|
Language Proficiency Level
|
Listening
|
Speaking
|
|
|
Recount
|
Explain
|
Argue
|
Recount
|
Explain
|
Argue
|
|
Level
1
Entering
|
● Match everyday oral content-related words and phrases to pictures, diagrams, or photographs
● Select resources, places, products, or figures from oral statements and visual supports
|
● Order events or stages of
phenomena from oral statements
● Identify words
and phrases
related to
sequence
|
● Match oral information to pictures,
diagrams, or photographs
that show points
of view
● Distinguish
words and
phrases related
to opinions or
facts from oral statements
|
● Name and briefly describing content topics using visual support
● Answer select yes/no or Wh-questions
|
● Order events or stages of
phenomena
with sequential language
● Using words
and phrases to identify visually supported phenomena
|
● Relate points of view with visual support (e.g., posters, photographs)
● State pros and cons listed visually on a topic
|
|
Level
2
Emerging
|
● Match oral descriptions of characters or main events in content-related topics
● Follow modeled oral commands
|
● Sequence steps
in processes or procedures
described orally
● Compare information,
symbols, or icons
on charts or tables described orally
|
● Recognize the pros or cons of issues from short oral statements
● Identifying
claims in oral statements
|
● Restate information using content-specific terms
● Provide examples of content-related information previously studied
|
● Name
properties, characteristics or features of
illustrated
content-related
topics
● Pose and
respond to Wh-questions that
relate to
phenomena
|
● Respond to oral or written claims
● Offer facts or opinion statements as appropriate to discussion
|
|
Level
3
Developing
|
● Identify main ideas from short content-related oral presentations
● Classify examples of genres read aloud
|
● Recognize relationships in a series of oral statements
● Identify causes
for particular
events or phenomena in
short oral presentations
|
● Organize information
related to different perspectives presented orally
● Identify
language choices that represent specific points
of view from a series of oral statements
|
● Pose and respond to questions in small group discussions
● Describe the sequence of processes, cycles, procedures, or events with details
|
● Connect causes
to effects in a
series of
statements
● Sequence processes, cycles,
or procedures in short extended discourse
|
● State claims matched to evidence using a series of related sentences
● Suggest details or reasons to reinforce points of view
|
|
Level
4
Expanding
|
● Follow the steps of content-related tasks or assignments given orally
● Identify details from oral discussions
|
● Identify components of systems from multimedia
● Interpret cause
and effect from
oral discourse
|
● Classify claims and evidence
from oral presentations
● Differentiate multiple perspectives presented orally
|
● Present factual information on content-related topics to the class
● Paraphrase and summarizing content-related ideas in large and small groups
|
● Describe components of systems in small groups and class discussions
● Provide precise words and phrases
to provide details, descriptions, classifications, comparisons, causes/effects, or procedures
|
● Take stances and defending them with evidence
● Compare and contrast different points of view
|
|
Level
5
Bridging
|
● Reconstruct past experiences or series of events based on oral discourse
● Recognize nuanced meanings of words and phrases in extended oral discourse
|
● Identify effects
of events and phenomena from class discussions
● Identify interdependence
of different parts
of systems from multimedia
sources
|
● Identify how language choices connect to particular
audiences
● Evaluate the purpose of arguments presented by
others
|
● Engage in extended discussion of effects, impacts, or events related to content topics
● Give multimedia oral presentations on content-related material
|
● Present information using
an objective,
neutral tone in extended
discourse
● Use
nominalization to compress information and maintain
coherence
|
● Challenge evidence and claims in debates
● Convince audiences of personal points of view using persuasive language
|
|
Language Proficiency Level
|
Reading
|
Writing
|
|
|
Recount
|
Explain
|
Argue
|
Recount
|
Explain
|
Argue
|
|
Level
1
Entering
|
● Match key content-related terms and ideas to images, graphs, icons, or diagrams
● Sequence illustrated text of narrative or informational events
|
● Identify key
words and
phrases that describe the
topics or
phenomena
● Recognize sequence
statements and illustrations that describe
phenomena
|
● Match media
with point of
view words and phrases
● Connect
characters/
historical figures with positions or stances on various issues
|
● List content words or phrases that relate to the topic
● Include images, diagrams, and charts to add details to the topic
|
● Produce short responses to questions using word/phrase
banks
● Label charts, graphs, timelines,
or cycles to
describe phenomena
|
● Select words and phrases to represent points of view
● List pros and cons of issues
|
|
Level
2
Emerging
|
● Identify patterns specific to narrative or informational text
● Locate main ideas in a series of related sentences
|
● Identify
different types of
connectors that
show relationships between topics
and phenomena
● Differentiate between technical and everyday vocabulary
|
● Make connections between statements that make claims and those providing evidence
● Distinguish language that identifies facts and opinions
|
● Follow patterns specific to narrative or informational text
● Sequence narratives or informational text using linking words and phrases
|
● Use transitions and connectors to show causal relationships or procedures
● Choose every
day or technical language to
describe phenomena
|
● Express claims with evidence
● List content-related ideas that represent different points of view on issues
|
|
Level
3
Developing
|
● Recognize lexical chains that show how characters and ideas are labeled across the text
● Identify detailed descriptions, procedures, and information in paragraphs
|
● Identify how language provides clarity and precision in describing topics
or phenomena
● Summarize information with diagrams, models, flow charts, or illustrations
|
● Identify their purposes and audiences
● Evaluate the strength of evidence statements
|
● Summarize content-related material
● Include important information and related details
|
● Choose words
and phrases
to provide
precise details,
descriptions, comparisons,
and ordered procedures
● Integrate headings, introductory statements,
and other
features to
organize text
|
● Justify reasons or opinions with evidence
● Summarize opposing positions with evidence
|
|
Level
4
Expanding
|
● Identify how the authors make language choices and adjusts for audience and purpose
● Reflect on various accounts of a subject told in different media
|
● Identify the interdependence
of parts of systems
● Compare information on phenomena
across a variety
of multimedia
sources
|
● Identify persuasive language across content areas
● Follow the progression of logical reasoning
|
● Create narrative or informational extended text of past events or experiences
● Connect main points, events, and central ideas to conclusions
|
● Present information objectively by
using a neutral
tone appropriate
to the content
area
● Integrate
images,
diagrams,
formulas, or
charts to describe phenomena
|
● Evaluate and challenge evidence presented
● Create persuasive essays or reports making adjustments for specific audiences
|
|
Level
5
Bridging
|
● Identify how text structure supports comprehension and retrieval of information and details
● Identify the central idea or theme and how it is supported by clear descriptions and extended details
|
● Identify how authors connect related ideas
across paragraphs with abstraction,
complex
sentences, and technical
terms
● Trace the
central idea of
text and how it
develops, including how it
is shaped by specific details, extended definitions, facts, quotes, or examples
|
● Recognize multiple perspectives and points of view on any given issue
● Identify evidence of bias and credibility of sources
|
● Sequence using language that creates coherence
● Organize information according to content-specific expectations
|
● Synthesize information and details about phenomena from
a variety of
sources
● Organize information and details logically
and cohesively
|
● Organize information to show logical reasoning
● Integrate multiple perspectives and evidence from a variety of sources
|