las links profi ciency levels and...
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27Profi ciency Levels
LAS Links Profi ciency Levels and DescriptorsThe LAS Links Assessments measure language profi ciency within fi ve grade spans: K–1, 2–3, 4–5, 6–8, and 9–12. Within each grade span, a student can be assigned to one of fi ve profi ciency levels: Beginning, Early Intermediate, Intermediate, Profi cient, or Above Profi cient.
The following table provides the description of learners at each level of profi ciency:
Profi ciencyLevel 1
BEGINNINGA Level 1 student is beginning to develop receptive and productive uses of English in the school context, although comprehension may be demonstrated nonverbally or through the native language, rather than in English.
Profi ciencyLevel 2
EARLY INTERMEDIATEA Level 2 student is developing the ability to communicate in English within the school context. Errors impede basic communication and comprehension. Lexical, syntactic, phonological, and discourse features of English are emerging.
Profi ciencyLevel 3
INTERMEDIATEA Level 3 student is developing the ability to communicate effectively in English across a range of grade–level–appropriate language demands in the school context. Errors interfere with communication and comprehension. Repetition and negotiation are often needed. The student exhibits a limited range of lexical, syntactic, phonological, and discourse features when addressing new and familiar topics.
Profi ciencyLevel 4
PROFICIENTA Level 4 student communicates effectively in English across a range of grade–level–appropriate language demands in the school context, even though errors occur. The student exhibits productive and receptive control of lexical, syntactic, phonological, and discourse features when addressing new and familiar topics.
Profi ciencyLevel 5
ABOVE PROFICIENTA Level 5 student communicates effectively in English, with few if any errors, across a wide range of grade–level–appropriate language demands in the school context. The student commands a high degree of productive and receptive control of lexical, syntactic, phonological, and discourse features when addressing new and familiar topics.
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34 Profi ciency Level Descriptors
LA
S Li
nks
Pro
fi ci
ency
Lev
el D
escr
ipto
rs f
or G
rade
1
Spea
kin
gLi
sten
ing
Rea
din
gW
riti
ng
Ove
rall
5A
bo
ve
Pro
fi ci
ent
Abov
e Pr
ofi c
ient
stu
dent
s ty
pica
lly
prod
uce
sim
ple
sent
ence
s w
ith n
o gr
amm
atic
al e
rror
s w
hen
mak
ing
requ
ests
and
con
duct
ing
tran
sact
ions
in
the
clas
sroo
m, d
escr
ibin
g fa
mili
ar
soci
al s
ituat
ions
or a
pro
cess
. The
y te
ll a
sim
ple
stor
y w
ith n
ativ
e-lik
e vo
cabu
lary
and
gra
mm
ar a
ppro
pria
te
to th
e ag
e.
Abov
e Pr
ofi c
ient
stu
dent
s ty
pica
lly
reca
ll m
inor
det
ails
and
sta
ted
sequ
ence
of e
vent
s an
d de
term
ine
the
mai
n id
ea in
an
oral
sto
ry.
Abov
e Pr
ofi c
ient
stu
dent
s ty
pica
lly
iden
tify
less
-fre
quen
t rhy
min
g w
ords
, us
e co
ntex
t clu
es to
det
erm
ine
mea
ning
s of
wor
ds, r
ecal
l sub
tle
deta
ils a
nd d
eter
min
e se
quen
ce in
a
pass
age,
and
use
inte
rpre
tatio
n an
d in
fere
nce
to c
ompr
ehen
d a
stor
y.
Abov
e Pr
ofi c
ient
stu
dent
s ty
pica
lly
form
regu
lar p
lura
l nou
ns a
nd
poss
essi
ve p
rono
uns,
use
sen
tenc
e-en
ding
mar
ks in
an
excl
amat
ory
sent
ence
, diff
eren
tiate
bet
wee
n co
mpl
ete
sent
ence
s an
d fr
agm
ents
, an
d w
rite
a co
mpl
ete
sent
ence
to
desc
ribe
a pi
ctur
e or
to e
xpla
in a
pr
efer
ence
; com
mun
icat
ion
is c
lear
an
d co
mpl
ete,
thou
gh it
may
con
tain
m
inor
err
ors.
A le
vel 5
stu
dent
com
mun
icat
es
effe
ctiv
ely
in E
nglis
h, w
ith fe
w if
any
er
rors
, acr
oss
a w
ide
rang
e of
gra
de-
leve
l-ap
prop
riate
lang
uage
dem
ands
in
the
scho
ol c
onte
xt. T
he s
tude
nt
com
man
ds a
hig
h de
gree
of p
rodu
ctiv
e an
d re
cept
ive
cont
rol o
f lex
ical
, sy
ntac
tic, p
hono
logi
cal,
and
disc
ours
e fe
atur
es w
hen
addr
essi
ng n
ew a
nd
fam
iliar
topi
cs.
4Pr
ofi
cien
t
Profi
cie
nt s
tude
nts
typi
cally
pr
oduc
e si
mpl
e se
nten
ces
with
m
inor
err
ors
whe
n m
akin
g re
ques
ts
and
cond
uctin
g tr
ansa
ctio
ns in
the
clas
sroo
m, u
se a
ccur
ate
labe
ls fo
r le
ss-c
omm
on o
bjec
ts a
nd b
riefl y
de
scrib
e th
eir p
urpo
se, a
nd d
escr
ibe
scho
ol-r
elat
ed p
roce
sses
. The
y te
ll a
sim
ple
stor
y w
ith m
ostly
cor
rect
vo
cabu
lary
and
sim
ple
gram
mar
.
Profi
cie
nt s
tude
nts
typi
cally
fo
llow
sim
ple
oral
dire
ctio
ns b
y di
stin
guis
hing
the
loca
tion
of a
n ob
ject
in re
latio
n to
ano
ther
obj
ect,
reca
ll st
ated
det
ails
in a
n or
al s
tory
, an
d m
ake
sim
ple
infe
renc
es.
Profi
cie
nt s
tude
nts
typi
cally
di
scrim
inat
e be
twee
n be
ginn
ing
and
endi
ng s
ound
s, id
entif
y fr
eque
ntly
us
ed rh
ymin
g w
ords
, mat
ch w
ords
to
defi
niti
ons
or d
escr
iptio
ns, r
ecal
l ev
ents
in th
e st
ory
in a
pas
sage
read
al
oud,
and
read
sim
ple
sent
ence
s in
depe
nden
tly.
Profi
cie
nt s
tude
nts
typi
cally
use
co
rrec
t gra
mm
ar s
uch
as s
ingu
lar
noun
s, s
ubje
ct p
rono
uns,
sub
ject
/ver
b ag
reem
ent,
auxi
liary
ver
bs, a
nd fu
ture
te
nse;
use
writ
ing
conv
entio
ns s
uch
as c
apita
lizat
ion
and
sent
ence
-end
ing
mar
ks in
dec
lara
tive,
inte
rrog
ativ
e,
and
impe
rativ
e se
nten
ces;
and
iden
tify
stan
dard
sen
tenc
e st
ruct
ure.
A le
vel 4
stu
dent
com
mun
icat
es
effe
ctiv
ely
in E
nglis
h ac
ross
a ra
nge
of g
rade
-lev
el-a
ppro
pria
te la
ngua
ge
dem
ands
in th
e sc
hool
con
text
, eve
n th
ough
err
ors
occu
r. Th
e st
uden
t exh
ibits
pr
oduc
tive
and
rece
ptiv
e co
ntro
l of
lexi
cal,
synt
actic
, pho
nolo
gica
l, an
d di
scou
rse
feat
ures
whe
n ad
dres
sing
new
an
d fa
mili
ar to
pics
.
3In
term
edia
te
Inte
rmed
iate
stu
dent
s ty
pica
lly u
se
appr
opria
te w
ords
and
phr
ases
whe
n m
akin
g re
ques
ts a
nd c
ondu
ctin
g tr
ansa
ctio
ns in
soc
ial a
nd a
cade
mic
se
ttin
gs, p
rodu
ce a
ccur
ate
labe
ls
for c
omm
on o
bjec
ts a
nd d
escr
ibe
com
mon
func
tions
, and
pro
duce
se
nten
ces
with
err
ors
that
do
not
inte
rfer
e w
ith c
omm
unic
atio
n w
hen
desc
ribin
g so
cial
situ
atio
ns.
Inte
rmed
iate
stu
dent
s ty
pica
lly
follo
w s
impl
e or
al d
irect
ions
by
dist
ingu
ishi
ng b
etw
een
lett
ers,
w
ords
, sha
pes,
and
/or n
umbe
rs a
nd
dete
rmin
ing
desc
ribed
loca
tions
.
Inte
rmed
iate
stu
dent
s ty
pica
lly
iden
tify
endi
ng s
ound
s, d
ecod
e ba
sic
shor
t-vo
wel
wor
ds, a
nd m
atch
wor
ds
to p
ictu
res.
Inte
rmed
iate
stu
dent
s ty
pica
lly u
se
verb
s in
the
infi n
itive
and
des
crib
e a
pict
ure
or e
xpla
in a
pre
fere
nce
by
writ
ing
a si
mpl
e ph
rase
or s
ente
nce
that
may
con
tain
som
e gr
amm
atic
al
and/
or m
echa
nica
l err
ors
that
do
not
impe
de u
nder
stan
ding
.
A le
vel 3
stu
dent
is d
evel
opin
g th
e ab
ility
to
com
mun
icat
e ef
fect
ivel
y in
Eng
lish
acro
ss a
wid
e ra
nge
of g
rade
-lev
el-
appr
opria
te la
ngua
ge d
eman
ds in
the
scho
ol c
onte
xt. E
rror
s in
terf
ere
with
co
mm
unic
atio
n an
d co
mpr
ehen
sion
. Re
petit
ion
and
nego
tiatio
n ar
e of
ten
need
ed. T
he s
tude
nt e
xhib
its a
lim
ited
rang
e of
lexi
cal,
synt
actic
, pho
nolo
gica
l, an
d di
scou
rse
feat
ures
whe
n ad
dres
sing
ne
w a
nd fa
mili
ar to
pics
.
2Ea
rly
Inte
rmed
iate
Early
Inte
rmed
iate
stu
dent
s ty
pica
lly
use
voca
bula
ry fo
r com
mon
obj
ects
in
soc
ial a
nd a
cade
mic
situ
atio
ns,
prod
uce
wor
ds a
nd p
hras
es w
hen
desc
ribin
g so
cial
situ
atio
ns, a
nd u
se
basi
c vo
cabu
lary
and
sim
ple
phra
ses
or s
ente
nces
rela
ted
to a
seq
uenc
e of
pi
ctur
es a
bout
fam
iliar
set
tings
.
Early
Inte
rmed
iate
stu
dent
s ty
pica
lly
follo
w s
impl
e or
al d
irect
ions
us
ing
know
ledg
e of
eve
ryda
y ta
sks,
aca
dem
ic v
ocab
ular
y, a
nd
iden
tifi c
atio
n of
bas
ic s
hape
s, le
tter
s,
num
bers
, and
com
mon
loca
tions
.
Early
Inte
rmed
iate
stu
dent
s ty
pica
lly
iden
tify
capi
tal l
ette
rs a
nd lo
wer
case
le
tter
s in
isol
atio
n, id
entif
y fr
eque
ntly
us
ed b
egin
ning
sou
nds,
and
reca
ll im
port
ant d
etai
ls in
a te
xt p
assa
ge
read
alo
ud.
Early
Inte
rmed
iate
stu
dent
s ty
pica
lly
writ
e on
e or
mor
e w
ords
that
att
empt
to
des
crib
e a
pict
ure
or e
xpla
in a
pr
efer
ence
.
A le
vel 2
stu
dent
is d
evel
opin
g th
e ab
ility
to
com
mun
icat
e in
Eng
lish
with
in th
e sc
hool
con
text
. Err
ors
impe
de b
asic
co
mm
unic
atio
n an
d co
mpr
ehen
sion
. Le
xica
l, sy
ntac
tic, p
hono
logi
cal,
and
disc
ours
e fe
atur
es a
re e
mer
ging
.
1B
egin
nin
g
Begi
nnin
g st
uden
ts a
re b
egin
ning
to
dev
elop
rece
ptiv
e an
d pr
oduc
tive
skill
s in
Eng
lish.
Begi
nnin
g st
uden
ts a
re b
egin
ning
to
dev
elop
rece
ptiv
e an
d pr
oduc
tive
skill
s in
Eng
lish.
Begi
nnin
g st
uden
ts a
re b
egin
ning
to
dev
elop
rece
ptiv
e an
d pr
oduc
tive
skill
s in
Eng
lish.
Begi
nnin
g st
uden
ts a
re b
egin
ning
to
deve
lop
rece
ptiv
e an
d pr
oduc
tive
skill
s in
Eng
lish.
A Le
vel 1
stu
dent
is b
egin
ning
to d
evel
op
rece
ptiv
e an
d pr
oduc
tive
uses
of
Engl
ish
in th
e sc
hool
con
text
, alth
ough
co
mpr
ehen
sion
may
be
dem
onst
rate
d no
nver
bally
or t
hrou
gh th
e na
tive
lang
uage
, rat
her t
han
in E
nglis
h.
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35Profi ciency Level Descriptors
Profi ciency Level DescriptorsLISTENING
GRADE 1
Above Profi cient students typically
• recall minor details in an oral story
• recall stated sequence of events in an oral story
• determine the main idea of an oral story
Profi cient students typically
• follow simple oral directions by distinguishing the location of an
object in relation to another object
• recall stated details in an oral story
• make simple inferences
Intermediate students typically
• follow simple oral directions by distinguishing between letters,
words, shapes, and/or numbers and determining described locations
Early Intermediate students typically
• follow simple oral directions using knowledge of everyday tasks,
academic vocabulary, identifi cation of basic shapes, letters, and
numbers, and common locations
Beginning students are beginning to develop receptive and productive skills in English.
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36 Profi ciency Level Descriptors
Profi ciency Level DescriptorsSPEAKING
GRADE 1
Above Profi cient students typically
• produce simple sentences with no grammatical errors when making
requests and conducting transactions in the classroom
• produce sentences with no errors when describing familiar social
situations
• produce complete sentences with only age-appropriate errors in
vocabulary and grammar that do not interfere with communication
when describing a process
• use accurate vocabulary and grammatically correct sentences to explain
a school-related process
• tell a simple story with native-like vocabulary and grammar appropriate
to the age
Profi cient students typically
• produce simple sentences with errors that do not interfere with
communication when making requests and conducting transactions in
the classroom
• produce accurate labels for less-common objects in social situations
• use accurate vocabulary to describe the purpose of less-common
objects in social situations
• use appropriate words and phrases when describing a school-related
process; in the lower range of Profi cient, students use basic vocabulary
and simple phrases; in the upper range of Profi cient, students produce
complete sentences with errors in vocabulary and grammar that do not
interfere with communication
• tell a simple story with mostly correct vocabulary and simple grammar
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37Profi ciency Level Descriptors
Intermediate students typically
• use appropriate words and phrases when conducting transactions
and making requests in social and academic settings
• produce accurate labels for common objects and describe common
functions
• produce sentences with errors that do not interfere with
communication when describing social situations
Early Intermediate students typically
• use vocabulary for common objects in social and academic situations
• produce words and phrases when describing social situations
• use basic vocabulary and simple phrases or sentences related to a
sequence of pictures about familiar settings
Beginning students are beginning to develop receptive and productive skills in English.
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38 Profi ciency Level Descriptors
Profi ciency Level DescriptorsREADING
GRADE 1
Above Profi cient students typically
• identify less-frequent rhyming words
• use context clues to determine meanings of words
• recall subtle details and determine sequence in a passage
• use interpretation and inference to comprehend a story
Profi cient students typically
• discriminate between beginning and ending sounds
• identify frequently-used rhyming words
• match words to defi nitions or descriptions
• recall events in the story in a passage read aloud
• read simple sentences independently
Intermediate students typically
• identify ending sounds
• decode basic short-vowel words
• match words to pictures
Early Intermediate students typically
• identify capital letters and lowercase letters in isolation
• identify frequently used beginning sounds
• recall important details in a text passage read aloud
Beginning students are beginning to develop receptive and productive skills in English.
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39Profi ciency Level Descriptors
Profi ciency Level DescriptorsWRITING
GRADE 1
Above Profi cient students typically
• form regular plural nouns and possessive pronouns
• use sentence-ending marks in an exclamatory sentence
• differentiate between complete sentences and fragments
• write a complete sentence to describe a picture or to explain a
preference; communication is clear and complete, though it may
contain minor errors
Profi cient students typically
• use correct grammar such as singular nouns, subject pronouns,
subject/verb agreement, modal auxiliary verb constructions, and
future tense
• use writing conventions such as capitalization and sentence-ending
marks in declarative, interrogative, and imperative sentences
• differentiate between standard and non-standard sentence structure
Intermediate students typically
• use verbs in the infi nitive
• describe a picture or explain a preference by writing a simple phrase
or sentence that may contain some grammatical and/or mechanical
errors that do not impede understanding
Early Intermediate students typically
• write one or more words that attempt to describe a picture or
explain a preference
Beginning students are beginning to develop receptive and productive skills in English.
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40 Profi ciency Level Descriptors
LA
S Li
nks
Pro
fi ci
ency
Lev
el D
escr
ipto
rs f
or G
rade
s 2–
3
Spea
kin
gLi
sten
ing
Rea
din
gW
riti
ng
Ove
rall
5A
bo
ve
Pro
fi ci
ent
Abov
e Pr
ofi c
ient
stu
dent
s ty
pica
lly
prod
uce
sent
ence
s w
ith m
ore
soph
istic
ated
voc
abul
ary
and
with
out
erro
rs in
gra
mm
ar w
hen
prov
idin
g in
form
atio
n, d
escr
ibin
g so
cial
si
tuat
ions
, des
crib
ing
a m
ulti-
step
pr
oces
s, o
r exp
lain
ing
reas
onin
g.
Abov
e Pr
ofi c
ient
stu
dent
s ty
pica
lly
follo
w d
irect
ions
usi
ng a
cade
mic
vo
cabu
lary
.
Abov
e Pr
ofi c
ient
stu
dent
s ty
pica
lly
iden
tify
two-
sylla
ble
wor
ds a
nd
rhym
ing
wor
ds w
ritte
n w
ith d
igra
phs,
us
e co
mm
on m
ultip
le-m
eani
ng
wor
ds, d
eter
min
e st
ory
sequ
ence
an
d m
ain
idea
of fi
ctio
n an
d ac
adem
ic te
xts,
dra
w c
oncl
usio
ns
and
gene
raliz
atio
ns, a
nd u
se s
elf-
mon
itorin
g te
chni
que
to c
heck
for
unde
rsta
ndin
g.
Abov
e Pr
ofi c
ient
stu
dent
s ty
pica
lly u
se
verb
tens
e ag
reem
ent,
appr
opria
te
inde
fi nite
art
icle
s, p
unct
uatio
n in
da
tes.
The
y w
rite
fl uen
tly to
des
crib
e a
pict
ure
or to
exp
lain
a p
refe
renc
e;
com
mun
icat
ion
is c
lear
and
com
plet
e,
thou
gh it
may
con
tain
min
or e
rror
s.
A le
vel 5
stu
dent
com
mun
icat
es
effe
ctiv
ely
in E
nglis
h, w
ith fe
w if
any
er
rors
, acr
oss
a w
ide
rang
e of
gra
de-
leve
l-ap
prop
riate
lang
uage
dem
ands
in
the
scho
ol c
onte
xt. T
he s
tude
nt
com
man
ds a
hig
h de
gree
of p
rodu
ctiv
e an
d re
cept
ive
cont
rol o
f lex
ical
, sy
ntac
tic, p
hono
logi
cal,
and
disc
ours
e fe
atur
es w
hen
addr
essi
ng n
ew a
nd
fam
iliar
topi
cs.
4Pr
ofi
cien
t
Profi
cie
nt s
tude
nts
typi
cally
con
vers
e in
com
plet
e se
nten
ces
with
gra
mm
ar
and/
or v
ocab
ular
y er
rors
, pro
duce
ac
cura
te la
bels
for l
ess-
com
mon
ob
ject
s, p
rodu
ce g
ram
mat
ical
ly
corr
ect s
ente
nces
whe
n de
scrib
ing
soci
al s
ituat
ions
or a
mul
ti-st
ep
proc
ess
or e
xpla
inin
g re
ason
ing,
and
te
ll a
sim
ple
stor
y w
ith m
ostly
cor
rect
vo
cabu
lary
and
sim
ple
gram
mar
.
Profi
cie
nt s
tude
nts
typi
cally
follo
w
mor
e co
mpl
ex d
irect
ions
, rec
all s
ubtle
de
tails
in a
n or
al s
tory
, and
det
erm
ine
mai
n id
ea o
f an
oral
sto
ry.
Profi
cie
nt s
tude
nts
typi
cally
id
entif
y rh
ymin
g w
ords
writ
ten
with
di
phth
ongs
, ide
ntify
sho
rt a
nd lo
ng
vow
el s
ound
s an
d le
ss-f
requ
ent
endi
ng s
ound
s, id
entif
y sy
nony
ms
of
soci
al a
nd a
cade
mic
voc
abul
ary,
use
co
ntex
t clu
es to
det
erm
ine
mea
ning
, re
call
impl
icit
deta
ils, d
escr
ibe
a ch
arac
ter,
mak
e in
fere
nces
in
cont
ext,
and
tran
sfer
con
cept
s to
new
si
tuat
ions
.
Profi
cie
nt s
tude
nts
typi
cally
use
co
rrec
t bas
ic g
ram
mar
; use
writ
ing
conv
entio
ns s
uch
as c
apita
lizat
ion
and
basi
c pu
nctu
atio
n; d
iffer
entia
te
com
plet
e se
nten
ces
from
frag
men
ts
and
use
stan
dard
wor
d or
der;
an
d w
rite
a st
ory
usin
g co
mpl
ete
sent
ence
s w
ith a
ccur
ate
voca
bula
ry
and
ease
app
roac
hing
a n
ativ
e w
riter
; err
ors
do n
ot in
terf
ere
with
co
mm
unic
atio
n.
A le
vel 4
stu
dent
com
mun
icat
es
effe
ctiv
ely
in E
nglis
h ac
ross
a ra
nge
of g
rade
-lev
el-a
ppro
pria
te la
ngua
ge
dem
ands
in th
e sc
hool
con
text
, eve
n th
ough
err
ors
occu
r. Th
e st
uden
t exh
ibits
pr
oduc
tive
and
rece
ptiv
e co
ntro
l of
lexi
cal,
synt
actic
, pho
nolo
gica
l, an
d di
scou
rse
feat
ures
whe
n ad
dres
sing
new
an
d fa
mili
ar to
pics
.
3In
term
edia
te
Inte
rmed
iate
stu
dent
s ty
pica
lly u
se
appr
opria
te w
ords
and
phr
ases
whe
n ex
pres
sing
a p
refe
renc
e, a
skin
g qu
estio
ns, p
rovi
ding
info
rmat
ion
and
expl
anat
ions
, nam
ing
com
mon
ob
ject
s, a
nd d
escr
ibin
g co
mm
on
func
tions
; pro
duce
sen
tenc
es
with
err
ors
whe
n de
scrib
ing
soci
al
situ
atio
ns; a
nd te
ll a
sim
ple
stor
y w
ith
freq
uent
err
ors
that
inte
rfer
e w
ith
com
mun
icat
ion.
Inte
rmed
iate
stu
dent
s ty
pica
lly fo
llow
or
al d
irect
ions
usi
ng v
ocab
ular
y re
late
d to
hom
e/sc
hool
env
ironm
ent,
reca
ll st
ated
det
ails
in a
n or
al s
tory
, an
d m
ake
sim
ple
infe
renc
es.
Inte
rmed
iate
stu
dent
s ty
pica
lly
iden
tify
one-
sylla
ble
wor
ds a
nd
endi
ng s
ound
s, m
atch
wor
ds to
de
fi niti
ons
or d
escr
iptio
ns, r
ecal
l st
ated
det
ails
, and
det
erm
ine
a ch
arac
ter’s
feel
ing.
Inte
rmed
iate
stu
dent
s ty
pica
lly
use
auxi
liary
ver
b co
nstr
uctio
ns,
desc
ribe
or e
xpla
in w
ith s
impl
e ph
rase
s or
sen
tenc
es th
at m
ay c
onta
in
som
e er
rors
that
do
not i
mpe
de
unde
rsta
ndin
g; w
rite
sim
ple
sent
ence
s su
gges
ted
by a
ser
ies
of p
ictu
res
with
or
gani
zatio
nal,
gram
mat
ical
, syn
tact
ic,
and/
or m
echa
nica
l err
ors
that
lim
it co
mm
unic
atio
n.
A le
vel 3
stu
dent
is d
evel
opin
g th
e ab
ility
to
com
mun
icat
e ef
fect
ivel
y in
Eng
lish
acro
ss a
wid
e ra
nge
of g
rade
-lev
el-
appr
opria
te la
ngua
ge d
eman
ds in
the
scho
ol c
onte
xt. E
rror
s in
terf
ere
with
co
mm
unic
atio
n an
d co
mpr
ehen
sion
. Re
petit
ion
and
nego
tiatio
n ar
e of
ten
need
ed. T
he s
tude
nt e
xhib
its a
lim
ited
rang
e of
lexi
cal,
synt
actic
, pho
nolo
gica
l, an
d di
scou
rse
feat
ures
whe
n ad
dres
sing
ne
w a
nd fa
mili
ar to
pics
.
2Ea
rly
Inte
rmed
iate
Early
Inte
rmed
iate
stu
dent
s ty
pica
lly
use
voca
bula
ry fo
r com
mon
obj
ects
in
soc
ial a
nd a
cade
mic
situ
atio
ns,
prod
uce
wor
ds a
nd p
hras
es w
hen
desc
ribin
g so
cial
situ
atio
ns, a
nd u
se
basi
c vo
cabu
lary
and
sim
ple
phra
ses
or s
ente
nces
rela
ted
to a
seq
uenc
e of
pi
ctur
es a
bout
fam
iliar
set
tings
.
Early
Inte
rmed
iate
stu
dent
s ty
pica
lly
follo
w s
impl
e or
al d
irect
ions
and
id
entif
y hi
gh-f
requ
ency
voc
abul
ary
rela
ted
to h
ome/
scho
ol e
nviro
nmen
t.
Early
Inte
rmed
iate
stu
dent
s ty
pica
lly
iden
tify
begi
nnin
g so
unds
and
cl
assi
fy re
late
d ob
ject
s in
a g
roup
.
Early
Inte
rmed
iate
stu
dent
s ty
pica
lly
atte
mpt
to w
rite
to d
escr
ibe,
exp
lain
, co
mpa
re, o
r exp
ress
in s
impl
e ph
rase
s th
at c
onve
y m
eani
ng b
ut m
ay c
onta
in
erro
rs in
str
uctu
re, g
ram
mar
, wor
d ch
oice
, and
/or m
echa
nics
that
impe
de
com
mun
icat
ion.
A le
vel 2
stu
dent
is d
evel
opin
g th
e ab
ility
to c
omm
unic
ate
effe
ctiv
ely
in E
nglis
h w
ithin
the
scho
ol c
onte
xt.
Erro
rs im
pede
bas
ic c
omm
unic
atio
n an
d co
mpr
ehen
sion
. Lex
ical
, syn
tact
ic,
phon
olog
ical
, and
dis
cour
se fe
atur
es a
re
emer
ging
.
1B
egin
nin
g
Begi
nnin
g st
uden
ts a
re b
egin
ning
to
dev
elop
rece
ptiv
e an
d pr
oduc
tive
skill
s in
Eng
lish.
Begi
nnin
g st
uden
ts a
re b
egin
ning
to
dev
elop
rece
ptiv
e an
d pr
oduc
tive
skill
s in
Eng
lish.
Begi
nnin
g st
uden
ts a
re b
egin
ning
to
dev
elop
rece
ptiv
e an
d pr
oduc
tive
skill
s in
Eng
lish.
Begi
nnin
g st
uden
ts a
re b
egin
ning
to
deve
lop
rece
ptiv
e an
d pr
oduc
tive
skill
s in
Eng
lish.
A Le
vel 1
stu
dent
is b
egin
ning
to d
evel
op
rece
ptiv
e an
d pr
oduc
tive
uses
of
Engl
ish
in th
e sc
hool
con
text
, alth
ough
co
mpr
ehen
sion
may
be
dem
onst
rate
d no
nver
bally
or t
hrou
gh th
e na
tive
lang
uage
, rat
her t
han
in E
nglis
h.
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41Profi ciency Level Descriptors
Profi ciency Level DescriptorsLISTENING
GRADES 2–3
Above Profi cient students typically
• follow directions using academic vocabulary
Profi cient students typically
• follow more complex directions
• recall subtle details in an oral story
• determine main idea of an oral story
Intermediate students typically
• follow oral directions using vocabulary related to home/school
environment
• recall stated details in an oral story
• make simple inferences
Early Intermediate students typically
• follow simple oral directions
• identify high-frequency vocabulary related to home/school
environment
Beginning students are beginning to develop receptive and productive skills in English.
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42 Profi ciency Level Descriptors
Profi ciency Level DescriptorsSPEAKING
GRADES 2–3
Above Profi cient students typically
• produce sentences with more sophisticated vocabulary and without
errors in grammar when providing information, describing social
situations, describing a multi-step process, or explaining reasoning
Profi cient students typically
• in the lower range of Profi cient, converse in complete sentences with
frequent grammar and/or vocabulary errors
• in the upper range of Profi cient, converse in complete sentences with
minimal grammatical errors
• produce accurate labels for less-common objects in social and
academic situations
• use accurate vocabulary to describe the purpose of common objects
in social situations
• produce grammatically correct sentences when describing social
situations
• in the lower range of Profi cient, use words and phrases when
describing a multi-step process
• in the upper range of Profi cient, produce complete sentences
with errors in vocabulary and grammar that do not interfere with
communication when describing a multi-step process or explaining
reasoning
• tell a simple story with mostly correct vocabulary and simple
grammar
Intermediate students typically
• use appropriate words and phrases when expressing a preference,
asking questions and conducting transactions, providing information,
and making requests in social and academic settings
a65301_IGk-12_01-127.indd 42a65301_IGk-12_01-127.indd 42 4/20/07 3:04:43 PM4/20/07 3:04:43 PM
43Profi ciency Level Descriptors
• produce accurate labels for common objects and describe common
functions
• produce sentences with errors that do not interfere with
communication when describing social situations
• use basic vocabulary and simple phrases to explain reasoning and
process
• tell a simple story with frequent errors in grammar and vocabulary
that interfere with communication
Early Intermediate students typically
• use vocabulary for common objects in social and academic situations
• produce words and phrases when describing social situations
• use basic vocabulary and simple phrases or sentences related to a
sequence of pictures about familiar settings
Beginning students are beginning to develop receptive and productive skills in English.
a65301_IGk-12_01-127.indd 43a65301_IGk-12_01-127.indd 43 4/20/07 3:04:43 PM4/20/07 3:04:43 PM
44 Profi ciency Level Descriptors
Profi ciency Level DescriptorsREADING
GRADES 2–3
Above Profi cient students typically
• identify two-syllable words and rhyming words written with digraphs
• use common multiple-meaning words
• determine sequence in a story
• determine main idea of fi ction and academic texts
• draw conclusions and generalizations
• use self-monitoring technique to check for understanding
Profi cient students typically
• identify rhyming words written with diphthongs
• identify short and long vowel sounds and less-frequent ending sounds
• identify synonyms of social and academic vocabulary
• use context clues to determine a word’s meaning
• recall implicit details
• describe a character
• make inferences with strong context support
• transfer concepts learned to new situations
Intermediate students typically
• identify one-syllable words and ending sounds
• match words to defi nitions or descriptions
• recall stated details
• determine a character’s feeling
a65301_IGk-12_01-127.indd 44a65301_IGk-12_01-127.indd 44 4/20/07 3:04:43 PM4/20/07 3:04:43 PM
45Profi ciency Level Descriptors
Early Intermediate students typically
• identify beginning sounds
• classify related objects in a group
Beginning students are beginning to develop receptive and productive skills in English.
a65301_IGk-12_01-127.indd 45a65301_IGk-12_01-127.indd 45 4/20/07 3:04:44 PM4/20/07 3:04:44 PM
46 Profi ciency Level Descriptors
Profi ciency Level DescriptorsWRITING
GRADES 2–3
Above Profi cient students typically
• use verb tense agreement and appropriate indefi nite articles
• use punctuation in dates
• write fl uently to describe a picture or to explain a preference;
communication is clear and complete, though it may contain
minor errors
Profi cient students typically
• use correct grammar such as subject/verb agreement with regular and
irregular verbs, pronouns, plural nouns, and articles
• use writing conventions such as capitalization, end punctuation, and
commas in a series
• differentiate complete sentences from fragments and use standard
word order
• write a story suggested by a series of pictures using complete sentences
with accurate vocabulary and ease approaching a native writer; errors
do not interfere with communication
Intermediate students typically
• use auxiliary verb constructions
• describe a picture or explain a preference by writing simple phrases
or sentences that may contain some errors that do not impede
understanding
• write simple sentences suggested by a series of pictures with
organizational, grammatical, syntactic, and/or mechanical errors that
limit communication
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47Profi ciency Level Descriptors
Early Intermediate students typically
• attempt to describe a picture or explain a preference by writing
words, phrases, or simple sentences that may contain some errors
that impede understanding
• attempt to write to describe, explain, compare, or express in
simple phrases that convey meaning but may contain errors in
structure, grammar, word choice, and/or mechanics that impede
communication
Beginning students are beginning to develop receptive and productive skills in English.
a65301_IGk-12_01-127.indd 47a65301_IGk-12_01-127.indd 47 4/20/07 3:04:44 PM4/20/07 3:04:44 PM
48 Profi ciency Level DescriptorsL
AS
Link
s P
rofi
cien
cy L
evel
Des
crip
tors
for
Gra
des
4–5
Spea
kin
gLi
sten
ing
Rea
din
gW
riti
ng
Ove
rall
5A
bo
ve
Pro
fi ci
ent
Abov
e Pr
ofi c
ient
stu
dent
s ty
pica
lly
prod
uce
sent
ence
s w
ith m
ore
soph
istic
ated
voc
abul
ary
and
with
out g
ram
mar
err
ors
whe
n pr
ovid
ing
info
rmat
ion,
des
crib
ing
soci
al s
ituat
ions
, ask
ing
ques
tions
, ex
pres
sing
opi
nion
s, e
xpla
inin
g pr
oces
ses,
con
duct
ing
tran
sact
ions
, gi
ving
dire
ctio
ns a
nd d
escr
ibin
g lo
catio
n; th
ey u
se p
reci
se v
ocab
ular
y to
iden
tify
and
desc
ribe
obje
cts.
Abov
e Pr
ofi c
ient
stu
dent
s ty
pica
lly
follo
w d
irect
ions
usi
ng p
hras
al v
erbs
, re
call
subt
le d
etai
ls in
a c
lass
room
di
scus
sion
, a c
lass
less
on, o
r an
oral
st
ory,
and
det
erm
ine
key
info
rmat
ion
to s
umm
ariz
e a
task
.
Abov
e Pr
ofi c
ient
stu
dent
s ty
pica
lly
divi
de w
ords
into
syl
labl
es, u
se
know
ledg
e of
low
-fre
quen
cy a
ffi x
es
to d
eter
min
e w
ord
mea
ning
, ide
ntify
rh
ymin
g w
ords
and
low
-fre
quen
cy
syno
nym
s an
d an
tony
ms,
use
pr
edic
tion
to re
ad fl
uent
ly, d
eter
min
e st
ory
sequ
ence
and
mai
n id
ea, a
nd
use
self-
mon
itorin
g te
chni
que
to
chec
k fo
r und
erst
andi
ng.
Abov
e Pr
ofi c
ient
stu
dent
s ty
pica
lly u
se
irreg
ular
plu
rals
, app
ropr
iate
art
icle
s,
and
com
mas
in a
dat
e; d
iffer
entia
te
com
plet
e se
nten
ces
from
run-
ons.
Th
ey w
rite
fl uen
tly to
des
crib
e a
pict
ure
or to
exp
lain
a p
refe
renc
e;
com
mun
icat
ion
is c
lear
and
com
plet
e,
thou
gh it
may
con
tain
min
or e
rror
s in
m
echa
nics
.
A le
vel 5
stu
dent
com
mun
icat
es
effe
ctiv
ely
in E
nglis
h, w
ith fe
w if
any
er
rors
, acr
oss
a w
ide
rang
e of
gra
de-
leve
l-ap
prop
riate
lang
uage
dem
ands
in
the
scho
ol c
onte
xt. T
he s
tude
nt
com
man
ds a
hig
h de
gree
of p
rodu
ctiv
e an
d re
cept
ive
cont
rol o
f lex
ical
, sy
ntac
tic, p
hono
logi
cal,
and
disc
ours
e fe
atur
es w
hen
addr
essi
ng n
ew a
nd
fam
iliar
topi
cs.
4Pr
ofi
cien
t
Profi
cie
nt s
tude
nts
typi
cally
pro
duce
co
mpl
ete
sent
ence
s w
ith m
inor
er
rors
in g
ram
mar
/voc
abul
ary
whe
n pr
ovid
ing
info
rmat
ion,
ask
ing
ques
tions
, exp
lain
ing
a pr
oces
s,
and
expr
essi
ng a
n op
inio
n, p
rodu
ce
accu
rate
labe
ls fo
r les
s-co
mm
on
obje
cts
and
desc
ribe
the
purp
ose
of
com
mon
obj
ects
, and
tell
a si
mpl
e st
ory
with
mos
tly c
orre
ct v
ocab
ular
y an
d si
mpl
e gr
amm
ar.
Profi
cie
nt s
tude
nts
typi
cally
follo
w
mul
ti-st
ep d
irect
ions
usi
ng a
cade
mic
vo
cabu
lary
, rec
all s
tate
d de
tails
in
a cl
assr
oom
dis
cuss
ion
and
a cl
ass
less
on, i
dent
ify s
eque
nce
of s
teps
, an
d de
term
ine
mai
n id
ea o
f a c
lass
le
sson
.
Profi
cie
nt s
tude
nts
typi
cally
use
kn
owle
dge
of lo
wer
-fre
quen
cy a
ffi x
es
to d
eter
min
e w
ord
mea
ning
; ide
ntify
sy
nony
ms;
use
con
text
clu
es to
de
term
ine
mea
ning
; rea
d fo
r spe
cifi c
in
form
atio
n in
a c
hart
, tab
le, o
r di
agra
m; r
ecal
l im
plic
it de
tails
; inf
er
info
rmat
ion
and
draw
con
clus
ions
; an
d de
term
ine
the
orga
niza
tiona
l st
ruct
ure
of a
pas
sage
.
Profi
cie
nt s
tude
nts
typi
cally
use
ve
rb te
nse
agre
emen
t and
obj
ect
pron
ouns
; use
cap
italiz
atio
n an
d ba
sic
punc
tuat
ion;
diff
eren
tiate
co
mpl
ete
sent
ence
s fr
om fr
agm
ents
; co
rrec
tly p
lace
adj
ectiv
es a
nd a
dver
bs
in s
ente
nces
; writ
e us
ing
com
plet
e se
nten
ces
with
acc
urat
e vo
cabu
lary
an
d ea
se a
ppro
achi
ng a
nat
ive
writ
er; e
rror
s do
not
inte
rfer
e w
ith
com
mun
icat
ion.
A le
vel 4
stu
dent
com
mun
icat
es
effe
ctiv
ely
in E
nglis
h ac
ross
a ra
nge
of g
rade
-lev
el-a
ppro
pria
te la
ngua
ge
dem
ands
in th
e sc
hool
con
text
, eve
n th
ough
err
ors
occu
r. Th
e st
uden
t exh
ibits
pr
oduc
tive
and
rece
ptiv
e co
ntro
l of
lexi
cal,
synt
actic
, pho
nolo
gica
l, an
d di
scou
rse
feat
ures
whe
n ad
dres
sing
new
an
d fa
mili
ar to
pics
.
3In
term
edia
te
Inte
rmed
iate
stu
dent
s ty
pica
lly u
se
appr
opria
te w
ords
and
phr
ases
whe
n pr
ovid
ing
info
rmat
ion,
con
duct
ing
tran
sact
ions
, giv
ing
dire
ctio
ns, a
nd
desc
ribin
g lo
catio
n; p
rodu
ce a
ccur
ate
labe
ls fo
r com
mon
obj
ects
and
fu
nctio
ns; p
rodu
ce s
ente
nces
with
so
me
erro
rs w
hen
desc
ribin
g so
cial
si
tuat
ions
, and
tell
a si
mpl
e st
ory
with
freq
uent
err
ors
in g
ram
mar
and
vo
cabu
lary
.
Inte
rmed
iate
stu
dent
s ty
pica
lly fo
llow
or
al d
irect
ions
usi
ng b
asic
aca
dem
ic
voca
bula
ry a
nd in
terp
ret s
peci
fi c
voca
bula
ry w
ithin
a s
choo
l set
ting.
Inte
rmed
iate
stu
dent
s ty
pica
lly
divi
de u
nfam
iliar
wor
ds in
to a
ffi x
and
ro
ot w
ord,
use
kno
wle
dge
of h
igh-
freq
uenc
y af
fi xes
to d
eter
min
e w
ord
mea
ning
, and
reca
ll st
ated
det
ails
.
Inte
rmed
iate
stu
dent
s ty
pica
lly u
se
corr
ect b
asic
gra
mm
ar; u
se s
tand
ard
wor
d or
der;
des
crib
e or
exp
lain
with
si
mpl
e ph
rase
s or
sen
tenc
es th
at
may
con
tain
som
e er
rors
that
do
not i
mpe
de u
nder
stan
ding
; writ
e si
mpl
e se
nten
ces
sugg
este
d by
a
serie
s of
pic
ture
s w
ith o
rgan
izat
iona
l, gr
amm
atic
al, s
ynta
ctic
, and
/or
mec
hani
cal e
rror
s th
at li
mit
com
mun
icat
ion.
A le
vel 3
stu
dent
is d
evel
opin
g th
e ab
ility
to
com
mun
icat
e ef
fect
ivel
y in
Eng
lish
acro
ss a
wid
e ra
nge
of g
rade
-lev
el-
appr
opria
te la
ngua
ge d
eman
ds in
the
scho
ol c
onte
xt. E
rror
s in
terf
ere
with
co
mm
unic
atio
n an
d co
mpr
ehen
sion
. Re
petit
ion
and
nego
tiatio
n ar
e of
ten
need
ed. T
he s
tude
nt e
xhib
its a
lim
ited
rang
e of
lexi
cal,
synt
actic
, pho
nolo
gica
l, an
d di
scou
rse
feat
ures
whe
n ad
dres
sing
ne
w a
nd fa
mili
ar to
pics
.
2Ea
rly
Inte
rmed
iate
Early
Inte
rmed
iate
stu
dent
s ty
pica
lly
iden
tify
very
com
mon
obj
ects
in
soci
al s
ituat
ions
and
des
crib
e th
eir
func
tion
in s
impl
e ph
rase
s, p
rodu
ce
wor
ds a
nd p
hras
es w
hen
desc
ribin
g so
cial
situ
atio
ns, a
nd u
se b
asic
vo
cabu
lary
and
sim
ple
phra
ses
rela
ted
to a
seq
uenc
e of
pic
ture
s ab
out f
amili
ar s
ettin
gs.
Early
Inte
rmed
iate
stu
dent
s ty
pica
lly
reca
ll im
port
ant b
asic
det
ails
in a
n or
al s
tory
.
Early
Inte
rmed
iate
stu
dent
s ty
pica
lly
divi
de h
igh-
freq
uenc
y w
ords
into
affi
x
and
root
wor
d.
Early
Inte
rmed
iate
stu
dent
s ty
pica
lly
atte
mpt
to w
rite
to d
escr
ibe,
exp
lain
, co
mpa
re, o
r exp
ress
in s
impl
e ph
rase
s th
at c
onve
y m
eani
ng b
ut m
ay c
onta
in
erro
rs in
str
uctu
re, g
ram
mar
, wor
d ch
oice
, and
/or m
echa
nics
that
impe
de
com
mun
icat
ion.
A le
vel 2
stu
dent
is d
evel
opin
g th
e ab
ility
to c
omm
unic
ate
effe
ctiv
ely
in E
nglis
h w
ithin
the
scho
ol c
onte
xt.
Erro
rs im
pede
bas
ic c
omm
unic
atio
n an
d co
mpr
ehen
sion
. Lex
ical
, syn
tact
ic,
phon
olog
ical
, and
dis
cour
se fe
atur
es a
re
emer
ging
.
1B
egin
nin
g
Begi
nnin
g st
uden
ts a
re b
egin
ning
to
dev
elop
rece
ptiv
e an
d pr
oduc
tive
skill
s in
Eng
lish.
Begi
nnin
g st
uden
ts a
re b
egin
ning
to
dev
elop
rece
ptiv
e an
d pr
oduc
tive
skill
s in
Eng
lish.
Begi
nnin
g st
uden
ts a
re b
egin
ning
to
dev
elop
rece
ptiv
e an
d pr
oduc
tive
skill
s in
Eng
lish.
Begi
nnin
g st
uden
ts a
re b
egin
ning
to
deve
lop
rece
ptiv
e an
d pr
oduc
tive
skill
s in
Eng
lish.
A Le
vel 1
stu
dent
is b
egin
ning
to d
evel
op
rece
ptiv
e an
d pr
oduc
tive
uses
of
Engl
ish
in th
e sc
hool
con
text
, alth
ough
co
mpr
ehen
sion
may
be
dem
onst
rate
d no
nver
bally
or t
hrou
gh th
e na
tive
lang
uage
, rat
her t
han
in E
nglis
h.
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49Profi ciency Level Descriptors
Profi ciency Level DescriptorsLISTENING
GRADES 4–5
Above Profi cient students typically
• follow directions using phrasal verbs
• recall subtle details in a classroom discussion, a class lesson, or an
oral story
• determine key information to summarize a task
Profi cient students typically
• follow multi-step directions using academic vocabulary
• recall stated details in a classroom discussion and a class lesson
• identify sequence of steps
• determine main idea of a class lesson
Intermediate students typically
• follow oral directions using basic academic vocabulary
• interpret specifi c vocabulary within a school setting
Early Intermediate students typically
• recall important basic details in an oral story
Beginning students are beginning to develop receptive and productive skills in English.
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50 Profi ciency Level Descriptors
Profi ciency Level DescriptorsSPEAKING
GRADES 4–5
Above Profi cient students typically
• produce sentences with more sophisticated vocabulary and without
error in grammar when providing information, describing social
situations, asking questions, expressing an opinion, explaining a
process in a social situation, and conducting transactions
• produce sophisticated vocabulary to identify and describe academic
objects
• use complex sentence structure and accurate vocabulary when giving
directions and describing location
• use simple sentences with errors in vocabulary and grammar that do
not interfere with communication when explaining a process in an
academic situation
Profi cient students typically
• produce complete sentences with errors in grammar and/or vocabulary
that do not interfere with communication when providing information,
asking questions, explaining a process in a social situation, and
expressing an opinion
• in the lower range of Profi cient, produce sentences with errors in
vocabulary and grammar when conducting transactions
• in the upper range of Profi cient, produce sentences without error in
vocabulary and grammar when conducting transactions
• produce accurate labels for less-common objects in social and academic
situations and describe the purpose of common objects in social
situations
• produce grammatically correct sentences when describing social
situations
• tell a simple story with mostly correct vocabulary and simple grammar
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51Profi ciency Level Descriptors
Intermediate students typically
• use appropriate words and phrases when providing information and
conducting transactions in social and academic settings
• produce accurate labels for common objects and describe common
functions
• produce sentences with errors in vocabulary and grammar that do
not interfere with communication when describing social situations
• use words and phrases when giving directions and describing
location
• tell a simple story with frequent errors in grammar and vocabulary
Early Intermediate students typically
• identify very common objects in social situations and describe their
function in simple phrases
• produce words and phrases when describing social situations
• use basic vocabulary and simple phrases related to a sequence of
pictures about familiar settings
Beginning students are beginning to develop receptive and productive skills in English.
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52 Profi ciency Level Descriptors
Profi ciency Level DescriptorsREADING
GRADES 4–5
Above Profi cient students typically
• divide words into syllables
• use knowledge of low-frequency affi xes to determine word meaning
• identify rhyming words
• identify low-frequency synonyms and antonyms of social and academic
vocabulary
• use prediction in context to read fl uently
• determine the sequence in a reading selection
• determine main idea in fi ction and academic texts
• use self-monitoring technique to check for understanding
Profi cient students typically
• use knowledge of lower-frequency affi xes to determine word meaning
• identify synonyms of high-frequency social and academic vocabulary
• use context clues to determine less common meanings of words
• read for specifi c information in a chart, table, or diagram
• recall implicit details in an informational passage and in a story
• infer information and draw conclusions in fi ction and academic texts
• determine the organizational structure of a passage
Intermediate students typically
• divide unfamiliar words into affi x and root word
• use knowledge of high-frequency affi xes to determine word meaning
• recall stated details
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53Profi ciency Level Descriptors
Early Intermediate students typically
• divide high-frequency words into affi x and root word
Beginning students are beginning to develop receptive and productive skills in English.
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54 Profi ciency Level Descriptors
Profi ciency Level DescriptorsWRITING
GRADES 4–5
Above Profi cient students typically
• use irregular plurals and appropriate articles
• use commas in a date
• differentiate complete sentences from run-ons
• write fl uently to describe a picture or to explain a preference;
communication is clear and complete, though it may contain minor
errors in mechanics
Profi cient students typically
• use verb tense agreement
• use object pronouns in a complex sentence
• use writing conventions such as capitalization, appropriate end
punctuation, commas in a series, and apostrophes in contractions and
possessives
• differentiate complete sentences from fragments
• correctly place adjectives and adverbs in sentences
• write to describe, explain, compare, persuade, or express, using
complete sentences with accurate vocabulary and ease approaching
a native writer; errors do not interfere with communication
Intermediate students typically
• use correct grammar such as subject/verb agreement and auxiliary verb
constructions, appropriate indefi nite articles, object and possessive
pronouns in a simple sentence, and coordinating conjunctions
• use standard word order
• describe a picture or explain a preference by writing simple phrases
or sentences that may contain some errors that do not impede
understanding
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55Profi ciency Level Descriptors
• write simple sentences suggested by a series of pictures with
organizational, grammatical, syntactic, and/or mechanical errors that
limit communication
Early Intermediate students typically
• attempt to describe a picture or explain a preference by writing
words, phrases, or simple sentences that may contain some errors
that impede understanding
• attempt to write to describe, explain, compare, or express in
simple phrases that convey meaning but may contain errors in
structure, grammar, word choice, and/or mechanics that impede
communication
Beginning students are beginning to develop receptive and productive skills in English.
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56 Profi ciency Level DescriptorsL
AS
Link
s P
rofi
cien
cy L
evel
Des
crip
tors
for
Gra
des
6–8
Spea
kin
gLi
sten
ing
Rea
din
gW
riti
ng
Ove
rall
5A
bo
ve
Pro
fi ci
ent
Abov
e Pr
ofi c
ient
stu
dent
s ty
pica
lly
prod
uce
sent
ence
s w
ith s
ophi
stic
ated
vo
cabu
lary
and
with
out g
ram
mar
er
rors
whe
n ex
pres
sing
an
opin
ion,
pr
ovid
ing
info
rmat
ion,
con
duct
ing
tran
sact
ions
, or m
akin
g re
ques
ts;
prod
uce
prec
ise
voca
bula
ry w
hen
iden
tifyi
ng a
nd d
escr
ibin
g ob
ject
s;
use
com
plex
sen
tenc
e st
ruct
ure
and
accu
rate
voc
abul
ary
whe
n ex
plai
ning
a
proc
ess.
Abov
e Pr
ofi c
ient
stu
dent
s ty
pica
lly
follo
w d
irect
ions
usi
ng p
hras
al
verb
s, re
call
subt
le d
etai
ls fr
om a
cl
assr
oom
dis
cuss
ion
or a
leng
thy
oral
sto
ry, d
eter
min
e ke
y in
form
atio
n to
sum
mar
ize
a ta
sk, a
nd d
raw
co
nclu
sion
s ab
out a
cha
ract
er in
an
oral
sto
ry.
Abov
e Pr
ofi c
ient
stu
dent
s ty
pica
lly
divi
de w
ords
into
syl
labl
es, u
se
know
ledg
e of
low
-fre
quen
cy a
ffi x
es
to d
eter
min
e w
ord
mea
ning
, ide
ntify
rh
ymin
g w
ords
, syn
onym
s, a
nd
anto
nym
s, in
terp
ret l
ow-f
requ
ency
id
iom
s, u
se p
redi
ctio
n to
read
fl u
ently
, rec
all s
ubtle
det
ails
, ide
ntify
au
thor
’s p
urpo
se a
nd e
xpla
in a
utho
r’s
tech
niqu
es, a
nd in
terp
ret m
etap
hor
in p
oetr
y.
Abov
e Pr
ofi c
ient
stu
dent
s ty
pica
lly fo
rm ir
regu
lar p
lura
ls,
use
subj
ect/
verb
agr
eem
ent w
ith
inde
fi nite
pro
noun
s, u
se a
ppro
pria
te
prep
ositi
ons,
diff
eren
tiate
com
plet
e se
nten
ces
from
run-
ons,
and
writ
e fl u
ently
to d
escr
ibe
a pi
ctur
e or
exp
lain
a
pref
eren
ce; c
omm
unic
atio
n is
cle
ar
and
com
plet
e, th
ough
it m
ay c
onta
in
min
or e
rror
s.
A le
vel 5
stu
dent
com
mun
icat
es
effe
ctiv
ely
in E
nglis
h, w
ith fe
w if
any
er
rors
, acr
oss
a w
ide
rang
e of
gra
de-
leve
l-ap
prop
riate
lang
uage
dem
ands
in
the
scho
ol c
onte
xt. T
he s
tude
nt
com
man
ds a
hig
h de
gree
of p
rodu
ctiv
e an
d re
cept
ive
cont
rol o
f lex
ical
, sy
ntac
tic, p
hono
logi
cal,
and
disc
ours
e fe
atur
es w
hen
addr
essi
ng n
ew a
nd
fam
iliar
topi
cs.
4Pr
ofi
cien
t
Profi
cie
nt s
tude
nts
typi
cally
pr
oduc
e se
nten
ces
with
min
or
erro
rs w
hen
expr
essi
ng a
n op
inio
n,
prov
idin
g in
form
atio
n, c
ondu
ctin
g a
tran
sact
ion,
mak
ing
a re
ques
t, ex
plai
ning
a p
roce
ss, g
ivin
g di
rect
ions
, and
des
crib
ing
loca
tions
an
d so
cial
situ
atio
ns; u
se a
ccur
ate
labe
ls fo
r com
mon
obj
ects
; and
tell
a si
mpl
e st
ory
with
mos
tly c
orre
ct
voca
bula
ry a
nd g
ram
mar
.
Profi
cie
nt s
tude
nts
typi
cally
de
term
ine
mai
n id
ea o
f a c
lass
room
di
scus
sion
, inf
er d
irect
ions
from
st
atem
ents
, and
infe
r sim
ple
conc
lusi
ons
from
an
oral
sto
ry.
Profi
cie
nt s
tude
nts
typi
cally
use
kn
owle
dge
of lo
wer
-fre
quen
cy
prefi
xes
to d
eter
min
e w
ord
mea
ning
; in
terp
ret l
ower
-fre
quen
cy id
iom
s;
reca
ll st
ated
and
impl
icit
deta
ils in
a
varie
ty o
f gen
res;
read
for s
peci
fi c
info
rmat
ion
in a
cha
rt, t
able
, or
diag
ram
; det
erm
ine
mai
n id
ea in
fi c
tion
and
acad
emic
text
s; a
nd
iden
tify
char
acte
r tra
its.
Profi
cie
nt s
tude
nts
typi
cally
use
ver
b te
nse
agre
emen
t and
sub
ordi
natin
g co
njun
ctio
ns; u
se c
apita
lizat
ion
and
basi
c pu
nctu
atio
n; c
orre
ctly
pla
ce
adje
ctiv
es a
nd a
dver
bs; d
iffer
entia
te
com
plet
e se
nten
ces
from
frag
men
ts;
writ
e w
ith c
ompl
ete
sent
ence
s,
accu
rate
voc
abul
ary,
and
eas
e ap
proa
chin
g a
nativ
e w
riter
; err
ors
do
not i
nter
fere
with
com
mun
icat
ion.
A le
vel 4
stu
dent
com
mun
icat
es
effe
ctiv
ely
in E
nglis
h ac
ross
a ra
nge
of g
rade
-lev
el-a
ppro
pria
te la
ngua
ge
dem
ands
in th
e sc
hool
con
text
, eve
n th
ough
err
ors
occu
r. Th
e st
uden
t exh
ibits
pr
oduc
tive
and
rece
ptiv
e co
ntro
l of
lexi
cal,
synt
actic
, pho
nolo
gica
l, an
d di
scou
rse
feat
ures
whe
n ad
dres
sing
new
an
d fa
mili
ar to
pics
.
3In
term
edia
te
Inte
rmed
iate
stu
dent
s ty
pica
lly u
se
appr
opria
te w
ords
and
phr
ases
w
hen
expr
essi
ng a
n op
inio
n,
prov
idin
g in
form
atio
n, c
ondu
ctin
g a
tran
sact
ion,
or d
escr
ibin
g co
mm
on
func
tions
; pro
duce
sen
tenc
es
with
som
e er
rors
whe
n de
scrib
ing
com
mon
soc
ial s
ituat
ions
; and
tell
a si
mpl
e st
ory
with
freq
uent
gra
mm
ar
and/
or v
ocab
ular
y er
rors
that
in
terf
ere
with
com
mun
icat
ion.
Inte
rmed
iate
stu
dent
s ty
pica
lly fo
llow
m
ulti-
step
dire
ctio
ns u
sing
aca
dem
ic
voca
bula
ry a
nd re
call
stat
ed d
etai
ls
in a
cla
ssro
om d
iscu
ssio
n or
a s
hort
or
al s
tory
.
Inte
rmed
iate
stu
dent
s ty
pica
lly d
ivid
e w
ords
into
affi
x a
nd ro
ot w
ord,
use
kn
owle
dge
of h
igh-
freq
uenc
y af
fi xes
to
det
erm
ine
wor
d m
eani
ng, a
nd
iden
tify
syno
nym
s of
hig
h-fr
eque
ncy
soci
al a
nd a
cade
mic
voc
abul
ary.
Inte
rmed
iate
stu
dent
s ty
pica
lly u
se
basi
c gr
amm
ar; d
escr
ibe
a pi
ctur
e or
exp
lain
a p
refe
renc
e by
writ
ing
sim
ple
phra
ses
or s
ente
nces
that
m
ay c
onta
in s
ome
erro
rs th
at d
o no
t im
pede
und
erst
andi
ng; a
nd w
rite
sim
ple
sent
ence
s su
gges
ted
by a
se
ries
of p
ictu
res
with
org
aniz
atio
nal,
gram
mat
ical
, syn
tact
ic, a
nd/o
r m
echa
nica
l err
ors
that
lim
it co
mm
unic
atio
n.
A le
vel 3
stu
dent
is d
evel
opin
g th
e ab
ility
to
com
mun
icat
e ef
fect
ivel
y in
Eng
lish
acro
ss a
wid
e ra
nge
of g
rade
-lev
el-
appr
opria
te la
ngua
ge d
eman
ds in
the
scho
ol c
onte
xt. E
rror
s in
terf
ere
with
co
mm
unic
atio
n an
d co
mpr
ehen
sion
. Re
petit
ion
and
nego
tiatio
n ar
e of
ten
need
ed. T
he s
tude
nt e
xhib
its a
lim
ited
rang
e of
lexi
cal,
synt
actic
, pho
nolo
gica
l, an
d di
scou
rse
feat
ures
whe
n ad
dres
sing
ne
w a
nd fa
mili
ar to
pics
.
2Ea
rly
Inte
rmed
iate
Early
Inte
rmed
iate
stu
dent
s ty
pica
lly
prod
uce
wor
ds a
nd p
hras
es w
hen
desc
ribin
g so
cial
situ
atio
ns a
nd g
ivin
g di
rect
ions
, use
sim
ple
sent
ence
s w
ith
erro
rs in
gra
mm
ar a
nd v
ocab
ular
y th
at in
terf
ere
with
com
mun
icat
ion
whe
n de
scrib
ing
loca
tion,
and
use
ba
sic
voca
bula
ry a
nd s
impl
e ph
rase
s re
late
d to
a s
eque
nce
of p
ictu
res
abou
t fam
iliar
set
tings
.
Early
Inte
rmed
iate
stu
dent
s ty
pica
lly
reca
ll im
port
ant b
asic
det
ails
in a
cl
assr
oom
dis
cuss
ion.
Early
Inte
rmed
iate
stu
dent
s ty
pica
lly
inte
rpre
t hig
h-fr
eque
ncy
idio
ms.
Early
Inte
rmed
iate
stu
dent
s ty
pica
lly
atte
mpt
to w
rite
to d
escr
ibe,
exp
lain
, co
mpa
re, o
r exp
ress
in s
impl
e ph
rase
s th
at c
onve
y m
eani
ng b
ut m
ay c
onta
in
erro
rs in
str
uctu
re, g
ram
mar
, wor
d ch
oice
, and
/or m
echa
nics
that
impe
de
com
mun
icat
ion.
A le
vel 2
stu
dent
is d
evel
opin
g th
e ab
ility
to c
omm
unic
ate
effe
ctiv
ely
in E
nglis
h w
ithin
the
scho
ol c
onte
xt.
Erro
rs im
pede
bas
ic c
omm
unic
atio
n an
d co
mpr
ehen
sion
. Lex
ical
, syn
tact
ic,
phon
olog
ical
, and
dis
cour
se fe
atur
es a
re
emer
ging
.
1B
egin
nin
g
Begi
nnin
g st
uden
ts a
re b
egin
ning
to
dev
elop
rece
ptiv
e an
d pr
oduc
tive
skill
s in
Eng
lish.
Begi
nnin
g st
uden
ts a
re b
egin
ning
to
dev
elop
rece
ptiv
e an
d pr
oduc
tive
skill
s in
Eng
lish.
Begi
nnin
g st
uden
ts a
re b
egin
ning
to
dev
elop
rece
ptiv
e an
d pr
oduc
tive
skill
s in
Eng
lish.
Begi
nnin
g st
uden
ts a
re b
egin
ning
to
deve
lop
rece
ptiv
e an
d pr
oduc
tive
skill
s in
Eng
lish.
A Le
vel 1
stu
dent
is b
egin
ning
to d
evel
op
rece
ptiv
e an
d pr
oduc
tive
uses
of
Engl
ish
in th
e sc
hool
con
text
, alth
ough
co
mpr
ehen
sion
may
be
dem
onst
rate
d no
nver
bally
or t
hrou
gh th
e na
tive
lang
uage
, rat
her t
han
in E
nglis
h.
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57Profi ciency Level Descriptors
Profi ciency Level DescriptorsLISTENING
GRADES 6–8
Above Profi cient students typically
• follow directions using phrasal verbs
• recall subtle details from a classroom discussion or a lengthy oral
story
• determine key information to summarize a task
• draw conclusions about a character in an oral story
Profi cient students typically
• determine main idea of a classroom discussion
• infer directions from statements
• infer simple conclusions from an oral story
Intermediate students typically
• follow multi-step directions using academic vocabulary
• recall stated details in a classroom discussion or a short oral story
Early Intermediate students typically
• recall important basic details in a classroom discussion
Beginning students are beginning to develop receptive and productive skills in English.
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58 Profi ciency Level Descriptors
Profi ciency Level DescriptorsSPEAKING
GRADES 6–8
Above Profi cient students typically
• produce sentences with more sophisticated vocabulary and without
error in grammar when expressing an opinion, providing information,
conducting transactions, making requests, describing less common
social situations, or describing an academic process
• produce sophisticated vocabulary when identifying and describing
objects in academic and social situations
• use complex sentence structure and accurate vocabulary when
explaining a process
Profi cient students typically
• produce complete sentences with errors in grammar and/or vocabulary
that do not interfere with communication when expressing an opinion,
providing information, conducting a transaction, making a request,
explaining a process in an academic content area, describing less-
common social situations, giving directions, and describing location
• produce accurate labels for common objects and describe common
functions in academic situations
• produce sentences without errors in vocabulary and grammar when
describing common social situations and activities
• use words and phrases when describing an academic process
• in the lower range of Profi cient, use words and phrases when
explaining a process
• in the upper range of Profi cient, use simple sentences with errors in
vocabulary and grammar that do not interfere with communication
when explaining a process
• tell a simple story with mostly correct vocabulary and simple grammar
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59Profi ciency Level Descriptors
Intermediate students typically
• use appropriate words and phrases when expressing an opinion,
providing information, conducting a transaction in social and
academic settings, or describing common functions
• produce sentences with errors in vocabulary and grammar that do
not interfere with communication when describing common social
situations
• tell a simple story with frequent errors in grammar and vocabulary
that interfere with communication
Early Intermediate students typically
• produce words and phrases when describing social situations and
giving directions
• use simple sentences with errors in grammar and vocabulary that
interfere with communication when describing location
• use basic vocabulary and simple phrases related to a sequence of
pictures about familiar settings
Beginning students are beginning to develop receptive and productive skills in English.
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60 Profi ciency Level Descriptors
Profi ciency Level DescriptorsREADING
GRADES 6–8
Above Profi cient students typically
• divide words into syllables
• use knowledge of low-frequency affi xes to determine word meaning
• identify rhyming words
• identify synonyms and antonyms of low-frequency social and academic
vocabulary
• interpret low-frequency idioms
• use prediction in context to read fl uently
• recall subtle details in a variety of genres
• identify author’s purpose and explain author’s techniques
• interpret metaphor in poetry
Profi cient students typically
• use knowledge of lower-frequency prefi xes to determine word meaning
• interpret lower-frequency idioms
• recall stated and implicit details in a variety of genres
• read for specifi c information in a chart, table, or diagram
• determine main idea in fi ction and academic texts
• identify character traits
Intermediate students typically
• divide words into affi x and root word
• use knowledge of high-frequency affi xes to determine word meaning
• identify synonyms of high-frequency social and academic vocabulary
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61Profi ciency Level Descriptors
Early Intermediate students typically
• interpret high-frequency idioms
Beginning students are beginning to develop receptive and productive skills in English.
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62 Profi ciency Level Descriptors
Profi ciency Level DescriptorsWRITING
GRADES 6–8
Above Profi cient students typically
• form irregular plurals
• use subject/verb agreement with indefi nite pronouns
• use appropriate prepositions
• differentiate complete sentences from run-ons
• write fl uently to describe a picture or explain a preference;
communication is clear and complete, though it may contain minor
errors
Profi cient students typically
• use correct grammar such as verb tense agreement, appropriate
prepositions in common expressions, and subordinating conjunctions
• use appropriate articles and adverbs
• use writing conventions such as capitalization, appropriate end
punctuation, commas in a series, and apostrophes in contractions and
possessives
• identify standard subject-verb-object order
• correctly place adjectives and adverbs in sentences
• differentiate complete sentences from fragments
• write to describe, explain, compare, persuade, or express, using
complete sentences with accurate vocabulary and ease approaching
a native writer; errors do not interfere with communication
Intermediate students typically
• use subject/verb agreement and auxiliary verb constructions and
coordinating conjunctions
• describe a picture or explain a preference by writing simple phrases
or sentences that may contain some errors that do not impede
understanding
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63Profi ciency Level Descriptors
• write simple sentences suggested by a series of pictures with
organizational, grammatical, syntactic, and/or mechanical errors that
limit communication
Early Intermediate students typically
• attempt to describe a picture or explain a preference by writing
words, phrases, or simple sentences that may contain some errors
that impede understanding
• attempt to write to describe, explain, compare, or express in
simple phrases that convey meaning but may contain errors in
structure, grammar, word choice, and/or mechanics that impede
communication
Beginning students are beginning to develop receptive and productive skills in English.
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64 Profi ciency Level DescriptorsL
AS
Link
s P
rofi
cien
cy L
evel
Des
crip
tors
for
Gra
des
9–12
Spea
kin
gLi
sten
ing
Rea
din
gW
riti
ng
Ove
rall
5A
bo
ve
Pro
fi ci
ent
Abov
e Pr
ofi c
ient
stu
dent
s ty
pica
lly
prod
uce
sent
ence
s w
ith s
ophi
stic
ated
vo
cabu
lary
and
with
out g
ram
mar
er
rors
whe
n ex
pres
sing
a p
refe
renc
e,
cond
uctin
g tr
ansa
ctio
ns, g
ivin
g di
rect
ions
, and
des
crib
ing
a lo
catio
n,
proc
ess,
or s
ocia
l situ
atio
n; u
se
prec
ise
voca
bula
ry to
iden
tify
and
desc
ribe
obje
cts;
and
tell
a st
ory
usin
g ac
cura
te v
ocab
ular
y an
d gr
amm
ar.
Abov
e Pr
ofi c
ient
stu
dent
s ty
pica
lly
inte
rpre
t mor
e co
mpl
ex g
ram
mar
an
d ac
adem
ic v
ocab
ular
y to
follo
w
com
plex
inst
ruct
ions
, use
con
text
cl
ues
to in
terp
ret n
ew v
ocab
ular
y,
and
draw
con
clus
ions
abo
ut a
ch
arac
ter i
n an
ora
l sto
ry.
Abov
e Pr
ofi c
ient
stu
dent
s ty
pica
lly
divi
de w
ords
into
syl
labl
es, u
se
know
ledg
e of
low
-fre
quen
cy a
ffi x
es
to d
eter
min
e w
ord
mea
ning
, ide
ntify
rh
ymin
g w
ords
, syn
onym
s, a
nd
anto
nym
s, in
terp
ret l
ow-f
requ
ency
id
iom
s, u
se p
redi
ctio
n to
read
fl ue
ntly
, in
fer i
nfor
mat
ion
from
cha
lleng
ing
text
s, e
xpla
in a
utho
r’s te
chni
ques
, an
d us
e se
lf-m
onito
ring
tech
niqu
e.
Abov
e Pr
ofi c
ient
stu
dent
s ty
pica
lly
form
irre
gula
r plu
rals
, diff
eren
tiate
co
mpl
ete
decl
arat
ive
and
impe
rativ
e se
nten
ces
from
run-
ons
and
com
plex
fr
agm
ents
, and
writ
e fl u
ently
to
desc
ribe
a pi
ctur
e or
to e
xpla
in a
pr
efer
ence
; com
mun
icat
ion
is c
lear
an
d co
mpl
ete,
thou
gh it
may
con
tain
m
inor
err
ors.
A le
vel 5
stu
dent
com
mun
icat
es
effe
ctiv
ely
in E
nglis
h, w
ith fe
w if
any
er
rors
, acr
oss
a w
ide
rang
e of
gra
de-
leve
l-ap
prop
riate
lang
uage
dem
ands
in
the
scho
ol c
onte
xt. T
he s
tude
nt
com
man
ds a
hig
h de
gree
of p
rodu
ctiv
e an
d re
cept
ive
cont
rol o
f lex
ical
, sy
ntac
tic, p
hono
logi
cal,
and
disc
ours
e fe
atur
es w
hen
addr
essi
ng n
ew a
nd
fam
iliar
topi
cs.
4Pr
ofi
cien
t
Profi
cie
nt s
tude
nts
typi
cally
pro
duce
co
mpl
ete
sent
ence
s w
ith m
inor
er
rors
in g
ram
mar
/voc
abul
ary
whe
n ex
pres
sing
and
exp
lain
ing
a pr
efer
ence
, con
duct
ing
tran
sact
ions
, an
d de
scrib
ing
a lo
catio
n, p
roce
ss,
or p
erso
nal e
xper
ienc
e; u
se a
ccur
ate
voca
bula
ry w
hen
desc
ribin
g th
e pu
rpos
e of
com
mon
obj
ects
; and
te
ll a
stor
y w
ith m
ostly
cor
rect
vo
cabu
lary
and
gra
mm
ar.
Profi
cie
nt s
tude
nts
typi
cally
reca
ll su
btle
det
ails
from
a c
lass
room
di
scus
sion
, int
erpr
et id
iom
atic
ex
pres
sion
s an
d co
mpl
ex a
cade
mic
vo
cabu
lary
con
cept
s, a
nd d
eter
min
e ke
y in
form
atio
n to
sum
mar
ize
a ta
sk.
Profi
cie
nt s
tude
nts
typi
cally
use
kn
owle
dge
of lo
wer
-fre
quen
cy
affi x
es to
det
erm
ine
wor
d m
eani
ng,
inte
rpre
t hig
h-fr
eque
ncy
idio
ms
and
fi gur
ativ
e ex
pres
sion
s, d
eter
min
e m
ain
idea
, inf
er in
form
atio
n, d
raw
co
nclu
sion
s, id
entif
y ch
arac
ter t
raits
, fo
llow
inst
ruct
ions
to fi
ll ou
t a fo
rm,
and
dete
rmin
e th
e or
gani
zatio
n of
a p
assa
ge a
nd th
e pu
rpos
e of
a
docu
men
t.
Profi
cie
nt s
tude
nts
typi
cally
use
tens
e ag
reem
ent a
nd a
uxili
ary
verb
s; u
se
capi
taliz
atio
n an
d ba
sic
punc
tuat
ion;
di
ffer
entia
te c
ompl
ete
decl
arat
ive
sent
ence
s fr
om fr
agm
ents
; cor
rect
ly
plac
e ad
ject
ives
and
adv
erbs
; and
w
rite
usin
g co
mpl
ete
sent
ence
s w
ith a
ccur
ate
voca
bula
ry a
nd e
ase
appr
oach
ing
a na
tive
writ
er; e
rror
s do
no
t int
erfe
re w
ith c
omm
unic
atio
n.
A le
vel 4
stu
dent
com
mun
icat
es
effe
ctiv
ely
in E
nglis
h ac
ross
a ra
nge
of g
rade
-lev
el-a
ppro
pria
te la
ngua
ge
dem
ands
in th
e sc
hool
con
text
, eve
n th
ough
err
ors
occu
r. Th
e st
uden
t exh
ibits
pr
oduc
tive
and
rece
ptiv
e co
ntro
l of
lexi
cal,
synt
actic
, pho
nolo
gica
l, an
d di
scou
rse
feat
ures
whe
n ad
dres
sing
new
an
d fa
mili
ar to
pics
.
3In
term
edia
te
Inte
rmed
iate
stu
dent
s ty
pica
lly u
se
appr
opria
te w
ords
and
phr
ases
whe
n pr
ovid
ing
info
rmat
ion,
exp
ress
ing
a pr
efer
ence
, con
duct
ing
a tr
ansa
ctio
n,
and
desc
ribin
g pe
rson
al e
xper
ienc
e;
prod
uce
sent
ence
s w
ith e
rror
s w
hen
desc
ribin
g so
cial
situ
atio
ns, o
r giv
ing
dire
ctio
ns; a
nd te
ll a
sim
ple
stor
y w
ith g
ram
mar
/voc
abul
ary
erro
rs th
at
inte
rfer
e w
ith c
omm
unic
atio
n.
Inte
rmed
iate
stu
dent
s ty
pica
lly
inte
rpre
t sim
ple
acad
emic
voc
abul
ary
and
reca
ll st
ated
det
ails
in a
cl
assr
oom
dis
cuss
ion
or a
n or
al s
tory
.
Inte
rmed
iate
stu
dent
s ty
pica
lly u
se
know
ledg
e of
hig
h-fr
eque
ncy
affi x
es
to d
eter
min
e w
ord
mea
ning
, ide
ntify
sy
nony
ms
of h
igh-
freq
uenc
y so
cial
an
d ac
adem
ic v
ocab
ular
y, a
nd re
call
stat
ed a
nd im
plic
it de
tails
in a
sim
ple
narr
ativ
e.
Inte
rmed
iate
stu
dent
s ty
pica
lly u
se
corr
ect b
asic
gra
mm
ar; u
se c
orre
ct
wor
d or
der i
n qu
estio
ns; d
escr
ibe
or e
xpla
in w
ith s
impl
e ph
rase
s or
se
nten
ces
that
may
con
tain
err
ors
that
do
not i
mpe
de u
nder
stan
ding
; w
rite
sim
ple
sent
ence
s su
gges
ted
by a
se
ries
of p
ictu
res
with
org
aniz
atio
nal,
gram
mat
ical
, syn
tact
ic, a
nd/o
r m
echa
nica
l err
ors
that
lim
it co
mm
unic
atio
n.
A le
vel 3
stu
dent
is d
evel
opin
g th
e ab
ility
to
com
mun
icat
e ef
fect
ivel
y in
Eng
lish
acro
ss a
wid
e ra
nge
of g
rade
-lev
el-
appr
opria
te la
ngua
ge d
eman
ds in
the
scho
ol c
onte
xt. E
rror
s in
terf
ere
with
co
mm
unic
atio
n an
d co
mpr
ehen
sion
. Re
petit
ion
and
nego
tiatio
n ar
e of
ten
need
ed. T
he s
tude
nt e
xhib
its a
lim
ited
rang
e of
lexi
cal,
synt
actic
, pho
nolo
gica
l, an
d di
scou
rse
feat
ures
whe
n ad
dres
sing
ne
w a
nd fa
mili
ar to
pics
.
2Ea
rly
Inte
rmed
iate
Early
Inte
rmed
iate
stu
dent
s ty
pica
lly
prod
uce
wor
ds a
nd p
hras
es w
hen
desc
ribin
g so
cial
situ
atio
ns, u
se
wor
ds a
nd p
hras
es w
hen
givi
ng
dire
ctio
ns, a
nd u
se b
asic
voc
abul
ary
and
sim
ple
phra
ses
whe
n ex
plai
ning
pe
rson
al p
refe
renc
es o
r des
crib
ing
a se
quen
ce o
f pic
ture
s ab
out f
amili
ar
sett
ings
.
Early
Inte
rmed
iate
stu
dent
s ty
pica
lly
follo
w m
ulti-
step
dire
ctio
ns.
Early
Inte
rmed
iate
stu
dent
s ty
pica
lly
divi
de w
ords
into
affi
x a
nd ro
ot w
ord.
Early
Inte
rmed
iate
stu
dent
s ty
pica
lly
atte
mpt
to w
rite
to d
escr
ibe,
exp
lain
, co
mpa
re, o
r exp
ress
in s
impl
e ph
rase
s th
at c
onve
y m
eani
ng b
ut m
ay c
onta
in
erro
rs in
str
uctu
re, g
ram
mar
, wor
d ch
oice
, and
/or m
echa
nics
that
impe
de
com
mun
icat
ion.
A le
vel 2
stu
dent
is d
evel
opin
g th
e ab
ility
to c
omm
unic
ate
effe
ctiv
ely
in E
nglis
h w
ithin
the
scho
ol c
onte
xt.
Erro
rs im
pede
bas
ic c
omm
unic
atio
n an
d co
mpr
ehen
sion
. Lex
ical
, syn
tact
ic,
phon
olog
ical
, and
dis
cour
se fe
atur
es a
re
emer
ging
.
1B
egin
nin
g
Begi
nnin
g st
uden
ts a
re b
egin
ning
to
dev
elop
rece
ptiv
e an
d pr
oduc
tive
skill
s in
Eng
lish.
Begi
nnin
g st
uden
ts a
re b
egin
ning
to
dev
elop
rece
ptiv
e an
d pr
oduc
tive
skill
s in
Eng
lish.
Begi
nnin
g st
uden
ts a
re b
egin
ning
to
dev
elop
rece
ptiv
e an
d pr
oduc
tive
skill
s in
Eng
lish.
Begi
nnin
g st
uden
ts a
re b
egin
ning
to
deve
lop
rece
ptiv
e an
d pr
oduc
tive
skill
s in
Eng
lish.
A Le
vel 1
stu
dent
is b
egin
ning
to d
evel
op
rece
ptiv
e an
d pr
oduc
tive
uses
of
Engl
ish
in th
e sc
hool
con
text
, alth
ough
co
mpr
ehen
sion
may
be
dem
onst
rate
d no
nver
bally
or t
hrou
gh th
e na
tive
lang
uage
, rat
her t
han
in E
nglis
h.
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65Profi ciency Level Descriptors
Profi ciency Level DescriptorsLISTENING
GRADES 9–12
Above Profi cient students typically
• interpret more complex grammar and academic vocabulary to follow
complex instructions
• use context clues to interpret new vocabulary
• draw conclusions about a character in an oral story
Profi cient students typically
• recall subtle details from a classroom discussion
• interpret complex academic vocabulary and concepts
• interpret idiomatic expressions
• determine key information to summarize a task
Intermediate students typically
• interpret simple academic vocabulary
• recall stated details in a classroom discussion or an oral story
Early Intermediate students typically
• follow multi-step directions
Beginning students are beginning to develop receptive and productive skills in English.
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66 Profi ciency Level Descriptors
Profi ciency Level DescriptorsSPEAKING
GRADES 9–12
Above Profi cient students typically
• produce sentences with more sophisticated vocabulary and without
error in grammar when expressing a preference and conducting
transactions
• produce sophisticated vocabulary when identifying and describing
objects in academic and social situations
• speak in grammatically correct sentences when describing social
situations
• use complex sentence structure and accurate vocabulary when giving
directions and describing location or process
• tell a simple story using accurate vocabulary and correct grammar
Profi cient students typically
• produce complete sentences with errors in grammar and/or vocabulary
that do not interfere with communication when expressing a
preference, conducting transactions, or describing location and process
in an academic situation
• produce accurate labels for less-common objects in social and academic
situations
• use accurate vocabulary when describing the purpose of common
objects in social situations
• in the lower range of Profi cient, use simple sentences with errors in
vocabulary and grammar that do not interfere with communication
when describing personal experiences
• in the upper range of Profi cient, use simple sentences without error in
vocabulary and grammar when describing personal experiences
• use complex sentence structure and accurate vocabulary when
explaining reasons for preferences
• tell a simple story with mostly correct vocabulary and grammar
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67Profi ciency Level Descriptors
Intermediate students typically
• use appropriate words and phrases when providing information,
expressing a preference, conducting a transaction, describing
location, and describing personal experiences
• produce accurate labels for common objects and describe common
functions in academic situations
• produce sentences with errors in vocabulary and grammar that do
not interfere with communication when describing social situations,
giving directions, or explaining reasons for preferences
• tell a simple story with frequent errors in grammar and vocabulary
that interfere with communication
Early Intermediate students typically
• produce words and phrases when describing social situations
• use words and phrases when giving directions
• use basic vocabulary and simple phrases when explaining personal
preferences
• use basic vocabulary and simple phrases related to a sequence of
pictures about familiar settings
Beginning students are beginning to develop receptive and productive skills in English.
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68 Profi ciency Level Descriptors
Profi ciency Level DescriptorsREADING
GRADES 9–12
Above Profi cient students typically
• divide words into syllables
• use knowledge of low-frequency affi xes to determine word meaning
• identify rhyming words
• identify synonyms and antonyms of low-frequency social and academic
vocabulary
• interpret low-frequency idioms
• use prediction in context to read fl uently
• infer information from challenging fi ction and academic texts
• explain author techniques
• use self-monitoring technique to check for understanding
Profi cient students typically
• use knowledge of lower-frequency affi xes to determine word meaning
• interpret high-frequency idioms
• use context clues to interpret fi gurative expressions
• determine main idea in fi ction and academic texts
• infer information and draw conclusions
• identify character traits
• follow instructions to fi ll out a form
• determine the organization of a passage
• determine the purpose of workplace documents
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69Profi ciency Level Descriptors
Intermediate students typically
• use knowledge of high-frequency affi xes to determine word meaning
• identify synonyms of high-frequency social and academic vocabulary
• recall stated and implicit details in a simple narrative
Early Intermediate students typically
• divide words into affi x and root word
Beginning students are beginning to develop receptive and productive skills in English.
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70 Profi ciency Level Descriptors
Profi ciency Level DescriptorsWRITING
GRADES 9–12
Above Profi cient students typically
• form irregular plurals
• differentiate complete declarative sentences from run-ons and complex
fragments
• differentiate complete imperative sentences from fragments
• write fl uently to describe a picture or to explain a preference;
communication is clear and complete, though it may contain
minor errors
Profi cient students typically
• use tense agreement, appropriate modal auxiliary verbs and adverbs,
object pronouns, and prepositions
• use writing conventions such as capitalization, commas in series, and
apostrophes in contractions and possessives
• differentiate complete declarative sentences from fragments
• use tag question form
• correctly place adjectives and adverbs in sentences
• write to describe, explain, compare, persuade, or express, using
complete sentences with accurate vocabulary and ease approaching
a native writer; errors do not interfere with communication
Intermediate students typically
• use correct grammar such as subject/verb agreement and auxiliary verb
constructions, subordinating conjunctions, and intensive pronouns
• use correct word order in questions
• describe a picture or explain a preference by writing simple phrases
or sentences that may contain some errors that do not impede
understanding
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71Profi ciency Level Descriptors
• write simple sentences suggested by a series of pictures with
organizational, grammatical, syntactic, and/or mechanical errors that
limit communication
Early Intermediate students typically
• attempt to describe a picture or explain a preference by writing
words, phrases, or simple sentences that may contain some errors
that impede understanding
• attempt to write to describe, explain, compare, or express in
simple phrases that convey meaning but may contain errors in
structure, grammar, word choice, and/or mechanics that impede
communication
Beginning students are beginning to develop receptive and productive skills in English.
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