some pauses to restate, repeat, or search for words and phrases to clarify meaning.* discuss familiar academics topics using content-based terms and common abstract vocabulary; can usually speak in some detail or familiar.* have a grasp of basic grammar features, including a basic ability to narrate and describe in present , past, and future tenses; have an emerging ability to use complex sentences.* make errors that interfere somewhat with communication when using complex grammar structures, long sentences, and less familiar words and expressions. MORE COMPLEX GRAMAR
• Intermediate Speaking Proficiency


  have the ability to speak in a SIMPLE manner using English commonly heard in routine academic and social settings.

  * are able to express SIMPLE, original messages, speak using sentences, and participate in short conversations, and classroom interactions; may hesitate frequently and for long periods to think about how to communicate desired meaning.

  * speak SIMPLE using basic vocabulary needed in everyday social interactions and routine academic contexts; rarely have vocabulary to speak in detail.

  * exhibit an emerging awareness of English grammar and speak using mostly SIMPLE sentence structures and SIMPLE tenses are mor comfortable speaking in PRESENT TENSE
• Advanced High Speaking Proficiency

  ALMOST ALWAYS

  * appropriate English with minimal second language acquisition support, in academic and social settings.

  * are able to participate in extended discussions on a variety of social and grade-appropriate academic topics with only occasional disruptions, hesitations, or pauses.

  * communicate effectively using abstract and content-based vocabulary during classroom instructional tasks, with some exceptions when low-frequency or academically demanding vocabulary is needed. COMPARABLE TO NATIVE SPEAKERS.
• Beginning writing proficiency


  LITTLE OR NONE/ NOT GRADE APPROPRIATElack the English vocabulary and grasp of English language structures necessary to address grade-appropriate writing* HAVE LITTLE OR NO ABILITY to use the English language to express ideas in writing and engage meaningfully* lack the English necessary to develop or demonstrate elements of grade appropriate writing.* ability to label, list and copy* high frequency words/phrases and short simple sentences (or even short, simple paragraphs) based primarily onrecently practiced memorized or highly familiar material
• Intermediate (Writing Proficiency)


  SOMETIMES/ NOT GRADE APPROPRIATE

  * language structures to address grade-appropriate writing tasks tasks in a limited way.

  * have a LIMITED ability to use in English language to express ideas in writing and engage meaningfully in grade-appropriate writing,

  * SIMPLE, original messages consisting of short, simple sentences.

  * high-frequency vocabulary; academic writing often has an oral tone.

  * concrete

  * parts of the writing may be hard to understand even for individuals accustomed.
• Advanced (writing proficiency)


  MOST OF THE TIME

  *have enough English vocabulary and command of English language.

  *are able to use the English language, with second language acquisition support, to express ideas

  * known enough English to be able to develop or demonstrate elements of grade-appropriate writing.

  * grasp of basic verbs, tense, grammar features, and sentence patterns

  * narrations, explanations and descriptions developed in some detail.

  GRADE APPROPRIATE
• Advanced High writing proficiency

  ALMOST ALWAYS

  have acquired the English vocabulary and command of English

  are able to use the English language, with minimal second language acquisition support, to express.

  * grade appropriate writing in English

  * nearly comparable to writing of native English.
• Beginning reading proficiency


  LIMITED/ LITTLE OR NONE

  * Have little or no ability to read and understand

  * read and understand the very LIMITED recently PRACTICE, MEMORIZED, OR HIGHLY FAMILIAR.

  * vocabulary predominant includes;

  - environmental print

  - some very high-frequency words

  - concrete words that can be represented by pictures.

  - read slowly, word by word.

  - have a VERY LIMITED sense of English.

  - are HIGHLY DEPENDENT ON VISUALS PRIOR KNOWLEDGE to derive meaning from text in English.
• Intermediate reading proficiency


  SOMETIMES/ SIMPLE/ NOT GRADE APPROPRIATEhave the ability to read and understand SIMPLE, high frequency.* read and understand English vocabulary on a somewhat wider range of topics- everyday oral language- LITERAL meanings of common words routine academic language and terms- commonly used abstract language such as terms used to describe basic feelings.- often read slowly and in short phrases.-understand SIMPLE sentences in short connected texts, but are dependent on visual cues, topic familiarity, prior knowledge, pre-taught topic related vocabulary.-STRUGGLE to independently read and understand grade level texts
• Advanced Reading Proficiency


  MOST OF THE TIME

  read and understand, with second language acquisition support.

  * read and understand, with second language acquisition support, a variety of grade-appropriate English vocabulary.

  - with second language acquisition support, read and understand grade-appropriate concrete and abstract vocabulary, but have difficulty with less commonly encountered words.

  - demonstrate an emerging ability to understand words and phrases beyond their literal words.

  - understand multiple meanings of commonly used words.
• Advance High Reading Proficiency

  ALMOST ALWAYS

  have the ability to read and understand with minimal second language acquisition support. GRADE APPROPRIATE

  - read und understand vocabulary at a level nearby comparable to that of their native English-speaking peers, with some exceptions when low-frequency or specialized vocabulary is used.

  - generally read grade -appropriate, familiar text with appropriate rate, speed, intonation, and expression.

  - are able to, at a level nearly comparable to native English-speaking peers, use their familiarity with English language structure to construct meaning.

  - are able to apply, with minimal second language acquisition support and at a level nearly comparable to native English-speaking peers, basic and higher-order comprehension skills.
• Beginning Listening Teacher


  - usefirst language support- Expect students to struggle to understand simple conversations.- usegestures, movement, picturesand other linguistic support to communicate language and expectations.
• Beginning Speaking Teacher


  - Provide shortsentence stemsand single words to practice.- Acceptobservation as participationin activities.- use bilingual word bank of key vocabulary and print or electronic bilingual dictionaries.-Model pronunciation of social and academic language
• Beginning Reading Teacher


  -Organize reading inchunks- Practicehigh-frequency, concrete terms.- Usevisual and linguistic supports- Explain classroomenvironment print- Use adaptive text
• Beginning Writing Teacher


  - Allowdrawing and use first languageto express concepts- Allow students to use high frequency, recently memorized, andshort, simple sentences.- Provideshort, simple sentence stemswith present tense and high frequency vocabulary.
• Intermediate Listening Teacher


  - Providevisuals, slower speech, verbal cues, simplified language.-Teach vocabularybefore discussions and lectures- Teach phrasesfor student to request speakers repeat. slow down, or rephrase speech.
• Advanced Listening Teacher


  - Provide someprocessing time, visuals, verbal cues, and gestures for unfamiliar conversations- Provide opportunities for student torequest clarification, repeating and rephrasing.
• Advanced High Listening Teacher

  - Allow someextra timewhen topic is complex and unfamiliar.- Providesvisuals, verbal cues, movementwhen topic is complex and unfamiliar.
• Intermediate Speaking Teacher


  - Allow extraprocessing time- Provide sentence stems with simple sentence structures.- Model and provide practice inpronunciation of academic terms.
• Advanced Speaking Teacher


  - Provide someprocessing time- Provide sentence stems with past, present, future, andmore complex grammar structures and academic vocabulary including abstract terms.
• Advanced High Speaking Teacher

  - Opportunities for extendeddiscussions.- Provide sentence stems with past, present, future, andcomplex grammar with academic and abstract vocabulary.
• Intermediate Reading Teacher


  - Provide wide range of reading- Support grade-level comprehension andanalysis of tasksby including drawing and use offirst languageand peer collaboration.- Provide high level of visual and linguistic supports with adapted text and pre-taught vocabulary.
• Advanced reading Teacher


  - Provided grade-level readingincluding abstract topics with teacher and peer support.- Providevisuals and linguistic supportsincluding adapted text for unfamiliar topics.
• Advanced High reading Teacher

  - Provide grade-level readingincluding abstract topics- Providevisuals and linguistic support when needed- Scaffold comprehension and analysis tasks with and without peer collaboration.
• Intermediate writing teacher


  - allowdrawing and use of first languageto express concepts.- allow writing onfamiliar concrete topics.-avoid penalizing language errors.- Provide simplesentence stemsandscaffolded writing assignments.
• Advanced writing teacher


  - providegrade-level writing tasks.- allow content-area and writing about abstract topics with linguistic support includingteacher modeling and student interaction.- Provide complexsentence stems for scaffolding writing assignments.
• Advanced High writing teacher

  - Assign complexgrade-leveltasks- Providelinguistic supportwhen needed.- Analyzetext and genre.- Analyzetext and genre featuresof advanced English writing.