elpa21 g1 test specs - · pdf file · 2018-01-24elpa21 test specifications ......

OREGON STATEWIDE ASSESSMENT

TEST SPECIFICATIONS

GRADE

1 2017-2018

TABLE of CONTENTS ELPA21 Test Specifications ..................................................................................................................................................4 ELPA21 Grade 1 Operational Test Blueprint.......................................................................................................................11 Scoring and Reporting for ELPA21 .....................................................................................................................................12 Reading...............................................................................................................................................................................14 Writing.................................................................................................................................................................................17 Listening..............................................................................................................................................................................19 Speaking .............................................................................................................................................................................22 English Language Proficiency Standards Excerpts for Grade 1..........................................................................................24 ELPA21 Performance Standards ........................................................................................................................................43 ELPA21 Achievement Level Descriptors.............................................................................................................................44 ELPA21 Rubrics for hand-scored items – Speaking ...........................................................................................................47 ELPA21 Rubrics for hand-scored items – Writing ...............................................................................................................54 Testing and score reporting schedules................................................................................................................................55

Please also visit the ELPA21 page on ODE's website for information and resources.

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http://www.oregon.gov/ode/educator-resources/assessment/Pages/English-Language-Proficiency.aspx

ELPA21 TEST SPECIFICATIONS

Introduction

The primary purpose of Oregon’s Test Specifications and Blueprints is to provide the consistency necessary for the development and administration of Oregon’s statewide assessments. Oregon’s statewide assessments provide critical data for Oregon’s accountability system, which meets Peer Review Requirements of the Elementary and Secondary Education Act (ESEA). The English Language Proficiency Assessment for the 21st Century (ELPA21) is required for all non-English speaking students eligible to receive English Language Development (ELD) services.

The ELPA21 test specifications provide guidelines for Oregon teachers on what content may be tested and on how writers develop test items. These specifications lead to test blueprints that outline test design and the number of questions tested in each Score Reporting Category (SRC). The Test Specifications and Blueprints document is an important resource, not only for item writers and reviewers, but also for educators administering ELPA21 as well as anyone who is interested in understanding the content and format of test items.

Background

This document provides educators with the specifications used in the design of ELPA21. Test specifications such as these are used to establish the guidelines by which test content may be selected and test items written. They lead to a test blueprint that lays out for the test item writers the item format and the number of questions to be written in each score reporting category.

During the 2015-16 school year, Oregon transitioned from the Oregon English Language Proficiency Assessment (ELPA), which became operational in 2006-07, to the newly-developed English Language Proficiency Assessment for the 21st Century (ELPA21), which was developed by the ELPA21 Consortium of which Oregon was the lead state. ELPA21 is aligned to the ELP standards adopted by Oregon’s State Board of Education in 2013 and is designed to measure the performance of English Learners (ELs) as they progress through their K–12 public education and achieve college and career readiness. The ELPA21 Consortium was federally funded for the development of the assessment with a $9.1 million Enhanced Assessment Grant (EAG) from the U.S. Department of Education. With the conclusion of the EAG, the ELPA21 Consortium has transitioned to a sustainable entity hosted by UCLA/CRESST that will support member states in their ongoing implementation of ELPA21. The Oregon Department of Education joined ELPA21 at UCLA CRESST in June 2016.

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Electronic Administration

For ELPA21, there is one opportunity to participate per school year for each qualifying English Learner. In this computer-based format, a standard administration in grades Kindergarten – 12 is as a single test with two online segments. Listening, Reading, and Writing items are delivered in the first segment, and Speaking items are delivered in the second segment. The K-1 paper/pencil portion supplement was removed in 2016-17 for ELPA21 testing in Oregon.

A practice test is available online at the OAKS portal for students to ensure that each student is familiar with the testing format, various types of items, and the technological skills needed. Students can take the practice test multiple times, to help the student be prepared in advance of taking the single operational test opportunity.

The ELPA21 High-Level Claims High-level claims are overarching domain-level statements about student abilities.

Reading The English language learner can read and comprehend written English in the context of grade-appropriate activities.

Writing The English language learner can write comprehensible texts that are the result of grade-appropriate activities.

Listening The English language learner can listen and comprehend spoken English in the context of grade-appropriate activities.

Speaking The English language learner can speak comprehensible texts that are the result of grade-appropriate activities.

The English Language Proficiency Standards

The English Language Proficiency standards for the ELPA21 Consortium were developed during 2012-13 by educators and state experts, the Understanding Language Initiative of Stanford University’s Graduate School of Education, WestEd’s Assessment and Standards Development Services, and the Council of Chief State School Officers (CCSSO). The Oregon State Board of Education adopted the English Language Proficiency standards on October 17, 2013.

The standards represent a significant shift for most states in what is known about how ELs learn English. As ELs practice and learn English in the classroom, they simultaneously interact with grade-level academic content. Increasing the expectations for the academic

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http://www.oaksportal.org/

content that students must master in school requires a parallel increase in expectations for English language acquisition. The ELP Standards describe these higher expectations by integrating language development with appropriate language arts, mathematics, and science practices by grade or grade band. The standards describe how language is used to meet the rigorous content demands for each grade/band and how students progress, by grade and grade band, toward English language proficiency. As ELs learn the academic uses of the English language, they acquire the content knowledge necessary to be on track for college and career readiness.

ELPA21 Subclaims

The ELPA21 subclaims represent a disaggregation of the 10 English Language Proficiency (ELP) standards across the domains of reading, writing, listening, and speaking. The subclaim number refers to the ELP standard from which the subclaim was derived. For example, 2W is the writing subclaim derived from standard 2. Because not all claims are relevant to all of the four domains (e.g., standard 3, which focuses on productive skills, maps on to subclaims for speaking and writing but not the receptive skills of listening or reading), there are a total of 26 subclaims. Please refer to the Score Reporting Category section of this document for more information about the ELPA21 subclaims by domain.

ELPA21 Item Specifications and Development Process

All ELPA21 test items went through a rigorous review process. The item quality goals were to ensure that items for the ELPA21 field test were: • of the highest possible quality; • aligned to the ELPA21 Standards proficiency level descriptors (PLDs); • corresponded to the English Language Arts (ELA), math, and science practices; • free of bias and sensitivity issues.

During the development process, assessment specialists reviewed and revised items according to the following types of questions for consideration:

• Does the item test knowledge or a skill or an ability that is called for by the ELPA21 Item Specifications? • Does the item align to the identified ELP Standard(s)? • Is the item within the appropriate range of difficulty as described by the PLDs? • If the passage was selected from a larger text, does the passage make sense on its own? • Is the language structure and complexity grade-appropriate? • Is the vocabulary grade-appropriate? • Does the listening stimulus contain appropriate content for the purpose of the test with the intended test population?

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• Is the listening stimulus realistic? Is the language in an appropriate register for the situation? Is it reflective of spoken language? • Are any graphs or charts correctly and clearly labeled? • Do any graphs or charts provide all the information needed to answer the questions? • In the stem, is a clearly defined problem or task posed for the student? • Can the stem be worded more clearly or concisely? • Are options reasonably parallel in structure and complexity? • Do options fit logically and grammatically with the stem? • Which option do you think is intended to be the correct response? Does your choice agree with the intended key? • Is there a better key for the stem than has been stated among the options? • For constructed response items: Will the prompt elicit a full range of responses as described by the rubrics? • For Technology Enhanced (TE) items: Are the number and types of interactions needed to obtain a correct response appropriate?

All ELPA21 field test items were reviewed for fairness (sensitivity and bias), including these considerations: • Does the material contain language or content that could be offensive or inappropriate for a population subgroup? Could any aspect of the material be construed as elitist, sexist, or racist? Does the material refer to an upsetting or controversial topic?

• Is any outside knowledge (e.g., procedures for making laws) or cultural knowledge (e.g., holiday customs) required to understand the material? Could an explanation be added without damaging the materials?

After the fairness review, all ELPA21 tasks, items, and stimuli were given a substantive editorial review. During the editorial review, each item (including text and any graphics) was checked for correctness and clarity of language, consistency of style, and accessibility. Content and Sensitivity Review panels, made up of educators from the ELPA21 Consortium states participated in the content review committee event(s).

Considerations for the content review committee: • Does the item appropriately measure the identified standard(s) and practice(s)? • Does the item appropriately measure the identified sub-claim in a way that is appropriate to the proficiency level descriptor? • For Selected Response (multiple choice) items, does the item have a single best key? • For Technology Enhanced items, does the item have a correct response as described in the scoring rules? • For Constructed Response items, does the question elicit information that would allow students to demonstrate their language abilities (as described by the draft rubrics)?

• Is the item presented clearly and effectively?

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Consideration for the bias review committee: • Is the item free of content that is potentially biased against or offensive to any identified group?

Design and Accessibility Considerations

A key goal of the ELPA21 assessment system is to maximize accessibility for all students, including students with disabilities. Ways of achieving this goal included following principles of Universal Design in the item design process, following principles of Universal Design in the item writing and review process, evaluating all items for overall accessibility, embedding accessible content using the Accessible Portable Item Protocol, or “APIP,” standard to items that can be rendered accessible via the accommodations specified by APIP, and by developing “twins” for items judged not to be accessible to students with visual impairments in their form as developed for field testing.

All ELPA21 items were designed and written following the principles of Universal Design. Universal Design was incorporated into the process in multiple ways. Item writers and internal and external reviewers were trained in Universal Design for assessment including the following as outlined by Thompson, Johnstone, and Thurlow (2002): 1. Inclusive assessment populations 2. Precisely defined constructs 3. Maximally accessible, non-biased items 4. Simple, clear, and intuitive instructions and procedures 5. Amendable to accommodations 6. Maximum readability and comprehensibility 7. Maximum legibility

ELPA 21 Graphics and Style Information

Fonts The ELPA21 fonts were chosen for grade-appropriateness and accessibility. Grade band Font Kindergarten Comic Sans or Comic Neue 1st Grade Comic Sans or Comic Neue Grade bands 2-3 through 9-12 Verdana

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Editorial Style

In most cases, the ELPA21 assessment follows the 16th edition of the Chicago Manual of Style.

Graphics

Text in graphics will generally be Comic Sans or Verdana depending on the grade band. Exceptions will be made for graphics that require a special look, such as advertisements or posters. Within individual graphics, text sizes may be adjusted as needed to emphasize or de-emphasize certain content in a graphic. Graphics should be large enough for students to read text and view content and small enough to fit in the viewing area on the computer screen. Students should not have to use horizontal of vertical scrolling to view an entire graphic. Graphics should be free of excess white space. Condense graphics as much as possible without compromising legibility and font size. Maximum Size: The maximum size of a graphic depends on the size of the viewing area in the user interface.

Item Stems and Scenarios

1. Selected response (SR) items all consist of a stem and answer options. Stems will be clear and concise, written to the appropriate grade and reading levels using vocabulary and sentence structures appropriate for the grade level. Stems should be engaging for students, avoid using idioms and jargon (unless that is what is being measured), and should be grammatically correct. Stems will use the active voice unless quoting from a passage or other stimulus.

2. SR options are closed stems, open stems, or fill-in-the-blank stems. Closed stems are complete sentences that begin with a capital letter and end of with a punctuation mark. Open stems are sentence fragments that being a complete sentence when combined with the available answer options and do not begin with a capital letter. They do not end with punctuation. A fill-in-the-blank stem consists of a sentence with a word or phrase missing. Negative stems are to be avoided. If a negative stem is used, there should be no negatives in the answer options.

3. Constructed response (CR), extended response (ER), and writing prompts consist only of item stems. The stems are complete sentences written as either questions or imperative commands. Vocabulary and linguistic structure should be at an appropriate level for the grade band; academic vocabulary in the stimulus should reflect the academic vocabulary and academic language use for the lowest grade in the grade band.

4. CR items must be specific about the expected response, construct questions or tasks that measure objectives not easily assessed by SR items, and allow for a range of responses. The directions for the CR items should be consistent with the scoring rubric, and use age appropriate vocabulary and sentence structure. All CR items should avoid questions that invite personal responses about the student’s beliefs, values, lifestyle, etc.

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5. Item passages should be free from bias or sensitivity issues. All passages should be self-contained, functioning as a whole with a beginning, middle, and an end. Passages should contain standard English, and represent a range of topics of interest. Content of passages should show males and females, various ethnic groups, the elderly, and the disabled in a variety of positive roles. Passages should not contain words that might be demeaning to a particular group or references that might tend to stereotype.

6. Information in non-fiction texts should be accurate and true. Texts should be grammatically well formed and should avoid the use of slang or idiomatic phrases (unless that is what is being measured).

Answer Options

1. There should only be one clearly correct answer to each item, unless the item is specifically designed to have multiple correct answers.

2. Answer options should be as brief as possible, without distracting or deliberately misleading verbiage. Options should provide plausible answer options at the student’s level of knowledge.

3. Options should avoid repeating words or phrases from the stem, and should not give clues to the students. 4. The answer options should relate to the stem in some way both grammatically and conceptually, and should not provide nearly the same meaning or synonyms.

5. No answer option should eliminate another answer option, and no answer option should deny the truth of the stem. 6. Answer options should be balanced in length, verb tense, voice, and mood, unless that is what is being measured.

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ELPA21 GRADE 1 OPERATIONAL TEST BLUEPRINT

Domain Number of items Standard (subclaim)

Approximate percentage of items

Reading 17 1R 88% 2R 12%

Writing 14 3W 100%

Listening 17 1L 82% 2L 18% 3S 75%

Speaking 12 4S 17% 5S 8%

Total Test 60

Note: The above table is intended to give only a general understanding of the test makeup. For example, because some items cover multiple standards, not all ELP standards appear on the table.

In addition to the totals mentioned above, the 2017-8 ELPA21 Summative test will include a small number of field test items aligned to Oregon’s ELPA standards. These items are being tested for implementation in the 2018-19 ELPA21 Summative test and will not be included in 2017-18 scoring calculations. Total testing time is not expected to change.

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SCORING AND REPORTING FOR ELPA21

Scoring and reporting for ELPA21 are significantly different than what Oregon students and school district staff have experienced in previous years during the Oregon ELPA. Instead of providing a single, composite-level cut score for proficiency, the ELPA21 provides cut scores for each of the four domains that are tested and then calculates a proficiency determination label based on the four individual domain scores.

For the domains of reading, writing, listening, and speaking, the cut scores are set to create five distinct performance (or achievement) levels. The verbiage of the ELPA21 levels match the same levels on the previous Oregon ELPA as follows:

Level 1 Level 2 Level 3 Level 4 Level 5 Beginning Early Intermediate Intermediate Early Advanced Advanced

There, the similarity ends. While the Oregon ELPA recommended that students be reclassified, or “exited” from EL services at a composite score Level of 5, the ELPA21 recommends reclassification occur at Level 4 or above for each of the four domains. The resulting domain scores lead to three proficiency determination labels and their descriptors. These labels and descriptors are the official ELPA21 scoring rules for the recommendation for student reclassification from EL services. The three proficiency descriptors are Emerging, Progressing, and Proficient.

Here are the official ELPA21-adopted proficiency descriptors, along with Oregon’s adopted “family friendly” versions of those descriptors.

Emerging • ELPA21 Official: Students are Emerging when they have not yet attained a level of English language skill necessary to produce, interpret, andcollaborate on grade-level content-related academic tasks in English. This is indicated on ELPA21 by attaining a profile of Levels 1 and 2 in all four domains. Students scoring Emerging on ELPA21 are eligible for ongoing program support.

• Oregon “family friendly” version: Emerging – A student at the Emerging level does not yet have the ability produce grade-level academiccontent in the English language. For the ELPA21 annual assessment, this means the student scores either Level 1 or Level 2 in each of the fourdomains of reading, writing, listening, and speaking.

Progressing • ELPA21 Official: Students are Progressing when, with support, they approach a level of English language skill necessary to produce, interpret,and collaborate, on grade-level content-related academic tasks in English. This is indicated on ELPA21 by attaining a profile with one or more domain scores above Level 2 that does not meet the requirements to be Proficient. Students scoring Progressing on ELPA21 are eligible for ongoing program support.

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• Oregon “family friendly” version: Progressing – A student at the Progressing level is approaching the ability produce grade-level academic content in the English language with support. For the ELPA21 annual assessment, this means the student scores above a Level 2 on one or more domains, but does not yet meet the requirements to be at the Proficient level on the four domains of reading, writing, listening, and speaking.

Proficient • ELPA21 Official: Students are Proficient when they attain a level of English language skill necessary to independently produce, interpret, collaborate on, and succeed in grade-level content-related academic tasks in English. This is indicated on ELPA21 by attaining a profile of Level 4 or higher in all domains. Once Proficient on ELPA21, students can be considered for reclassification.

• Oregon “family friendly” version: Proficient – A student at the Proficient level can produce grade-level academic content in the English language. For the ELPA21 annual assessment, this means the student scores either Level 4 or Level 5 on each of the four domains of reading, writing, listening, and speaking.

As noted above in the language of the descriptors, a student’s domain results will lead to an appropriate proficiency determination, based on the test performance in the four domains. In simple terms, Emerging results from domain scores at only Levels 1 or 2. Progressing results from domain scores of higher than Level 2 on one or more domain but doesn’t meet the definition of proficient. Proficient results from all domain scores being at Level 4 or above.

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READING Score Reporting Category 1 ELPA21 reading tasks are designed to evaluate a student’s ability to read and comprehend written English in order to engage in grade-appropriate activities in the central content-specific practices associated with ELA and literacy, mathematics, and science. Students are asked to read grade-appropriate texts, and complete the tasks.

Reading Subclaim

In grade-appropriate contexts…

1R The English language learner constructs meaning from literary and informational text.

2R The English language learner demonstrates comprehension of written exchanges of information, ideas, and analyses.

8R The English language learner determines the meaning of words and phrases in literary and informational text.

Overview of the Reading Task Types The reading section contains a series of passages followed by questions about the passages. A number of different types of informational or literary texts will be included. The reading section will assess the receptive modality through items targeting ELP Standards 1, 2, and 8. At Grade 1, students will encounter technology enhanced items (Zone Hot Spot, Drag and Drop Match), standard multiple choice 3-option items, and some more-than-three option items. Some items will be “single selection” (one correct response), and others will be “multiple select” (more than one action required for a correct response). See the Response Formats and Task Type chart sections that follow below for more information.

The Stimulus The reading comprehension questions are meant to provide information about the extent to which English Learners can construct meaning from text through grade-appropriate reading. The reading tasks are designed to evaluate a student’s ability to read and comprehend English in order to engage in grade-appropriate activities in the central content-specific practices associated with ELA and literacy, mathematics, and science. The reading comprehension section will include reading passages followed by questions about the passage. Passages will be of a number of different text types. Because this assessment will report a range of proficiency levels, the test will contain passages covering a range of complexity. The reading passages will be representative of the types of reading material that a student in a K-12 school in the United States might encounter in a school context. These include informational passages in the content areas of social studies, science, and other technical subjects as well as literary passages of the type read in English language arts classes. However, reading passages will not require specialized prior knowledge in order for test takers to comprehend the information they contain. Thus, any content-specific information must be explained within the passage.

Passage Types The ELPA21 Standards require the construction of meaning from grade-appropriate literary and informational texts.

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Correspondence: A short passage in the form of a message from a peer about a school-related activity (e.g. school club, homework, class project, or assignment) Literary: Grade-appropriate literary passages will be narratives (e.g., fables, folk tales, historical fiction, realistic fiction, and science fiction).

Informational: Informational passages present information in the manner of a textbook or other grade-appropriate text explaining content relevant to English language arts (not including fiction), social studies, science, and technical subjects. Such passages typically describe events or processes objectively, categorize information, explain situations and/or present solutions to problems, and may include or be accompanied by non-linear graphics, such as tables or graphs.

Since participation in grade-appropriate written exchanges of information, ideas, and analyses is also required by the standards, grade-appropriate reading passages will include passages typically written by students.

Item Formats • Three option, single section multiple-choice • Three option, multiple-selection multiple choice • Inline Text Choice (Click on Sentence) • Match (Drag and Drop) single selection • Match (Drag and Drop) multiple selection

o sometimes from more than three options • Zone (Hot Spot) single selection

Screen Layout For sets with passages and stimuli, the directions should appear across the top of the screen, with passages and other stimuli appearing in a field on the left side of the screen, and items appearing in a field on the right side, as depicted in the item sample below. The fields will include scrollbars if a passage, stimulus, or item will not display in its entirety within the field.

For Grade 1, some reading items include read-aloud audio for part of the task. Answer options for multiple choice reading items will generally not be read aloud.

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ELPA21 Task Types for Grade 1 Reading Task Type Name Brief Description

Read-along Sentence Zone (hot spot) single selection items are presented with a written sentence that the student hears, along with a picture to support. Student must click on a specific word in the sentence. Sentences will have grammatically simple constructions, such as simple present or present progressive tense, and will be in the active voice. Choose one correct response for each item.

Read and Match (Picture to Word, Picture to Sentence)

3-option single selection multiple choice items, matching either a picture to a word or a picture to a sentence. The graphic (stimulus) is a single picture that depicts a concrete action. The vocabulary is high frequency and will clearly depict the action occurring in the picture. The sentences will have grammatically simple constructions, such as simple present tense or present progressive tense, and be in active voice. Choose one correct response for each item.

Read for Details Set Match (Drag and Drop) multiple selection and more-than-three-option single selection items in which students will read a short text that describes a scene. They will then construct (via drag and drop) an object or scene to reflect the description. The sentences will have grammatically simple constructions, such as simple present and present progressive tense, and will be in the active voice. There will be an image to support the text.

Short Correspondence Set 3-option single selection multiple choice or hot spot zone, with 3 items per set. Items are presented in the form of a short letter or an email written from a friend or acquaintance, teacher, or family member. Response options are in the form of pictures or written text to comprehension questions. Choose one correct response to each question asked, responding to 2 to 4 items per set.

Procedural Text Set 3-option single or multiple selection multiple choice, zone, or match item sets, with 2 to 4 items per set. The sentences will have grammatically simple constructions, such as simple present tense or present progressive tense, be in active voice, and may contain imperatives and sequencing words. Students will answer comprehension questions about a written procedure, a set of directions, and key details. Choose one or more correct responses to each question asked.

Literary Set 3-option single or multiple selection multiple choice, hot spot zone, or drag and drop match item sets, with 2 to 4 items per set. The students will answer questions about main idea, key details, vocabulary, and sequence of events. The sentences will have grammatically simple constructions, such as simple present tense, present progressive tense, simple past tense, and will be in active voice, and may contain sequencing words. The passages are written fictional or historical narratives. Students will choose one or more correct responses to each question asked.

Informational Set 3-option single or multiple selection multiple choice, hot spot zone, or drag and drop match item sets, with 2 to 4 items per set. Items are presented with a reading passage in the form of a grade-appropriate academic text about mathematics, science, or technology topics. Students will answer questions about main idea, key details, and vocabulary. Students will choose one or more correct responses to each question asked.

See the online practice test for Grade 1 for sample reading tasks.

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WRITING Score Reporting Category 2 The writing section is designed to evaluate a student’s ability to construct words and sentences in English in order to engage in grade-appropriate activities in the central content-specific practices associated with ELA and Literacy, mathematics, and science. Students will be asked to respond to items that are designed to elicit evidence ability to write in English in grade-appropriate activities.

Writing Subclaim


2W The English language learner participates in written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

3W The English language learner writes about complex literary and informational texts and topics. 4W The English language learner constructs written claims and supports them with reasoning and evidence. 9W The English language learner writes clear and coherent text. 10W The English language learner uses standard English accurately to communicate in writing.

Overview of the Writing Task Types

The writing section consists of two task types. The tasks increase in complexity. The items consist of technology-enhanced multiple choice (Drag and Drop Match) items.

Item Formats • Match (Drag and Drop) single selection• Match (Drag and Drop) multiple selection

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ELPA21 Task Types for Grade 1 Writing

Task Type Name Brief Description

Word Builder Match (Drag and Drop) single selection items in which the student must drag the correct letter(s) to the available blank space in a single word with a picture accompany the word. A letter or a blend of letters is missing that the student must complete. The words are grade-appropriate high frequency vocabulary words.

Sentence Builder Match (Drag and Drop) multiple selection items in which student will drag and drop word options into the correct order to write a sentence that accurately describes a picture. Sentence length will range from 3 to 12 words.

See the online practice test for Grade 1 for sample writing tasks.

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LISTENING Score Reporting Category 3 The ELPA21 listening tasks are designed to evaluate a student’s ability to comprehend oral English in order to engage in grade-appropriate activities and in the central content-specific practices associated with ELA and literacy, mathematics, and science. Students are asked to listen to conversations, discussions, and oral presentations, and complete the tasks.

The listening stimuli are based on realistic materials and contexts. The listening materials range from individual words, phrases, and sentences to longer passages. The listening section contains a range of content, from simple to complex text. Grade-appropriate listening stimuli for Grade 1 include readalouds, short literary stories, and informational texts that are supported by visuals.

ELPA21 Listening Subclaims

Listening Subclaim


1L The English language learner constructs meaning from oral presentations and literary and informational text. 2L The English language learner demonstrates comprehension of oral exchanges of information, ideas, and analyses. 5L The English language learner conducts research and demonstrates comprehension by evaluating findings presented

orally. 6L The English language learner analyzes and critiques the oral arguments of others. 8L The English language learner determines the meaning of words and phrases in oral presentations.

Overview of the Listening Task Types The listening section consists of six separate task types. The discrete items in the listening section focus on word and sentence level comprehension as well as the ability to construct meaning from oral directions and short informational texts. The passage sets present the students with conversations, academic debates, and informational texts; the student then answers several questions related to the stimulus assessing overall comprehension and the ability to analyze specific features of the stimulus. At grade 1, students will encounter a mix of technology enhanced items (Hot Spot Zone, Drag and Drop Match) and standard multiple choice 3-option items. Some items will be “single selection” (one correct response), and others will be “multiple-select” (more than one action required for a correct response). See the Response Formats and the Task Type chart sections below for more information.

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The Stimuli Listening stimuli are representative of what students would hear from peers and teachers in a 1st grade school setting as they engage in grade-appropriate activities. The stimuli increase in difficulty in order to assess a full range of listening comprehension abilities. At this grade band, listening stimuli include: • Words and sentences • Directions • Short conversations

o 5-15 seconds in length • Long conversations

o 30-60 seconds in length • Literary texts read aloud by a teacher

o 45-70 seconds in length • Oral academic (teacher) presentations

o 50-80 seconds in length

Tasks/items Listening items assess students’ ability to listen to and comprehend text at the 1st grade level. Items range in difficulty from the word and sentence level to overall comprehension and interpretation of longer academic passages.

Response Formats Listening items may be presented in a number of formats, including: • 3-option Single selection multiple choice • Multiple selection multiple choice • Match (Drag and Drop) single selection • Match (Drag and Drop) multiple choice • Zone (Hot Spot) single selection • Zone (Hot Spot) multiple selection

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ELPA21 Task Types for Grade 1 Listening Task Type Name Brief Description

Listen and Match – Word or Sentence

Hot Spot Zone single-selection item, matching a picture to a word or a picture to a sentence from 3 options. The pictures represent grade-appropriate high frequency vocabulary, and will be clear and easy to interpret. For listen and match sentence items, the stimulus will be a single spoken sentence that consists of grade-appropriate simple grammatical constructions, such as the simple present and present progressive tenses. Choose one correct response for each item.

Follow Instructions Drag and Drop Tableau scene, students will click on specific objects or items within the scene, and then drop them into the scene as directed. Scenes might include classrooms, places at home or in the community. There are two levels of instructions and actions: First, choose the correct item(s) named from the options shown. Second, place the item(s) into the correct spot(s) on the tableau as indicated in the stimulus.

Short Conversation Multiple choice or hot spot zone single selection items. Students will listen to a short two-turn conversation. Each conversation stem will lead to 1 - 3 comprehension questions. Answer options may be either pictures or words. Choose one correct response from the options for each question asked.

Long Conversation 3-option multiple choice or hot spot zone single selection items. Students will listen to a multi-turn conversation with 5 to 8 turns. Each conversation will lead to 2 – 4 comprehension questions. The stimulus conversation will be one that students might typically hear from peers and teachers while engaging in grade-appropriate activities. While listening, students will see images of the conversation participants. Answer options may be either pictures or words. Choose one correct response from the options for each question asked.

Read-Aloud Story Single or multiple selection multiple choice, zone, or drag and drop match item sets, with 2 to 4 items per set. A narrative is read aloud and supported with contextualized graphics. Answer options may be either pictures or words. For the technology-enhanced items (zone and match), students may be asked to drag and drop options into the correct order, or drag and drop objects to characters, depending on the detail being tested. Students will choose one or more correct responses from the options for each question asked.

Teacher Presentation Single or multiple selection multiple choice, hot spot zone, or drag and drop match item sets, with 2 to 4 items per set. Students will be presented with a teacher-led presentation or a discussion about an academic topic in the form of a grade-appropriate academic text about ELA, mathematics, or science. Answer options may be either pictures or words. For the technology-enhanced items (zone and match), students may be asked to drag and drop options into the correct order, or move objects to specific locations. Students will choose one or more correct responses from the options for each question asked.

See the online practice test for Grade 1 for sample listening tasks.

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SPEAKING Score Reporting Category 4 The speaking tasks are designed to evaluate a student’s ability to speak in English in order to engage in grade-appropriate activities in the central content-specific practices associated with ELA, mathematics, and science.

Speaking Subclaim


2S The English language learner participates in spoken exchanges of information, ideas, and analyses, by orally responding to peer, audience, or reader comments and questions.

3S The English language learner speaks about complex literary and informational texts and topics. 4S The English language learner constructs spoken claims and supports them with reasoning and evidence 5S The English language learner conducts research, evaluating and orally communicating, findings to answer questions or

solve problems. 9S The English language learner expresses her/himself clearly and coherently in oral communication. 10S The English language learner uses standard English when communicating orally.

Overview of the Speaking Task Types

In the speaking section, students are asked to speak on a variety of topics that draw on personal experience, classroom-based situations, and content-specific practices. Students will be asked to speak on a variety to texts, topics, and experiences developed with relevant details, ideas, and information. Speaking items are all technology-enhanced. The stimulus material and prompt are delivered by computer, and audio responses are digitally captured. The responses are digitally captured and later scored by human raters.

These constructed response items are based on stimuli that include: • text • images • video animations • combinations of the above

The speaking section consists of five task types. The tasks range in complexity. The items consist of technology-enhanced, constructed response tasks. Students will be able to start and stop the recording themselves, and will be able to listen to their responses and re-record as they wish, with no limits to number of re-recordings.

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ELPA21 Task Types for Grade 1 Speaking Task Type Name Brief Description

Classroom Tableau Audio Constructed Response task in which the student is presented with an illustrated tableau depicting a school setting. Audio prompts ask the student to answer a set of questions based on the illustration, practicing oral vocabulary. The student will review the picture and record a response to the five questions included with each task. The five questions will ask about various items in the tableau, obligating responses with singular/plural nouns, assorted verb tenses, frequently occurring prepositions and conjunctions, and simple sentences.

Picture Description Audio Constructed Response task in which the student is presented a picture representing a scene from a school or community setting. The depiction of an everyday scene will have several strange, silly, out of place, or unusual features. Students are prompted to review the picture and then describe two of the silly things they observe. Responses can include singular or plural nouns, frequently occurring prepositions and conjunctions, and simple sentences.

Conversation Audio Constructed Response task in which the student participates in an emulated conversation with two avatars which will include a teacher and a student, or two students. The conversation will be about common topics, such as activities and events in and out of school. The emulated conversation will go through a sequence of three embedded prompts, with each stem inviting a response. Each subsequent stem should logically follow the previous one. The first item introduces the topic and models a response, the second asks for additional information related to the topic, and the third expands the conversation and invites a longer description or explanation on personal experience relating to the conversational topic.

Opinion Audio Constructed Response task in which the student is presented with two or three full-color and illustrated pictures of objects, activities, or situations. The student is asked to choose one of the pictures, or one of his/her own choosing, and give an opinion related to the pictures and then to provide reasoning and support for their choice of picture.

Observe and Report Audio Constructed Response task in which the student is presented with an animated and illustrated video of a science demonstration in a classroom. There is simple narration and the key materials are labeled. The narrator will describe each step of the demonstration, using temporal words. The student will be asked to retell what the teacher did, starting from the beginning and using the pictures to assist as needed.

See the online practice test for Grade 1 for sample speaking tasks.

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ENGLISH LANGUAGE PROFICIENCY STANDARDS EXCERPTS FOR GRADE 1

The full version of the English Language Proficiency standards is found on the ODE website. These standards were adopted by the Oregon State Board of Education in October, 2013. The following pages are excerpts about the overall standards organization, and Grade 1 in particular.

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http://www.oregon.gov/ode/students-and-family/equity/EngLearners/Pages/EnglishLanguageProficiencyStandards.aspx

Alternate Organization of the ELP Standards

The ELP Standards might also be framed in relation to narrower domains of listening, speaking, reading, and writing and also in

relation to broader receptive, 2 productive, and interactive modalities. The interactive modalities category allows fo r emphasis on the need for Ells to meaningfully engage with their peers during content area instruction. (Standards 9 and 10 address the linguistic structures of English and are framed in relation to the CCSS for ELA Language domain.)

Modalities Domains Corresponding ELP Standards Receptive" modalities: This mode refers to the learner as a reader or

construct meaning from oral presentations and literary and listener/viewer working with 'text' whose author or deliverer is not present or accessible. It presumes that the interaction is with 1 informational text th rough grade-appropriate listening, reading, and

authentic written or oral documents where language input is Listeni ng viewing

and meaningful and content laden. The learner brings background

Reading knowledge, experience, and appropriate interpretive strategies to the determine the meaning of words and phrases in oral presentations and task to promote understanding of language and content in order to 8

literary and informational text develop a personal reaction. (Phillips, 2008, p. 96)

Productive modalities: The mode places the learner as speaker and 3

speak and write about grade-appropriat e complex literary and writer for a 'distant' audience, one with whom interaction is not informational texts and topics possible or limited. The communication is set for a specified audience, Speaking has purpose, and generally abides by rules of genre or style. It is a and 4

construct grade-appropriate oral and written claims and support them

planned or formalized speech act or written document, and the Writing with reasoni ng and evidence

learner has an opportunity to draft, get feedback, and revise, before adapt language choices to purpose, task, and aud ience when speaking publication or broadcast. (Phillips, 2008, p. 96) 7

and w riting

Listening, pa rticipate in grade-appropriate oral and written exchanges of

Interactive modalities: Collaborative use of receptive and productive Speaking, 2 information, ideas, and analyses, responding to peer, audience, or

modalities. This mode refers to the learner as a speaker/listener [and] Reading, reader comments and questions

reader/writer. It requires two-way interactive communication where and conduct research and evaluate and communicate findings t o answer negotiation of meaning may be observed. The exchange will provide Writing 5

evidence of awareness of the socio-cultural aspects of communication questions or solve problems

as language proficiency develops. (Phillips, 2008, p. 96) 6 analyze and critique t he arguments of others orally and in writing

2 The terms receptive and productive language functions were used for the ELP standards schema, rather than the newer American Council of Foreign Language Teaching (ACTFL) terms used in Phillips (2008), in keeping with the functional language terms used in the CCSSO (2012) ELPD Framework (which employs the earlier ACTFL terminology). 3 The ability to communicate via multiple modes of representation (e.g., non-verbal communication, oral, pictorial, graphic, textual) may be especially important for Ells w ith certain types of disabilities. When identifying the access supports and accommodations that should be considered for Ells and Ell s w ith IEPs or 504 plans, it is particularly useful to consider ELL needs in relation to broader receptive, productive, and interactive modalities when listening, speaking, reading, or w riting are not the explicit focus of the construct(s) being inst ructed or assessed.

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Grade 1 ELP Standards

Grade 1: Standards 1and2

ELP Standard By the end of each English language proficiency level, an ELL can ... Levell Level2 Levell Level4 Levels

An ELL can ... with prompting and use an emerging set of use a developing set of use an increasing range of use a wide range of

support (including context strategies to: strategies to: strategies to: strategies to:

construct and visual aids), use a very

meaning from limited set of strategies to:

oral

presentations • identify a few key words • identify key words and • identify main topics, • identify main topics • identify main topics and literary and phrases • answer questions about • ask and answer • ask and answer

.-t informational key details questions about an questions about key . text through .-t • retell some key details or increasing number of key details grade- events details • retell stories, including appropriate • retell familiar stories or key detai ls listening,

episodes of stories reading, and

viewing. from read-alouds, picture from read-alouds, simple from read-aloud texts, from read-alouds, written from read-alouds, w ritten books, and oral written texts, and oral simple written texts, and texts, and oral texts, and oral

presentations. presentations. oral presentations. presentations. presentations.

An ELL can ... • listen to short • participate in short • participate in short • participate in discussions, • participate in extended

conversations conversations discussions, conversations, and discussions,

participate in • respond to simple • take turns conversations, and short written exchanges conversations, and

grade- yes/no and some wh- • respond to simple yes/no written exchanges • fol low rules for written excha nges appropriate oral questions and wh- questions • follow rules for discussion • follow rules for and written discussion • ask and answer questions discussion exchanges of • ask and answer simple • respond to the • ask and answer

N information, questions comments of others questions .-t ideas, and • make comments of his or • build on the comments

analyses, her own of others

responding to • contribute his or her

peer, audience, own comments

or reader

comments and about familiar topics. about familiar topics. about familiar topics.

questions. about a variety of topics about a variety of topics

and texts. and texts.

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Grade 1: Standards 3, 4, and 5

ELP Standard By the end of each English language proficiency level, an ELL can ... Levell Level 2 Level3 Level4 Levels

An ELL can ... using simple sentences including a few

and drawings or descriptive detail s,

speak and write about illustrations,

grade-appropriate • communicate simple • communicate simple • deliver short simple • deliver short simple • del iver oral complex literary and information or messages oral presentations oral presentations presentations

~ informational texts and feelings • compose short w ritten • compose written texts • compose written texts . topics . texts .-t

about famil iar topics or about familiar topics, about familiar topics, about a variety of t exts, about a variety of texts,

experiences. experiences, or events. stories, experiences, or topics, experiences, or topics, experiences, or

events. events. events.

An ELL can ... • express a preference • express an opinion •express an opinion • express opinions • express opinions or opinion • give a reason for the • give a reason for t he • introduce the topic

construct grade- opinion opinion • give a reason for the appropriate oral and opinion

~ written claims and • provide a sense of . .-t

support them with closure reasoning and evidence. about familiar topics, about fami liar stories, about a variety of texts about a variety of texts, about familiar topics

experiences, or events. experiences, or events. topics, experiences, and or experiences. topics, experiences, or

events. events.

An ELL can ... with prompting and with prompting and with prompting and w ith prompting and with prompting and

support from adults, support from adults, support from adults, support from adults, support from adult s,

conduct research and

evaluate and • participate in shared • participate in shared • participat e in shared • participate in shared • participate in shared communicate findings to research projects research projects research projects research projects research projects answer questions or •gather information •gather information • gather information •gather information • gather information

Ll'l solve problems. • label information • summarize some key • summarize •summarize information • summarize information . .-t

information information • answer a question • answer a question

from provided sources from provided sources from provided sources from provided sources from provided sources

showing limited control. showing emerging showing developing showing increasingly showing independent

control. control. independent control. control.

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Grade 1: Standards 6, 7, and 8

ELP Standard By the end of each English language proficiency level, an ELL can ... Level 1 Level 2 Level3 Level 4 Levels

An ELL can ... [Standard introduced at with prompting and

Level 2.] support,

analyze and U) critique the • identify a reason an • identify one or two • identify reasons an author • identify appropriate ..-! arguments of author or a speaker reasons an author or a or a speaker gives to reasons an author or a

others orally and gives to support a speaker gives to support the main point. speaker gives to support in writing. point. support the main point. the main point.

An ELL can ... [Standard introduced at [Standard introduced at • show a developing • show awareness of • shift appropriately between

Level 3.] Level 3.] awareness of the differences between informal "playground

adapt language difference between informal "playground speech" and language

choices to appropriate language speech" and language appropriate to the

purpose, task, for the playground and

appropriate to the classroom most of the time " language for the ..-! and audience classroom. classroom

when speaking • use words learned through and writing. • use some words learned conversations, reading, and

through conversations, being read to.

reading, and being read to.

An ELL can ... with prompting and with prompting and using sentence-level using sentence context, using context, some visual

support (including support (including context and visual aids, visual aids, and some aids, and knowledge of

determine the context and visual aids), context and visual aids), knowledge of frequently morphology (e.g., simple

meaning of words occurring root words and inflectional endings such as

and phrases in their inflectional forms, -ed, -ing, and some common ora I presentations prefixes), and literary and

informational • recognize the • answer and sometimes • answer and sometimes •answer and ask questions • answer and ask questions to text. meaning of a few ask simple questions to ask questions to help to help determine the help determine or clarify

co frequently occurring help determine the determine the meaning meaning of less common the meaning of words, ..-! words and phrases meaning of frequently of some less frequently words, phrases, and phrases, and idiomatic

occurring words and occurring words and simple idiomatic expressions

phrases phrases expressions

in simple oral in simple oral in oral presentations, in oral presentations and in oral presentations and

presentations and read- presentations and read- read-alouds, and simple written texts about a variety written texts about a variety

alouds about familiar alouds about familiar texts about familiar of topics, experiences, or of topics, experiences, or

topics, experiences, or topics, experiences, or topics, experiences, or events. events.


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Grade 1: Standards 9 and 10

ELP Standard By the end of each English language proficiency level, an ELL can ...

Levell Level2 Level3 Level 4 Levels An ELL can ... [Standard introduced at with support (including with support (including

Level 2.] visual aids and modeled modeled sentences},

create clear and sentences),

coherent grade-

appropriate • retell an event • retell (in speech or • recount two or three • recount a more complex speech and text. • present simple writing) a simple events in sequence sequence of events in

information sequence of events in the • present simple the correct order

correct order information about a topic • introduce a t opic

°' • present simple • provide some facts . or-t information about a topic

with emerging control of with developing control of with increasingly using temporal words t o

some frequently occurring some frequently occurring independent control of signal event order and

linking words. linking words (e.g., and, so) some temporal words (e.g., using frequently occurring

and temporal words (e.g., next, after),and some conjunctions (linking

first, then). frequently occurring linking words or phrases).

words (and, so).

An ELL can ... with support (including with support (including with support (including

context and visual aids), visual aids and sentences) modeled sentences),

make accurate use • understand and use a

of sta ndard • recognize and use • use some singular and •use an increasing number • use singular and plural

English to small number of frequently occurring plural nouns of singu lar and plu ral nouns w ith matching

communicate in frequently occurring nouns, verbs, • use verbs in the present nouns, and verbs verbs,

grade-appropriate nouns and verbs, prepositions, and and past tenses •use present and past verb • use past, present, and

speech and • understand and use conjunctions (e.g., and, • use frequently occurring tenses wit h appropriate fut ure verb tenses 0 writing. very simple sentences but, or) prepositions and subject-verb agreement • use frequently occurring or-t or-t • respond to simple • produce simple conjunctions •use frequently occurring prepositions and

questions. sentences. • produce and expand prepositions and conjunctions

simple sentences conjunctions • produce and expand

• produce and expa nd simple and compound simple and some sentences compound sentences

in response to prompts. in response to prompt s. in response t o prompts.

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Design Features of the Correspondences with English Language Arts/Literacy, Mathematics, and Science Standards

To ensure the ELP standards specify the language that all Ells must acquire in order to successfully engage with college-and-careerready standards in ELA & Literacy, mathematics, and science, two methods of correspondence mappings have been conducted for

these ELP Standards:

1. Correspondences with the CCSS for Mathematics and Next Generation Science Standards {NGSS) Practices

Following the guidance found in the CCSSO Framework for English Language Proficiency Development Standards Corresponding to the Common Core State Standards and the Next Generation Science Standards {the " CCSSO ELPD Framework") {CCSSO, 2012), one set of correspondences was created for the language demands associated with the mathematics, science, and ELA practices. The CCSS Standards for Mathematical Practices a.k.a., the Mathematical Practices are the first eight standards for the CCSS for Mathematics and the NGSS Science and Engineering Practices are one of three dimensions in every NGSS standard. A set of ELA "Practices" was created for the CCSSO ELPD Framework since the CCSS for ELA & Literacy did not include specific practices in their original form. {All three groups of practices are shown in Figure 1

below).

2. Correspondences with the CCSS for ELA & Literacy Standards

A second type of correspondence analysis was conducted to show the relationship between the ELP Standards and the language demands found in the CCSS for ELA & Literacy.4 This second set of correspondences is particularly useful as the ELP Standards and the CCSS for ELA & Literacy Standards have a similar internal construction {based on reading, writing, speaking, listening, and language) .

What are the practices? The term practices refers to behaviors which developing student practitioners should increasingly use when engaging with the content and growing in content-area maturity and expertise throughout their elementary, middle, and high school years. The term "practices" is used rather than "processes" or "inquiry skills" to emphasize that engaging in [discipline-specific] investigation requi res not only skill but also knowledge that is specific to each practice (NRC, 2012, p. 30).

The practices identified within the CCSS for Mathematics and the NGSS are key parts of the standards themselves. 5 Because the CCSS for ELA & Literacy does not explicitly identify key practices and core ideas in its original form, an analogous set of ELA "Practices" was created for the CCSSO ELPD Framework through a close analysis of the priorities contained w ithin the ELA standards themselves {CCSSO, 2012, p. 16). Relationships and convergences among the mathematics, science, and ELA practices are shown in Figure 1.

4 As noted in the CCSS for ELA & Literacy, the K-5 standards focus on rea ding, writing, speaki ng, listening, and language across the curricu lum, reflecting the fact that most or all of the instruction students in these grades receive comes from one teacher; grades 6-12 are covered in two content area-specific sections, t he first for English language arts teachers and the second for teachers of history/social st udies, science, and technical subjects. 5 States who are applying for flexibility regarding specific requirements of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001, must have ELP Standards that correspond to the state's college-and-career-ready standards.

Page | 30

Figure 1. Venn diagram showing relationships and convergences among the Mathematics, Science, and ELA Practices

Relationships and tf\ath

Convergences MP1. Make sense of problems and persevere in solving them

SP2. Develop and use models

SP4. Model with mathematics

SP1. Ask questions and define problems

Found in:

1. CCSS for Mathematics (practices)

2a. CCSS for ELA & Literacy (student capacity)

2b. ELPD Framework (ELA "practices")

3. NGSS (science and engineering practices)

Notes:

1. MP1- MP8 represent CCSS Mathematical Practices (p. 6-8).

MP2. Reason abstractly and quantitatively

MP6. Attend to precision

MP7. Look for and make use of structure

MPS. Look for and express regularity in repeated reasoning

EP7*. Use

technology and digital media

strategically and capably

SP5. Use mathematics and computational thinking

EP1. Support analysis of range of gradelevel complex texts and evidence

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

SP7. Engage in argument from evidence

SP3. Plan and carry out investigations

SP4. Analyze and interpret data

SP6. Construct explanations and design solutions

SPS. Obtain

evaluate, and communicate

information

2. SP1 -SP8 represent NGSS Science and Engineering Practices.

MP5. Use appropriate tools strategically

EP2. Produce clear and coherent writing in

which the development, organization, and style are

appropriate to task, purpose, and audience

3. EP1 - EP6 represent CCSS for ELA "Practices" as defined by the ELPD Framework (p.11).

4. EP7* represents CCSS for ELA student "capacity" (p.7).

Stanford '-RAOU,\lE SCHOOE OF

EDUCATION

Understanding Language Suggested citation:

.. J)-1u.1i;r. l•IC .. ,<Y J1no t~·.·1-1r11 n ~Ile Co .. lt'nl '•'NS

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

Cheuk. T. (2013). Relationships ancl convergences among the mathematics. science, and ELA practices. Refined version of diagram created by the Understanding Language Initiative for ELP Standards. Stanford. CA: Stanford University.

Page | 31

Grade 1 ELA Standards Matrix

Use the Grade 1 ELA Standards Matrix to identify a CCSS for ELA Standard and its corresponding ELP Standard. Click on the ELP Standard number to go to the standard within this document. The reference codes for ELA Standards are a simplified version of those used in the CCSS documents; in particular, the grade level code was deleted since a teacher will be reading the matrix that perta ins to her/his grade level.

ELP Standards

1 construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing

participate in grade-appropriate oral and written exchanges of information,

2 ideas, and analyses, responding to peer, audience, or reader comments and questions

l speak and write about grade-appropriate complex literary and informational texts and topics

4 construct grade-appropriate oral and written claims and support them with reasoning and evidence

~ conduct research and evaluate and communicate findings to answer questions or solve problems

§ analyze and critique the arguments of others orally and in writing

7 adapt language choices to purpose, task, and audience when speaking and writing

~ determine the meaning of words and phrases in oral presentations and literary and informational text

2 create clear and coherent grade-appropriate speech and text

10 make accurate use of standard English to communicate in grade-appropriate speech and writing

Legend for Domains

RL RI w

Reading for Literature Reading for Informational Texts Writing

SL L

Speaking and Listening Language

Corresponding CCSS for ELA Standards RL RI w SL L

1, 2, 3 1, 2, 3, 7 2

6 1

2, 3 4, 5

1 4

7,8 4, 5

8 1 3

5 6 6

4 4 4,5

2,3 4

1

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Grade 1 ELP Standards with Correspondences

Grade 1: Standard 1

By the end of each English language proficiency level, an ELL can .••

ELP.1.1. Level 1 Level2 Level3 Level4 Levels

An ELL can •.. with prompting and use an emerging set of use a developing set of use an increasing range of use a wide range of

support (including context strategies to: strat egies to: strategies to: strategies to:

construct meaning and visual aids), use a very

from oral limited set of strategies to:

presentations and • identify a few key words • identify key words and • identify main topics, • identify main topics • identify ma in topics

literary and informational text

phrases • answer questions about • ask and answer • ask and answer

through grade-key details questions about an questions about key

appropriate listening, • retell some key details or increasing number of key detai ls

events deta ils • ret el l stories, including reading, and

• retell familiar stories or key details viewing ... episodes of stories

from read-alouds, picture from read-a louds, simple from read-aloud texts, from read-alouds, w ritten from read-alouds, w ritten

books, and oral written texts, and oral simple written texts, and texts, and oral texts, and oral

presentations. presentations. oral presentations. presentations. presentations.

when engaging in one or more of the following content-specific practices:

EPl. Support analyses of a range of grade-level complex texts with evidence. MPl. Make sense of problems SPl. Ask questions and EP3. Construct va lid arguments from evidence and critique the reasoning of others. and persevere in solving define problems. EP4. Build and present knowledge from research by integrating, comparing, and synthesizing ideas from texts. them . EPS. Build upon the ideas of others and articulat e his or her own ideas when working collaboratively.

when engaging in tasks aligned with the following Grade 1 ELA Standards:

Literature Informational Text RL.2. Retell stories, including key details, and demonstrate understanding of their Rl .2. Identify the main topic and retell key details of a text .

central message or lesson. Rl .3. Describe the connection between t wo individuals, events, ideas, or pieces of RL.3. Describe characters, settings, and major events in a story, using key details. information in a t ext.

RL.1., Rl.1. Ask and answer questions about key details in a text. Rl.7. Use the illustrations and details in a text to describe its key ideas.

SL.2. Ask and answer questions about key detai ls in a t ext read aloud or information presented orally or t hrough other media.

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Grade 1: Standard 2

By the end of each English language proficiency level, an ELL can • .•

ELP.1.2. Level 1 Level2 Level3 Level4 Level 5

An ELL can ... • listen to short • participate in short • participate in short • participate in discussions, • participate in extended

conversations conversations discussions, conversations, and discussions,

participate in grade- • respond to simple • take turns conversations, and short written exchanges conversations, and

appropriate oral and yes/no and some wh- • respond to simple yes/no written exchanges • follow ru les for written exchanges

written exchanges of questions and wh- questions • follow rules for discussion • follow ru les for

information, ideas, discussion • ask and answer questions discussion

and analyses, • ask and answer simple • respond to the • ask and answer questions

responding to peer, questions comments of others • bu ild on the comments of

audience, or reader • make comments of his or others

comments and her own • contribute his or her own

questions .. . comments

about familiar topics. about familia r topics. about familiar top ics. about a variety of topics about a variety of topics

and texts. and text s.


EPl. Support analyses of a range of grade-level complex MPl. Make sense of problems and persevere in SP4. Analyze and interpret dat a. texts with evidence. solving them. SP6. Construct exp la nations and design solutions.

EPS. Build upon the ideas of others and articulate his or MP6. Attend to precision. SPS. Obtain, evaluate, and communicat e information. her own ideas when working collaboratively.


W.6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

SL.1. Participate in collaborative conversations with diverse partners about Grade 1 topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about t he topics and t exts under discussion). b. Build on others' talk in conversations by responding to the comments of others th rough multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion.

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Grade 1: Standard 3

By the end of each English language proficiency level, an ELL can . ..


An ELL can ... using simple sentences and including a few descriptive

drawings or il lustrations, deta ils,

speak and write about grade-appropriate • commun icate simple • communicate simple • deliver short simple oral • deliver short simple oral •deliver o ral presentations

complex literary and information or feelings messages presentations presentations • compose written texts

informational texts • compose short written • compose written texts

and topics ... texts

about familiar topics or about familia r topics, about familiar topics, about a variety of texts, about a variety of texts,

experiences. experiences, or events. stories, experiences, or topics, experiences, or topics, experie nces, or



EPl. Support analyses of a range of grade-level complex MPl. Make sense of problems and persevere in solving SP6. Construct expla nations and design solutions. texts with evidence. them. SP8. Obtai n, evaluate, and communicate information.

EP2. Produce clear and coherent writing in which the MP6. Attend to precision. development, organization, and style are appropriate to the task, purpose, and audience.


W.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. W.3. Write narratives in which they recount two or more appropriately sequenced events, include some deta ils regarding w hat happened, use temporal words to signal

event order, and provide some sense of closure.

SL.4. Describe people, places, things, and events with relevant deta ils, expressing ideas and fee lings clearly. SL.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Page | 35

Grade 1: Standard 4



An ELL can ... • express a preference or • express an opinion •express an opinion • express opinions •express o pinions opinion • give a reason for the • give a reason for the •int roduce the topic

construct grade- opin ion opinion • give a reason for the

appropriate oral and opinion

written claims and • provide a sense of

support them with closure

reasoning and about familiar topics or about familiar topics, about familiar stories, about a variety of texts about a variety of texts,

evidence ••• experiences. experiences, or events. experiences, or events. topics, experiences, and topics, experiences, or

events. events.


EP2. Produce clear and coherent writing in which the development, MP3. Construct viable arguments and SP4. Analyze and interpret data . organization, and style are appropriate to task, purpose, and critique reasoning of others. SP7. Engage in argument from evidence.

audience. MPG. Attend to precision. SP8. Obtai n, evaluate, and communicate EP3. Construct valid arguments from evidence and critique the information.

reasoning of others. EPS. Build upon the ideas of others and articulate his or her own ideas

when working collaboratively. EP6. Use English structures to communicate context-specific messages.


W.1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

SL.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

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Grade 1: Standard 5

By the end of each English language proficiency level, an ELL can ...


An ELL can ... with prompting and with prompting and with prompting and with prompting and with prompting and

support from adults, support from adults, support from adults, support from adult s, support from adu lts,

conduct research and evaluate and • participate in shared • participate in shared • participate in shared • participat e in shared • participate in shared

communicate findings research projects research projects resea rch projects research projects research projects

to answer questions •gather information •gather information •gather information • gather information • gather information

or solve problems ... • label information • summarize some key • summarize information • summarize information • summarize information

information • answer a question • answer a question

from provided sources from provided sources from provided sources from provided sources from provided sources

showing limited control. showing emerging control. showing developing showing increasingly showing independent

control. independent control. control.


EPl. Support analyses of a range of grade-level complex texts with MPl. Make sense of problems and SP3. Plan and carry out investigations. evidence. persevere in solving them. SP6. Construct explanations and design solutions.

EP4. Build and present knowledge from research by integrating, SPS. Obtain, evaluate, and commu nicate comparing, and synthesizing ideas from texts. information.

EPS. Build upon the ideas of others and articulate his or her own ideas when working collaboratively.

EP6. Use English structures to communicate context-specific messages.


W.7. Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions). W.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

SL.4. Describe people, places, t hings, and events with relevant details, expressing ideas and feelings clea rly. SL.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

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Grade 1: Standard 6


ELP.1.6. Level 1 Level2 Level 3 Level 4 Level 5

An ELL can ... [Standard introduced at with prompting and

Level 2.) support,

analyze and critique the arguments of • identify a reason an • identify one or two • identify reasons an • identify appropriate

others orally and in author or a speaker gives reasons an author or a author or a speaker gives reasons an author or a

writing ... to support a point. speaker gives to support t o support t he main speaker gives to support

t he main point. point. the main point.


EP2. Produce clear and coherent writing in which the development, MPl. Make sense of problems and persevere SPl. Ask questions and define problems. organization, and style are appropriate to task, purpose, and in solving them. SP6. Construct explanations and design audience. MP3. Construct viable arguments and solutions.

EP3. Construct valid arguments from evidence and critique the reasoning critique reasoning of others. SP7. Engage in argument from evidence. of others. SPS. Obta in, evaluate, and communicate

EP4. Build and present knowledge from research by integrating, information. comparing, and synthesizing ideas from texts.

EPS. Build upon the ideas of others and articulate his or her own ideas when working collaboratively.


Rl.8. Identify the reasons an author gives to support points in a text.

W.1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for t he opinion, and provide some sense of closure.

SL.3. Ask and answer questions about what a speaker says in order to gather additional information or clarify somet hing t hat is not understood.

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Grade 1: Standard 7


ELP.1.7. Levell Level 2 Level3 Level4 Levels

An ELL can ... [Standard introduced at [Standard introduced at • show a developing • show awareness of • shift appropriately

Level 3.) Level 3.) awareness of the differences between between informal

adapt language difference between informal "playground "playground speech" and

choices to purpose, appropriate language speech"andlanguage language appropriate to for the playground and

task, and audience language for the appropriate to the the classroom most of t he

when speaking and classroom. classroom time

writing ... • use some words learned • use words learned through

through conversations, conversations, reading,

reading, and being read to. and being read to.


EP2. Produce clear and coherent writing in which the development, MP6. Attend to precision. SPl. Ask questions and define problems. organization, and style are appropriate to the task, purpose, and SP6. Construct explanations and design solutions. audience. SPS. Obtain, evaluate, and communicat e information.

EP6. Use English structures to communicate context-specific messages.


W.S. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

SL.6. Produce complete sentences when appropriate to task and situation.

L.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Grade 1: Standard 8


ELP.1.8. Level 1 Level2 Level3 Level 4 Level 5

An ELL can ... with prompting and support with prompting and support using sentence-level context using sentence context, using context, some visual (including context and visual (including context and visual and visual aids, visual aids, and some aids, and knowledge of

determine the aids), aids), knowledge of frequent ly morphology (e.g., simple

meaning of words occurring root words and inflectiona l endings such

their inflectional forms, as -ed, -ing, and some and phrases in oral • recognize the meaning of • answer and sometimes ask • answer and sometimes • answer and ask common prefixes), presentations and a few frequently occurring simple questions to help ask questions to help questions to help

literary and words and phrases determine the meaning of determ ine the meaning of determine the meaning • answer and ask

informational text ... frequently occurring some less frequently of less common words, questions to help words and phrases occurring words and phrases, and simple determine or clarify the

phrases idiomatic expressions meaning of words, phrases, and idiomatic expressions

in simple oral presentations in simple oral presentations in oral presentations, read- in oral presentations and in oral presentations and and read-alouds about and read-alouds about alouds, and simple texts written texts about a written t ext s a bout a

familiar topics, experiences, familiar topics, experiences, about familiar topics, variety of topics, variety of topics,

or events. or events. experiences, or events. experiences, or events. experiences, or events.


EPl. Support analyses of a range of grade-level complex texts with evidence. MPl. Make sense of problems and SPl. Ask questions and define problems. EPG. Use English structures to communicate context-specific messages. persevere in solving them. SP8. Obtain, evaluate, and communicate information.


Literature Informational Text RL.4. identify words and phrases in stories or poems that suggest feelings or appeal to Rl.4. Ask and answer questions t o help det ermine or clarify the meaning of words

the senses. and phrases in a text. L.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of

strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Use frequently occurring affixes as a clue to the meaning of a word. c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

l.S. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic)

by defining or choosing them or by acting out the meanings.

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Grade 1: Standard 9


ELP.1.9. Level 1 Level2 Level3 Level4 Level 5

An ELL can ... [Standard introduced at with support (including with support (including

Level 2.] visual aids and modeled modeled sentences),

create clear and sentences),

coherent grade- • retell (in speech or • recount two or three • recount a more complex

appropriate speech • retell an event writing) a simple events in sequence sequence of events in the

and text ... • present simple sequence of events in t he • present simple correct order

information correct order information about a topic • introduce a topic

• present simple • provide some facts about

information a topic

with emerging control of with developing control of with increasingly using temporal words t o

some frequently occurring some frequently occurring independent control of signal event order and

linking words. linking words (e.g., and, so) some temporal words (e.g., using frequently occurring

and temporal words (e.g., next, after),and some conjunctions (l inking words

first, then ). freq uently occurring linking or phrases).

words (and, so) .


EP2. Produce clear and coherent writing in which the MPl. Make sense of problems and persevere in solving SP7. Engage in argument from evidence. development, organization, and style are them. SPS. Obtain, eva luate, and communicate appropriate to task, purpose, and audience. MP3. Construct viable arguments and critique reasoning information.

of others.


W.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. W.3. Write narratives in which they recount two or more appropriately sequenced events, include some details rega rding what happened, use temporal words to signa l

event order, and provide some sense of closure.

SL.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clear ly.

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Grade 1: Standard 10


ELP.1.10. Level 1 Level 2 Level 3 Level4 Levels

An ELL can ... with support (including with support (including with support (including

context and visual aids), visual aids and sentences) modeled sentences),

make accurate use • understand and use a • recognize and use • use some singular and •use an increasing number • use singular and plural

of standard English small number of frequently occurring plural nouns of singular and plural nouns with matchi ng

to communicate in frequently occurring nouns, verbs, • use verbs in the present nouns, and verbs verbs,

grade-appropriate nouns and verbs, prepositions, and and past tenses • use past and present verb • use past, present, and

speech and • understand and use very conjunctions (e.g., and, • use frequently occurri ng tenses w ith appropriate future verb tenses

writing ... simple sentences but, ar) prepositions and subject-verb agreement • use frequently occurr ing

• respond to simple • produce simple conjunctions • use frequently occurring prepositions and

questions. sentences. • produce and expand prepositions and conjunctions

simple sentences conjunctions • produce and expand

•prod uce and expand simple and compound

simple and some sent ences

compound sentences

in response to prompts. in response to prompts. in response to prompts.


EP2. Produce clear and coherent writing in which the development, MP6. Attend to precision. SP8. Obtain, evaluate, and communicate information. organization, and style are appropriate to task, purpose, and audience.

EP6. Use English structures to communicate context- specific messages.


L.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print all upper- and lowercase letters. b. Use common, proper, and possessive nouns. c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, t hem, their, anyone, everything). e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I wa lked home; Today I walk home; Tomorrow I will walk home). f. Use frequently occurring adjectives. g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). h. Use determiners (e.g., articles, demonstratives). i. Use frequently occurring prepositions (e.g., during, beyond, toward) . j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

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ELPA21 PERFORMANCE STANDARDS

The ELPA21 performance standards (“cut scores”) were adopted by the Oregon State Board of Education on October 20, 2016.

ELPA21 Performance Standards (Cut Scores) for Grade 1

Domain Level 1 (Beginning) Level 2 (Early Intermediate) Level 3 (Intermediate) Level 4 (Early Advanced) Level 5 (Advanced)

Reading 478 or below 479-514 515-583 584-628 629 or above Writing 497 or below 498-547 548-612 613-640 641 or above Listening 434 or below 435-466 467-548 549-593 594 or above Speaking 527 or below 528-576 577-592 593-618 619 or above

The ELPA21 cut scores were developed by domain at each individual grade other than the high school (grades 9-12) grade band.

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ELPA21 ACHIEVEMENT LEVEL DESCRIPTORS

The ELPA21 Achievement Level Descriptors were adopted by the Oregon State Board of Education on October 20, 2016.

Achievement Level Descriptors (ALDs), also known as Performance Level Descriptors, describe what students know and can do by domain based on the assessment. These indicators can be used by educators to target instruction for each of the four domains, and to inform parents and students of the expectations for students to be considered proficient in English at a particular grade level or grade band. The final Achievement Level Descriptors for ELPA21 are the result of the work of ELPA21 member-state education department staff, panelists at the standards setting event in July 2016, local-state educators, parents, university partners, and state teams to establish the minimum scores and descriptors required for each performance level.

The ELPA21 Achievement Level Descriptors are based on a sampling of a larger set of testable content outlined in the English Language Proficiency standards. Domain results for individual students are only one indicator of student language ability as measured at the time of testing. These statements give a general description of what most students know and can do within a particular band of performance and are presented in the order of the way they are reported rather than by importance or test emphasis. Students who score at or within a particular level of performance possess a range of the abilities described in the ALDs for that proficiency level and generally have mastered the skills described in the preceding achievement levels for that grade or grade band.

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ELPA21 Achievement Level Descriptors (ALDs) Grade 1—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: 478 or below Score Range: 479-514 Score Range: 515-583 Score Range: 584-628 Score Range: 629 or above When reading grade- When reading grade- When reading grade-appropriate When reading grade- When reading grade-appropriate text, the appropriate text, the appropriate text, the student at text, the student at Level 3 is appropriate text, the student at student at Level 5 is working on: student at Level 1 is Level 2 is working on: working on: Level 4 is working on: working on: 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.

Writing Level 1 Beginning

Writing Level 2 Early Intermediate

Writing Level 3 Intermediate

Writing Level 4 Early Advanced

Writing Level 5 Advanced

Score Range: 497 or below Score Range: 498-547 Score Range: 548-612 Score Range: 613-640 Score Range: 641 or above When writing, the student at Level 1 is working on:

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




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.

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ELPA21 Achievement Level Descriptors (ALDs) Grade 1—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: 434 or below Score Range: 435-466 Score Range: 467-548 Score Range: 549-593 Score Range: 594 or above When listening, the student at Level 1 is working on:

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




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.

Speaking Level 1 Beginning

Speaking Level 2 Early Intermediate

Speaking Level 3 Intermediate

Speaking Level 4 Early Advanced

Speaking Level 5 Advanced

Score Range: 527 or below Score Range: 528-576 Score Range: 577-592 Score Range: 593-618 Score Range: 619 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 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.

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ELPA21 RUBRICS FOR HAND-SCORED ITEMS – SPEAKING

Holistic ELPA21 scoring rubrics for speaking tasks are provided for teacher use. Teachers may use these rubrics as instructional tools for their English Learners’ language development in the domain of speaking. Students may benefit from knowing how these task types on ELPA21 will be scored.

Speaking Rubric - Classroom Tableau – Grade 1

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Score Descriptors

Responses at the 3 level are typically characterized by:

• The student effectively uses appropriate vocabulary that is relevant to the task .

3 • Use of grammar and structures is effective, though the response may contain isolated minor errors that do not interfere with meaning.

• The student effectively answers the question and provides relevant information as required by the task.


• The use of grammatical structures and vocabulary may be limited or noticeably 2 inaccurate but do not obscure the student's overall meaning.

• The student partially addresses the topic and task, but the response is not fully relevant to the task or is otherwise incomplete.


• Errors in use of grammatical structures and vocabulary interfere with the speaker's 1 meaning most of the time.

• The response includes some words and phrases relevant to the topic and task, but is otherwise unconnected to the question.

The response does not address the communicative demands of the task.

Responses at the 0 level are typically characterized by: 0 • Only in a language other than English

• Refusal • Off Task/Topic • Unintelligible

Speaking Rubric - Conversation – Grade 1

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Score Descriptors


• The student accurately uses a variety of structures (simple and compound) that are appropriate. The use of vocabulary is accurate, and word choice is appropriate. The response may contain isolated

5 minor errors in language that do not obscure meaning.

• When prompted, the student presents an accurate summary of the sequence of events, using clearly appropriate information and specific details. Organization among ideas is clear, and use of linking words to signal sequence and order of events is appropriate.


• The student uses simple and/or complex structures that are appropriate. The use of vocabulary is generally accurate and appropriate. Some grammar and vocabulary may be inaccurate or imprecise , but these few errors do not obscure meaning.

4 • When prompted, the student provides a largely accurate summary of the sequence of a few events using relevant information and details. Though generally good, the development of ideas in the response may not be consistent, including occasional redundancy, digression, or omission of a couple of minor details. Organization among ideas is largely clear, though there may be an occasional lapse in the use of linking words.


• The student exhibits control of appropriate simple structures and vocabulary, though the range of structures and vocabulary may be limited. Errors in usage may occasionally obscure meaning.

3 • When prompted, the student provides a partially successful summary of the sequence of a couple of events. The response includes main ideas and some relevant information from the stimulus but some details may be incomplete, irrelevant, erroneous, or missing. The events may be recounted in the correct order, though connections between some ideas may be missing or obscured.


• Control of structures and vocabulary may be limited, and frequent errors may interfere with meaning .

2 • When prompted , the student provides a limited summary of the stimulus . One event may be described, but other essential information may be omitted, vague, unclear, or incorrect. Some frequently occurring linking words may be used, but otherwise missing or unclear connections between ideas obscure the meaning.

Responses at the 1 level are typically characterized by: 1 • The response is limited to reading the prompt or directions aloud.

• The response consists of a few isolated English words and phrases related to the prompt or stimulus .




Speaking Rubric - Observe and Report – Grade 1

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Score Descriptors


• The student accurately uses a variety of structures (simple and compound) that are

4 appropriate. The use of vocabulary is accurate, and word choice is appropriate. The response may contain occasional errors in language that do not obscure meaning.

• The student effectively addresses the required task, successfully stating an opinion and supporting it with a reason.


• The student uses simple and some compound structures and vocabulary that are appropriate. Noticeable errors in language use may be present and may occasionally

3 interfere with the speaker's meaning.

• The response is partially successful in completing the topic and task. The student may attempt to state an opinion or a reason , but only one is successful. The other may be incomplete, unclear, or otherwise unsuccessful.


• The control of language is inconsistent. Though the overall message may be discerned,

2 frequent errors and limitations in grammar and word choice obscure meaning.

• The response is limited in addressing the topic and task. Either the opinion or the reason may be missing, OR both the opinion and the reason were incomplete, unclear, or otherwise unsuccessful.


1 • Meaning is obscured most of the time .

• Both the opinion and reason are missing, although there may be some content in the response that is related to the stimulus or prompt.




Speaking Rubric - Opinion – Grade 1

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Score Descriptors


• The student effectively uses appropriate vocabulary that is relevant to the picture and 3 effectively uses grammar and structures, though the response may contain minor errors

that do not interfere with meaning.

• The student effectively describes the main feature(s) of the picture .

Responses at the 2 level are typically characterized by: • The use of vocabulary or grammar may be limited or inaccurate at times, occasionally

2 interfering with meaning.

• The student partially describes some main feature(s) of the picture, but the response may not be fully complete due to errors that occasionally interfere with meaning, such as digressions, and/or omissions.


• The response may include words and phrases connected to the picture, but limitations 1 in grammar and vocabulary may significantly interfere with comprehension.

• The response consists of a few isolated English words that may be related to the prompt or stimulus.



• Refusal

• Off Task/Topic

• Unintelligible

Speaking Rubric - Picture Description – Grade 1

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Score Descriptors


• The student effectively uses appropriate vocabulary that is relevant to the task .

3 • Use of grammar and structures is effective, though the response may contain isolated minor errors that do not interfere with meaning.

• The student effectively answers the question and provides relevant information as required by the task.


• The use of grammatical structures and vocabulary may be noticeably inaccurate but do 2 not interfere with the student's overall meaning.

• The student partially addresses the topic and task, but the response is not fully relevant to the task or is otherwise incomplete.


• Errors in use of grammatical structures and vocabulary interfere with the speaker's 1 meaning most of the time.

• The response includes some words and phrases relevant to the topic and task, but is otherwise unconnected to the question.




Speaking Rubric - Read-Aloud Story 1 – Grade 1

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Score Descriptors


• The student uses appropriate vocabulary that is relevant to the stimulus and effectively

2 uses grammar and structures. Though the response may contain a few errors in usage, the student's meaning is clear.

• The student effectively answers the prompt and the response is consistent with the stimulus.


• The response may include words and phrases related to the stimulus, but frequent

1 errors in grammar and vocabulary may significantly interfere with listener comprehension.

• The response partially addresses the prompt, though some content may be inaccurate or otherwise unconnected to the stimulus.



• Refusal • Off Task/Topic

• Unintelligible

Speaking Rubric - Read-Aloud Story 2 – Grade 1

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ELPA21 RUBRICS FOR HAND-SCORED ITEMS – WRITING

Oregon has eliminated the paper/pencil writing supplement for the ELPA21.

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.

TESTING AND SCORE REPORTING SCHEDULES

ELPA21 Testing Schedule Link:

Click this link to find the most recent version of the Test Administration Manual. Look in Appendix A for this year’s Oregon Statewide Testing Schedule.

Oregon Accessibility Manual Click this link to find the most recent version of the Oregon Administration Manual (OAM). The OAM provides districts, schools, and IEP teams with policies and requirements that will govern the provision of accessibility supports for students participating in Oregon’s Statewide Assessments. Look in Accessibility Supports for ELPA21, Section 6.0 for more information.

ELPA21 Data Delivery Schedule:

Click this link to find the most recent version of the Test Administration Manual. Look in Section 9.8 for this year’s ELPA21 Data Delivery Schedule.

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http://www.oregon.gov/ode/educator-resources/assessment/Pages/Assessment-Administration.aspx



Oregon Department of Education

255 Capitol St NE, Salem, Oregon 97310 (503) 947-5600

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