ELP Standards Stage-V-All ( High School)

7/27/2019 ELP Standards Stage-V-All ( High School)

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PPRROOFFIICCIIEENNCCYY LLEEVVEELL DDEESSCCRRIIPPTTOORRSS

Pre-Emergent

A student at this level has no ability or a very limited ability to communicate in English.

EmergentA student at this level is able to comprehend key words in conversations on topics of immediate personal relevance.The student has a limited vocabulary and is able to respond using single words and phrases. Errors in phonology andsyntax will impede the comprehension and production of language.

Basic

A student at this level is able to comprehend information shared in social and academic conversations. The student

responds using phrases and sentences. Limited vocabulary and errors in phonology and syntax will impede theproduction of language.

Low Intermediate

A student at this level is able to comprehend information shared in social and academic conversations. The studentinitiates and responds to conversations using expanded vocabulary in varied sentence structures. Minimal errors inphonology and syntax may impede the production of language.


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High Intermediate

A student at this level is able to comprehend information shared in social and academic conversations. The studentinitiates and responds to conversations using expanded vocabulary in varied sentence structures. The studentdemonstrates control of productive language. Minimal errors in phonology and syntax do not impede communication.

Proficient

The student will demonstrate competency in Listening and Speaking based on the knowledge, skills, and abilitiesspecified in the Performance Indicators at the High Intermediate level in order to access grade-level academiccontent.


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C

omprehension

ofOralCommu

nications Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge.

Pre-Emergent Emergent BasicLow

IntermediateHigh

Intermediate

The student will demonstrate understanding of oral communications by:

PE-1: discriminatebetween the initialand/or finalphonemes in minimalpairs. (e.g., far-fat)

E-1: discriminatebetween the initial,medial, and/or finalphonemes in minimalpairs. (e.g., fan-fin)

B-1: discriminatebetween individualphonemes in minimalpairs and minimalphrases. (e.g., the fatcat, the fat rat)

LI-1: discriminatingbetween individualphonemes in minimalpairs, minimalphrases, and minimalsentences. (e.g., Thebase is nearby. Thevase is nearby.)

HI-1: discriminatingbetween individualphonemes inminimal pairs,minimal phrases,and minimalsentences. (e.g., Thebase is nearby. The

vase is nearby.)

PE-2: N/A. E-2: distinguishingthe individual wordsof a simple sentence.

B-2: distinguishingbetween theindividual words of asentence.

LI-2: distinguishingbetween theindividual words of asentence.

HI-2: distinguishingbetween theindividual words of asentence.


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C

omprehension

ofOralCommu

nications Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge.


IntermediateHigh

Intermediate


PE-3: restating mainideas/ concepts fromfiction and nonfictionread-alouds, usingkey words, phrases,and gestures.

(math, science, social studies)

E-3: responding tofiction and nonfictionread-alouds byidentifying mainideas/concepts anddetails in completesentences.


B-3: responding tofiction and nonfictionread-alouds byidentifying mainideas/concepts andsupporting details incomplete sentences.


LI-3: summarizingmain ideas/conceptsand supportingdetails from fictionand nonfictionread-alouds incomplete sentences.


HI-3: makinginferences anddrawing conclusionsusing evidence fromfiction and nonfictionread-alouds incomplete sentences.

(math, science, social studies)PE-4: sequencing aseries of picturesfrom informationshared inread-alouds,presentations andconversations.


E-4: using sentenceframes to sequenceevents read-alouds,presentations andconversations.


B-4: sequencingevents fromread-alouds,presentations andconversations.


LI-4: sequencingevents fromread-alouds,presentations andconversations.


HI-4: sequencingevents fromread-alouds,presentations andconversations.



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Comprehensiono

fOralCommunications

Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge.


IntermediateHigh

Intermediate


PE-5: restate mainideas/concepts ofpresentations. (e.g.,lecture video, guestspeaker, etc.)


E-5: identifying themain ideas/conceptsof presentations.


B-5: retelling mainideas/concepts andkey points/details ofpresentations usingcomplete sentences.


LI-5: paraphrasingmain ideas/conceptsand keypoints/details ofpresentations.


HI-5: summarizingmain ideas/conceptsand keypoints/details ofpresentations.


PE-6: responding tosocial conversationsusing memorizedresponses. (e.g.,introductions,requests, courtesies,etc.)

E-6: responding tosocial conversationsby rephrasing/repeating informationand askingquestions.

B-6: responding tosocial conversationsby rephrasing/repeatinginformation, askingquestions, andexpressing onesthoughts.

LI-6: responding tosocial conversationsby rephrasing/repeatinginformation, askingquestions, offeringadvice, sharing onesexperiences and

expressing onesthoughts.

HI-6: responding tosocial conversationsby rephrasing/repeatinginformation, askingquestions, offeringadvice, sharing onesexperiences, and

expressing onesthoughts.


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Com

prehensionofOralCommunic

ations



IntermediateHigh

Intermediate


PE-7: responding tocomments andquestions inacademicdiscussions by usingphrases andcomplete sentences.


E-7: responding incomplete sentencesto questions andstatements inacademicdiscussions bysharing ones viewson facts, ideas,

and/or events.


B-7: responding incomplete sentencesto questions andstatements inacademicdiscussions byasking questions andsharing ones views

on facts, ideas,and/or events.


LI-7: responding toquestions andstatements inacademicdiscussions byasking questions andsharing ones viewson facts, ideas,

and/or events.


HI-7: offering andjustifying opinionsand ideas inresponse toquestions andstatements inacademic discourse.


PE-8: followingone- or two-stepdirections/instructions accompanied by

visual cues andgestures.


E-8: followingmultiple stepdirections/instructions which

include prepositionalphrases.


B-8: followingmultiple stepdirections,instructions, and

procedures whichinclude prepositionalphrases.


LI-8: followingmultiple stepdirections,instructions, and



HI-8: followingmultiple stepdirections,instructions, and




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Comp

rehensionofO

ral

Co

mmunications



IntermediateHigh

Intermediate


PE-9: askingone-word and yes/noquestions to clarifyideas and concepts.


E-9: asking questionsto clarify ideas andconcepts.


B-9: asking questionsto clarify ideas, andconcepts.


LI-9: requestingfurther information toclarify ideas andconcepts.


HI-9: requestingspecific details,examples, andinformation to clarifyideas and concepts.


PE-10: N/A E-10: N/A B-10: recognizing thelanguage nuances ofa speaker. (e.g., asubtle difference intone, expression,meaning, etc.)

LI-10: recognizingthe languagenuances of aspeaker. (e.g., asubtle difference intone, expression,meaning, etc.)

HI-10: recognizingthe languagenuances of aspeaker. (e.g., asubtle difference intone, expression,meaning, etc.)


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DeliveryofO

ralCommunica

tions

Standard 2: The student will express orally his or her own thinking and ideas.


IntermediateHigh

Intermediate

Student will communicate orally by:

PE-1: producing the44 phonemes.

E-1: combining andseparating the 44phonemes toproduce words.

B-1: producingmulti-syllabic wordsincluding those withcommon affixes withaccuratepronunciation andstress withinstructional support.

LI-1: producingmulti-syllabic wordsincluding those withcommon affixes withaccuratepronunciation andstress.

HI-1: producingsentences withaccuratepronunciation,intonation andstress.

PE-2: reciting thealphabet, cardinaland ordinal numbers,commands, names,teachers name.

(math)

E-2: reciting simplepoems andrepeated-patternedspeech withappropriate rhythm,rate, and phrasingwith instructionalsupport.


B-2: reciting simplepoems andrepeated-patternedspeech withappropriate rhythm,rate, and phrasing.


LI-2: reciting poems,chants, and tonguetwisters, withappropriate rhythm,rate, phrasing andexpression.


HI-2: presentingdialogue, skits, anddrama usingappropriate rhythm,rate, phrasing, andexpression.



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DeliveryofOra

lCommunicatio

ns



IntermediateHigh

Intermediate


PE-3: expressingones needs andemotions in completesentences withinstructional support.

E-3: expressingones needs andemotions in completesentences.

B-3: expressingones needs andemotions in completesentences.

LI-3: expressingones needs andemotions in completesentences.

HI-3: expressing andjustifying onesneeds and emotionsin completesentences.

PE-4: repeatingintroductions andpersonal informationquestions usingcomplete sentences.

E-4: participating insocial conversationswith familiar andunfamiliar people;initiating andresponding tointroductions andpersonal information

questions usingcomplete sentenceswith instructionalsupport.

B-4: participating insocial conversationswith familiar andunfamiliar people;sharing personalinformation,experiences,opinions, and abilities

using completesentences.

LI-4: participating informal and informalsocio-functionalcommunication tasksusing completesentences withinstructional support.

HI-4: participating informal and informalsocio-functionalcommunication tasksusing completesentences.


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DeliveryofOralCommunications



IntermediateHigh

Intermediate


PE-5: responding toacademic questionsin completesentences.


E-5: asking andresponding toacademic questionsin completesentences.


B-5: asking andresponding toacademic questionsin completesentences. (e.g.,making comparisons,describing events,etc.)


LI-5: asking andresponding toacademic questionsin completesentences. (e.g.,making comparisons,describing events,agreeing/disagreeing

with others, etc.)


HI-5: asking andresponding toacademic questions(i.e., agreeing/disagreeing withothers, expressingprobabilities,hypothetical

questions, etc.) incomplete sentences.


PE-6: sharing apersonal experienceusing sentenceframe(s).

E-6: sharing apersonalexperience/storyusing completesentences.

B-6: sharing apersonalexperience/storysupported by detailsand examples incomplete sentences.

LI-6: sharing apersonalexperience/story withdescriptive languagesupported by detailsand examples incomplete sentences.

HI-6: sharing apersonalexperience/story withdescriptive languagesupported by detailsand examples incomplete sentences.


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DeliveryofOralC

ommunications



IntermediateHigh

Intermediate


PE-7: report two tothree facts/eventswith key words andphrases.


E-7: report detailedinformation on a topicsupported byconcrete details,commentary, andexamples incomplete sentences.


B-7: report detailedinformation on a topicsupported byconcrete details,commentary, andexamples incomplete sentences.


LI-7: report detailedinformation on a topicsupported byconcrete details,commentary, andexamples incomplete sentences.


HI-7: report detailedinformation on atopic supported byconcrete details,commentary, andexamples incomplete sentences.


PE-8: delivering apreparedpresentation thatincludes the mainidea, detailedinformation andexplanations, and a

valid conclusion withkey words andphrases.


E-8: delivering apreparedpresentation thatincludes the mainidea, detailedinformation andexplanations, and a

valid conclusion insimple sentences.


B-8: delivering apreparedpresentation thatincludes the mainidea, detailedinformation andexplanations, and a

valid conclusion insimple andcompoundsentences.


LI-8: delivering apreparedpresentation thatincludes the mainidea, detailedinformation andexplanations, and a

valid conclusion insimple, compound,and complexsentences.


HI-8: delivering apreparedpresentation thatincludes the mainidea, detailedinformation andexplanations, and a

valid conclusion insimple, compound,complex, andcompound-complexsentences.



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DeliveryofOralCommunications



IntermediateHigh

Intermediate


PE-9: delivering aresponse using keywords and phrases.


E-9: delivering anextended responseusing simplesentences.


B-9: delivering aspeech using simpleand compoundsentences.


LI-9: delivering aspeech using simple,compound, andcomplex sentences.


HI-9: delivering anextemporaneousspeech using simple,compound, complex,andcompound-complexsentences.


PE-10: providingsingle-stepdirections/instructions usingwords and phrases.


E-10: providingtwo-step directions/

instructions usingsimple sentences,key words, andphrases.


B-10: providingmultiple stepdirections/instructions usingsentences andphrases.


LI-10: providingmultiple stepdirections/instructions withspecific details.


HI-10: providingmultiple stepdirections/instructions withspecific details.


PE-11: repeating anappropriate responseto given formal andinformal situations.

E-11: determine anappropriate responseto given formal andinformal situations.

B-11: providing anappropriate responseto given formal andinformal situations.

LI-11: providing anappropriate responseto given formal andinformal situations.

HI-11: providing andjustifying anappropriateresponse to givenformal and informalsituations.


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Reading

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Pre-Emergent

The student at this level has no ability to comprehend text independently read in English. The studentmay be able to understand universal symbols and graphics associated with text. The student may beable to distinguish between letters and words. The student recognizes that spoken words arerepresented by written language.

Emergent

The student at this level has a limited ability to comprehend text independently read in English. Thestudent is developing phonemic awareness and decodes words using letter-sound knowledge. The

student can read and comprehend text with repetitive, predictable patterns. The students fluencywill impede comprehension.

Basic

The student at this level has the ability to decode and comprehend text independently read inEnglish. The student relies on visuals, organizational features, and contextual clues to comprehendtext. The student uses sound/symbol relationships and syllabication rules to decode. The students

fluency may impede comprehension.


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Low Intermediate

The student at this level has the ability to comprehend text by reading fluently in English. The

student relies on organizational features and contextual clues to comprehend a variety of fiction andnonfiction genres. The student can identify and summarize information in text.

High Intermediate

The student at this level has the ability to comprehend grade-level text by reading fluently in English.The student relies on organizational features and contextual clues to comprehend a variety of fictionand nonfiction genres. The student can identify, summarize, and analyze information, including

literary elements, in text.

Proficient

The student will demonstrate competency in Reading based on the knowledge, skills, and abilitiesspecified in the Performance Indicators at the High Intermediate level in order to access grade-levelacademic content.


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Reading

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PrintCon

cepts

Standard 1: The student will demonstrate understanding of print concepts of the English language.


IntermediateHigh

Intermediate

The student will demonstrate knowledge of print concepts by:

PE-1: demonstratingthe command of leftto right, top to bottomdirectionality, andreturn sweep whenhandling readingmaterials.

E-1: demonstratingthe one-to-onecorrelation between aspoken word and aprinted word.

B-1: N/A LI-1: N/A HI-1: N/A

PE-2: distinguishingbetween printedletters, words, andsentences.

E-2: distinguishingbetween printedwords, sentences,and paragraphs.

B-2: N/A LI-2: N/A HI-2: N/A

PE-3: recognizingcommon printconventions. (e.g.,ending punctuation,upper and lower caseletters)

E-3: recognizing printconventions. (e.g.,punctuation, upperand lower caseletters)

B-3: N/A LI-3: N/A HI-3: N/A


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Print

Concepts

Standard 1: The student will demonstrate understanding of print concepts of the English language.


IntermediateHigh

Intermediate

The student will demonstrate knowledge of print concepts by:

PE-4: locating theorganizationalfeatures of a book orresource. (e.g., title,author, table ofcontents)


E-4: locating theorganizationalfeatures of abook/resource/dictionary. (e.g., title,author, table ofcontents, index,glossary)


B-4: locating andapplying specificinformation by usingthe organizationalfeatures of abook/resource/dictionary. (e.g., title,author, table of

contents, index,glossary)


LI-4: N/A HI-4: N/A

PE-5: alphabetizing aseries of words to thefirst letter.


E-5: alphabetizing aseries of words to thethird letter.


B-5: alphabetizing aseries of words.


LI-5: alphabetizing aseries of words.


HI-5: alphabetizing aseries of words.



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Reading

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PhonemicAwareness/Dec

oding

Standard 2: The student will identify and manipulate the sounds of the English language and decode words, usingknowledge of phonics , syllabication, and word parts.


IntermediateHigh

Intermediate

The student will demonstrate knowledge of phonemic awareness by:

PhonemicAwareness

PE-1: distinguishingbetween initial,medial, and finalspoken sounds. (i.e.,vowels andconsonants)

E-1: producinggroups of words thatbegin with the sameinitial, final, andmedial sounds insingle andtwo-syllable words.

B-1: N/A LI-1: N/A HI-1: N/A

PE-2: segmenting aword into phonemes(/d/.../o/.../g/) andsubstituting initial,final, and medialsounds to form newwords.

E-2: segmentingsyllables ofmulti-syllabic words.(e.g., /but/ter/fly/)

B-2: N/A LI-2: N/A HI-2: N/A


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PhonemicAw

areness/Decoding



IntermediateHigh

Intermediate

The student will demonstrate knowledge of phonemic awareness by:

PhonemicAwa

reness

PE-3: blending initial,medial, and finalspoken sounds toproduce words.

E-3: blending spokensyllables to producewords includingdiphthongs,r-controlled vowels,consonant blends,and digraphs. (e.g.,

/f//i//n//d/- find)

B-3: N/A LI-3: N/A HI-3: N/A

PE-4: distinguishingspoken rhymingwords from non-rhyming words. (e.g.,run, sun versus run,

man)

E-4: orally formingwords by substitutingsimple onsets (/c/)with given rimes(/at/).

B-4: generating aseries of rhymingwords.

LI-4: N/A HI-4: N/A


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PhonemicAwa

reness/Decodin

g



IntermediateHigh

Intermediate

The student will demonstrate knowledge of decoding by:

Decoding

PE-5: identifying andnaming the upperand lower caseletters of thealphabet.

E-5: N/A B-5: N/A LI-5: N/A HI-5: N/A

PE-6: producingletter soundsrepresented by thesingle letteredconsonants andvowel graphemes todecode common

CVC words.

E-6: decodingregularly spelledmulti-syllabic wordsand compoundwords, including thesounds representedby consonant blends,

consonant/voweldigraphs (e.g., th, sh,ck) and diphthongs.(e.g., ea, ie, ee) andr-controlled vowels.

B-6: applyingknowledge of spellingpattern exceptions.

LI-6: N/A HI-6: N/A


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PhonemicAw

areness/Decoding



IntermediateHigh

Intermediate


Decoding

PE-7: reading anewly created wordwhen a specific letteris changed, added,or removed in theinitial, medial, or finalposition. (e.g., think

to thank)

E-7: reading a newlycreated word when aspecific grapheme ischanged, added, orremoved in the initial,medial, or finalposition. (e.g., face to

place).

B-7: N/A LI-7: N/A HI-7: N/A

PE-8: readingone-syllable words,using letter-soundknowledge.

E-8: applyingknowledge of basicsyllabication ruleswhen decodingtwo- or three-syllableand compoundwords. (e.g., su/per,

sup/per, fam/i/ly)


B-8: applyingknowledge of basicsyllabication ruleswhen decodingunfamiliar words incontent area text.


LI-8: applyingknowledge of basicsyllabication ruleswhen decodingunfamiliar words incontent area text.


HI-8: applyingknowledge of basicsyllabication ruleswhen decodingunfamiliar words incontent area text.



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PhonemicAwa

reness/Decoding



IntermediateHigh

Intermediate


Decoding

PE-9: identifyingbase words (e.g.,clean, walk) andinflectional endings(e.g., -s, -ed, -ing).


E-9: reading basewords andinflectional endingsand identifying theirfunctions (i.e., tense,plurality, comparisonand part of speech).

(e.g., cleans =third-person singularpresent tense verb)


B-9: reading wordswith appropriatepronunciation usingthe knowledge ofparts of speech andthe functions ofinflectional endings.


LI-9: applyingknowledge ofinflectional endings,to include regularand irregular forms,in context.


HI-9: applyingknowledge ofinflectional endings,to include regularand irregular forms,in context.


PE-10: readingwords with commonprefixes and suffixes

with instructionalsupport.


E-10: applying thespelling rules foradding suffixes to

base words.


B-10: applyingknowledge of affixesto base words in

context.


LI-10: applyingknowledge of affixesto base words in

context.


HI-10: applyingknowledge of affixesto base words in

context.



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P

honemicAware

ness/Decoding



IntermediateHigh

Intermediate


Decoding

PE-11: recognizingand repeatinghigh-frequencywords.


E-11: readinghigh-frequencywords.


B-11: readinghigh-frequencywords.


LI-11: readinghigh-frequencywords.


HI-11: readinghigh-frequencywords.


PE-12: recognizingcommoncontractions.

E-12: readingcontractions.

B-12: readingcontractions.

LI-12: readingcontractions.

HI-12: readingcontractions.

PE-13: recognizingword order (i.e.,syntax) in sentences.(e.g., She lives in ashoe. Cats have ninelives.)

E-13: applyingknowledge of wordorder (i.e., syntax) toconfirm decoding oftext.

B-13: applyingknowledge of wordorder (i.e., syntax) toconfirm decoding oftext.

LI-13: applyingknowledge of wordorder (i.e., syntax) toconfirm decoding ofcontent area text.

(social studies)

HI-13: applyingknowledge of wordorder (i.e., syntax) toconfirm decoding ofcontent area text.

(social studies)


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Fluency

Standard 3: The student will read with fluency and accuracy.


IntermediateHigh

Intermediate

The student wil l demonstrate knowledge of fluency and accuracy by:

PE-1: reading aloudsight words,sentences, andfamiliar patternedtext with fluency.(i.e., accuracy andattention topunctuation)

E-1: reading shortpassages aloudfluently (i.e.,accuracy, attention topunctuation) with90% comprehension.

B-1: readinggrade-level subjectmatter passagesaloud fluently with90% comprehension.

LI-1: readinggrade-level text aloudfluently with 90%comprehension.

HI-1: readinggrade-level textaloud fluently with90% comprehension.

PE-2: N/A E-2: N/A B-2: readinggrade-level subjectmatter passagessilently with 90%comprehension.

LI-2: readinggrade-level textsilently with 90%comprehension.

HI-2: readinggrade-level textsilently with 90%comprehension.


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Compr

ehendingText

Standard 4: The student will analyze text for expression, enjoyment, information, and understanding.


IntermediateHigh

Intermediate

The student will demonstrate knowledge of reading comprehension by:

Fiction/Non

-Fiction

PE-1: N/A E-1: designating textas fiction ornonfiction.


B-1: distinguishingbetween fiction andnonfiction.


LI-1: comparing andcontrasting fictionand nonfiction.


HI-1: comparing andcontrasting fictionand nonfiction.


PE-2: N/A E-2: N/A B-2: identify commonforms of literature(e.g., poetry, novel,short story,biography,autobiography,drama) based upontheir characteristics.

(science, social studies)

LI-2: identify variousgenres of fiction(e.g., mysteries,science fiction,historical fiction,adventures,fantasies, fables,myths) based upontheir characteristics.


HI-2: identify variousgenres of fiction(e.g., mysteries,science fiction,historical fiction,adventures,fantasies, fables,myths) based upontheir characteristics.



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Comprehen

dingText



IntermediateHigh

Intermediate


F

iction/Non-Fiction

PE-3: predicting textcontent using priorknowledge and textfeatures. (e.g.illustrations, titles,topic sentences, keywords)

E-3: predicting textcontent using priorknowledge and textfeatures. (e.g.illustrations, titles,topic sentences, keywords)

B-3: formulating andconfirmingpredictions about textfor accuracy.

LI-3: formulating andconfirmingpredictions about textfor accuracy.

HI-3: formulating andconfirmingpredictions abouttext for accuracy.

PE-4: answeringyes/no questionsabout text heard orread with support.


E-4: answering literalquestions about text.(e.g., who, what,when, and where)


B-4: answering literalquestions about text.(e.g., who, what,when, where, when,why, which, and how)


LI-4: answeringliteral, inferential,prediction,evaluation, and/orpersonal responsequestions about text.


HI-4: answeringliteral, inferential,prediction,evaluation, and/orpersonal responsequestions about text.


PE-5: N/A

Pre-Req: PE-4

E-5: generatingquestions about text.


B-5: generatingclarifying questions.


LI-5: generatingclarifying questions.


HI-5: generatingclarifying questions.



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Comprehen

dingText



IntermediateHigh

Intermediate


F

iction/Non-Fiction

PE-6: sequencingpictures to retell astory or events heardor read.


E-6: retelling a storyor event with abeginning, middleand end usingtransition words withinstructional support.


B-6: retelling aliterary selection bysequencing eventsusing transitionwords.


LI-6: retelling aliterary selection bysequencing eventsusing transitionwords.


HI-6: retelling aliterary selection bysequencing eventsusing transitionwords.


PE-7: N/A E-7: makingconnections to textwhile reading. (e.g.,text-to-text andtext-to-self)


B-7: makingconnections to textwhile reading. (e.g.,text-to-text,text-to-self, andtext-to-world)


LI-7: summarizingconnections to textwhile reading. (e.g.,text-to-text,text-to-self, andtext-to-world)


HI-7: explainingconnections made totext while reading.(text-to-text,text-to-self, andtext-to-world)


PE-8: restate thefacts from text heardor read.


E-8: identifying themain idea (explicit)and supportingdetails in text.


B-8: determining themain idea (explicitand implicit) andsupporting details intext.


LI-8: summarizingthe main idea(explicit or implicit)and supportingdetails in text.


HI-8: summarizingthe main idea(explicit or implicit)and supportingdetails in text.



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ComprehendingText



IntermediateHigh

Intermediate


Fiction/Non

-Fiction

PE-9: identifyingsignal words thatindicate sequential/chronological order.(e.g., first, next,finally)


E-9: locatingsequential/chronological ordersignal words in text.(e.g., first, next,finally, today, now)


B-9: locatingsequential/chronological ordersignal words in text.(e.g., first, next,finally, today, now)


LI-9: locatingsequential/chronological ordersignal wordsin text.(e.g.,first, next,finally, today, now,meanwhile, not longago)


HI-9: locatingsequential/chronological ordersignal wordsin text.(e.g.,first, next,finally, today, now,meanwhile, not longago)


PE-10: N/A E-10: identifyingsignal words thatindicatecomparison/contrast.(e.g., similarly, on theother hand, however,yet, in spite of)


B-10: locating signalwords that indicatecomparison/contrast.(e.g., similarly, on theother hand, however,yet, in spite of)


LI-10: locating signalwords that indicatecomparison/contrast.(e.g., similarly, on theother hand, however,yet, in spite of)


HI-10: locating signalwords that indicatecomparison/contrast.(e.g., similarly, onthe other hand,however, yet, in spiteof)



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Compr

ehendingText



IntermediateHigh

Intermediate


Fiction/Non

-Fiction

PE-11: N/A E-11: identifyingsignal words thatindicate cause andeffect. (e.g., as aresult of,consequently, sothat, because of,since)


B-11: locating signalwords that indicatecause and effect.(e.g., as a result of,consequently, sothat, because of,since)


LI-11: identifyingsignal words thatindicate cause andeffect. (e.g., as aresult of,consequently, sothat, because of,since)


HI-11: identifyingsignal words thatindicate cause andeffect. (as a result of,consequently, sothat, because of,since)


PE-12: N/A E-12: identifyingauthor's mainpurpose (i.e., toinform, to persuade,to entertain).

(social studies)

B-12: identifying theauthor's point of viewand/or main purpose(i.e., to inform, topersuade, toentertain).

(social studies)

LI-12: determiningthe author's point ofview and/or mainpurpose (i.e., toinform, to persuade,to entertain).

(social studies)

HI-12: determiningthe author's point ofview and/or stated orimplied purpose (i.e.,to inform, topersuade, toentertain).

(social studies)


29/144

ELLStageV:Grades912

Reading

Page17

ComprehendingText



IntermediateHigh

Intermediate


Fiction/N

on-Fiction

PE-13: N/A

Pre-Req: PE-6

E-13: identifying twoevents that arerelated in a literaryselection.


B-13: identifying thecause and effectrelationship of tworelated events in aliterary selection.


LI-13: determiningthe cause and effectrelationship of tworelated events in aliterary selection.


HI-13: determiningthe cause and effectrelationship of tworelated events in aliterary selection.


PE-14: N/A E-14: N/A B-14: drawingconclusions frominformation implied orinferred in a literaryselection.

(social studies)

LI-14: drawingconclusions frominformation implied orinferred in a literaryselection.

(social studies)

HI-14: drawingconclusions frominformation impliedor inferred in aliterary selection.

(social studies)

Fiction

PE-15: identifying a

character from afictional text heard orread.

E-15: identifying

character traits of themain character in afictional text, withinstructional support.

B-15: describing and

distinguishingbetween major andminor characters in afictional text.

LI-15: describing the

characteristics of themajor and minorcharacters in afictional text.

HI-15: analyzing the

motivations of themajor and minorcharacters in afictional text.


30/144

ELLStageV:Grades912

Reading

Page18

Comprehen

dingText



IntermediateHigh

Intermediate


Fiction

PE-16: identifying thesetting from afictional text heard orread.

E-16: describing thesetting, using keywords, from afictional text.

B-16: describing thesetting from afictional text.

LI-16: describing thesetting from afictional text.

HI-16: describing thesetting from afictional text.

PE-17: identifyingkey events in afictional text heard orread.

E-17: identifying theplot (sequence ofevents) of a fictionaltext.

B-17: identifying theconflict of a plot in afictional text.

LI-17: identifying theconflict, climax, andresolution of afictional text.

HI-17: describing theplot and itscomponents. (e.g.,main events, conflict,rising action, climax,falling action andresolution.)

PE-18: relatingillustrations tofictional text.

E- 18: relatingillustrations tofictional text.

B-18: relatingillustrations tofictional text.

LI-18: relatingillustrations tofictional text.

HI-18: relatingillustrations tofictional text.


31/144

ELLStageV:Grades912

Reading

Page19

Comprehen

dingText



IntermediateHigh

Intermediate


Fic

tion

PE-19: identifyingtwo characters withina fictional text heardor read.

E-19: comparing andcontrasting twocharacters within afictional text, withinstructional support.

B-19: comparing andcontrasting twocharacters within afictional text.

LI-19: comparing,contrasting, anddescribing theconnection betweentwo characters withina fictional text.

HI-19: comparing,contrasting, anddescribing theconnection betweentwo characters withina fictional text.

PE-20: identifyingtwo settings within afictional text heard orread.

E-20: comparing andcontrasting twosettings within afictional text, withinstructional support.

B-20: comparing andcontrasting twosettings within afictional text.

LI-20: comparing,contrasting, anddescribing theconnection betweentwo settings within afictional text.

HI-20: comparing,contrasting, anddescribing theconnection betweentwo settings within afictional text.

Non-Fiction PE-21: N/A E-21:identifyingcontent area

vocabulary, includinggrade-level math,science, and socialstudies.


B-21: applyingunderstanding ofcontent areavocabulary withinmath, science, andsocial studies texts.


LI-21: applyingunderstanding ofcontent areavocabulary withinmath, science, andsocial studies texts.


HI-21: applyingunderstanding ofcontent areavocabulary withinmath, science, andsocial studies texts.



32/144

ELLStageV:Grades912

Reading

Page20

ComprehendingText



IntermediateHigh

Intermediate


Non-Fiction

PE-22: followingsimple one- ortwo-step directionswith visual support.


E-22: following awritten multiple-stepprocedural task.


B-22: carrying out tocompletion a set ofwritten multiple-stepdirection/instructions.(e.g., technicalmanual to perform atask)


LI-22: carrying out tocompletion a set ofwritten multiple-stepdirections/instructions.


HI-22: carrying out tocompletion a set ofwritten multiple-stepdirections/instructions.


PE-23: N/A E-23: locatinginformation in printand electronicreference sources fora specific purpose.(e.g., encyclopedia,atlas, almanac,dictionary, thesaurus,

website, etc.)


B-23: locatinginformation in printand electronicreference sources fora specific purpose.(e.g., encyclopedia,atlas, almanac,dictionary, thesaurus,

website, etc.)


LI-23:locatinginformation in printand electronicreference sources fora specific purpose.(e.g., encyclopedia,atlas, almanac,dictionary, thesaurus,

website, etc.)


HI-23:locatinginformation in printand electronicreference sourcesfor a specificpurpose. (e.g.,encyclopedia, atlas,almanac, dictionary,

thesaurus, website,etc.)



33/144

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Reading

Page21

ComprehendingText



IntermediateHigh

Intermediate


Non-Fiction

PE-24: recognizingsigns, symbols, andlabels in theenvironment.


E-24: interpretingsigns, symbols, andlabels in theenvironment.


B-24: interpretingsigns, symbols, andlabels in theenvironment.


LI-24: interpretingsigns, symbols, andlabels in theenvironment.


HI-24: interpretingsigns, symbols, andlabels in theenvironment.


PE-25: identifyingexternal text withinnonfiction text. (e.g.,charts, maps,diagrams,illustrations,photographs)


E-25: identifying andusing external textwithin nonfiction textfor a specificpurpose. (e.g.,symbols, charts,maps, diagrams,illustrations, tables,timelines, and

graphs, etc.)


B-25: interpretingexternal text withinnonfiction text for aspecific purpose.


LI-25: interpretingexternal text withinnonfiction text for aspecific purpose.


HI-25: interpretingexternal text withinnonfiction text for aspecific purpose.


ELL S V G d 9 12


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Reading

Page22

Compre

hendingText



IntermediateHigh

Intermediate


Non-Fiction

PE- 26: identifyingprint (font) featureson a page innonfiction text. (e.g.,bold face, italicized,underlined, etc.)


E- 26: explaining thepurpose of print (font)features on a page innonfiction text.


B- 26: explaining thepurpose of print (font)features on a page innonfiction text.


LI- 26: explaining thepurpose of print (font)features on a page innonfiction text.


HI- 26: explainingthe purpose of print(font) features on apage in nonfictiontext.


PE-27: identifyingorganizationalfeatures on a page ofnonfiction text. (e.g.,indentation, title,headings,subheading, boxedinformation, bulletedinformation, captions,

cutaways, etc.)


PE-27: locatingspecific informationusing organizationalfeatures on a page ofnonfiction text.


B-27: explaining thepurpose oforganizationalfeatures on a page ofnonfiction text.


LI-27: explaining thepurpose oforganizationalfeatures on a page ofnonfiction text.


HI-27: explaining thepurpose oforganizationalfeatures on a pageof nonfiction text.


ELL St V G d 9 12


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Reading

Page23

ComprehendingText



IntermediateHigh

Intermediate


Non-Fiction

PE-28: identifying theorganizationalfeatures of a book.(e.g., cover, titlepage, index, table ofcontents, glossary,appendix, etc.)


E-28: identifying thepurpose of anorganizationalfeature of a book.


B-28: selecting anorganizationalfeature of a book fora specific purpose.


LI-28: locatinginformation from anorganizationalfeature of a book fora specific purpose.


HI-28: locatinginformation from anorganizationalfeature of a book fora specific purpose.


PE-29: locatinginformation withinfunctional documents(graphic organizers,menus, directories,flyers, brochures,etc.).

E-29: interpretinginformation withinfunctional documents(graphic organizers,manuals, recipes,memos, menus,directories, flyers,brochures, etc.).

B-29: interpretinginformation withinfunctionaldocuments.

LI-29: interpretinginformation withinfunctionaldocuments.

HI-29: interpretinginformation withinfunctionaldocuments.

PE-30: N/A E-30: N/A B-30: determininginformation that isrelevant, irrelevant,or missing infunctional text. (e.g.,legend, illustrations,diagram, sequence)

LI-30: determininginformation that isrelevant, irrelevant,or missing infunctional text. (e.g.,legend, illustrations,diagram, sequence)

HI-30: determininginformation that isrelevant, irrelevant,or missing infunctional text. (e.g.,legend, illustrations,diagram, sequence)

ELL St V G d 9 12


36/144

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Reading

Page24

ComprehendingText



IntermediateHigh

Intermediate


Non-Fiction

PE-31: identifyingand comparing twoitems within anexpository text heardor read.


E-31: comparing andcontrasting two itemswithin an expositorytext.


B-31: comparing andcontrasting two itemswithin an expositorytext.


LI-31: comparing andcontrasting two itemswithin an expositorytext.


HI-31: comparingand contrasting twoitems within anexpository text.


PE-32: N/A E-32: N/A B-32: identifying factand opinion inpersuasive text.

(social studies)

LI-32: distinguishingfact from opinion inpersuasive text byproviding supportingevidence.

(social studies)

HI-32: distinguishingfact from opinion andbias in persuasivetext by providingsupporting evidence.

(social studies)

PE-33: N/A E-33: N/A B-33: identifying

words used inpersuasive text toaffect the reader.(e.g., stereotypes,testimonial,exaggeration, loadedwords, etc.)

(social studies)

LI-33: identifying


(social studies)

HI-33: identifying


(social studies)

ELL Stage V Grades 9 12


37/144

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Reading

Page25

Comp

rehendingText



IntermediateHigh

Intermediate


Fiction/No

n-Fiction

PE-34: identifyingrepetition in poetry.

E-34: identifyingrepetition and rhymein poetry.

B-34: identifying thestructural elements ofpoetry. (e.g., stanza,verse, rhymescheme, and rhythm)

LI-34: differentiatingthe structuralelements betweentypes of poetry. (e.g.,stanza, verse, rhymescheme, and rhythm)

HI-34: identifying thetypes of poetry bycharacteristics andstructural elements.

PE-35: N/A E-35: identifyingwords the authoruses to create avisual image and richauditory experience.

B-35: identifyingdifferent elements offigurative language,including simile,metaphor, andpersonification in aliterary selection.

LI-35: explainingdifferent elements offigurative language,including simile,metaphor, andpersonification in aliterary selection.

HI-35: interpretingfigurative language,including simile,metaphor,personification,hyperbole,symbolism, andimagery in a literaryselection.

ELL Stage V: Grades 9 12


38/144

ELLStageV:Grades912

Writing

Page1


Pre-EmergentThe student at this level has a limited ability to write in English. The student recognizes that spoken words are represented bywritten language. The student may be able to write numerals and upper and lower case letters of the alphabet. The student relaysshort messages by using pictures, imitative writing, or dictating key words to an adult.

EmergentThe student at this level has a limited ability to write in English. The student recognizes that spoken words are represented bywritten language. The student may be able to write numerals and upper and lower case letters of the alphabet. The student relaysshort messages by using pictures, imitative writing, or dictating key words to an adult.

BasicThe student at this level has a limited ability to write in English. The student applies sound/symbol relationships to spell words insentences and short phrases. The student uses correct subject/verb agreement and writing conventions to write sentences andphrases in a variety of writing applications. Errors in writing conventions may impede readers comprehension.

Low IntermediateThe student at this level has an ability to write in English. The student uses standard writing conventions to write one more detailedparagraphs in a variety of writing applications. The student uses correct subject/verb agreement in a variety of sentence types.Errors in writing conventions may impede readers comprehension.



39/144

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Writing

Page2

High IntermediateThe student at this level has an ability to write in English. The student uses standard writing conventions to write multiple detailedparagraphs in a variety of writing applications. The student uses correct subject/verb agreement in a variety of sentence types.Errors in writing conventions do not impede readers comprehension.

ProficientThe student will demonstrate competency in Writing based on the knowledge, skills, and abilities specified in the PerformanceIndicators at the High Intermediate level in order to access grade-level academic content.



40/144

ELLStageV:Grades912

Writing

Page3

Writin

gApplications

Standard 1: The student will express his or her thinking and ideas in a variety of wri ting genres.


IntermediateHigh

Intermediate

The student will express his or her thinking and ideas by using a variety of writing genres, as demonstrated by:

Narra

tive

PE-1: writing aminimum of onesentence containingpersonal informationwith instructionalsupport.

E-1: writingsentences based onreal and imaginedevents.

(social studies)

B-1: writing anarrative paragraphbased on real andimagined events thatincludes characters,plot, and setting.

(social studies)

LI-1: writing one ormore narrativeparagraphs based onreal and imaginedevents that includecharacters, dialogue,plot, and setting.

(social studies)

HI-1: writing one ormore narrativeparagraphs basedon real and imaginedevents that includecharacters, plot,setting, and dialogueas appropriate.

(social studies)

PE-2: writing a poemwith instructionalsupport.


E-2: writing a poemusing rhyme patternsand figurativelanguage (i.e.,simile).


B-2: writing a poemusing rhymepatterns, figurativelanguage (i.e., simileand metaphor), andrhythm.


LI-2: writing a poemusing rhymepatterns, figurativelanguage (i.e., simileand metaphor),theme, imagery, andrhythm.


HI-2: writing a poemusing rhymepatterns, figurativelanguage (i.e., simileand metaphor),theme, imagery, andrhythm.


ELL Stage V: Grades 912


41/144

ELLStageV:Grades912

Writing

Page4

Writin

gApplications



IntermediateHigh

Intermediate


Expository

PE-3: writing aminimum of onesentence based onfacts or experiencewith instructionalsupport.


E-3: writingsentences based onfacts or experience.


B-3: writing anexpository paragraphthat includes a topicsentence, supportingdetails, and aconclusion.


LI-3: writing anexpository essay thatincludes anintroduction with athesis, bodyparagraphs withsupporting details,and a conclusion.


HI-3: writing anexpository essay thatincludes anintroduction with athesis, bodyparagraphs withsupporting details,and a conclusion.


F

unctional

PE-4: N/A E-4: writing aprocess documentthat includes multiplestep instructions withsupport.


B-4: writing aprocess documentthat includes multiplestep instructions.


LI-4: writing aprocess documentthat includes multiplestep instructions withheading and subheadings withinstructional support.


HI-4: writing aprocess documentthat includes multiplestep instructions withheading and subheadings.




42/144

ELLStageV:Grades9 12

Writing

Page5

WritingApplications



IntermediateHigh

Intermediate


Func

tional

PE-5: N/A E-5: writing abusiness letter andaddressing anenvelope in aconventional formatwith instructionalsupport.

(social studies)

B-5: writing abusiness letter andaddressing anenvelope in aconventional format.

(social studies)

LI-5: writing abusiness document(e.g., letter, email,memo, andenvelope) in aconventional format.

(social studies)

HI-5: writing abusiness document(e.g., letter, email,memo, andenvelope) in aconventional format.

(social studies)

PE-6: N/A E-6: N/A B-6: N/A LI-6: completing abusiness/serviceform. (e.g., jobapplication, collegeapplication, etc.)

(social studies)

HI-6: completing abusiness/serviceform. (e.g., jobapplication, collegeapplication, etc.)

(social studies)



43/144


Writing

Page6

WritingApplications



IntermediateHigh

Intermediate


Persuasive

PE-7: N/A E-7: writing a 2-3sentence responsethat states aposition/claim andsupports theargument.

(social studies)

B-7: writing apersuasiveparagraph that statesa position/claim andsupports argumentswith evidence.

(social studies)

LI-7: writing apersuasive text thatstates aposition/claim andsupports argumentswith evidence.

(social studies)

HI-7: writing apersuasive text thatstates aposition/claim,supports argumentswith evidence, andacknowledges andrefutes opposingarguments.

(social studies)



44/144


Writing

Page7

S

tandardEnglishConventions

Standard 2: The student will identify and apply conventions of standard English in his or her communications.


IntermediateHigh

Intermediate

The student will i dentify and apply conventions of standard English in his or her written communications by:

Penmanship

PE-1: writing legiblyall upper and lowercase letters andnumerals.

E-1: writing legiblywith spacing betweenwords and consistentleft-to-rightorientation.

B-1: writing legibly instandard writingformat.

LI-1: writing legibly instandard writingformat.

HI-1: writing legiblyin standard writingformat.

Spelling

PE-2: spelling words

correctly, withsupport.


E-2: spelling words

correctly.


B-2: spelling words

correctly.


LI-2: spelling words

correctly.


HI-2: spelling words

correctly.


Capitalization

PE-3: using

capitalization at thebeginning ofsentences, thepronoun I, andproper nouns.

(math, scientist, social studies)

E-3: using

capitalization at thebeginning ofsentences, propernouns, the pronounI, and properadjectives.


B-3: using

capitalization at thebeginning ofsentences, propernouns, the pronounI, proper adjectives,titles, andabbreviations.


LI-3: using



HI-3: using





45/144


Writing

Page8

StandardEnglishConventio

ns



IntermediateHigh

Intermediate


Punctuation

PE-4: using endpunctuation.


E-4: using endpunctuation.


B-4: using endpunctuation.


LI-4: using endpunctuation.


HI-4: using endpunctuation.


PE-5: N/A E-5: using commasto punctuate items ina series and dates,with support.


B-5: using commasto punctuate items ina series, dates,greetings andclosings of letters,direct address,introductory words,phrases, clauses,compound

sentences, andappositives, withsupport.


LI-5: using commasto punctuate items ina series, dates,greetings andclosings of letters,direct address,introductory words,phrases, clauses,compound

sentences, andappositives.


HI-5: using commasto punctuate items ina series, dates,greetings andclosings of letters,direct address,introductory words,phrases, clauses,compound

sentences, andappositives.


ELLStageV:Grades912


46/144

g

Writing

Page9

StandardEnglishConventions



IntermediateHigh

Intermediate


Punctuation

PE-6: N/A E-6: N/A B-6: using quotationmarks to punctuatedialogue, titles, andexact words fromsources, withsupport.

LI-6: using quotationmarks to punctuatedialogue, titles, andexact words fromsources.

HI-6: using quotationmarks to punctuatedialogue, titles, andexact words fromsources.

PE-7: using colons topunctuate time.

(math)

E-7: using colons topunctuate time.

(math)

B-7: using colons topunctuate time,salutations, andsentencesintroducing lists, withsupport.

(math)

LI-7: using colons topunctuate time,salutations, andsentencesintroducing lists.

(math)

HI-7: using colons topunctuate time,salutations, andsentencesintroducing lists.

(math)

PE-8: N/A E-8: N/A B-8: using

semicolons topunctuate compoundsentences, withsupport.

LI-8: using

semicolons topunctuate compoundandcompound-complexsentences.

HI-8: using

semicolons topunctuate compoundandcompound-complexsentences.

ELLStageV:Grades912


47/144

g

Writing

Page10

StandardEnglis

hConventions



IntermediateHigh

Intermediate


Punctuation

PE-9: identifyingapostrophes topunctuatecontractions andsingular possessives.

E-9: usingapostrophes topunctuatecontractions andsingular possessives.

B-9: usingapostrophes topunctuatecontractions, singularpossessives, andplural possessives.

LI-9: usingapostrophes topunctuatecontractions, singularpossessives, andplural possessives.

HI-9: usingapostrophes topunctuatecontractions,singularpossessives, andplural possessives.

PE-10: N/A E-10: N/A B-10: usingunderlining/ italics orquotation marks toindicate titles, withsupport.

LI-10: usingunderlining/italics orquotation marks toindicate titles.

HI-10: usingunderlining/italics orquotation marks toindicate titles.

Format

PE-11: identifyingparagraph breaks toindicate anorganizationalstructure, withsupport.


E-11: usingparagraph breaks toindicate anorganizationalstructure.


B-11: usingparagraph breaks toindicate anorganizationalstructure.


LI-11: usingtransitions andparagraph breaks toindicate anorganizationalstructure.


HI-11: usingtransitions andparagraph breaks toindicate anorganizationalstructure.


ELLStageV:Grades912


48/144

g

Writing

Page11

StandardE

nglishConventions



IntermediateHigh

Intermediate


Grammar/PartsofSpeech

PE-12: using varioussubjects (e.g.,common nouns,pronouns, etc.) insentences in avariety of writingapplications, withinstructional support.


PE-12: using varioussubjects (e.g.,common and propernouns, pronouns,etc.) in sentencesina variety of writingapplications.


B-12: using varioussubjects in sentencesin a variety of writingapplications.


LI-12: using varioussubjects in sentencesin a variety of writingapplications.


HI-12: using varioussubjects insentences in avariety of writingapplications.

(math, science, social studies)PE-13: using verbtenses (simplepresent and presentprogressive) in avariety of writingapplications, withinstructional support.


E-13: using verbtenses (simplepresent, simple past,simple future andpresent progressive)in a variety of writingapplications.


B-13: using verbtenses (simple andprogressive) in avariety of writingapplications.


LI-13: using verbtenses (simple,progressive, andperfect) in a varietyof writingapplications.


HI-13: using verbtenses (simple,progressive, andperfect) in a varietyof writingapplications.


ELLStageV:Grades912


49/144

Writing

Page12




IntermediateHigh

Intermediate


Syntax/SentenceConstruction

PE-14: usingsubject-verbagreement insentences in avariety of writingapplications, withinstructional support.


E-14: usingsubject-verbagreement insentences in avariety of writingapplications.


B-14: usingsubject-verbagreement insentences in avariety of writingapplications.


LI-14: usingsubject-verbagreement insentencesin avariety of writingapplications.


HI-14: usingsubject-verbagreement insentences in avariety of writingapplications.


PE-15: N/A

Pre-Req: PE-12, 14

E-15: using nounphrases insentences.


B-15: using noun,adverbial and/orprepositional phrasesin sentences.


LI-15: using noun,adverbial and/orprepositional phrasesin sentences.


HI-15: using noun,adverbial and/orprepositionalphrases insentences.


ELLStageV:Grades912


50/144

Writing

Page13

StandardEn

glishConventions



IntermediateHigh

Intermediate


Sy

ntax/SentenceConstruction

PE-16: usingdeclarative simplesentences (S-V,S-V-O)in a variety ofwriting applications,with instructionalsupport.


E-16: using simple(S-V, S-V-O, S-V-C,S-V-P, S-V-O-P)declarativesentences in avariety of writingapplications withinstructional support.


B-16: using simple(S-V, S-V-O, S-V-C,S-V-P, S-V-O-P)and/or compounddeclarativesentences in avariety of writingapplications.


LI-16: using simple,compound, and/orcomplex declarativesentences in avariety of writingapplications.


HI-16: using variousdeclarative sentencestructures in avariety of writingapplications.


PE-17: N/A

Pre-Req: PE-16

E-17: usingsentences in thepositive (e.g., I amtall.) and negative(e.g., I am not tall.)construction forms, ina variety of writingapplications withinstructional support.


B-17: usingsentences in thepositive (e.g., I amtall.) and negative(e.g., I am not tall.)construction forms, ina variety of writingapplications.


LI-17: usingsentences in thepositive (e.g., I amtall.) and negative(e.g., I am not tall.)construction forms, ina variety of writingapplications.


HI-17: usingsentences in thepositive (e.g., I amtall.) and negative(e.g., I am not tall.)construction forms,in a variety of writingapplications.


ELLStageV:Grades912


51/144

Writing

Page14




IntermediateHigh

Intermediate


Synta

x/SentenceConstruction

PE-18: usinginterrogativesentences in avariety of writingapplications withinstructional support.


E-18: usinginterrogativesentences in avariety of writingapplications withinstructional support.


B-18: usinginterrogativesentences in avariety of writingapplications.


LI-18: usinginterrogativesentences in avariety of writingapplications.


HI-18: usinginterrogativesentences in avariety of writingapplications.


PE-19: N/A

Pre-Req: PE-16

E-19: using

exclamatorysentences in avariety of writingapplications withinstructional support.

B-19: using

exclamatorysentences in avariety of writingapplications.

LI-19: using


HI-19: using


PE-20: N/A

Pre-Req: PE-16

E-20: using

imperative sentencesin a variety of writingapplications withinstructional support.

B-20: using

imperative sentencesin a variety of writingapplications.

LI-20: using

imperative sentencesin a variety of writingapplications.

HI-20: using

imperativesentences in avariety of writingapplications.

ELLStageV:Grades912


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Writing

Page15

Writin

gProcess

Standard 3: Students use the steps of the wri ting process as a writing piece moves toward completion.


IntermediateHigh

Intermediate

Students use the steps of the writing process as a writing p iece moves toward completion as demonstrated by:

Pre-Writing

PE-1: N/A E-1: generating andorganizing ideasbefore writing andmaintain a record ofideas (e.g.brainstorming, listing,journaling, webbing,etc.) with support.


B-1: generating andorganizing ideasbefore writing andmaintain a record ofideas (e.g.brainstorming, listing,journaling, webbing,etc.) with support.


LI-1: generating andorganizing ideasbefore writing andmaintain a record ofideas (e.g.brainstorming, listing,journaling, webbing,etc.).


HI-1: generatingand organizingideas before writingand maintain arecord of ideas (e.g.brainstorming,listing, journaling,webbing, etc.).

(math, science, social studies)PE-2: N/A E-2: using a variety

of organizationalstrategies (e.g.,outline, chart, table,graph, Venndiagram, web, storymap, plot line,

thinking maps, etc.)to plan writing, withsupport.


B-2: using a varietyof organizationalstrategies (e.g.,outline, chart, table,graph, Venndiagram, web, storymap, plot line,

thinking maps, etc.)to plan writing.


LI-2: using a varietyof organizationalstrategies (e.g.,outline, chart, table,graph, Venndiagram, web, storymap, plot line,



HI-2: using a varietyof organizationalstrategies (e.g.,outline, chart, table,graph, Venndiagram, web, storymap, plot line,



ELLStageV:Grades912


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Writing

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WritingP

rocess



IntermediateHigh

Intermediate


Pre-Writing

PE-3: N/A E-3: N/A B-3: determining thepurpose (i.e., toentertain, to inform,to explain) of awriting piece withinstructional support.


LI-3: determining thepurpose (e.g.,toentertain, to inform,to persuade, toexplain) of a writingpiece.


HI-3: determining thepurpose (e.g.,toentertain, to inform,to persuade, toexplain) of a writingpiece.


PE-4: N/A E-4: N/A B-4: determining theintended audience ofa writing piece withinstructional support.


LI-4: determining theintended audience ofa writing piece.


HI-4: determining theintended audience ofa writing piece.


Drafting

PE-5: N/A E-5: using aprewriting plan todevelop the mainidea(s) withsupporting detailswith instructionalsupport.


B-5: using aprewriting plan todevelop the mainidea(s) withsupporting details.


LI-5: using aprewriting plan todevelop the mainidea(s) withsupporting details.


HI-5: using aprewriting plan todevelop the mainidea(s) withsupporting details.


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WritingProcess



IntermediateHigh

Intermediate


Drafting

PE-6: N/A E-6: sequencingideas into acohesive, meaningfulorder, withinstructional support.


B-6: sequencingideas into acohesive, meaningfulorder.


LI-6: sequencingideas into acohesive, meaningfulorder.


HI-6: sequencingideas into acohesive, meaningfulorder.


Re

vising

PE-7: N/A E-7: reorganizing thedraft to clarifymeaning withinstructional support.


B-7: reorganizing thedraft to clarifymeaning.


LI-7: reorganizing thedraft to clarifymeaning.


HI-7: reorganizingthe draft to clarifymeaning.


PE-8: N/A E-8: N/A B-8: adding relevant

and/or deletingirrelevant informationfrom the draft, withinstructional support.


LI-8: adding relevant

and/or deletingirrelevant informationfrom the draft.


HI-8: adding relevant

and/or deletingirrelevant informationfrom the draft.


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Writing

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Wr

itingProcess



IntermediateHigh

Intermediate


Revising

PE-9: N/A E-9: N/A B-9: addingtransitional words tothe draft in order toclarify meaning, withinstructional support.


LI-9: addingtransitional wordsand phrases to thedraft in order toclarify meaning.


HI-9: addingtransitional wordsand phrases to thedraft in order toclarify meaning.


PE-10: N/A E-10: N/A B-10: using a varietyof sentencestructures (i.e.,simple andcompound) toimprove sentencefluency in the draft,with instructionalsupport.


LI-10: using a varietyof sentencestructures (i.e.,simple, compound,complex) to improvesentence fluency inthe draft.


HI-10: using avariety of sentencestructures (e.g.,simple, compound,complex) to improvesentence fluency inthe draft.


ELLStageV:Grades912


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Writing

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WritingProcesses



IntermediateHigh

Intermediate


Revising

PE-11: N/A E-11: N/A B-11: applyingappropriate tools andstrategies (e.g.,checklists, rubrics) torefine the draft, withinstructional support.


HI-11: applyingappropriate tools andstrategies (e.g., peerreview, checklists,rubrics) to refine thedraft.


HI-11: applyingappropriate tools andstrategies (e.g., peerreview, checklists,rubrics) to refine thedraft.

(science, s

Documents

ELP Standards Stage-V-All ( High School)