c standards and elp correspondence · recognizing and us ing frequently occurring nouns, verbs, and...

How can school systems use the results of state English Language Proficiency assessments along with progress monitoring tools in the classroom to determine

instructional implications to supporting language development for English Learners?

ADDENDUM ONE

CONTENT STANDARDS AND ELP CORRESPONDENCEThe ELP standards correspond not only to the standards of core content areas, but also to the practices used to teach and learn in those subjects.

MP1. Make sense of problems and persevere in solving them

MP2. Reason abstractly and quantitatively

MP6. Attend to precision

MP7. Look for and make use of structure

MP8. Look for and express regularity in repeated reasoning

SP1. Ask questions and define problems

SP3. Plan and carry out investigations

SP4. Analyze and interpret data

SP6. Construct explanations and design solutions

EP4. Build and present knowledge through research by integrating, comparing, and synthesizing ideas from text

EP5. Build upon the ideas of others and articulate their own clearly when working collaboratively

EP6. Use English structures to communicate context specific messages

EP7*. Use

technology and digital media strategically and capably

MP5. Use appropriate tools strategically

SP8. Obtain,

evaluate, and communicate

information

EP2. Produce clear and coherent writing

in which the development, organization,

and style are appropriate to task, purpose, and audience

SP2. Develop and use models

MP4. Model with mathematics

SP5. Use mathematics and computational thinking

EP1. Support analysis of a range of grade-level complex texts with evidence

MP3 and EP3. Construct viable and valid arguments from evidence and critique reasoning of others

SP7. Engage in argument from evidence

Relationships and Convergences

EDUCATIONGRADUATE SCHOOL OF

Found in:1. CCSS for Mathematics(practices)2a. CCSS for ELA &Literacy (student capacity)2b. ELPD Framework(ELA “practices”)3. NGSS (science andengineering practices)

Notes: 1. MP1–MP8 represent CCSS

Mathematical Practices (p. 6–8).2. SP1–SP8 represent NGSS Science and

Engineering Practices.3. EP1–EP6 represent CCSS for ELA

ÒPracticesÓ as deÞned by the ELPDFramework (p. 11).

4. EP7* represents CCSS for ELAstudent ÒcapacityÓ (p. 7).

Suggested citation:Cheuk, T. (2013). Relationships and convergences among the mathematics, science, and ELA

practices. ReÞned version of diagram created by the Understanding Language Initiative for ELP Standards. Stanford, CA: Stanford University.



ADDENDUM TWO

ELPA21 Achievement Level Descriptors (ALDs) Grade: Kindergarten Page 1 of 2

Reading Level 1 Beginning

Reading Level 2 Early Intermediate

Reading Level 3 Intermediate

Reading Level 4 Early Advanced

Reading Level 5 Advanced

Score Range: 472 or below Score Range: 473-513 Score Range: 514-591 Score Range: 592-626 Score Range: 627 or above When reading grade-appropriate text, the student at Level 1 is working on:

When reading grade-appropriate text, the student at Level 2 is working on:




determining the meaning of words and phrases in texts and dialogues; responding to simple yes/no and wh- questions; recognizing the meanings of some frequently occurring words in read-alouds.

identifying key words and phrases from read-alouds of texts and dialogues; responding to yes/no and wh- questions; recognizing the meaning of some frequently occurring and key words in read-alouds.

identifying frequently used words and phrases; responding to questions about key details from read-alouds of texts and dialogues; responding to questions about familiar topics; answering questions to help determine the meaning of some words and phrases in read-alouds.

categorizing words and phrases in read-alouds of texts and dialogues; answering questions about key details in a variety of text types; recognizing words and phrases in read-alouds that may have multiple meanings in context.

analyzing details from read-alouds and dialogues on familiar and unfamiliar topics; analyzing information to answer questions about key details in read-alouds; categorizing words; demonstrating comparing and contrasting skills in read- alouds; inferring meaning from words using text and pictures; listening to and following directions from a text.

Writing Level 1 Beginning

Writing Level 2 Early Intermediate

Writing Level 3 Intermediate

Writing Level 4 Early Advanced

Writing Level 5 Advanced

Score Range: 496 or below Score Range: 497-561 Score Range: 562-650 Score Range: 651-672 Score Range: 673 or above When writing, the student at Level 1 is working on:

When writing, the student at Level 2 is working on:




recognizing and using a small number of frequently occurring nouns and verbs in writing; creating words by filling in a missing letter; using a small number of frequently occurring nouns and verbs in written text; responding to simple questions about familiar topics.

recognizing and using frequently occurring nouns and verbs in writing; writing and completing words by filling in a missing letter; expressing an opinion about a topic in writing and giving a reason for that opinion; responding to simple questions about familiar topics

recognizing and using frequently occurring nouns, verbs, and short phrases in writing; writing and completing words with missing letters; using question words to create simple questions; expressing an opinion or preference; creating complete simple sentences by placing words in the correct order.

recognizing and using frequently occurring regular plural nouns, verbs and prepositions in writing; writing common grade level words, writing sentences with few errors; expressing an opinion with a reason; creating complete sentences by placing words in the correct order.

recognizing and using frequently occurring regular plural nouns, verbs, prepositions, and question words in writing; writing common words and accurate grade-level sentences; expressing an opinion or a preference, including a reason for that opinion; creating complete sentences by placing words in the correct order.

ELPA21 Achievement Level Descriptors (ALDs) Grade: Kindergarten Page 2 of 2

Listening Level 1 Beginning

Listening Level 2 Early Intermediate

Listening Level 3 Intermediate

Listening Level 4 Early Advanced

Listening Level 5 Advanced

Score Range: 466 or below Score Range: 467-506 Score Range: 507-612 Score Range: 613-644 Score Range: 645 or above When listening, the student at Level 1 is working on:

When listening, the student at Level 2 is working on:




responding to short conversations; recognizing and identifying the meanings of a few frequently occurring words in read-alouds and simple oral presentations; responding to simple yes/no and wh- questions; following simple directions.

responding to short conversations; recognizing and identifying the meaning of some key words and phrases from read-alouds and oral presentations; responding to yes/no and wh- questions; following simple and some multi-step directions without picture support; discriminating some details in longer conversations.

responding to conversations and identifying key words and phrases from read-alouds and oral presentations; answering questions about the meanings of words and phrases; making inferences and comparisons; responding to yes/no and wh- questions; comprehending details and following longer directions.

responding to conversations and identifying key words, phrases, and details from long stories and presentations; answering questions and evaluating key vocabulary using details from long stories and conversations; demonstrating multiple-step thinking.

responding to conversations and identifying key words, phrases, and details from longer stories and informational presentations; answering questions and evaluating key details from long informational presentations; demonstrating multiple step thinking.

Speaking Level 1 Beginning

Speaking Level 2 Early Intermediate

Speaking Level 3 Intermediate

Speaking Level 4 Early Advanced

Speaking Level 5 Advanced

Score Range: 486 or below Score Range: 487-534 Score Range: 535-597 Score Range: 598-624 Score Range: 625 or above When speaking, the student at Level 1 is working on:

When speaking, the student at Level 2 is working on:




responding to short conversations and questions; describing objects using frequently occurring nouns and verbs; communicating simple information about a topic.

responding to conversations and questions, following commands; describing actions and objects using frequently occurring nouns, verbs and short phrases; communicating simple information; retelling and sequencing a story; using prepositional phrases to describe location; categorizing vocabulary; forming questions related to prompts.

responding to conversations, questions and commands by describing details and actions using nouns, verbs, and prepositions; communicating information and expressing an opinion about a familiar topic; making inferences to answer questions; retelling and sequencing an oral presentation.

responding to conversations, questions and prompts by identifying multiple items and explaining choices; answering questions about a variety of topics using supporting details; expressing an opinion about a variety of topics; demonstrating correct use of prepositions; describing an object's location; retelling and sequencing an oral presentation.

responding to conversations, questions and prompts on a variety of topics by identifying items and explaining choices; answering questions about key details on a variety of topics; expressing an opinion or a preference about a variety of topics; retelling stories and multiple step directions in an event using sequencing.

ELPA21 Achievement Level Descriptors (ALDs) Grade 1 Page 1 of 2






Score Range: 478 or below Score Range: 479-514 Score Range: 515-583 Score Range: 584-628 Score Range: 629 or above






determining the meaning of words and phrases in read-alouds of texts and dialogues; responding to simple yes/no and wh- questions about familiar topics; identifying main topic in read-aloud sentence; recognizing the meaning of some frequently occurring words in read-alouds.

identifying key words and phrases in read-alouds of texts and dialogues; responding to simple yes/no and wh- questions about familiar topics; identify a reason an author gives to support the main point; determining the meaning of frequently occurring words and phrases in read-alouds.

identifying key words, phrases, and main topics in texts and dialogues; responding to simple questions about key details; retelling some information, details or events; identifying reasons an author gives to support a main point; answering questions to help determine the meaning of some less frequently occurring words and phrases.

identifying main topics in texts and read-alouds; asking and answering questions about key details in written texts and read-alouds; retelling stories and information; identifying reasons an author gives to support a main point; answering questions about a variety of topics to determine the meaning of words, phrases, and simple idiomatic expressions.

identifying main topics in texts and read-alouds; asking and answering questions about key details in texts and read-alouds; retelling key points of stories and information; identifying reasons an author gives to support a main point; summarizing information from provided sources; answering questions on a variety of topics to determine or clarify the meaning of words, phrases, and idiomatic expressions.












responding to simple yes/no and wh- questions about familiar topics; creating words by filling in a missing letter with or without a provided example; using a small number of frequently occurring nouns and verbs when writing.

responding to simple yes/no and wh- questions about familiar topics; communicating simple messages about familiar topics or objects; expressing an opinion about a familiar topic; retelling an event and presenting simple information using some frequently occurring linking words; producing simple sentences using frequently occurring nouns, verbs, prepositions, and conjunctions.

participating in short written exchanges; asking and answering simple questions and composing short written text about familiar topics; expressing an opinion about a familiar topic and giving a reason; retelling a simple sequence of events and presenting simple information; producing and expanding simple sentences.

participating in written exchanges about a variety of texts and topics; composing written texts about a variety of topics; answering questions expressing opinions about a variety of topics; recounting multiple events in sequence and presenting simple information about a topic; producing and expanding simple and some compound sentences.

participating in extended written exchanges of information; composing written texts about a variety of topics; expressing opinions about a variety of topics; recounting a more complex sequence of events; producing and expanding simple and some compound sentences.

ELPA21 Achievement Level Descriptors (ALDs) Grade 1 Page 2 of 2












identifying the main topic in oral presentations; determining meaning of words and phrases; participating in conversations and discussions.

identifying key words and phrases in oral presentations of texts; participating in short conversations about familiar topics and responding to simple questions and wh- questions; gathering information and identifying summaries of information from oral sources; identifying a reason a speaker gives to support a point; determining the meaning of frequently occurring words and phrases.

identifying the main topics and answer questions about some key details in oral presentations of texts; participating in short conversations and discussions on familiar topics and answering simple questions; gathering and summarizing information from oral sources; identifying one or two reasons a speaker gives to support a main point.

identifying the main topics, answering questions about an increasing number of key details in oral presentations of literary and informational texts; participating in conversations and discussions on a variety of topics; gathering, summarizing, and answering questions about information from oral sources; identifying reasons a speaker gives to support the main point.

identifying main topics and key details in oral presentations of literary and informational texts; participating in extended conversations and discussions and answering questions on a variety of topics and texts; gathering, summarizing, and answering questions about information from oral sources; identifying reasons a speaker gives to support the main point.












responding to short participating in short conversations; participating in short discussions and participating in discussions and participating in extended discussions and conversations and questions; responding to simple yes/no and conversations; asking and answering conversations; delivering short conversations; delivering oral presentations describing objects using wh- questions about familiar topics; simple questions about familiar topics; simple oral presentations about a with a few descriptive details about a variety of frequently occurring nouns communicating simple messages delivering short simple oral variety of topics; expressing topics; expressing opinions about a variety of and verbs; communicating about familiar topics; expressing an presentations about familiar topics; opinions about a variety of topics; topics; summarizing information and simple information about a opinion about a familiar topic; expressing an opinion about a familiar summarizing information and answering questions from sources; recounting topic; expressing an opinion. summarizing some key information

from sources; retelling an event and present simple information using some frequently occurring linking words; producing simple sentences.

topic and giving a reason; summarizing information from sources; retelling a simple sequence of events and presenting simple information.

answering questions from provided sources; recounting multiple events in sequence and presenting simple information about a topic; producing and expanding simple and some compound sentences.

a more complex sequence of events and providing some facts; producing and expanding simple and compound sentences.

ELPA21 Achievement Level Descriptors (ALDs) Grade Band 2-3 Page 1 of 2






2nd Score Range: 456 or below 3rd Score Range: 494 or below

2nd Score Range: 457-488 3rd Score Range: 495-540



2nd Score Range: 595 or above 3rd Score Range: 644 or above






recognizing and understanding the meaning of basic words, phrases, and expressions to make meaning of text; responding to basic questions; gaining basic information.

identifying and understanding common words, phrases, and expressions to make meaning of text; identifying main idea; responding to basic questions.

identifying main idea and some key details; responding to questions; understanding the meaning of content vocabulary and less common words and expressions to make meaning of text; beginning to understand how word structures affect meaning.

determining the main idea and a number of key details that support the main idea; answering more complex questions; understanding the meaning of some academic and content vocabulary and less common words and expressions to make meaning of text; understanding how word structures affect meaning.

determining the main idea and explain how key details support the main idea; answering more complex questions; understanding the meaning of some academic and content vocabulary and less common words and expressions to make meaning of text; understanding how word structures affect meaning.









2nd Score Range: 555-590 3rd Score Range:603-635

2nd Score Range: 591 or above 3rd Score Range:636 or above






creating words by filling in a missing letter; using a small number of frequently occurring nouns and verbs; answering basic questions and producing basic information using isolated words or phrases.

creating words by filling in a missing letter; composing words, phrases, and simple sentences related to prompt; recognizing and using frequently occurring parts of speech; choosing basic words to communicate meaning.

creating words by filling in a missing letter; composing simple and compound sentences with clear meaning that relate to a prompt; recognizing and using parts of speech; developing control of verb tenses; expanding word choice to communicate meaning.

composing simple, compound, and some complex sentences with a clear meaning that relate to a prompt; recognizing and using parts of speech; increasing use of complex grammar structures; expanding word choice to communicate meaning.

composing compound and complex sentences with a clear meaning that relate to a prompt; recognizing and using parts of speech; accurately using complex grammar structures; expanding word choice to communicate meaning.

















identifying and gathering information from an oral presentation; determining the meaning of a few key words and phrases; participating in a short conversation and responding to basic questions; following basic directions.

identifying and gathering information from an oral presentation; determining the meaning of basic vocabulary and common content vocabulary; participating in longer conversations and responding to basic questions; identifying main topic and some key details; following directions.

identifying, gathering and sequencing information from an oral presentation; identifying main points and retelling key details; asking and answering questions; determining the meaning of higher-level vocabulary and content vocabulary; following multi-step directions.

identifying, gathering and sequencing information from an oral presentation; identifying main points and retelling key details in complex stories and longer presentations; determining the meaning of advanced vocabulary; drawing conclusions based on conversations.

identifying, gathering and sequencing information from a long oral presentation; identifying main points and retelling key details in complex stories and longer presentations; determining the meaning of advanced vocabulary; drawing conclusions and making comparisons based on a long conversation.
















responding to basic questions about familiar topics and participating in short conversations; communicating basic information using frequently occurring words and simple sentences about familiar texts and topics; expressing opinions on familiar topics.

responding to basic questions about familiar texts and topics and participating in short conversations; delivering basic oral presentations about familiar texts and topics; communicating basic information; recounting two sequential events and using linking words to connect ideas; producing simple sentences and using common word choices; expressing opinions on familiar topics.

participating in short discussions including asking questions and adding comments; delivering short oral presentations about familiar topics; presenting information, recounting short sequences of events, and using linking words to connect ideas; expanding simple sentences, word choice and verbs; expressing opinions on familiar topics with at least one reason for the opinion.

participating in discussions by asking and answering questions; delivering short oral presentations on a variety of topics; introducing topics and presenting facts using temporal and linking words to connect ideas; expanding use of compound sentences, word choices, and verbs; expressing opinions and reasons on a variety of topics.

participating in extended discussions by asking and answering questions; delivering oral presentations on a variety of topics; introducing topics, presenting facts using temporal and linking words, and articulating a conclusion; expanding use of complex sentences, word choices and verbs; expressing opinions by giving several reasons for the opinions; articulating conclusions about the opinions.







4th Score Range: 452 or below 5th Score Range: 467 or below

4th Score Range: 453-487 5th Score Range: 468-510


4th Score Range 550-593 5th Score Range 588-626

4th Score Range: 594 or above 5th Score Range: 627 or above






identifying a few key words and phrases in simple written text; gathering information from a few provided sources and labelling some key information.

determining the meaning of key words, phrases, and some expressions in simple written text; identifying the main topic and retelling a few key details; gathering and recording some information from provided sources.

determining the meaning of key words, phrases and some idiomatic expressions; reading short literary or informational texts and identifying the main idea or theme and one or two supporting details; gathering information from written sources and identifying key information.

determining the meaning of general academic and content-specific words, phrases and idiomatic expressions; identifying the main idea or theme and explaining how it is supported by details; summarizing excerpts from a variety of texts; reading and interpreting information from a graph to draw conclusions.

determining the meaning of figurative language; recognizing text types, such as compare and contrast or cause and effect, to identify key information and to make a summary or prediction; identifying author's purpose, and explaining how reasons and evidence support or fail to support particular points; gathering information from written sources and summarizing key ideas and information using graphics.
















communicating basic information about an event or a topic using a narrow range of vocabulary and simple sentences; participating in short written exchanges and responding to simple and some wh- questions about familiar topics.

producing simple sentences using basic language structures; expressing an opinion or constructing a simple claim with a supporting reason; recounting a simple sequence of events, using basic linking words; asking a question about a topic or text.

producing and expanding simple and compound sentences; composing brief narratives or informational texts, including a few details; constructing a claim about a familiar topic, introducing the topic and providing a few supporting reasons or evidence; asking and answering questions, responding to others’ comments, and adding own comments.

producing and expanding simple, compound and complex sentences; composing narratives or informational texts about a variety of topics with details and conclusions; recounting a detailed sequence of events using transitional words and phrases to connect events, ideas, and opinions; asking and answering relevant questions, adding information and evidence.

participating in extended written exchanges about a variety of topics and texts, building on the ideas of others, and adding relevant and detailed information using evidence; composing narratives or informational texts, developing the topic with details and examples, and a concluding section; composing a claim, providing logically ordered reasons or fact to support the claim, and a concluding statement; summarizing key ideas.

















determining the meaning of a few basic words and phrases and formulaic expressions in oral presentations; listening to short conversations and responding to simple questions and some wh-questions; identifying a point a speaker makes.

determining the meaning of a few basic words and phrases and expressions in oral presentations; participating in short conversations and discussions and responding to simple questions; identifying the main idea and a key detail from a read-aloud or oral presentation; identifying a speaker’s main point, and agree or disagree with the speaker.

determining the meaning of words, phrases and some idiomatic expressions; participating in short conversations and discussions, asking and answering questions; identifying the main idea and key details about a familiar topic; identify how one or two reasons support the specific points a speaker makes.

determining the meaning of general academic and content-specific words and phrases, and idiomatic expressions; participating in conversations and discussions, answering relevant questions and building on the ideas of others; determining the main idea or theme and explaining how it is supported by key details.

determining the meaning of figurative language; participating in extended conversations and discussions about a variety of topics and texts, asking relevant questions and summarizing key ideas; explaining how reasons and evidence are sufficient to support the main ideas in a presentation.
















participating in short conversations using a few words or phrases; communicating simple information about an event or topic using a narrow range of vocabulary and simple sentences; expressing an opinion about a familiar topic.

participating in short conversations, responding to simple wh- questions; delivering short oral presentations or describing pictures and graphs using simple language structures; recounting a simple sequence of events in order; constructing a claim with one supporting reason.

participating in short conversations and discussions, asking and answering questions, responding to the comments of others, and adding own comments; delivering short oral presentations including a few details and a conclusion; constructing a claim and providing a few supporting reasons or facts.

participating in conversations and discussions about a variety of topics, building on the ideas of others, expressing own ideas, and adding relevant information and evidence; recounting a detailed sequence of events with a beginning, middle and end; developing a topic with facts and details, using transitional words and phrases to connect events, ideas, and opinions.

participating in extended conversations and discussions, adding relevant and detailed information using evidence, and summarizing key ideas; delivering a presentation with details and examples; constructing a claim and providing logically ordered reasons or facts to support the claim.

ELPA21 Achievement Level Descriptors (ALDs) Grade band 6-8 Page 1 of 2 Reading

Level 1 Beginning Reading

Level 2 Early Intermediate Reading

Level 3 Intermediate Reading

Level 4 Early Advanced Reading

Level 5 Advanced 6th Score Range: 460 or below 7th Score Range: 485 or below 8th Score Range: 493 or below

6th Score Range: 461-495 7th Score Range: 486-533 8th Score Range: 494-546


6th Score Range: 565-603 7th Score Range: 609-641 8th Score Range 640-668

6th Score Range: 604 or above 7th Score Range: 642 or above 8th Score Range: 669 or above






identifying a few key words and identifying the main topic and a determining the central idea or theme determining two or more central ideas determining central ideas or themes and phrases in simple written texts; few key details in simple written and supporting details; responding to and how they are supported by how they are supported by specific identifying basic information texts; identifying key words and others’ comments and answering specific details; building on ideas of details; summarizing key ideas in text; within text; responding to simple phrases; responding to simple questions on familiar topics; gathering others, adding relevant and specific responding to others' comments and questions and some wh- comments and questions on a information from a few sources; using evidence; summarizing text; gathering answering questions on a variety of questions on familiar topics. variety of topics as well as some

wh- questions; gathering and recording information.

context clues to determine the meanings of general academic and content-specific words and phrases; explaining an author's argument; analyzing the arguments and claims made in text, distinguishing between those that are supported by reasons or evidence and those that are not.

information from multiple sources to summarize ideas, information and observations; analyzing the arguments and claims made in text, determining the sufficiency of supporting evidence; determining the meaning of content-specific words and phrases and some idiomatic expressions.

topics, adding relevant and specific evidence; gathering information from sources, evaluating its credibility, and paraphrasing the data; determining whether reasoning is sound and evidence is sufficient to support claims; determining the meaning of figurative and connotative language.






6th Score Range: 424 or below 7th Score Range: 473 or below 8th Score Range: 483 or below










participating in short written exchanges and presenting simple information; expressing an opinion about a familiar topic; responding to wh- questions about presentations using vocabulary from the presentation topic.

participating in short written exchanges; composing claims, narratives, or informational texts about familiar topics; providing a reason or fact to support the claim; responding to simple and wh-questions; recounting a brief sequence of events in order; using frequently occurring general academic and content-specific words and phrases.

participating in written exchanges with some details; constructing a claim about a topic, introducing the topic, and providing reasons and facts in logical order; providing a concluding statement; asking and answering questions, adding relevant information; expressing own ideas in writing; recounting a short sequence of events in order with a beginning, middle, and end; using common transitional words and phrases.

participating in written exchanges on a variety of topics and texts; asking and answering relevant questions; paraphrasing to restate information; composing narrative and informational texts with specific details about a variety of topics; constructing a claim and providing sufficient reasons to support it; analyzing an argument or claim; using simple, compound and complex sentences with transitional words and phrases to connect events and ideas.

participating in extended written exchanges on a variety of topics and texts; adding evidence and summarizing ideas; composing narrative and informational texts with relevant details about a variety of topics; constructing a claim, introducing the topic and providing compelling, ordered reasons to support the claim; recounting a complex sequence of events with a beginning, middle, and end; adapting language choices and style to the purpose and audience; precisely expressing ideas while maintaining a consistent style and tone.

ELPA21 Achievement Level Descriptors (ALDs) Grade band 6-8 Page 2 of 2
















recognizing a few key words or phrases; responding to simple questions and some wh-questions; identifying a point made by a speaker.

recognizing the main topic and retelling a few key points; responding to simple questions and wh- questions; determining the meaning of frequently occurring words, phrases and expressions.

determining the main idea and a few supporting details; paraphrasing the main idea; participating in discussions, building on the ideas of others and answering questions; determining the meaning of general education and content specific words.

determining the main idea and supporting evidence; paraphrasing and analyzing information to determine if the evidence supports the argument; posing and answering relevant questions; adding additional relevant information and evidence to key ideas.

determining main idea or ideas and how each idea is supported with evidence; gathering information from multiple oral sources and evaluating the credibility of the information; quoting or citing examples while paraphrasing data and conclusions; determining the meaning of general academic, context specific, figurative and idiomatic phrases.
















using basic and topical vocabulary; responding to simple and wh- questions about a presentation; expressing an opinion about a topic; recognizing and using frequently occurring nouns, phrases, and verbs.

offering an opinion or prediction using simple grammatical structures and vocabulary; responding to questions with words relevant to the topic; interpreting the information in a picture or graph about a familiar topic, constructing a claim and providing a supporting reason; producing simple and compound sentences.

describing a picture or graph using general academic and content-specific vocabulary, and compound as well as complex sentences; constructing a claim and providing several supporting reasons or facts in a logical order; adapting language choices to audience; delivering a short oral presentation, or recounting a brief sequence of events in order using linking words.

participating in conversations and discussions with appropriate grammatical structures; recounting a detailed sequence of events with a beginning, middle, and end; summarizing information using simple, compound and complex sentences; supporting main ideas clearly with relevant and specific evidence; deliver oral presentations about a variety of topics and experiences.

making predictions and drawing conclusions from a variety of sources; asking and answering questions, and stating opinions with appropriate grammatical structures and vocabulary; recounting a complex sequence of events; making a claim with simple, compound, and complex sentences.







9-12 Score Range: 487 or below 9-12 Score Range: 488-538 9-12 Score Range: 539-630 9-12 Score Range 631-661 9-12 Score Range: 662 or above






recognizing the meaning of frequently occurring words, simple phrases, and formulaic expressions in literary and informational text; identifying the point an author makes; responding to yes/no and some wh- questions to demonstrate understanding of text; gathering information from provided sources and labeling collected information.

identifying the meanings of key vocabulary, frequently occurring words, phrases, and expressions in literary and informational text; recognizing the main idea/argument of a text and retelling a few key details; gathering information from provided sources and summarizing data and information.

determining the meaning of general academic and content-specific words and phrases in literary and informational text; identifying and paraphrasing main concepts and information; comprehending exchanges of written information or data; explaining the reasons and textual evidence to support a claim; gathering information from multiple sources.

determining the meaning of figurative language and some idiomatic expressions; identifying main ideas and summarizing key points from literary and informational texts; analyzing the reasoning and use of rhetoric in persuasive texts; conducting research based on written sources of information, demonstrating comprehension by evaluating written findings.

determining the meaning of figurative language, and idiomatic expressions; accurately identifying, summarizing, analyzing, and critiquing key points, main ideas and arguments of others presented in writing; gathering and synthesizing information from multiple written sources, evaluating the reliability of each source.






9-12 Score Range: 484 or below 9-12 Score Range: 485-532 9-12 Score Range: 533-614 9-12 Score Range: 615-640 9-12 Score Range: 641 or above






communicating basic information about a topic using a narrow range of vocabulary and simple sentences; using basic language structures to communicate context-specific messages; participating in short written exchanges on familiar topics and texts.

writing clear and coherent simple and compound sentences using common linking words; constructing written claims with some organization, supported by a reason or evidence and a concluding statement; recounting a short sequence of events in order; providing one or two facts about a topic; writing one relevant question about a prompt.

using multiple complete sentences with organization and some details to develop an informational topic; constructing written claims to communicate clear, coherent, context-specific messages using a variety of language structures; participating in written exchanges, building on the ideas of others, restating some of the key ideas expressed, and expressing own ideas; writing relevant questions that demonstrate understanding.

producing a coherent narrative with details using compound and complex sentences; using a variety of language structures accurately in context-specific messages; constructing written claims with reasons in basic paragraph form; participating in written exchanges on a range of topics, texts, and issues; introducing and developing an informational topic with facts, details, and evidence.

producing a coherent narrative with details using compound and complex sentences, with complex and varied transitions to link the sections of a text and to clarify relationships among events and ideas; composing informational texts about a variety of topics with relevant details, concepts, examples, and information; expressing ideas clearly and persuasively; introducing and distinguishing a claim from a counter-claim, providing logically ordered, relevant reasons and supporting evidence to refute the counter-claim.













determining the meaning of determining the meaning of determining the meaning of general determining meanings of general determining meanings of idiomatic frequently occurring words, simple frequently occurring words, phrases, academic and content-specific academic and content-specific expressions and figurative language in phrases, and formulaic expressions and expressions in oral words, phrases and frequently words and phrases, figurative oral presentations and conversations; in simple oral communications and presentations; analyzing and occurring expressions; language, and some idiomatic determining and summarizing central presentations; listening to short critiquing oral arguments of others demonstrating comprehension of expressions; demonstrating ideas or themes, analyzing their conversations on familiar topics and on familiar topics; identifying the oral presentations and exchanges of comprehension by participating in a development and evidence discussed; responding to simple yes/no main topic and retelling a key detail information about literary and range of discussion topics; inferring construct meaning from oral questions and some wh- questions. or supporting reason from oral

communications; participating in short conversations.

informational texts by determining the central idea or theme and supporting reasons, restating key ideas and information, and explaining how the theme is developed by specific details; adding information and evidence to oral exchanges.

the intent and analyzing the speaker’s development of themes and ideas; analyzing the reasoning and use of rhetoric in persuasive speech to determine whether the evidence is sufficient to support the claim.

presentations on academic topics and literary texts; inferring, analyzing and critiquing the intent, reasoning and use of rhetoric of a speaker.












communicating basic information about an event or topic using a narrow range of vocabulary and simple sentences; participating in short conversations; presenting information, and responding to simple questions and some wh-questions; expressing an opinion about a familiar topic.

producing simple and compound sentences to present information and ideas; participating in short conversations about familiar topics and texts; recounting a short sequence of events; constructing a spoken claim supported by opinions, reasoning or evidence; introducing a topic, providing one or two facts about the topic, and a concluding statement.

speaking about informational and complex literary text or delivering short oral presentations using standard language forms; recounting a sequence of events with a beginning, middle, and end; introducing and developing an informational topic with facts and details and a conclusion; participating in discussions, building on the ideas of others and expressing own ideas, asking and answering relevant questions, and restating some key ideas.

using standard language forms and complex transitions to clarify relationships among events and ideas; analyzing and critiquing others’ arguments; participating in conversations and discussions or giving oral presentations on a range of topics, texts, and issues; developing presentations to communicate research; introducing and developing a claim or an informational topic with facts, details, and evidence.

participating in extended conversations and discussions and delivering oral presentations on a range of topics, texts, and issues; asking and answering questions to probe reasoning and claims; summarizing key ideas and evidence; fully developing a claim or topic with relevant details, concepts, examples, and information; analyzing and integrating information into a clearly organized oral text.



ADDENDUM THREE

Proficiency Level Descriptors K-12

December 2013 1

Proficiency Level Descriptors for English Language Proficiency Standards

Introduction The Council of Chief State School Officers (CCSSO) utilized the services of WestEd and the Understanding Language Initiative at Stanford University to develop a new set of English language proficiency standards (ELP Standards) (CCSSO, 2013). The ELP Standards were developed for grades K, 1, 2–3, 4–5, 6–8, and 9–12, to highlight and elaborate upon the critical language, knowledge about language, and skills using language that are within college and career readiness standards in mathematics, science, and English language arts (ELA)/literacy (CCR standards) and that are necessary in order for English language learners (ELLs) to be successful in schools. The purpose of this Proficiency Level Descriptors 1 for English Language Proficiency Standards document is to complement, rather than replace, the ELP Standards. This document provides summary definitions and more detailed descriptions of what ELLs’ language forms2 might look like as ELLs gain proficiency with the strategic set of language functions3 outlined in the ELP Standards. Following a glossary of key terms, the document concludes with an appendix that provides background information about the contexts in which the PLDs are situated.

Proficiency Level Descriptor Summaries In general, PLDs provide “descriptions of the level of English language knowledge and skills required of each [proficiency] level” (Perie, 2008, p. 15). When designing the ELP Standards, the language forms outlined in the PLDs were embedded throughout the grade-level/grade-span ELP Standards according to the grade-appropriate expectations that had been placed in each ELP Standard. Summaries of the PLDs provide an overview in relation to:

1. the degree of control of English that ELLs typically show as they participate in grade-appropriate classroom-based activities involving the strategic language functions outlined in the ELP Standards; and

2. what the forms of ELLs’ language-related performance typically look like.

1 A note on the use of the term Proficiency, rather than Performance, in this phrase: The ELP Standards focus on proficiency levels rather than performance levels. For consistency with the ELP Standards, this document uses the term Proficiency Level Descriptors, rather than Performance Level Descriptors as had been suggested in Perie (2008), a journal article that primarily focuses on creating PLDs for content-area assessments. The descriptors detailed in this document address five ELP levels; the uppermost ELP level is part of the calculation of whether a student is fully English proficient. 2 As used in the ELP Standards, the term language forms refers to vocabulary, grammar, and discourse specific to a particular content area or discipline. 3 As used in the ELP Standards, the term language functions refers to what students do with language to accomplish content-specific tasks.


December 2013 2

Table 1. Summaries of Language Forms Embedded within the ELP Standards By the end of each ELP level, an ELL can . . .

Level 1 Level 2 Level 3 Level 4 Level 5 PLD Summary

show limited control of English when participating in grade-appropriate classroom activities

convey simple information, using simply constructed phrases and sentences with a limited range of vocabulary

show emerging control of English when participating in grade-appropriate classroom activities

convey briefly sequenced and/or simply detailed information, using combinations of simple sentence structures and simple vocabulary

show developing control of English when participating in grade-appropriate classroom activities

use related paragraphs to convey related events, ideas, and/or opinions, using frequently occurring complex sentence structures and a developing vocabulary

show increasingly independent control of English when participating in grade-appropriate classroom activities

convey related events, ideas, and/or opinions, using multiple related paragraphs with increasingly complex, descriptive sentence structures and a wider vocabulary

show independent control of English when participating in grade-appropriate classroom activities

convey a complex sequence of events, ideas, opinions, and/or steps in a process, using a wide variety of complex and sophisticated, descriptive sentence structures and a wide vocabulary

Additionally, once a student is considered English proficient for the purposes of ELL assessment and eligibility for ELL services, the student will continue to develop English language skills beyond involvement in an English language development program. Development of language skills is an ongoing process that continues throughout one’s lifetime.

Detailed Proficiency Level Descriptors The progressions shown in Table 2 provide more detailed information on the language forms which were embedded in ELP Standards according to grade-appropriate expectations. They show an increasingly sophisticated use and control of language forms at the discourse, sentence, and vocabulary levels, as ELLs develop use and control of the language functions needed to participate in content-specific practices (Bailey, Reynolds Kelly, Heritage, Jones & Bernstein-Blackstock, 2013; Bailey & Heritage, 2008; Cook, White, Castro, Patton, & Bird, 2012; Valdes, Walqui, Kibler, & Alvarez, 2012).


December 2013 3

During development, the PLDs in Table 2 were framed in relation to the “high-leverage characteristics” (Bailey, et al., 2013 p. 84) needed for addressing the language demands found within CCR standards, at the discourse, sentence, and vocabulary4 levels. Bailey and colleagues (2013) clarify that “Analogous to Stevens et al.’s (2009) notion of a hypothetical learning trajectory, linguistic hallmarks present the trajectory of individual linguistic and discourse features” (p.74) helping to delineate steps taken along the progression of English language development. Based on the authors' preliminary analyses of pilot data, characteristics for discourse, sentence, and vocabulary levels include:

1. Discourse level: level of control over organization, cohesion, and overall stamina 2. Sentence level: sophistication of sentence structure 3. Vocabulary level: sophistication of vocabulary (e.g., range and specificity), including expansion of word groups and grammatical forms

Table 2. Detailed Proficiency Level Descriptors for Forms Embedded within the ELP Standards 5

Level 1 Level 2 Level 3 Level 4 Level 5 Discourse Level What is the amount of content-specific language that can be quickly processed or easily produced?

simple information about an event, experience, and/or topic

short sentences composed of simple or predictable phrases or sentences

limited (i.e., initial) cohesion among sentence structures

a brief sequence of events in order and/or introduction of a topic with supporting details

multiple, related, simple sentences containing content-area descriptions in grade-appropriate text or word problems

loose cohesion of information and/or ideas using frequently occurring linking words, accomplished by repetition of words or phrases

related events, ideas, and/or opinions (may retrace or restart an explanation being received or produced)

related paragraphs on grade-appropriate content-area texts

developing application of an increasing range of temporal and linking words and phrases to connect and organize events, ideas, and opinions

related events, ideas, and/or opinions (developing ability to receive or provide a more elaborated explanation)

multiple paragraphs containing a variety of sentences on grade-appropriate content-area text

increasingly accurate application of transitional words and phrases to connect and organize events, ideas, and opinions (yet may struggle with naturalness of phrasing)

complex sequences of events, ideas, opinions, and/or steps in a process (demonstrates stamina in receiving or providing an elaborated explanation}

multiple paragraphs, chapters, and essays on grade-appropriate content-area text

accurate application of a variety of linking words and phrases to connect and organize ideas, information, or events

4 Referred to as the “word” level in Bailey & Heritage, 2008; Bailey, et al., (2013). 5 As a reminder: See the grade-level/grade-span ELP Standards (CCSSO, 2013) for specific expectations around student ELP-related performance.


December 2013 4

Level 1 Level 2 Level 3 Level 4 Level 5 Sentence Level How much information is packed within a sentence structure (clause) or sentence?

syntactically simple sentences including: verb tenses such as present,

present progressive, simple future (going to), simple past

modifiers such as adjectives, adverbs

simple grammatical constructions (e.g. commands, some wh-questions, declaratives)

common social and instructional patterns or forms

combinations of simple sentence structures including: verb tenses such as past

tense (irregular), past progressive, simple future

modifiers such as frequently occurring prepositions, adjectives, adverbs

repetitive phrases and sentence patterns across content areas

descriptive sentences characterized by frequently occurring complex sentence structures including: verb tenses such as present

perfect modifiers such as

subordinating conjunctions, and prepositional phrases

simple, compound and some complex grammatical constructions (e.g., (independent, dependent, relative, and adverbial) across content areas

descriptive sentences characterized by increasingly complex sentence structures including: verb tenses such as past

perfect modifiers such as phrases

and clauses within a sentence (recognizing and correcting most misplaced and dangling modifiers)

expanded simple compound, and complex sentence patterns characteristic of content areas

descriptive sentences characterized by wide variety of sophisticated sentence structures including: verb tenses such as passive

voice and subjunctive modifiers such as phrases

and clauses within a sentence (recognizing and correcting misplaced and dangling modifiers)

a wide range of idiomatic and unique sentence patterns characteristic of content areas

Vocabulary Level What is the range and specificity of words, phrases, and expressions used?

a limited (i.e., initial) range of simple vocabulary including: very frequently occurring

words and phrases (everyday terms, cognates, and expressions with clear, easily demonstrated referents)

a small number of frequently occurring words, phrases, and formulaic expressions based on literal definition of words

frequently occurring pronouns used with initial control (and occasional misapplications)

nonverbal communication

a simple vocabulary including: frequently occurring words

and phrases one to two forms of words

and phrases based on specific context, such as social, instructional, and general terms, cognates, and expressions across content areas

frequently occurring pronouns used with increasing precise control

a few transparent idioms (i.e., expressions in which literal meaning is clearly linked to figurative meaning) that are grammatically simple in form

a developing vocabulary including: words and phrases in spoken

and written forms in a growing number of contexts, such as specific content-area terms, cognates, and expressions

an emerging awareness of how to create new words from familiar words (i.e., electricity from electric), collocations (i.e., habitual juxtaposition of a particular word with another word or words, with a frequency greater than chance) and multiple-meaning words

relative pronouns (e.g., who, whom, which, that), relative adverbs (e.g., where, when, why)

transparent idioms with developing grammatical complexity

a wider vocabulary including: a increasing proportion of

less frequently occurring words and phrases; increasing use of vivid words and phrases

multiple meanings of words and phrases across contexts, such as specific and technical content-related terms, cognates, and expressions and some content-specific collocations

an increasing number of intensive pronouns to add emphasis to a statement (e.g., myself, ourselves)

semi-transparent idioms (i.e., expressions in which the link between literal and figurative meaning is less obvious) with increasing grammatical and figurative complexity

a wide vocabulary including: a larger proportion of vivid,

less frequently occurring words and phrases

precise derivations of words and phrases regardless of context, such as general, specific, technical, and abstract content-related vocabulary, cognates, content-specific collocations, and figurative language

precise use of intensive pronouns

opaque idioms (i.e., expressions with an undetectable link between literal and figurative language) with grammatical and metaphorical complexity


December 2013 5

A Note on Tables 1 and 2 The Levels 1–5 descriptors in Table 1 and Table 2 describe targets for ELL performance by the end of each ELP level. However, students may demonstrate a range of abilities within and across each ELP level; second language acquisition does not necessarily occur in a linear fashion within or across proficiency levels. Differences in abilities within ELP levels are based upon ELLs’ native language proficiency, their academic background in their first language, and their individual differences. For the purposes of presentation and understanding, the Levels 1–5 descriptors describe proficiency at the end of each ELP level in terms of a linear progression across the proficiency levels of an aligned set of knowledge, skills, and abilities.

At any given point along their trajectories of English learning, ELLs may exhibit some abilities (e.g., speaking skills) at a higher proficiency level while exhibiting other abilities (e.g., writing skills) at a lower proficiency level. Additionally, a student may successfully perform a particular task at a lower proficiency level but need review at the next highest proficiency level when presented with a new or more complex type of task. Since, by definition, ELL status is a temporary status, an ELP level does not categorize a student (e.g., “a Level 1 student”), but, rather, identifies what a student knows and can do at a particular stage of ELP (e.g., “a student at Level 1” or “a student whose listening performance is at Level 1”).

A Note on Scaffolding

While many ELP standards’ PLDs include references to scaffolding, the PLDs shown in this document do not include reference to scaffolding in relation to ELP levels. As outlined in Guiding Principle 4 of the ELP Standards, it is recommended that scaffolding should not be framed only as support to be provided to ELLs with lower levels of ELP, and it is important to avoid encouraging or reinforcing static notions of what students can or cannot do at various levels of ELP. Guiding Principle 4 states:

ELLs at all levels of ELP should be provided with scaffolding in order to reach the next reasonable proficiency level as they develop grade-appropriate language capacities, particularly those that involve content-specific vocabulary and registers. The type and intensity of the scaffolding provided will depend on each student’s ability to undertake the particular task independently while continuing to uphold appropriate complexity for the student. (CCSSO, 2013, p. 4; emphasis added)

It is important that educators use a more nuanced approach to scaffolding (Walqui, Bunch, Kibler, & Pimentel, 2013). Scaffolding can be provided to students throughout the process of ELP, not just at the lower ELP levels.

Students at every level of English language proficiency will engage in some academic tasks that require little or no scaffolding because the students have already mastered the requisite skills and language; other tasks that require moderate scaffolding because the students can carry out some aspects of the task independently but require linguistic or other support for other aspects; and tasks that require substantial scaffolding because they entail cognitively and linguistically unfamiliar and challenging content or skills. (Walqui et al., 2013, p. 5; emphasis in original)


December 2013 6

Glossary Cognate: A word that has the same linguistic derivation as another; from the same original word or root. Examples of cognates in Indo-European languages are the words night (English), nuit (French), Nacht (German), nacht (Dutch), etc., derived from the Proto-Indo-European (PIE) *nókʷts, "night"; the Hebrew שלום shalom, the Arabic سالم salām, and the Amharic selam ("peace") are also cognates, derived from Proto-Semitic *šalām-.

False cognates are words that are commonly thought to be related (have a common origin), but that linguistic examination reveals are unrelated. The words embarrassed (self-conscious, humiliated) in English and embarazada (pregnant) in Spanish are examples of false cognates.

Coherence: A central, main theme or topic maintained across multiple sentences. One test of coherence is that sentences cannot be reordered without changing meaning. Cohesion: Intra- and inter- sentence language connections made by using cohesive devices (e.g., pronoun or synonym replacement, logical connectors, conclusions that refer to prior content). Collocation: The grouping of two or more words together with a frequency greater than chance. Such terms as “crystal clear,” “middle management,” “nuclear family,” and “cosmetic surgery” are examples of collocated pairs of words. Content-specific: Specific to a given discipline, content area, domain, or subject area. (Within the literature and among researchers, the term “discipline-specific” is more commonly used.) CCSSO (2012) defines it as “the language used, orally or in writing, to communicate ideas, concepts, and information or to engage in activities in particular subject areas (e.g., science)” (p. 107). Context: This term is derived from Latin, meaning “a joining together” of external sources of information (schemas) with internal concepts (e.g., memories). It is also defined as a frame (e.g., background information, schema) that surrounds an event being examined and provides resources for appropriate interpretation (Duranti & Goodwin, 1992). As Fillmore observed, “When you pick up a word, you drag along with it a whole scene” (Fillmore, 1975, p. 114). Cummins (2000) describes effects of context on communication:

Context-embedded communication: Participants can actively negotiate meaning (e.g., by providing feedback that the message has not been understood), and the language is supported by a wide range of meaningful interpersonal and situational cues.

Context-reduced communication: Participants rely primarily on linguistic cues to meaning, and thus, successful interpretation of the message depends heavily on knowledge of the language itself. (p. 68)


December 2013 7

Control: As used in the ELP Standards, refers to the degree to which a student may use a particular form with stability and precision. For example, independent control occurs when “In more sophisticated explanations, children have little or no difficulty simultaneously employing many complex and sophisticated linguistic devices [see Linking words], and their explanations require little effort from a listener to understand the steps or process being explained” (Bailey, 2013, p. 13). Descriptive sentences: Sentences in which the speaker/writer is able to describe or paint an exact picture in the listener’s or reader’s mind of what the speaker/writer wants to convey. Unlike a simple sentence (e.g., “The cat ran”), a descriptive sentence uses adjectives and adverbs as well as complex sentence construction (dependent, adverbial clauses, prepositional phrases, etc.) (e.g., “The big fat white cat ran quickly along the edge of the garden” which could be expanded to “It was astonishing, although not surprising, to observe that Mr. Dewey’s big fat white cat could run along the edge of the garden so quickly when there was a ferocious dog in close pursuit”). Discourse: Language used in a particular context, such as the academic discourse of a science classroom compared to the social discourse of the playground. Different types of discourse call for different vocabulary, phrases, structures, and language registers. According to Gee (1999), language is always used from a perspective and always occurs within a context; there is no neutral use of language. English language proficiency (ELP): “A socially constructed notion of the ability or capacity of individuals to use language for specific purposes” (CCSSO, 2012, p. 107). Also referred to by some as English language development (ELD), ELP embodies the belief that language development is ongoing. Multiple pathways to ELP are possible, but the end goal for students’ progress in acquiring English is to ensure full participation of ELLs in school contexts. Evidence: Facts, figures, details, quotations, or other sources of data and information that provide support for claims or analyses and that can be evaluated by others. Evidence should appear in a form, and be derived from a source, that is widely accepted as appropriate to a particular discipline, such as details or quotations from a text in the study of literature or experimental results in the study of science. (See Appendix A of the CCSS for ELA & Literacy.)

Formulaic expressions: Expressions produced in accordance with a mechanically followed rule or style. In the initial stages of English language acquisition, formulaic expressions are learned as a “chunk” in reference to familiar topics or objects in the immediate environment. Examples of formulaic expressions used during the initial phrase of English language acquisition in schools include “go to the bathroom,” “stand in line,” and other habitually-used phrases. These prefabricated units are important because they serve as a bridge to connect vocabulary and grammar. Cowie (1998) argues that formulaic expressions are a crucial step in helping student move towards the acquisitions of idioms and the development of native-like proficiency.

Frequently occurring words and phrases: As used in the ELP Standards, this refers to words and phrases used commonly in the classroom and to everyday language used in schools. It is important to note that this does not refer to the Top 100 High-Frequency Words (e.g., “the,” “a,”

http://www.corestandards.org/assets/Appendix_A.pdf


http://www.letterland.com/parent-guide/high-frequency-words/


December 2013 8

“and,” “but”). The term “basic” is not used in the ELP Standards because a term that is basic to one person may not be basic to another; acquisition of specific words and phrases depends on exposure and experiences.

Grade appropriate: As used in the ELP Standards, this refers to level of content and text complexity in relation to CCR standards’ requirements for a particular grade level or grade span. (See Appendix A of the CCSS for ELA & Literacy and Defining the Core.)

Idioms: An idiom is an expression that cannot be understood from the meanings of its component words but has a meaning of its own. Usually that meaning is derived from the history of the language and culture in which it is used. Students’ acquisition of idioms progresses from literal meanings to figurative and metaphorical meanings.

Transparent idioms are expressions in which the literal meaning is clearly linked to the figurative meaning, e.g., give the green light, break the ice.

Semi-transparent idioms are expressions in which the link between literal and figurative meaning is less obvious, e.g., beat a dead

horse, save one’s breath. Opaque idioms are expressions with an undetectable link between literal and figurative language, e.g., pull one’s leg, kick the bucket.

Inflectional ending: A short suffix added to the end of a word to alter its meaning. In this document, the term typically refers to endings such as -s, -es, -ing, and -ed.

Inflectional forms: The forms of a word that include alteration of the word to indicate singular or plural, verb tense, and verb aspect. Inflected or inflectional forms also include irregular verbs (e.g. sing – sang –sung) and irregular plural nouns (e.g. mouse –mice).

Interactive language skills: Skills involved in producing language in spoken or written form during collaborative, interactive activities, including collaborative use of receptive and productive modalities. This modality “refers to the learner as a speaker/listener and as a reader/writer. It requires two-way interactive communication where negotiation of meaning may be observed. The exchange will provide evidence of awareness of the sociocultural aspects of communication as language proficiency develops” (Phillips, 2008, p. 96).

Language forms: Vocabulary, grammar, and features of discourse specific to a particular content area or discipline. This term refers to the surface features of language and how they are arranged according to the grammar of the language. As a means of connecting sound with meaning, it incorporates morphology, syntax, and phonology. Language functions: What students do with language to accomplish content-specific tasks. As defined by Gibbons (1993), language functions can be used to describe the purposes for which language is used in the classroom. Their use offers a simple and practical way to ensure that content and language are integrated.


http://definingthecore.com/index.php


December 2013 9

Linking words (a.k.a. cohesive devices): Words or phrases that can be used as sentence connectors to develop coherence within a paragraph by linking one idea/argument to another. Examples include however, in conclusion, basically, as it turns out, at last, eventually, after all, rarely, normally, at first, often, further, and firstly. Modalities (modes of communication): The means or manner by communication takes place. This document identifies three modalities: receptive, productive, and interactive. The four language domains of reading, writing, listening, and speaking are contained within these three modalities. (see page 7 of the ELP Standards for more information.) Modeled sentences: As used in the ELP Standards, this term refers to the provision of exemplar speech and text to students as part of the instructional process. Examples of modeled sentences in the ELP Standards include sentence frames, sentence stems, and sentence models. Nonverbal communication: As used in the ELP Standards, this term refers the process of communication through sending and receiving wordless (mostly visual) cues between people. Examples of nonverbal communication in the ELP Standards may include gestures, nods, thumbs up or down, or facial expressions. Organize: In the ELP Standards, refers to discourse that conveys temporal, causal, categorical, or other logical relationships that are consistent with the author’s apparent purpose in conveying information, narrating a story, making a persuasive argument, or some other emergent discourse form. Productive language skills: Skills involved in producing language in spoken or written form. This modality “places the learner as speaker [and/or] writer for a ‘distant’ audience (one with whom interaction is not possible or is limited). The communication is set for a specified audience, has purpose, and generally abides by rules of genre or style. It is a planned or formalized speech act or written document, and the learner has an opportunity to draft, get feedback, and revise it before publication or broadcast” (Phillips, 2008, p. 96). Receptive language skills: Skills involved in interpreting and comprehending spoken or written language. This modality “refers to the learner as a reader [and/or] listener/viewer working with ‘text’ whose author or deliverer is not present or accessible. It presumes that the interaction is with authentic written or oral documents where language input is meaningful and content laden. The learner brings background knowledge, experience, and appropriate interpretive strategies to the task, to promote understanding of language and content in order to develop a personal reaction” (Phillips, 2008, p. 96). Referent: The thing that a word or phrase denotes or stands for; examples may include abstractions or physical examples.


December 2013 10

Registers: Distinguishable patterns of communication based upon well-established language practices, such as the language used in subject-area classrooms. Registers are a “recognizable kind of language particular to specific functions and situation. A well-known non-academic example is sports announcer talk” (Ferguson, 1983, p. 155). Scaffolding: As defined in Appendix A of the CCSS ELA & Literacy Standards, this refers to guidance or assistance provided to students by a teacher, another adult, or a more capable peer, enabling the students to perform tasks that they otherwise would not be able to perform alone, with the goal of fostering the students’ capacity to perform the tasks on their own later on. Pedagogically, a scaffold is the support offered to students so that they can successfully engage in activity beyond their current ability to perform independently. Specific scaffolds temporarily support the development of understandings as well as disciplinary (and language) practices. Once the development takes place, the scaffolds are removed and new ones may be erected, if needed, to support new needed developmental work. For more information, see Walqui et al. (2013). Simple: As used in the ELP Standards, this generally refers to the grammatical structure of a phrase, sentence, or text relative to its complexity or density. A “simple” sentence may use subject+verb+object construction without any embellishments. Stamina: Refers to the ability to show tenacity in giving a more elaborated explanation (as fluency is gained). Students at earlier ELP levels may initially have retracings and restarts but continue on with their explanations to convey sufficient detail for the listener to make meaning. (See Bailey, et al., 2013.) Visual aids: As used in the ELP Standards, this refers to pictures, realia (objects used in real life), sketches, diagrams, pictures, labeled pictures, and picture dictionaries. Vocabulary: A set of words, phrases, or expressions, within a language, that is familiar to a person. (See the PLDs for specific vocabulary expectations by the end of each ELP level.)

Academic vocabulary (see also Appendix A of the CCSS for ELA & Literacy, p. 33):

o General academic words and phrases: Vocabulary common to written texts but not commonly a part of speech; as used in the ELP Standards, analogous to Tier Two words and phrases. Bailey & Heritage (2008; 2010) refer to this as “school navigational

language.”




December 2013 11

o Content-specific words and phrases: Words and phrases appropriate to the topic or specific to a particular field of study. Sometimes referred to as “terms.” (Terms are words and phrases that are given specific meanings in specific contexts.) Bailey & Heritage (2008; 2010) refer to this as “curriculum content language.” As defined in Language standard 6 of the CCSS, this refers to grade-appropriate general academic and domain-specific words and phrases, analogous to Tier Three words. (However, the ELP Standards do not suggest that vocabulary taught to ELLs should be limited to only that defined by the CCSS.)

Three Tiers of Vocabulary: Tier One: Words acquired through everyday speech, usually learned in the early grades. Tier Two: Academic words that appear across all types of text. These are often precise words that are used by an

author in place of common words (e.g., “gallop” instead of “run”). They change meaning with use. Tier Three: Domain-specific words that are specifically tied to content (e.g., “Constitution,” “lava”). These are

typically the types of vocabulary words that are included in glossaries, highlighted in textbooks, and addressed by teachers. They are considered difficult words that are important to understanding content.

Frequently occurring vocabulary: This includes common words and phrases, as well as idiomatic expressions.

Social vocabulary/language: Cummins (2000) refers to this as “surface proficiency” and, in earlier iterations of his work, as Basic

Interpersonal Communicative Skills (BICS).

Wh- questions: “Who,” “what,” “where,” “when,” “why,” and “how” questions

http://www.corestandards.org/ELA-Literacy/L/6/6

http://d97cooltools.blogspot.com/2012/09/commoncoreunpackingacademicvocabulary.html


December 2013 12

References

Bailey, A.L. (2013). Implications of the Common Core for English Language Development/Proficiency (ELD/P) Standards: A role for learning progressions of language development. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Bailey, A.L., & Heritage, M. (2008). Formative assessment for literacy, grades K–6: Building reading and academic language skills across the curriculum. Thousand Oaks, CA: Corwin/Sage Press.

Bailey, A.L., & Heritage, M. (2010). English language proficiency assessment foundations: External judgments of adequacy. Evaluating the Validity of English Language Proficiency Assessments (An Enhanced Assessment Grant). Retrieved July 3, 2013, from http://www.eveaproject.com/doc/Generic%20ELPA%20Foundations%20Document%20FINAL%208%202%2010.pdf.

Bailey, A.L., & Kim Wolf, M. (2012). The challenge of assessing language proficiency aligned to the Common Core State Standards and some possible solutions. Stanford, CA: Understanding Language Initiative. Retrieved March 25, 2013, from http://ell.stanford.edu/papers/policy.

Bailey, A.L., Reynolds Kelly, K., Heritage, M., Jones, B. & Bernstein-Blackstock, A. (October, 2013). Creation and Study of Prototype Dynamic Language Learning Progressions and Development of the DRGON System: Pilot Phase Report- Revised. Unpublished Manuscript. The DLLP Project.

Bunch, G., Kibler, A., & Pimentel, S. (2013, May). Realizing opportunities for English learners in the Common Core English Language Arts and Disciplinary Literacy Standards. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. Retrieved July 12, 2013, from http://ell.stanford.edu/sites/default/files/events/Bunch-Kibler-Pimentel_AERA_2013-04-08.pdf.

Cook, H.G., White, P., Castro, M., Patton, M., & Bird, B. (2012). Meeting the language demands of Common Core State Standards: Sample English language proficiency descriptors for mathematics in grades 6-8. In Council of Chief State Officers (CCSSO), Framework for English language proficiency development standards corresponding to the Common Core State Standards and the Next Generation Science Standards. Washington, DC: CCSSO. Retrieved November 3, 2012, from http://www.ccsso.org/Resources/Publications/The_Common_Core_and_English_Language_Learners.html

Cowie, A.P. (1998) Introduction. In A.P. Cowie (Ed.), Phraseology: Theory, analysis, and application (pp. 1–20). Oxford, England: Clarendon Press Oxford.

Council of Chief State School Officers (CCSSO). (2012). Framework for English language proficiency development standards corresponding to the Common Core State Standards and the Next Generation Science Standards. Washington, DC: Author. Retrieved November 3, 2012, from http://www.ccsso.org/Resources/Publications/The_Common_Core_and_English_Language_Learners.html.

http://www.eveaproject.com/doc/Generic%20ELPA%20Foundations%20Document%20FINAL%208%202%2010.pdf

http://ell.stanford.edu/papers/policy

http://ell.stanford.edu/sites/default/files/events/Bunch-Kibler-Pimentel_AERA_2013-04-08.pdf


http://www.ccsso.org/Resources/Publications/The_Common_Core_and_English_Language_Learners.html



December 2013 13

Council of Chief State School Officers (CCSSO). (2013). English language proficiency standards. Washington, DC: Author.

Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Clevedon, England: Multilingual Matters.

Cummins, J. (2005). Language proficiency, bilingualism, and academic achievement. In P. Richard-Amato & M. Snow (Eds.), Academic success for English language learners (pp. 76–86). New York: Pearson.

Duranti, A., & Goodwin, C. (1992). Rethinking context: Language as an interactive phenomenon. New York: Cambridge University Press.

Ferguson, C. (1983). Sports announcer talk: Syntactic aspects of register variation. Language and Society, 12(2), 153–172.

Fillmore, C. (1975). Topics in lexical semantics. In R.W. Cole (Ed.), Current issues in linguistics (pp. 76–138). Bloomington, IN: Indiana University Press.

Gee, J. (1999). An introduction to discourse analysis theory and method (2nd ed.). New York: Routledge.

Gibbons, P. (1993). Learning to learn in a second language. Portsmouth, NH: Heinemann.

Lee, O., Quinn, H., & Valdes, G. (2013). Science and language for English language learners in relation to Next Generation Science Standards and with implications for Common Core State Standards for English language arts and mathematics. Educational Researcher, 42(4), 223–233. Retrieved June 26, 2013, from http://ell.stanford.edu/sites/default/files/3_EdResearcher%2011%20April%202013%20Lee_Quinn_Valdes%20copy.pdf.

Perie, M. (2008). A guide to understanding and developing performance-level descriptors. Educational Measurement: Issues and Practice, 27(4), 15–29.

Phillips, J. (2008). Foreign language standards and the contexts of communication. Language Teaching, 41(1), 93–102.

Shuy, R. (1981). A holistic view of language. Research in the Teaching of English, 15, 101–111.

Unsworth, L.(2001) Evaluating the language of different types of explanations in junior high school science texts. International Journal of Science Education 23(6):585-609

Valdes, G., Walqui, A., Kibler, A., & Alvarez, L. (2012). Meeting the language demands of the Common Core State Standards: Sample English language proficiency descriptors. In Council of Chief State School Officers (CCSSO), Framework for English language proficiency development standards corresponding to the Common Core State Standards and the Next Generation Science Standards. Washington, DC: CCSSO. Retrieved November 3, 2012, from http://www.ccsso.org/Resources/Publications/The_Common_Core_and_English_Language_Learners.html.

Van Lier, L., & Walqui, A. (2012). Language and the common core. Stanford, CA: Understanding Language Initiative. Retrieved March 25, 2013, from http://ell.stanford.edu/publication/language-and-common-core-state-standards.

http://ell.stanford.edu/sites/default/files/3_EdResearcher%2011%20April%202013%20Lee_Quinn_Valdes%20copy.pdf


http://ell.stanford.edu/publication/language-and-common-core-state-standards


December 2013 14

Walqui, A., Bunch, G., Kibler, A., & Pimentel, S. (2013, May). Post-script. Key reconceptualizations for ELA teachers in enacting effective instruction for ELLs in the Common Core. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. Retrieved July 12, 2013, from http://ell.stanford.edu/sites/default/files/events/Bunch-Kibler-Pimentel_AERA_2013-04-08.pdf.




December 2013 15

Appendix: Context for Proficiency Level Descriptors During the past decade, there has been renewed interest in the notion that ELP standards and assessments “should measure students’ academic language proficiency in order to gauge the accessibility of content instruction for ELL students” (Bailey & Kim Wolf, 2012, p. 1). Bailey (2013) explains,

This renewal of interest in academic English is not simply as a result of the recent adoptions of the [Common Core State Standards] and [Next Generation Science Standards], rather it began prior to No Child Left Behind Act (NCLB, 2001) with researchers documenting the lack of correspondence between the linguistic content of existing (i.e., first generation) ELD assessments commonly being used by schools and the kinds of English students needed to “access and engage in the curriculum” (Bailey & Heritage, 2008 p.12). This lack of correspondence was manifest in the poor predictive validity of the existing ELD assessments for student performance on assessments of ELA and mathematics (Butler, Stevens & Castellon, 2007; Gándara, Rumberger, Maxwell-Jolly & Callahan, 2003) and led to the creation of second-generation ELD/P assessments such as the ACCESS for ELLs assessment of the WIDA Consortium and the continually evolving California English Language Development Test (CELDT). These new millennial assessments were built to include more attention to the language of schooling that had emerged from more than a decade of classroom interaction and curricular (i.e., texts, tests) research (e.g., Butler, Bailey, Stevens, Huang, & Lord, 2004; Cazden, 1988; Schleppegrell, 2004), and replace the existing assessments that were commercially available assessments of general language such as the IPT and LAS (See Bailey, 2007 for a history of this period). (pp. 2-3)

Thus, these recent shifts around the framing of ELP standards, instruction, and assessment have challenged educators to avoid separating learning of content from the learning of language; they require shifts in educators’ views around how to best support the simultaneous development of ELLs’ language and content proficiencies. The ELP Standards and supporting PLDs provide educators with tools for strategically unpacking the language demands of CCR standards, including support with both language forms and language functions. The language functions outlined in the ELP Standards provide guidance in relation to ELLs’ abilities to use language to (1) engage with complex oral and written language to synthesize, construct, and communicate knowledge across the curriculum; (2) use evidence to understand, analyze, argue, and inform; and (3) engage in collaborative activities, developing an awareness of multiple perspectives, and producing language appropriate to a particular content area or community.6 The ELP Standards were designed to meet students’ specific language development needs during content instruction because “[t]he sophisticated use of language required by the [CCR] standards . . . entail[s] a reconceptualization of the way ELLs ‘apprentice’ into these demanding disciplinary practices by simultaneously acquiring and developing language as well as acquiring disciplinary knowledge and skills” (CCSSO, 2012, p. 6). 6 This summary of the functions found in the ELP Standards is aligned with the key shifts identified in the Common Core State Standards and the parallel description of key shifts outlined in Bunch, Kibler, and Pimentel (2013).


December 2013 16

While some language teaching provided to ELLs primarily focuses on the surface forms of language (e.g., grammar, basic vocabulary, pronunciation) (Shuy, 1981; Cummins, 2005) as the main path for developing ELLs’ functional and communicative proficiency, a number of approaches have been developed by educators to meaningfully integrate content and language instruction, e.g., through sheltered instruction (SI), content-based instruction (CBI), the Cognitive Academic Language Learning Approach (CALLA), and increasing use of Guided Language Acquisition Design (GLAD) and Sheltered Instruction Observation Protocol (SIOP) trainings. The ELP Standards and these associated PLDs an approach to helping ELLs develop control and use of English language forms and functions as part of authentic, meaningful, school-based communication around CCR standards. The ELP Standards focus on the strategic functions needed to access the language demands in CCR standards; the PLDs provide more detailed information on the forms that have been embedded in the ELP Standards. Both provide guidance on how ELLs might progressively develop the ELP needed to participate in the practices embedded within content-area instruction. This is important because, “[b]y explicitly calling attention to [the language needed to access] these [content-area] practices, state ELP standards [can be designed to] cultivate higher-order thinking skills in ELLs and target their ability to comprehend and communicate about complex text” (CCSSO, 2012, p. 16). A new focus for ELP standards is needed because the demands in CCR standards place pressure on educators to prepare ELLs for more challenging texts and activities:

From . . . To . . .

Simplified texts and activities, often separate from content knowledge

Complex texts and intellectually challenging activities with language integral to content learning

ELLs need school-based opportunities to learn how English works in each particular content area. The ELP Standards and the PLDs view language acquisition as active and interconnected; they focus on providing ELLs with schooling opportunities that require them to interact with other students in meaningful ways as they learn the content and language of CCR standards. This change in focus requires another paradigm shift:

From . . . To . . .

Language development focused on accuracy and grammatical correctness

Language development focused on interaction, comprehension, and communication, with the provision of strategic scaffolding

As a result, researchers and practitioners’ views on language development and the way ELLs are taught have shifted from seeing English as a


December 2013 17

set of rules with discrete skills that are at the center of instruction, toward an expanded view of language as a social process, in which students can choose different options for making meaning in English, depending on whom the student is communicating with, what the student is trying to accomplish through language, and the mode of the communication. As another result, students’ linguistic interactions in the classroom play a central role in mediating both linguistic and cognitive development. In this expanded view, traditional grammatical terms, such as noun, verb, grammar, clause, etc., are not ignored, but are embedded as part of meaningful, content-specific activities.

The ELP Standards also reconceptualize the relationship between ELP standards and content standards. Previously, achieving proficiency (as described in previous ELP standards) was seen as a prerequisite to acquiring the content standards. Yet it has been suggested for more than a decade that “it is no longer appropriate to talk about ‘literacy across the curriculum.’ Instead there is a need to delineate ‘curriculum literacies,’ specifying the interface between a specific curriculum and its literacies rather than imagining a singular literacy that could be spread homogeneously across the curriculum” (Unsworth, 2001, p. 11). This reconceptualization embodies another paradigm shift:

From . . . To . . .

ELP standards as “junior” to, or as a precursor to, ELA/literacy standards

ELP standards working in coordination with diverse CCR standards and seen as a way to support ELL participation in a range of grade-appropriate content-area activities

In this new paradigm, the ELP Standards and the PLDs conceptualize ELLs’ English language acquisition as being intertwined with instruction and assessment based on CCR standards. As Lee, Quinn, and Valdes (2013) observe, students need to have access to: (a) multiple opportunities to hear and use language; (b) rich contexts (experiences) that create both the desire and the opportunity to engage in and contribute to classroom discourse; (c) appropriate supports; and (d) acceptance of their flawed language, with continuing support for language development.

CCR standards set high expectations for students to use English in advanced ways across different content areas. These expectations represent significant shifts from previous standards and necessitate key shifts in ELP standards, PLDs, and the instruction and assessment of ELLs. The 10 ELP Standards use a language as action approach (van Lier & Walqui, 2012) to highlight a strategic set of language functions (what students do with language to accomplish content-specific tasks) and language forms (vocabulary, grammar, and discourse specific to a particular content area or discipline) which are needed by ELLs as they develop competence in the practices associated with English language arts (ELA) & literacy, mathematics, and science (Bunch, Kiber, & Pimentel, 2013; CCSSO, 2012; Lee, Quinn, & Valdez, 2013; Moschkovich, 2012; van Lier & Walqui, 2012). The five ELP levels for each of the ELP Standards address the question, “What might ELLs’ language use look like at each ELP level as they progress toward independent participation in grade-appropriate activities?”

c standards and elp correspondence · recognizing and us ing frequently occurring nouns, verbs, and...

Documents