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Section 4

4.1 Proficiency Level Definitions While the scale scores can be used to measure student growth from test to test and across grade spans, proficiency levels provide a broader categorization for the purposes of reporting. The scale scores that make up the common scale fall into five (5) proficiency levels: Beginning, Early Intermediate, Intermediate, Proficient, and Above Proficient. The Proficiency Level Definitions describe in broad terms what students are able to do at each corresponding Proficiency Level. Using the scale scores, the Proficiency Level Descriptors, and the Proficiency Level Definitions allows for a more coherent presentation and interpretation of the test results.


Proficiency Level Definitions

5 Above

Proficient

Level 5 students communicate effectively in English, with few if any errors, across a wide range of grade-level-appropriate language demands in social, school, and academic contexts. The students command a high degree of productive and receptive control of lexical, syntactic, phonological, and discourse features when addressing new or familiar topics. Level 5 students apply their language mastery to critically evaluate and synthesize written and oral information and to formulate hypotheses. Their facility with language allows them to analyze information, make sophisticated inferences, and explain their reasoning. They skillfully organize information for presentations and can express subtle nuances of meaning. They apply literary techniques such as identifying author tone and point of view and can tailor language to a particular purpose and audience.

4 Proficient

Level 4 students communicate effectively in English, but with some errors, across a range of grade-level-appropriate language demands in social, school, and academic contexts. The students exhibit productive and receptive control of lexical, syntactic, phonological, and discourse features when addressing new or familiar topics. Level 4 students interpret, analyze, and evaluate written and oral information, basing their responses on implicit and explicit context clues and information from personal and academic experiences. They adequately express themselves and organize their responses in logical and sequenced order. They distinguish nuances of meaning and incorporate idiomatic expressions and academic vocabulary.

3 Intermediate

Level 3 students communicate in English across a range of grade-level-appropriate language demands in social, school, and academic contexts. However, errors interfere with their communication and comprehension. Repetition and clarification are often needed. The students exhibit a limited range of productive and receptive control of lexical, syntactic, phonological, and discourse features when addressing new or familiar topics. Level 3 students use limited vocabulary when defining concepts across and within academic disciplines. They can compare, contrast, summarize, and relate text to graphic organizers. They decode words, apply grammar conventions, and use context clues to identify word meanings. They identify correct and incorrect use of basic grammar. Although their language is generally coherent, it lacks significant elaboration or detail.

2 Early

Intermediate

Level 2 students are developing the ability to communicate in English in social, school, and academic contexts. Errors frequently impede basic communication and comprehension. Their receptive and productive control of lexical, syntactic, phonological, and discourse features of English is emerging. Early Intermediate students have minimal vocabulary and grammar skills. They identify, describe, and discuss simple pictorial or text prompts. Students interpret language related to familiar social, school, and academic topics. They make simple inferences and make simple comparisons. They restate rather than create original expressions. Restricted vocabulary and rudimentary grammar limit their expression and comprehension.

1 Beginning

Level 1 students are starting to develop receptive and productive uses of English in social, school, and academic contexts. Their comprehension may be demonstrated nonverbally or through their native language rather than in English.


4.2 Proficiency Level Descriptors In addition to the Proficiency Levels and their definitions, Proficiency Level Descriptors (PLD) are provided for more specific understanding of students’ English ability at each proficiency level and grade span. The PLD are organized by the core language domains: Speaking, Listening, Reading, and Writing. The PLD are detailed explanations of what skills a student can be expected to demonstrate at each proficiency level, and are meant to give teachers a helpful profile of a student’s performance with an eye toward the next steps along the language development continuum. The same information can also be given to parents, guardians, or other stakeholders so they have a clear understanding of what students have learned and what English skills are yet expected to be developed. It is important to note that the proficiency level descriptors represent a progression of skills and abilities. Skills and abilities specified in lower-performance levels are likely demonstrated by students in the higher performance levels and may not be noted in the higher-level descriptors for a grade or grade range.


Proficiency Level Descriptors – Kindergarten KINDER Speaking Listening Reading Writing

1 Beginning

Beginning students are starting to develop receptive and productive skills in English.




2 Early

Intermediate

Early Intermediate students typically use basic vocabulary and simple phrases to name or describe common objects and express opinions or preferences in social and academic situations. They narrate a story related to a sequence of pictures about school-related activities using basic vocabulary. Restricted vocabulary and developing grammar limit expression. Errors frequently impede communication.

Early Intermediate students typically follow some simple oral directions using knowledge of everyday tasks and basic academic vocabulary. They identify common shapes, letters, numbers, and familiar locations. They identify details in simple oral stories. Their restricted vocabulary and developing grammar limit comprehension. Errors frequently impede communication and comprehension.

Early Intermediate students typically identify capital and lowercase letters in isolation and identify beginning, middle, and ending sounds. They identify main ideas and details in simple text, match text to pictures, and apply letter-sound relationships. Their restricted vocabulary and developing grammar limit comprehension. Errors frequently impede comprehension.

Early Intermediate students copy simple words and sentences that describe pictures or respond to other prompts. Errors frequently impede communication.

3 Intermediate

Intermediate students typically use appropriate words and phrases when conducting transactions, making requests and asking for clarification in social and academic settings. They narrate a story related to a sequence of pictures about school-related activities using mostly accurate, although limited, vocabulary. They provide mostly clear information although errors interfere with communication.

Intermediate students typically follow simple oral directions and identify locations. They identify main ideas and make some inferences from simple oral stories. Errors interfere with communication and comprehension.

Intermediate students typically decode words with short vowel sounds, match text to pictures, and recall details and main ideas in short passages. Students make simple inferences and recognize words that relate to spatial relationships. Errors interfere with comprehension.

Intermediate students typically write one or more words to describe a picture or respond to other prompts. Students are beginning to recognize correct sentence format. Errors interfere with communication.

4 Proficient

Proficient students typically produce simple and accurate sentences when making requests and asking for clarifications. They use appropriate words and phrases to label and describe the purpose of less common objects. They narrate a story related to a sequence of pictures about school-related activities using accurate vocabulary. Minor errors do not interfere with communication.

Proficient students typically follow oral directions to distinguish the location of an object in relation to another object, recall details in an oral story, and make inferences. They identify main ideas in more complex stories.

Proficient students typically identify rhyming words, match words to definitions or descriptions, make inferences, recall events from short passages, and read simple sentences independently. Errors do not interfere with comprehension.

Proficient students typically use correct basic grammar, capitalize the beginning of a sentence, and use correct ending punctuation in declarative, interrogative, and imperative sentences. They identify standard sentence structure and generate descriptive and explanatory sentences. Errors do not interfere with communication.

5 Above

Proficient

Above Proficient students typically produce simple sentences and use correct grammar when making requests, asking for clarification, and describing situations. They narrate a story with extensive and accurate vocabulary and grammar appropriate to their age.

Above Proficient students typically recall details and sequence of events, and determine main ideas in oral stories that have advanced vocabulary.

Above Proficient students typically use context clues to determine meanings of words and recall subtle details. They identify sequence in short passages and recognize words that relate to spatial relationships.

Above Proficient students typically write a complete sentence to describe a picture or respond to other prompts. They form regular plural nouns and possessive pronouns, and choose correct sentence-ending punctuation. Communication is clear and complete, although content may contain minor errors.


Proficiency Level Descriptors – Grade 1 Grade 1 Speaking Listening Reading Writing

1 Beginning





2 Early

Intermediate

Early Intermediate students typically use basic vocabulary and simple phrases to name or describe common objects and express opinions or preferences in social and academic situations. They narrate a story related to a sequence of pictures about school-related activities using basic vocabulary. Restricted vocabulary and developing grammar limit expression. Errors frequently impede communication.

Early Intermediate students typically follow some simple oral directions using knowledge of everyday tasks and basic academic vocabulary. They identify common shapes, letters, numbers, and familiar locations. They identify details in simple oral stories. Their restricted vocabulary and developing grammar limit comprehension. Errors frequently impede communication and comprehension.

Early Intermediate students typically identify capital and lowercase letters in isolation, identify beginning, middle, and ending sounds, and recall main ideas and important details in simple text. They apply letter-sound relationships. Their restricted vocabulary and developing grammar limit comprehension. Errors frequently impede comprehension.

Early Intermediate students typically copy simple sentences and write one or more words to describe or explain a picture. They select grammatically correct sentences from a set of choices. Their restricted vocabulary and developing grammar limit expression. Errors frequently impede communication.

3 Intermediate

Intermediate students typically use appropriate words and phrases when conducting transactions, making requests and asking for clarification in social and academic settings. They narrate a story related to a sequence of pictures about school-related activities using mostly accurate, although limited, vocabulary. They provide mostly clear information although errors interfere with communication.

Intermediate students typically follow simple oral directions and identify locations. They identify main ideas and make simple inferences from simple oral stories. Errors interfere with communication and comprehension.

Intermediate students typically decode basic words and match text to pictures. Students make simple inferences and recognize words related to spatial relationships. Errors interfere with comprehension.

Intermediate students typically write words, phrases, or sentences that attempt to describe or explain a picture. They are beginning to recognize sentences illustrating correct grammar, proper subject/verb agreement, and correct pluralization and capitalization. They have limited range of vocabulary knowledge. Errors interfere with communication.

4 Proficient

Proficient students typically produce simple and accurate sentences when making requests and asking for clarifications. They use appropriate words and phrases to label and describe the purpose of less common objects. They narrate a story related to a sequence of pictures about school-related activities using accurate vocabulary. Minor errors do not interfere with communication.

Proficient students typically follow oral directions to distinguish the location of an object in relation to another object, recall details in an oral story, and draw inferences. They identify main ideas in more complex stories.

Proficient students typically identify rhyming words, match basic text to pictures, make inferences, recall details and main ideas in short passages, and read simple sentences independently. Errors do not interfere with comprehension.

Proficient students typically use correct basic grammar, capitalize the beginning of a sentence, and use correct ending punctuation in declarative, interrogative, and imperative sentences. They identify standard sentence structure and generate descriptive and explanatory sentences. Errors do not interfere with communication.

5 Above

Proficient

Above Proficient students typically produce simple sentences and use correct grammar when making requests and conducting transactions in the classroom or describing familiar social situations or a process. They narrate a story with extensive and accurate vocabulary and grammar appropriate to their age.

Above Proficient students typically recall details and the sequence of events, and determine main ideas in oral stories that have advanced vocabulary.

Above Proficient students use context clues to determine meanings of words, recall subtle details, and determine sequence in short passages. They use interpretation and inference to comprehend a story. Students recognize words that relate to spatial relationships.

Above Proficient students typically write a complete sentence to describe a picture or respond to other prompts. They form regular plural nouns and possessive pronouns, and choose correct sentence-ending punctuation. Communication is clear and complete, although content may contain minor errors.


Proficiency Level Descriptors – Grades 2–3 Grades 2–3 Speaking Listening Reading Writing

1 Beginning





2 Early

Intermediate

Early Intermediate students typically use basic vocabulary and grammar, and simple phrases or sentences to make requests or comparisons, ask questions, express opinions or preferences, or describe a sequence of pictures about familiar events and situations. Errors frequently impede communication.

Early Intermediate students typically follow simple oral directions and identify high-frequency vocabulary. They identify a few details and make simple inferences from oral stories. Errors frequently impede communication and comprehension.

Early Intermediate students typically understand word meanings and synonyms, possess basic knowledge of morphemes and syllables, identify one-syllable words, recognize simple rhyming words, and make simple inferences. Errors frequently impede comprehension.

Early Intermediate students typically describe, explain, or express ideas in sentences. They make simple comparisons. Students demonstrate basic vocabulary knowledge and grammar skills such as use of auxiliary verbs, verb tenses, and conjunctions. Errors frequently impede communication.

3 Intermediate

Intermediate students typically use appropriate words and phrases when expressing a preference, asking questions, providing information and explanations, naming common objects, and describing common functions. They produce mostly accurate sentences when narrating simple stories about familiar events and situations. Errors interfere with communication.

Intermediate students typically understand a limited range of vocabulary. They recall details, identify main ideas, and draw inferences in more complex oral stories. Errors interfere with communication and comprehension.

Intermediate students typically match words to definitions or descriptions, interpret words and basic phrases, and apply knowledge of morphemes and syllables. They recall stated details and main ideas, make inferences, and determine characters' feelings. Errors interfere with comprehension.

Intermediate students typically respond to various prompts or pictures using multiple sentences. Students make simple predictions and express some opinions in response to pictures. Meaning is somewhat clear although vocabulary may be limited. They identify appropriate verb forms and articles based on contextual clues. Errors interfere with communication.

4 Proficient

Proficient students typically produce complete sentences with few grammatical and vocabulary errors when describing situations, explaining their reasoning, or narrating a story. They use broad vocabulary to accurately express opinions or preferences and ask appropriate questions. Minor errors do not interfere with communication.

Proficient students typically understand academic vocabulary and follow some complex directions. They recall subtle details, determine main ideas, and identify speaker purpose.

Proficient students typically identify synonyms of social and academic vocabulary and interpret words and phrases. They use context clues to determine meaning, recall implicit details and main ideas, make complex inferences, identify literary features, and transfer concepts to new situations. Errors do not interfere with comprehension.

Proficient students typically make predictions and express opinions in response to pictures using complete sentences. They use correct auxiliary verb forms and verb tenses and correctly use writing conventions such as capitalization and punctuation. They organize and write responses in logical and sequential order. Errors do not interfere with communication.

5 Above

Proficient

Above Proficient students typically produce sentences with sophisticated vocabulary and correct grammar when providing information, describing situations, or explaining their reasoning.

Above Proficient students typically recall details and sequence of events, and determine main ideas in oral stories that have advanced vocabulary.

Above Proficient students typically identify two-syllable words and rhyming words written with digraphs, use common multiple-meaning words, and recognize synonyms. They determine story sequence and details of fictional and academic texts, make generalizations, and use self-monitoring techniques to check for understanding.

Above Proficient students typically write fluently to a variety of pictures, prompts, or purposes with precise vocabulary and ease of expression. They use correct verb tenses and subject/verb agreement, appropriate articles and punctuation. Responses contain few digressions or repetitions. Communication is clear and complete, though it may contain minor errors.


Proficiency Level Descriptors – Grades 4-5 Grades 4-5 Speaking Listening Reading Writing

1 Beginning





2 Early

Intermediate

Early Intermediate students typically use basic vocabulary and grammar and simple sentences to identify common objects and describe their function, provide basic information, make requests, ask questions, and express opinions or preferences. They construct a narrative from a sequence of pictures about familiar events and school-related activities and compare and contrast information found in texts and graphic organizers using basic vocabulary. Errors frequently impede communication.

Early Intermediate students typically follow some simple oral directions and understand common vocabulary and idiomatic expressions. They identify details. Errors frequently impede communication and comprehension.

Early Intermediate students typically interpret basic words and phrases and identify some main ideas and details in simple text. Errors frequently impede comprehension.

Early Intermediate students typically write sentences using basic vocabulary and grammar to describe and discuss text, interpret graphic organizers, and compare and contrast information. Errors in organization, grammar, word choice, and mechanics frequently impede communication.

3 Intermediate

Intermediate students typically use appropriate words and phrases and complete sentences when making requests, expressing opinions or preferences, providing information, and describing locations. They construct a narrative from a sequence of pictures and compare and contrast information found in texts and graphic organizers using mostly accurate, although limited, vocabulary. Errors interfere with communication.

Intermediate students typically follow oral directions and interpret both basic vocabulary and idiomatic expressions. They identify some main ideas and make simple inferences from passages and understand details within graphic organizers. Errors interfere with communication and comprehension.

Intermediate students typically use knowledge of high-frequency affixes to determine word meanings. They recall main ideas and stated details in text, and interpret simple words and phrases. Errors interfere with comprehension.

Intermediate students typically respond appropriately to various verbal prompts or graphic organizers by using complete sentences that exhibit correct basic grammar. Meaning is somewhat clear, although vocabulary may be limited. They demonstrate a grasp of pronouns, prepositions, auxiliary verbs and verb tenses. Errors in organization, grammar, word choice, and mechanics interfere with communication.

4 Proficient

Proficient students typically produce complete sentences when providing information, asking questions, explaining a process, expressing an opinion, and narrating a story. They organize responses in logical and sequential order. They accurately identify and compare and contrast features of less common objects. Minor errors do not interfere with communication.

Proficient students typically follow multistep directions using academic vocabulary, recall details, identify main ideas, and determine sequence of steps in classroom discussions and lessons. They make inferences from more complex oral stories and interpret tables and other graphic organizers.

Proficient students typically use knowledge of more advanced affixes to determine word meanings. They identify synonyms, use context clues to determine word meanings, and interpret slightly complex words and phrases. They read for specific information in graphic organizers, make inferences from information, and draw conclusions. Errors do not interfere with comprehension.

Proficient students typically write complete sentences with mostly accurate vocabulary and grammar that demonstrates appropriate use of punctuation, prepositional phrases, and other conventions. They summarize passages; interpret, compare, and contrast information from graphic organizers and from implicit and explicit context clues; and organize and write responses to open-ended questions in logical and sequential order. Errors do not interfere with communication.

5 Above

Proficient

Above Proficient students typically produce sentences with sophisticated vocabulary and correct grammar when providing information, describing situations, asking questions, expressing opinions and subtle nuances of meanings, and explaining processes and their reasoning. They create a detailed and structured narrative.

Above Proficient students typically follow directions that use verb phrases and determine key information to summarize a task. They recall subtle details, identify main ideas and speaker purpose, and make sophisticated inferences from classroom discussions and lessons.

Above Proficient students typically identify synonyms and antonyms of less familiar words and interpret complex words and phrases. They use prediction, determine story sequence, and use self-monitoring techniques to check for understanding.

Above Proficient students typically write fluently in response to a variety of prompts and purposes. They skillfully organize, interpret, summarize, and evaluate information from texts and graphic organizers. Communication is clear and complete, though it may contain minor errors.



1 Beginning





2 Early

Intermediate

Early Intermediate students typically produce simple sentences using basic vocabulary and grammar when describing social situations, giving instructions, and identifying locations. They construct a narrative from a sequence of pictures about familiar events and school-related activities and compare and contrast information found in texts and graphic organizers. Errors frequently impede communication.

Early Intermediate students typically follow simple oral directions and understand common vocabulary and idiomatic expressions. They identify details. Errors frequently impede communication and comprehension.

Early Intermediate students typically follow simple oral directions and understand common vocabulary and idiomatic expressions. They identify some details. Errors frequently impede comprehension.

Early Intermediate students typically write complete sentences using basic vocabulary and grammar to describe, explain, or compare verbal or graphic prompts. They respond to simple open-ended questions and summarize simple passages. Errors in organization, grammar, word choice, and mechanics frequently impede communication.

3 Intermediate

Intermediate students typically use appropriate words and phrases and complete sentences when expressing opinions, providing information, conducting transactions, or describing common functions. They describe common social situations and narrate simple stories. Grammatical or vocabulary errors interfere with communication, but the intended meaning is somewhat clear.

Intermediate students typically follow multistep directions that use academic vocabulary. They recall details from class discussions or short oral stories and identify the main purpose of conversation. They interpret graphic organizers and extrapolate conclusions from discussions. Errors interfere with communication and comprehension.

Intermediate students identify synonyms of familiar social and academic vocabulary and interpret common idiomatic expressions using context clues. They distinguish main ideas from supporting details and make inferences from clues in text. Errors interfere with comprehension.

Intermediate students typically write complete sentences to describe, explain, or compare or contrast verbal or graphic prompts. They write responses to open-ended questions and summarize passages. They use sentence-ending punctuation, pronouns, prepositional phrases, auxiliary verbs and verb tenses. Responses have limited range of vocabulary. Errors in organization, grammar, word choice, and mechanics interfere with communication.

4 Proficient

Proficient students typically produce complete sentences to express opinions, provide information, conduct transactions, make a request, explain processes, give instructions, and describe social situations. They produce generally fluent narratives with some hesitations or self-corrections that do not obscure meaning. They organize responses in logical and sequential order and incorporate idiomatic expressions. Speech is coherent and clear but lacks elaboration or detail.

Proficient students typically follow complex multistep directions. They determine main ideas, make inferences from directions, draw simple conclusions and predict logical outcomes in oral stories. They understand metaphorical language and uncommon idiomatic expressions, and recognize technical academic vocabulary.

Proficient students interpret idioms and determine synonyms of grade-level words. They recall stated and implicit details in a variety of genres, identify specific information in graphic organizers, and determine main ideas in fiction and academic texts. They analyze the structure of texts and identify literary techniques. Errors do not interfere with comprehension.

Proficient students typically write logically-sequenced responses that incorporate idiomatic expressions and convey original thought in response to open-ended prompts. They accurately interpret pictures or graphical information. They use correct verb tense and agreement, subordinating conjunctions, capitalization, punctuation, and adjective and adverb placement. Errors do not interfere with communication.

5 Above

Proficient

Above Proficient students typically produce sentences with sophisticated vocabulary and correct grammar and subtle nuances of meaning, when expressing opinions, providing information, making requests, identifying and describing objects, and explaining processes and their reasoning. They produce detailed narratives of complex structure and skillfully organize information for presentations.

Above Proficient students typically follow complex instructions, recall subtle details, determine and evaluate key information to summarize a task, and make sophisticated inferences and predictions from classroom discussions or lengthy oral stories. They understand increasingly abstract idiomatic expressions, locate new information in a wider context, and distinguish relevant from extraneous information.

Above Proficient students typically identify synonyms and antonyms, interpret less familiar idiomatic expressions, apply word definitions, and restate meanings in variant language. They prioritize main and supporting details, and read closely to make logical inferences. They use prediction to read fluently and to identify author’s purpose and literary techniques.

Above Proficient students typically craft original responses to prompts, fluently conveying sequenced logical exposition. Students respond to open-ended questions requiring them to extrapolate from information indicated in prompts, interpret and synthesize complex information from graphic organizers, draw sophisticated inferences, explain reasoning, and express and support opinions. Minor errors are possible, but generally negligible.



1 Beginning





2 Early

Intermediate

Early Intermediate students typically produce simple sentences using basic vocabulary and grammar when interpreting language related to social, school, and academic contexts, explaining personal preferences or describing a sequence of pictures about familiar events and social situations. Minimal vocabulary and grammar knowledge and errors frequently impede communication.

Early Intermediate students typically follow multistep directions. They identify main ideas and make simple inferences and draw conclusions. Errors frequently impede communication and comprehension.

Early intermediate students recall simple information from text, identify main ideas and supporting details, and make simple inferences. They identify common idiomatic expressions and paraphrase passages. Errors frequently impede comprehension.

Early Intermediate students typically write complete sentences using basic vocabulary and grammar to express ideas. They compare and summarize information found in texts or graphic organizers. They demonstrate a basic knowledge of auxiliary verbs, pronouns, and conjunctions. Errors in organization, grammar, word choice, and mechanics frequently impede communication.

3 Intermediate

Intermediate students typically use appropriate words and phrases and complete sentences when providing information, expressing preferences, conducting transactions, and describing personal experiences. They describe social situations, give instructions, and narrate a simple story. Intended meaning is mostly clear, but sometimes requires comprehension-check questions. They are capable of communicating some nuances of meaning. Grammatical or vocabulary errors interfere with communication, but the intended meaning is somewhat clear.

Intermediate students typically interpret simple academic vocabulary and idiomatic expressions. They extrapolate logical outcomes, place new information in a broader context, and recall details from classroom discussions or oral stories. Errors interfere with communication and comprehension.

Intermediate students typically use knowledge of high-frequency affixes and context clues to determine word meanings and identify synonyms of high-frequency social and academic vocabulary. From a simple narrative, they recall stated and implicit details, distinguish main ideas, compare and contrast information, draw conclusions, and make some inferences. Errors interfere with comprehension.

Intermediate students typically use correct basic grammar and begin to demonstrate use of conjunctions in compound sentences. They summarize texts and analyze information in graphic organizers. Meaning is somewhat clear, although vocabulary may be limited. Errors interfere with communication.

4 Proficient

Proficient students typically use complete sentences to express opinions, explain processes, conduct transactions, and describe personal experiences. They use accurate vocabulary and grammar to describe the purpose of less common objects and fluently narrate stories with creative detail. They organize responses in logical and sequential order and incorporate idiomatic expressions. They convey subtle distinctions through rich, specific, and varied vocabulary.

Proficient students typically interpret idiomatic expressions and complex academic vocabulary and concepts. They distinguish essential details and nuances of meaning, synthesize answers from fragmentary information, and determine key information to summarize a task from complex narratives and discussions.

Proficient students typically draw complex conclusions from lengthy passages and distinguish nuances of meanings. They interpret alternate expressions of ideas, analyze the organization of passages, and identify theme, tone, and author purpose. Errors do not interfere with comprehension.

Proficient students typically write fluently, using complete sentences with accurate vocabulary to interpret texts and graphical information, while distinguishing nuances of meaning. They incorporate idiomatic expressions and produce responses to open-ended questions and write summaries and comparisons that correctly use verb forms, capitalization, punctuation, and advanced grammar. Responses exhibit minor errors in grammar and content organization that do not interfere with communication.

5 Above

Proficient

Above Proficient students typically produce complex sentences with sophisticated and precise vocabulary and correct grammar. They convey detailed academic content and expressive nuances of meaning and skillfully organize information for presentations.

Above Proficient students typically interpret more complex grammar and academic vocabulary to follow complex instructions. They use context clues to interpret new vocabulary and draw conclusions about a character in an oral story. They distinguish subtleties of tone and point of view, recall extensive details, grasp abstract and uncommon idiomatic expressions, and analyze the structure of oral passages.

Above Proficient students recognize uncommon synonyms, subtle gradations of meanings using context clues, and unfamiliar idioms. They use prediction to read fluently, make inferences from challenging texts, synthesize text, recognize literary techniques, and use self-monitoring techniques to check for understanding.

Above Proficient students typically write using precise, sophisticated, and varied vocabulary. They demonstrate fluent and varied expression; express subtle nuances of meaning; and expand responses to prompts using related background knowledge. Minor errors are possible, but generally negligible.


Section 4

4.1 Proficiency Level Definitions /Definiciones Niveles de competencia While the scale scores can be used to measure student growth from test to test and across grade spans, proficiency levels provide a broader categorization for the purposes of reporting. The scale scores that make up the common scale fall into five (5) proficiency levels: Beginning, Early Intermediate, Intermediate, Proficient, and Above Proficient (Principiante, Intermedio básico, Intermedio, Competente, Dominio avanzado). The Definiciones Niveles de competencia describe in broad terms what students are able to do at each corresponding Proficiency Level. Using the scale scores, the Proficiency Level Descriptors, and the Definiciones Niveles de competencia allows for a more coherent presentation and interpretation of the test results.


Proficiency Level Definitions

5 Above

Proficient

Level 5 students communicate effectively in Spanish, with few if any errors, across a wide range of grade-level-appropriate language demands in social, school, and academic contexts. The students command a high degree of productive and receptive control of lexical, syntactic, phonological, and discourse features when addressing new or familiar topics. Level 5 students apply their language mastery to critically evaluate and synthesize written and oral information and to formulate hypotheses. Their facility with language allows them to analyze information, draw sophisticated inferences, and explain their reasoning. They skillfully organize information for presentations and can express subtle nuances of meaning. They apply literary techniques such as identifying author tone and point of view and can tailor language to a particular purpose and audience.

4 Proficient

Level 4 students communicate effectively in Spanish, but with some errors, across a range of grade-level-appropriate language demands in social, school, and academic contexts. The students exhibit productive and receptive control of lexical, syntactic, phonological, and discourse features when addressing new or familiar topics. Level 4 students interpret, analyze, and evaluate written and oral information, basing their responses on implicit and explicit context clues and information from personal and academic experiences. They adequately express themselves and organize their responses in logical and sequenced order. They distinguish nuances of meaning and incorporate idiomatic expressions and academic vocabulary.

3 Intermediate

Level 3 students communicate in Spanish across a range of grade-level-appropriate language demands in social, school, and academic contexts. However, errors interfere with their communication and comprehension. Repetition and clarification are often needed. The students exhibit a limited range of productive and receptive control of lexical, syntactic, phonological, and discourse features when addressing new or familiar topics. Level 3 students use limited vocabulary when defining concepts across and within academic disciplines. They can compare, contrast, summarize, and relate text to graphic organizers. They decode words, apply grammar conventions, and use context clues to identify word meanings. They identify proper and improper use of basic grammar. Although their language is generally coherent, it lacks significant elaboration or detail.

2 Early

Intermediate

Level 2 students are developing the ability to communicate in Spanish in social, school, and academic contexts. Errors frequently impede basic communication and comprehension. Their receptive and productive control of lexical, syntactic, phonological, and discourse features of English is emerging. Early Intermediate students have minimal vocabulary and grammar skills They identify, describe, and discuss simple pictorial or text prompts. Students interpret language related to familiar social, school, and academic topics. They draw simple inferences and make simple comparisons. They restate rather than create original expressions. Restricted vocabulary and rudimentary grammar limit their expression and comprehension.

1 Beginning

Level 1 students are starting to develop receptive and productive uses of Spanish in social, school, and academic contexts. Their comprehension may be demonstrated nonverbally or through their native language rather than in Spanish.


LAS Links 2nd Ed. Definiciones Niveles de competencia

5 Dominio

Avanzado

Los estudiantes del nivel 5 pueden comunicarse con eficacia en español, con pocos o ningún error, a través de una amplia gama de demandas lingüísticas a nivel de grado en contextos sociales, escolares y académicos. Los estudiantes exhiben un alto grado de control productivo y receptivo de las características léxicas, sintácticas y fonológicas y del discurso al abordar temas nuevos o familiares. Los estudiantes del nivel 5 muestran un dominio avanzado de la lengua que les permite evaluar y sintetizar información escrita y oral al igual que formular hipótesis. Su facilidad con el lenguaje les permite analizar información, hacer inferencias sofisticadas y explicar su razonamiento. Hábilmente organizan información para presentaciones y pueden expresar sutilezas de significado. Disciernen técnicas literarias, pueden evaluar tono del autor, punto de vista y actitud en un texto; y pueden ajustar su lenguaje para servir propósitos y audiencias específicas.

4 Competente

Los estudiantes del nivel 4 pueden comunicarse de manera efectiva en español pero con algunos errores a través de una gama de demandas lingüísticas adecuadas a nivel de grado en contextos sociales, escolares y académicos. Los estudiantes exhiben control productivo y receptivo de las características léxicas, sintácticas, fonológicas y del discurso al abordar temas nuevos o familiares. Los estudiantes del nivel 4 interpretan, analizan y evalúan información escrita y oral basando sus respuestas en pistas contextuales implícitas y explícitas y en información obtenida a través de experiencias personales y académicas. Se expresan adecuadamente y organizan sus respuestas en orden lógico y secuencial. Distinguen sutilezas de significado e incorporan expresiones idiomáticas y vocabulario académico.

3 Intermedio

Los estudiantes del nivel 3 pueden comunicarse en español a través de una gama de demandas lingüísticas adecuadas a nivel de grado en contextos sociales, escolares y académicos. Sin embargo, los errores interfieren con su comprensión y comunicación. A menudo necesitan repetición y clarificación. Los estudiantes exhiben un agama limitad de control productivo y receptivo de las características léxicas, sintácticas, fonológicas y del discurso al abordar temas nuevos o familiares. Los estudiantes del nivel 3 utilizan vocabulario limitado al definir conceptos dentro y a través de todas las disciplinas académicas. Tienen la habilidad de comparar, contrastar, resumir y relacionar textos con organizadores gráficos. Tienen la capacidad de descifrar palabras, aplicar convenciones gramaticales y usar pistas contextuales para identificar significados de palabras. Distinguen entre el uso correcto e incorrecto de gramática básica. Aunque el lenguaje es en general coherente, le falta elaboración o detalles significativos.

2 Intermedio

Básico

Los estudiantes del nivel 2 están desarrollando la capacidad de comunicarse en español en contextos sociales, escolares y académicos. Los errores frecuentemente impiden su comunicación básica y comprensión. Empieza a surgir un control receptivo y productivo de las características léxicas, sintácticas, fonológicas y del discurso. Los estudiantes del nivel 2 tienen un nivel mínimo de vocabulario y conocimientos gramaticales. Pueden identificar, describir y discutir temas basados en imágenes o textos simples. Los estudiantes interpretan el lenguaje en temas familiares sociales, escolares y académicos. Pueden hacer inferencias y comparaciones simples. Ellos repiten en lugar de crear expresiones originales. Su vocabulario restringido y gramática rudimentaria limitan la expresión y comprensión.

1 Principiante

Los estudiantes del nivel 1 están desarrollando el uso de español receptivo y productivo en contextos sociales y académicos. Demuestran comprensión de manera no verbal, con gestos o a través du su lengua materna.


4.2 Proficiency Level Descriptors In addition to the Proficiency Levels and their definitions, Proficiency Level Descriptors (PLD) are provided for more specific understanding of students’ Spanish ability at each proficiency level and grade span. The PLD are organized by the core language domains: Hablando, Escuchando, Lectura, and Escritura. The PLD are detailed explanations of what skills a student can be expected to demonstrate at each proficiency level, and are meant to give teachers a helpful profile of a student’s performance with an eye toward the next steps along the language development continuum. The same information can also be given to parents, guardians, or other stakeholders so they have a clear understanding of what students have learned and what Spanish skills are yet expected to be developed. It is important to note that the proficiency level descriptors represent a progression of skills and abilities. Skills and abilities specified in lower-performance levels are likely demonstrated by students in the higher performance levels and may not be noted in the higher-level descriptors for a grade or grade range.

33

Cop

yrig

ht ©

201

3 by

CTB

/McG

raw

-Hill

LLC

. All

right

s res

erve

d. S

ecur

e M

ater

ials

Prof

icie

ncy

Leve

l Des

crip

tors

– K

inde

rgar

ten

KIN

DER

Ha

blan

do

Escu

chan

do

Lect

ura

Es

critu

ra

1 Be

ginn

ing

Begi

nnin

g st

uden

ts a

re st

artin

g to

dev

elop

re

cept

ive

and

prod

uctiv

e sk

ills i

n Sp

anish

. Be

ginn

ing

stud

ents

are

star

ting

to d

evel

op

rece

ptiv

e an

d pr

oduc

tive

skill

s in

Span

ish.

Begi

nnin

g st

uden

ts a

re st

artin

g to

dev

elop

re

cept

ive

and

prod

uctiv

e sk

ills i

n Sp

anish

. Be

ginn

ing

stud

ents

are

star

ting

to

deve

lop

rece

ptiv

e an

d pr

oduc

tive

skill

s in

Span

ish.

2 Ea

rly

Inte

rmed

iate

Early

Inte

rmed

iate

stud

ents

typi

cally

use

ba

sic v

ocab

ular

y an

d sim

ple

phra

ses t

o na

me

or d

escr

ibe

com

mon

obj

ects

and

ex

pres

s opi

nion

s or p

refe

renc

es in

soci

al

and

acad

emic

situ

atio

ns. T

hey

narr

ate

a st

ory

rela

ted

to a

sequ

ence

of p

ictu

res

abou

t sch

ool-r

elat

ed a

ctiv

ities

usin

g ba

sic

voca

bula

ry. R

estr

icte

d vo

cabu

lary

and

de

velo

ping

gra

mm

ar li

mit

expr

essio

n.

Erro

rs fr

eque

ntly

impe

de c

omm

unic

atio

n.

Early

Inte

rmed

iate

stud

ents

typi

cally

fo

llow

som

e sim

ple

oral

dire

ctio

ns u

sing

know

ledg

e of

eve

ryda

y ta

sks,

bas

ic

acad

emic

voc

abul

ary,

and

fam

iliar

lo

catio

ns. E

rror

s fre

quen

tly im

pede

co

mm

unic

atio

n an

d co

mpr

ehen

sion.

Early

Inte

rmed

iate

stud

ents

typi

cally

id

entif

y ca

pita

l and

low

erca

se le

tter

s in

isola

tion

and

iden

tify

begi

nnin

g, m

iddl

e,

and

endi

ng so

unds

. The

y m

atch

text

to

pict

ures

and

reco

gnize

hig

h-fr

eque

ncy

wor

ds. E

rror

s fre

quen

tly im

pede

co

mpr

ehen

sion.

Early

Inte

rmed

iate

stud

ents

typi

cally

co

py si

mpl

e w

ords

and

sent

ence

s tha

t de

scrib

e pi

ctur

es o

r oth

er p

rom

pts.

Er

rors

freq

uent

ly im

pede

co

mm

unic

atio

n.

3 In

term

edia

te

Inte

rmed

iate

stud

ents

typi

cally

use

ap

prop

riate

wor

ds a

nd p

hras

es w

hen

cond

uctin

g tr

ansa

ctio

ns, m

akin

g re

ques

ts,

and

aski

ng fo

r cla

rific

atio

n. T

hey

narr

ate

a st

ory

rela

ted

to a

sequ

ence

of p

ictu

res

abou

t sch

ool-r

elat

ed a

ctiv

ities

usin

g m

ostly

acc

urat

e, a

lthou

gh li

mite

d,

voca

bula

ry. T

hey

prov

ide

mos

tly c

lear

in

form

atio

n al

thou

gh e

rror

s int

erfe

re w

ith

com

mun

icat

ion.

Inte

rmed

iate

stud

ents

typi

cally

follo

w

simpl

e or

al d

irect

ions

. The

y id

entif

y m

ain

idea

s and

det

ails

and

mak

e so

me

infe

renc

es in

sim

ple

oral

stor

ies.

Err

ors

inte

rfer

e w

ith c

omm

unic

atio

n an

d co

mpr

ehen

sion.

Inte

rmed

iate

stud

ents

typi

cally

dec

ode

wor

ds, i

dent

ify so

me

mai

n id

eas,

and

re

call

deta

ils a

nd e

vent

s fro

m a

pas

sage

re

ad in

depe

nden

tly. E

rror

s int

erfe

re w

ith

com

preh

ensio

n.

Inte

rmed

iate

stud

ents

typi

cally

writ

e on

e or

mor

e w

ords

to d

escr

ibe

a pi

ctur

e or

re

spon

d to

oth

er p

rom

pts.

Stu

dent

s are

be

ginn

ing

to re

cogn

ize c

orre

ct se

nten

ce

form

at. E

rror

s int

erfe

re w

ith

com

mun

icat

ion.

4 Pr

ofic

ient

Prof

icie

nt st

uden

ts ty

pica

lly p

rodu

ce

simpl

e an

d ac

cura

te se

nten

ces w

hen

mak

ing

requ

ests

and

ask

ing

for

clar

ifica

tions

. The

y us

e ap

prop

riate

wor

ds

and

phra

ses t

o la

bel a

nd d

escr

ibe

the

purp

ose

of le

ss c

omm

on o

bjec

ts. T

hey

narr

ate

a st

ory

rela

ted

to a

sequ

ence

of

pict

ures

abo

ut sc

hool

-rel

ated

act

iviti

es

usin

g ac

cura

te v

ocab

ular

y. M

inor

err

ors

do n

ot in

terf

ere

with

com

mun

icat

ion.

Prof

icie

nt st

uden

ts ty

pica

lly fo

llow

mor

e co

mpl

ex o

ral d

irect

ions

and

dra

w

infe

renc

es fr

om o

ral s

torie

s. T

hey

iden

tify

mai

n id

eas i

n m

ore

com

plex

stor

ies.

Prof

icie

nt st

uden

ts ty

pica

lly re

ad

sent

ence

s or s

hort

pas

sage

s in

depe

nden

tly. T

hey

iden

tify

rhym

ing

wor

ds a

nd id

entif

y m

ain

idea

s and

reca

ll de

tails

in a

pas

sage

. Err

ors d

o no

t in

terf

ere

with

com

preh

ensio

n.

Prof

icie

nt st

uden

ts ty

pica

lly u

se c

orre

ct

basic

gra

mm

ar a

nd c

apita

lize

the

begi

nnin

g of

a se

nten

ce. T

hey

iden

tify

stan

dard

sent

ence

stru

ctur

e an

d ge

nera

te d

escr

iptiv

e an

d ex

plan

ator

y se

nten

ces.

Err

ors d

o no

t int

erfe

re w

ith

com

mun

icat

ion.

5 Ab

ove

Prof

icie

nt

Abov

e Pr

ofic

ient

stud

ents

typi

cally

pr

oduc

e sim

ple

sent

ence

s and

use

cor

rect

gr

amm

ar w

hen

mak

ing

requ

ests

, ask

ing

for c

larif

icat

ion,

and

des

crib

ing

situa

tions

. Th

ey n

arra

te a

stor

y w

ith e

xten

sive

and

ac

cura

te v

ocab

ular

y an

d gr

amm

ar

appr

opria

te to

thei

r age

.

Abov

e Pr

ofic

ient

stud

ents

typi

cally

reca

ll se

quen

ce o

f eve

nts f

rom

ora

l sto

ries t

hat

have

adv

ance

d vo

cabu

lary

.

Abov

e Pr

ofic

ient

stud

ents

typi

cally

use

co

ntex

t clu

es to

det

erm

ine

wor

d m

eani

ngs.

The

y re

call

subt

le d

etai

ls,

iden

tify

sequ

ence

s, a

nd m

ake

infe

renc

es

in a

pas

sage

read

inde

pend

ently

.

Abov

e Pr

ofic

ient

stud

ents

typi

cally

writ

e a

com

plet

e se

nten

ce to

des

crib

e a

pict

ure

or re

spon

d to

oth

er p

rom

pts.

Th

ey u

se c

orre

ct p

unct

uatio

n in

ex

clam

ator

y, d

ecla

rativ

e, a

nd

inte

rrog

ativ

e se

nten

ces.

Com

mun

icat

ion

is cl

ear a

nd c

ompl

ete,

alth

ough

con

tent

m

ay c

onta

in m

inor

err

ors.

34

Cop

yrig

ht ©

201

3 by

CTB

/McG

raw

-Hill

LLC

. All

right

s res

erve

d. S

ecur

e M

ater

ials

Prof

icie

ncy

Leve

l Des

crip

tors

– G

rade

1

Gra

de 1

Ha

blan

do

Escu

chan

do

Lect

ura

Es

critu

ra

1 Be

ginn

ing

Begi

nnin

g st

uden

ts a

re st

artin

g to

dev

elop

re

cept

ive

and

prod

uctiv

e sk

ills i

n Sp

anish

. Be

ginn

ing

stud

ents

are

star

ting

to

dev

elop

rece

ptiv

e an

d pr

oduc

tive

skill

s in

Spa

nish

.

Begi

nnin

g st

uden

ts a

re st

artin

g to

dev

elop

re

cept

ive

and

prod

uctiv

e sk

ills i

n Sp

anish

. Be

ginn

ing

stud

ents

are

star

ting

to

deve

lop

rece

ptiv

e an

d pr

oduc

tive

skill

s in

Span

ish.

2 Ea

rly

Inte

rmed

iate

Early

Inte

rmed

iate

stud

ents

typi

cally

use

ba

sic v

ocab

ular

y an

d sim

ple

phra

ses t

o na

me

or d

escr

ibe

com

mon

obj

ects

and

ex

pres

s opi

nion

s or p

refe

renc

es in

soc

ial a

nd

acad

emic

situ

atio

ns. T

hey

narr

ate

a st

ory

rela

ted

to a

sequ

ence

of p

ictu

res a

bout

sc

hool

-rel

ated

act

iviti

es u

sing

basic

vo

cabu

lary

. Res

tric

ted

voca

bula

ry a

nd

deve

lopi

ng g

ram

mar

lim

it ex

pres

sion.

Err

ors

freq

uent

ly im

pede

com

mun

icat

ion.

Early

Inte

rmed

iate

stud

ents

typi

cally

fo

llow

som

e sim

ple

oral

dire

ctio

ns u

sing

know

ledg

e of

eve

ryda

y ta

sks,

aca

dem

ic

voca

bula

ry, a

nd fa

mili

ar lo

catio

ns. E

rror

s fr

eque

ntly

impe

de c

omm

unic

atio

n an

d co

mpr

ehen

sion.

Early

Inte

rmed

iate

stud

ents

typi

cally

m

atch

com

mon

wor

ds to

pic

ture

s and

re

cogn

ize sp

atia

l rel

atio

nshi

ps. T

hey

iden

tify

cons

onan

t ble

nds.

Err

ors

freq

uent

ly im

pede

com

preh

ensio

n.

Early

Inte

rmed

iate

stud

ents

typi

cally

co

py si

mpl

e se

nten

ces a

nd

inde

pend

ently

writ

e a

wor

d to

des

crib

e or

exp

lain

a p

ictu

re. T

hey

sele

ct

sent

ence

s with

cor

rect

subj

ect/

verb

ag

reem

ent f

rom

a se

t of c

hoic

es. E

rror

s fr

eque

ntly

impe

de c

omm

unic

atio

n.

3 In

term

edia

te

Inte

rmed

iate

stud

ents

typi

cally

use

ap

prop

riate

wor

ds a

nd p

hras

es w

hen

cond

uctin

g tr

ansa

ctio

ns, m

akin

g re

ques

ts

and

aski

ng fo

r cla

rific

atio

n in

soci

al a

nd

acad

emic

sett

ings

. The

y na

rrat

e a

stor

y re

late

d to

a se

quen

ce o

f pic

ture

s abo

ut

scho

ol-r

elat

ed a

ctiv

ities

usin

g m

ostly

ac

cura

te, a

lthou

gh li

mite

d, v

ocab

ular

y. T

hey

prov

ide

mos

tly c

lear

info

rmat

ion

alth

ough

er

rors

inte

rfer

e w

ith c

omm

unic

atio

n.

Inte

rmed

iate

stud

ents

typi

cally

follo

w

simpl

e or

al d

irect

ions

and

iden

tify

mai

n id

eas,

and

dra

w si

mpl

e in

fere

nces

in o

ral

stor

ies.

Err

ors i

nter

fere

with

co

mm

unic

atio

n an

d co

mpr

ehen

sion.

Inte

rmed

iate

stud

ents

typi

cally

de

code

wor

ds, r

ead

sent

ence

s in

depe

nden

tly, u

nder

stan

d fa

mili

ar

voca

bula

ry, a

nd id

entif

y fr

eque

ntly

use

d rh

ymin

g w

ords

. The

y dr

aw si

mpl

e in

fere

nces

from

a p

assa

ge. E

rror

s in

terf

ere

with

com

preh

ensio

n.

Inte

rmed

iate

stud

ents

typi

cally

writ

e w

ords

, phr

ases

, or s

impl

e se

nten

ces t

o de

scrib

e or

exp

lain

pic

ture

s. T

hey

sele

ct

sent

ence

s illu

stra

ting

corr

ect g

ram

mar

, pl

ural

izatio

n, a

nd c

apita

lizat

ion

from

a

set o

f cho

ices

. Err

ors i

nter

fere

with

co

mm

unic

atio

n.

4 Pr

ofic

ient

Prof

icie

nt st

uden

ts ty

pica

lly p

rodu

ce si

mpl

e an

d ac

cura

te se

nten

ces w

hen

mak

ing

requ

ests

and

ask

ing

for c

larif

icat

ions

. The

y us

e ap

prop

riate

wor

ds a

nd p

hras

es to

labe

l an

d de

scrib

e th

e pu

rpos

e of

less

com

mon

ob

ject

s. T

hey

narr

ate

a st

ory

rela

ted

to a

se

quen

ce o

f pic

ture

s abo

ut sc

hool

-rel

ated

ac

tiviti

es u

sing

accu

rate

voc

abul

ary.

Min

or

erro

rs d

o no

t int

erfe

re w

ith c

omm

unic

atio

n.

Prof

icie

nt st

uden

ts ty

pica

lly fo

llow

mor

e co

mpl

ex o

ral d

irect

ions

, rec

all d

etai

ls, a

nd

draw

infe

renc

es fr

om o

ral s

torie

s. T

hey

iden

tify

mai

n id

eas i

n m

ore

com

plex

st

orie

s.

Prof

icie

nt st

uden

ts ty

pica

lly re

ad

sent

ence

s and

pas

sage

s ind

epen

dent

ly,

reca

ll su

btle

det

ails,

and

det

erm

ine

sequ

ence

in a

pas

sage

. Err

ors d

o no

t in

terf

ere

with

com

preh

ensio

n.

Prof

icie

nt st

uden

ts ty

pica

lly u

se c

orre

ct

gram

mar

, cap

italiz

e th

e be

ginn

ing

of a

se

nten

ce, a

nd u

se c

orre

ct e

ndin

g pu

nctu

atio

n in

dec

lara

tive,

inte

rrog

ativ

e,

and

impe

rativ

e se

nten

ces.

The

y id

entif

y st

anda

rd se

nten

ce st

ruct

ure

and

gene

rate

des

crip

tive

and

expl

anat

ory

sent

ence

s. E

rror

s do

not i

nter

fere

with

co

mm

unic

atio

n.

5 Ab

ove

Prof

icie

nt

Abov

e Pr

ofici

ent s

tude

nts t

ypic

ally

pro

duce

sim

ple

sent

ence

s and

use

cor

rect

gra

mm

ar

whe

n m

akin

g re

ques

ts a

nd c

ondu

ctin

g tr

ansa

ctio

ns in

the

clas

sroo

m o

r des

crib

ing

fam

iliar

soci

al si

tuat

ions

or a

pro

cess

. The

y na

rrat

e a

stor

y w

ith e

xten

sive

and

accu

rate

vo

cabu

lary

and

gra

mm

ar a

ppro

pria

te to

th

eir a

ge.

Abov

e Pr

ofic

ient

stud

ents

typi

cally

reca

ll de

tails

and

sequ

ence

of e

vent

s and

de

term

ine

mai

n id

eas i

n or

al st

orie

s tha

t ha

ve a

dvan

ced

voca

bula

ry.

Abov

e Pr

ofic

ient

stud

ents

typi

cally

use

co

ntex

t clu

es to

det

erm

ine

wor

d m

eani

ng,

and

use

inte

rpre

tatio

n an

d in

fere

nce

to

fully

com

preh

end

a st

ory.

Abov

e Pr

ofic

ient

stud

ents

typi

cally

writ

e a

com

plet

e se

nten

ce to

des

crib

e a

pict

ure

or re

spon

d to

oth

er p

rom

pts.

Co

mm

unic

atio

n is

clea

r and

com

plet

e,

alth

ough

voc

abul

ary

may

con

tain

min

or

erro

rs.

35

Cop

yrig

ht ©

201

3 by

CTB

/McG

raw

-Hill

LLC

. All

right

s res

erve

d. S

ecur

e M

ater

ials

Prof

icie

ncy

Leve

l Des

crip

tors

– G

rade

s 2–3

G

rade

s 2–3

Ha

blan

do

Escu

chan

do

Lect

ura

Es

critu

ra

1 Be

ginn

ing

Begi

nnin

g st

uden

ts a

re st

artin

g to

de

velo

p re

cept

ive

and

prod

uctiv

e sk

ills

in S

pani

sh.

Begi

nnin

g st

uden

ts a

re st

artin

g

to d

evel

op re

cept

ive

and

prod

uctiv

e sk

ills i

n Sp

anish

.

Begi

nnin

g st

uden

ts a

re st

artin

g to

de

velo

p re

cept

ive

and

prod

uctiv

e sk

ills

in S

pani

sh.

Begi

nnin

g st

uden

ts a

re st

artin

g to

de

velo

p re

cept

ive

and

prod

uctiv

e sk

ills

in S

pani

sh.

2 Ea

rly

Inte

rmed

iate

Early

Inte

rmed

iate

stud

ents

typi

cally

us

e ba

sic v

ocab

ular

y an

d gr

amm

ar, a

nd

simpl

e ph

rase

s or s

ente

nces

to m

ake

requ

ests

or c

ompa

rison

s, a

sk q

uest

ions

, ex

pres

s opi

nion

s or p

refe

renc

es, o

r de

scrib

e a

sequ

ence

of p

ictu

res a

bout

fa

mili

ar e

vent

s and

situ

atio

ns. E

rror

s fr

eque

ntly

impe

de c

omm

unic

atio

n.

Early

Inte

rmed

iate

stud

ents

typi

cally

fo

llow

sim

ple

oral

dire

ctio

ns a

nd

iden

tify

high

-freq

uenc

y vo

cabu

lary

. Th

ey id

entif

y so

me

deta

ils in

ora

l st

orie

s. E

rror

s fre

quen

tly im

pede

co

mm

unic

atio

n an

d co

mpr

ehen

sion.

Early

Inte

rmed

iate

stud

ents

typi

cally

id

entif

y rh

ymin

g w

ords

, dec

ode

sent

ence

s, m

atch

wor

ds a

nd se

nten

ces

to p

ictu

res,

and

reco

gnize

spat

ial

rela

tions

hips

. Err

ors i

mpe

de

com

preh

ensio

n.

Early

Inte

rmed

iate

stud

ents

typi

cally

de

scrib

e, e

xpla

in, o

r exp

ress

idea

s in

sent

ence

s. S

tude

nts d

emon

stra

te

basic

voc

abul

ary

know

ledg

e. E

rror

s fr

eque

ntly

impe

de c

omm

unic

atio

n.

3 In

term

edia

te

Inte

rmed

iate

stu

dent

s typ

ical

ly u

se

appr

opria

te w

ords

and

phr

ases

whe

n ex

pres

sing

a pr

efer

ence

, ask

ing

ques

tions

, pro

vidi

ng in

form

atio

n an

d ex

plan

atio

ns, n

amin

g co

mm

on o

bjec

ts,

and

desc

ribin

g co

mm

on fu

nctio

ns. T

hey

prod

uce

mos

tly a

ccur

ate

sent

ence

s w

hen

narr

atin

g sim

ple

stor

ies a

bout

fa

mili

ar e

vent

s and

situ

atio

ns. E

rror

s in

terf

ere

with

com

mun

icat

ion.

Inte

rmed

iate

stu

dent

s typ

ical

ly

unde

rsta

nd a

lim

ited

rang

e of

vo

cabu

lary

. The

y id

entif

y m

ain

idea

s,

reca

ll de

tails

, and

dra

w si

mpl

e in

fere

nces

from

ora

l sto

ries.

Err

ors

inte

rfer

e w

ith c

omm

unic

atio

n an

d co

mm

unic

atio

n.

Inte

rmed

iate

stu

dent

s typ

ical

ly

inte

rpre

t wor

ds a

nd p

hras

es in

con

text

, id

entif

y so

me

mai

n id

eas a

nd a

utho

r pu

rpos

e, a

nd re

call

deta

ils. E

rror

s in

terf

ere

with

com

preh

ensio

n.

Inte

rmed

iate

stu

dent

s typ

ical

ly

resp

ond

to v

ario

us p

rom

pts o

r pic

ture

s us

ing

mul

tiple

sent

ence

s. T

hey

reco

gnize

cor

rect

per

sona

l pro

noun

s an

d su

bjec

t/ve

rb a

gree

men

t. Er

rors

in

terf

ere

with

com

mun

icat

ion.

4 Pr

ofic

ient

Profi

cien

t stu

dent

s typ

ical

ly p

rodu

ce

com

plet

e se

nten

ces w

ith fe

w

gram

mat

ical

and

voc

abul

ary

erro

rs

whe

n de

scrib

ing

situa

tions

, exp

lain

ing

thei

r rea

soni

ng, o

r nar

ratin

g a

stor

y.

They

use

bro

ad v

ocab

ular

y to

ac

cura

tely

exp

ress

opi

nion

s or

pref

eren

ces a

nd a

sk a

ppro

pria

te

ques

tions

. Min

or e

rror

s do

not i

nter

fere

w

ith c

omm

unic

atio

n.

Prof

icie

nt st

uden

ts ty

pica

lly u

nder

stan

d ac

adem

ic v

ocab

ular

y an

d fo

llow

m

ultis

tep

dire

ctio

ns. T

hey

reca

ll su

btle

de

tails

, det

erm

ine

mai

n id

eas,

dra

w

infe

renc

es, a

nd

iden

tify

spea

ker p

urpo

se.

Prof

icie

nt st

uden

ts ty

pica

lly id

entif

y en

ding

soun

ds a

nd tw

o- a

nd th

ree-

sylla

ble

wor

ds. T

hey

inte

rpre

t wor

ds

and

phra

ses a

nd a

pply

kno

wle

dge

of

mor

phem

es. T

hey

use

cont

ext c

lues

to

dete

rmin

e w

ord

mea

ning

s, id

entif

y m

ain

idea

s, a

nd m

ake

infe

renc

es.

Erro

rs d

o no

t int

erfe

re w

ith

com

preh

ensio

n.

Prof

icie

nt st

uden

ts ty

pica

lly w

rite

com

plet

e se

nten

ces w

ith p

reci

se a

nd

corr

ect v

ocab

ular

y. T

hey

use

corr

ect

pron

ouns

, art

icle

s, a

nd su

bjec

t/ve

rb

agre

emen

t with

regu

lar a

nd ir

regu

lar

verb

s. T

hey

corr

ectly

use

writ

ing

conv

entio

ns su

ch a

s cap

italiz

atio

n an

d pu

nctu

atio

n. E

rror

s do

not i

nter

fere

w

ith c

omm

unic

atio

n.

5 Ab

ove

Prof

icie

nt

Abov

e Pr

ofici

ent s

tude

nts t

ypic

ally

pr

oduc

e se

nten

ces w

ith so

phist

icat

ed

voca

bula

ry a

nd c

orre

ct g

ram

mar

whe

n pr

ovid

ing

info

rmat

ion,

des

crib

ing

situa

tions

, or e

xpla

inin

g th

eir r

easo

ning

.

Abov

e Pr

ofic

ient

stud

ents

typi

cally

fo

llow

com

plex

dire

ctio

ns in

volv

ing

acad

emic

voc

abul

ary.

The

y de

term

ine

key

info

rmat

ion

from

ora

l sto

ries t

hat

have

adv

ance

d vo

cabu

lary

.

Abov

e Pr

ofic

ient

stud

ents

typi

cally

re

call

impl

icit

deta

ils a

nd m

ain

idea

s,

draw

con

clus

ions

, and

mak

e ge

nera

lizat

ions

. The

y id

entif

y lit

erar

y fe

atur

es o

f fic

tiona

l and

aca

dem

ic te

xts

and

use

self-

mon

itorin

g te

chni

ques

to

chec

k fo

r und

erst

andi

ng.

Abov

e Pr

ofic

ient

stud

ents

typi

cally

w

rite

fluen

tly w

ith p

reci

se a

nd c

orre

ct

voca

bula

ry to

des

crib

e, e

xpla

in, d

raw

in

fere

nces

, or e

xpre

ss o

pini

on o

r pr

efer

ence

. Com

mun

icat

ion

is cl

ear

and

com

plet

e, th

ough

it m

ay c

onta

in

min

or e

rror

s.

36

Cop

yrig

ht ©

201

3 by

CTB

/McG

raw

-Hill

LLC

. All

right

s res

erve

d. S

ecur

e M

ater

ials

Prof

icie

ncy

Leve

l Des

crip

tors

– G

rade

s 4–5

G

rade

s 4–5

Ha

blan

do

Escu

chan

do

Lect

ura

Es

critu

ra

1 Be

ginn

ing

Begi

nnin

g st

uden

ts a

re st

artin

g to

dev

elop

re

cept

ive

and

prod

uctiv

e sk

ills i

n Sp

anish

. Be

ginn

ing

stud

ents

are

star

ting

to

deve

lop

rece

ptiv

e an

d pr

oduc

tive

skill

s in

Spa

nish

.

Begi

nnin

g st

uden

ts a

re st

artin

g to

de

velo

p re

cept

ive

and

prod

uctiv

e sk

ills

in S

pani

sh.

Begi

nnin

g st

uden

ts a

re st

artin

g to

dev

elop

re

cept

ive

and

prod

uctiv

e sk

ills i

n Sp

anish

.

2 Ea

rly

Inte

rmed

iate

Early

Inte

rmed

iate

stud

ents

typi

cally

use

bas

ic

voca

bula

ry a

nd g

ram

mar

and

sim

ple

sent

ence

s to

iden

tify

com

mon

obj

ects

and

des

crib

e th

eir

func

tion,

pro

vide

bas

ic in

form

atio

n, m

ake

requ

ests

, ask

que

stio

ns, a

nd e

xpre

ss o

pini

ons o

r pr

efer

ence

s. T

hey

cons

truc

t a n

arra

tive

from

a

sequ

ence

of p

ictu

res a

bout

fam

iliar

eve

nts a

nd

com

pare

and

con

tras

t inf

orm

atio

n fo

und

in

text

s and

gra

phic

org

anize

rs u

sing

basic

vo

cabu

lary

. Err

ors f

requ

ently

impe

de

com

mun

icat

ion.

Early

Inte

rmed

iate

stud

ents

typi

cally

fo

llow

som

e sim

ple

oral

dire

ctio

ns a

nd

unde

rsta

nd c

omm

on v

ocab

ular

y an

d id

iom

atic

exp

ress

ions

. The

y id

entif

y de

tails

. Err

ors i

mpe

de c

omm

unic

atio

n an

d co

mpr

ehen

sion.

Early

Inte

rmed

iate

stud

ents

typi

cally

di

vide

wor

ds in

to sy

llabl

es, i

nter

pret

ba

sic w

ords

and

phr

ases

, and

iden

tify

som

e m

ain

idea

s and

det

ails

in si

mpl

e te

xt. E

rror

s fre

quen

tly im

pede

co

mpr

ehen

sion.

Early

Inte

rmed

iate

stud

ents

typi

cally

writ

e sim

ple

sent

ence

s usin

g ba

sic v

ocab

ular

y an

d gr

amm

ar to

des

crib

e an

d di

scus

s tex

t, in

terp

ret

grap

hic

orga

nize

rs, a

nd c

ompa

re a

nd c

ontr

ast

info

rmat

ion.

Err

ors i

n or

gani

zatio

n, g

ram

mar

, w

ord

choi

ce, a

nd m

echa

nics

freq

uent

ly im

pede

co

mm

unic

atio

n.

3 In

term

edia

te

Inte

rmed

iate

stud

ents

typi

cally

use

app

ropr

iate

w

ords

and

phr

ases

and

com

plet

e se

nten

ces

whe

n m

akin

g re

ques

ts, e

xpre

ssin

g op

inio

ns o

r pr

efer

ence

s, p

rovi

ding

info

rmat

ion,

and

de

scrib

ing

loca

tions

. The

y co

nstr

uct a

nar

rativ

e fr

om a

sequ

ence

of p

ictu

res a

nd c

ompa

re a

nd

cont

rast

info

rmat

ion

foun

d in

text

s and

gra

phic

or

gani

zers

usin

g m

ostly

acc

urat

e, a

lthou

gh

limite

d, v

ocab

ular

y. E

rror

s int

erfe

re w

ith

com

mun

icat

ion.

Inte

rmed

iate

stud

ents

typi

cally

follo

w

oral

dire

ctio

ns a

nd in

terp

ret b

asic

vo

cabu

lary

. The

y id

entif

y so

me

mai

n id

eas a

nd d

etai

ls an

d dr

aw si

mpl

e in

fere

nces

from

sim

ple

oral

pas

sage

s.

Erro

rs in

terf

ere

with

com

mun

icat

ion

and

com

preh

ensio

n.

Inte

rmed

iate

stud

ents

typi

cally

inte

rpre

t sim

ple

wor

ds a

nd p

hras

es in

con

text

, id

entif

y m

ain

idea

s and

aut

hor p

urpo

se,

and

reca

ll st

ated

det

ails.

Err

ors i

nter

fere

w

ith c

ompr

ehen

sion.

Inte

rmed

iate

stud

ents

typi

cally

resp

ond

appr

opria

tely

to v

ario

us v

erba

l pro

mpt

s or

grap

hic

orga

nize

rs b

y us

ing

com

plet

e se

nten

ces

that

exh

ibit

corr

ect b

asic

gra

mm

ar. M

eani

ng is

so

mew

hat c

lear

, alth

ough

voc

abul

ary

may

be

limite

d. T

hey

com

pare

and

con

tras

t inf

orm

atio

n in

text

s and

gra

phic

org

aniz

ers.

Err

ors i

n or

gani

zatio

n, g

ram

mar

, wor

d ch

oice

, and

m

echa

nics

inte

rfer

e w

ith c

omm

unic

atio

n.

4 Pr

ofic

ient

Prof

icie

nt st

uden

ts ty

pica

lly p

rodu

ce c

ompl

ete

sent

ence

s whe

n pr

ovid

ing

info

rmat

ion,

ask

ing

ques

tions

, exp

lain

ing

a pr

oces

s, e

xpre

ssin

g an

op

inio

n, a

nd n

arra

ting

a st

ory.

The

y or

gani

ze

resp

onse

s in

logi

cal a

nd se

quen

tial o

rder

. The

y ac

cura

tely

iden

tify

and

com

pare

and

con

tras

t fe

atur

es o

f les

s com

mon

obj

ects

. Min

or e

rror

s do

not

inte

rfer

e w

ith c

omm

unic

atio

n.

Prof

icie

nt st

uden

ts ty

pica

lly fo

llow

m

ultis

tep

dire

ctio

ns u

sing

acad

emic

vo

cabu

lary

, rec

all d

etai

ls, a

nd id

entif

y m

ain

idea

s in

clas

sroo

m d

iscus

sions

and

le

sson

s. T

hey

draw

infe

renc

es fr

om

mor

e co

mpl

ex o

ral p

assa

ges,

and

in

terp

ret t

able

s and

oth

er g

raph

ic

orga

nize

rs.

Prof

icie

nt st

uden

ts ty

pica

lly u

se c

onte

xt

clue

s to

dete

rmin

e w

ord

mea

ning

s. T

hey

anal

yze

text

s. T

hey

inte

rpre

t mor

e co

mpl

ex w

ords

, phr

ases

, and

sent

ence

s.

Erro

rs d

o no

t int

erfe

re w

ith

com

preh

ensio

n.

Prof

icie

nt st

uden

ts ty

pica

lly w

rite

com

plet

e se

nten

ces w

ith m

ostly

acc

urat

e vo

cabu

lary

and

gr

amm

ar th

at d

emon

stra

tes a

ppro

pria

te u

se o

f pu

nctu

atio

n, a

uxili

ary

verb

s, a

nd o

ther

co

nven

tions

. The

y su

mm

arize

pas

sage

s;

inte

rpre

t, co

mpa

re, a

nd c

ontr

ast i

nfor

mat

ion

from

gra

phic

org

anize

rs a

nd fr

om c

onte

xt c

lues

. Er

rors

do

not i

nter

fere

with

com

mun

icat

ion.

5 Ab

ove

Prof

icie

nt

Abov

e Pr

ofic

ient

stud

ents

typi

cally

pro

duce

se

nten

ces w

ith so

phist

icat

ed v

ocab

ular

y an

d co

rrec

t gra

mm

ar w

hen

prov

idin

g in

form

atio

n,

desc

ribin

g sit

uatio

ns, a

skin

g qu

estio

ns,

expr

essin

g op

inio

ns a

nd su

btle

nua

nces

of

mea

ning

s, a

nd e

xpla

inin

g pr

oces

ses a

nd th

eir

reas

onin

g. T

hey

crea

te a

det

aile

d an

d st

ruct

ured

na

rrat

ive.

Abov

e Pr

ofic

ient

stud

ents

typi

cally

fo

llow

dire

ctio

ns th

at u

se v

erb

phra

ses

and

dete

rmin

e ke

y in

form

atio

n to

su

mm

arize

a ta

sk. T

hey

reca

ll su

btle

de

tails

and

und

erst

and

mos

t idi

omat

ic

expr

essio

ns.

Abov

e Pr

ofic

ient

stud

ents

typi

cally

de

term

ine

mai

n id

eas,

reca

ll su

ppor

ting

deta

ils, i

nfer

info

rmat

ion,

and

dra

w

conc

lusio

ns in

fict

iona

l and

non

-fict

iona

l te

xts.

The

y co

mpa

re a

nd su

mm

arize

in

form

atio

n in

text

s and

gra

phic

or

gani

zers

. The

y us

e co

ntex

t clu

es to

in

terp

ret l

ess f

amili

ar w

ords

and

co

mpl

ex p

hras

es.

Abov

e Pr

ofic

ient

stud

ents

typi

cally

writ

e flu

ently

in

resp

onse

to a

var

iety

of p

rom

pts a

nd

purp

oses

. The

y sk

illfu

lly o

rgan

ize, i

nter

pret

, su

mm

arize

, and

eva

luat

e in

form

atio

n fr

om te

xts

and

grap

hic

orga

nize

rs. C

omm

unic

atio

n is

clea

r an

d co

mpl

ete,

thou

gh it

may

con

tain

min

or

erro

rs in

mec

hani

cs.

37

Cop

yrig

ht ©

201

3 by

CTB

/McG

raw

-Hill

LLC

. All

right

s res

erve

d. S

ecur

e M

ater

ials

Prof

icie

ncy

Leve

l Des

crip

tors

– G

rade

s 6–8

G

rade

s 6–8

Ha

blan

do

Escu

chan

do

Lect

ura

Es

critu

ra

1 Be

ginn

ing

Begi

nnin

g st

uden

ts a

re st

artin

g to

dev

elop

re

cept

ive

and

prod

uctiv

e sk

ills i

n Sp

anish

. Be

ginn

ing

stud

ents

are

star

ting

to d

evel

op

rece

ptiv

e an

d pr

oduc

tive

skill

s in

Span

ish.

Begi

nnin

g st

uden

ts a

re st

artin

g to

de

velo

p re

cept

ive

and

prod

uctiv

e sk

ills i

n Sp

anish

.

Begi

nnin

g st

uden

ts a

re st

artin

g to

dev

elop

re

cept

ive

and

prod

uctiv

e sk

ills i

n Sp

anish

.

2 Ea

rly

Inte

rmed

iate

Early

Inte

rmed

iate

stud

ents

typi

cally

pro

duce

sim

ple

sent

ence

s usin

g ba

sic v

ocab

ular

y an

d gr

amm

ar w

hen

desc

ribin

g so

cial

situ

atio

ns, g

ivin

g in

stru

ctio

ns, a

nd id

entif

ying

loca

tions

. The

y co

nstr

uct a

nar

rativ

e fr

om a

sequ

ence

of p

ictu

res

abou

t sch

ool-r

elat

ed a

ctiv

ities

and

com

pare

and

co

ntra

st in

form

atio

n fo

und

in te

xts a

nd g

raph

ic

orga

nize

rs. E

rror

s fre

quen

tly im

pede

co

mm

unic

atio

n.

Early

Inte

rmed

iate

stud

ents

typi

cally

follo

w

simpl

e or

al d

irect

ions

and

und

erst

and

com

mon

voc

abul

ary

and

idio

ms.

The

y id

entif

y ba

sic d

etai

ls fr

om c

onve

rsat

ions

. Er

rors

freq

uent

ly im

pede

com

mun

icat

ion

and

com

preh

ensio

n.

Early

Inte

rmed

iate

stud

ents

ty

pica

lly id

entif

y so

me

mai

n id

eas

and

supp

ortin

g de

tails

in si

mpl

e te

xts.

Err

ors f

requ

ently

impe

de

com

preh

ensio

n.

Early

Inte

rmed

iate

stud

ents

typi

cally

writ

e co

mpl

ete

sent

ence

s usin

g ba

sic v

ocab

ular

y an

d gr

amm

ar to

des

crib

e, e

xpla

in o

r res

pond

to

verb

al o

r gra

phic

pro

mpt

s. T

hey

sum

mar

ize

para

grap

hs in

thei

r ow

n w

ords

. Err

ors i

n or

gani

zatio

n, g

ram

mar

, wor

d ch

oice

, and

m

echa

nics

freq

uent

ly im

pede

com

mun

icat

ion.

3 In

term

edia

te

Inte

rmed

iate

stud

ents

typi

cally

use

app

ropr

iate

w

ords

and

phr

ases

and

com

plet

e se

nten

ces w

hen

expr

essin

g op

inio

ns, p

rovi

ding

info

rmat

ion,

co

nduc

ting

tran

sact

ions

, or d

escr

ibin

g co

mm

on

func

tions

. The

y de

scrib

e co

mm

on s

ocia

l situ

atio

ns

and

narr

ate

simpl

e st

orie

s. G

ram

mat

ical

or

voca

bula

ry e

rror

s int

erfe

re w

ith c

omm

unic

atio

n,

but t

he in

tend

ed m

eani

ng is

som

ewha

t cle

ar.

Inte

rmed

iate

stud

ents

typi

cally

follo

w

mul

tiste

p di

rect

ions

that

use

aca

dem

ic

voca

bula

ry. T

hey

reca

ll de

tails

from

cl

assr

oom

disc

ussio

ns, c

onve

rsat

ions

, or

shor

t ora

l sto

ries.

Err

ors i

nter

fere

with

co

mm

unic

atio

n an

d co

mpr

ehen

sion.

Inte

rmed

iate

stud

ents

typi

cally

id

entif

y co

mm

on id

iom

s,

dist

ingu

ish m

ain

idea

s fro

m

supp

ortin

g de

tails

, and

dra

w si

mpl

e in

fere

nces

from

clu

es in

fict

iona

l an

d ac

adem

ic te

xts.

Err

ors i

nter

fere

w

ith c

ompr

ehen

sion.

Inte

rmed

iate

stud

ents

typi

cally

writ

e co

mpl

ete

sent

ence

s to

desc

ribe,

exp

lain

, or c

ompa

re a

nd

cont

rast

ver

bal o

r gra

phic

pro

mpt

s. T

hey

sum

mar

ize p

arag

raph

s in

thei

r ow

n w

ords

and

us

e en

ding

pun

ctua

tion

and

prep

ositi

ons.

The

y ca

n di

stin

guish

bet

wee

n co

rrec

t and

inco

rrec

t ve

rb-t

ense

usa

ge. R

espo

nses

hav

e a

limite

d ra

nge

of v

ocab

ular

y. E

rror

s in

orga

niza

tion,

gr

amm

ar, w

ord

choi

ce, a

nd m

echa

nics

inte

rfer

e w

ith c

omm

unic

atio

n.

4 Pr

ofic

ient

Prof

icie

nt st

uden

ts ty

pica

lly p

rodu

ce c

ompl

ete

sent

ence

s to

expr

ess o

pini

ons,

pro

vide

in

form

atio

n, c

ondu

ct tr

ansa

ctio

ns, m

ake

a re

ques

t, ex

plai

n pr

oces

ses,

giv

e in

stru

ctio

ns, a

nd d

escr

ibe

soci

al si

tuat

ions

. The

y pr

oduc

e ge

nera

lly fl

uent

na

rrat

ives

with

som

e he

sitat

ions

or s

elf-

corr

ectio

ns th

at d

o no

t obs

cure

mea

ning

. The

y or

gani

ze re

spon

ses i

n lo

gica

l and

seq

uent

ial o

rder

an

d in

corp

orat

e id

iom

atic

exp

ress

ions

. Spe

ech

is co

here

nt a

nd c

lear

but

lack

s ela

bora

tion

or d

etai

l.

Prof

icie

nt st

uden

ts ty

pica

lly p

redi

ct

outc

omes

of c

onve

rsat

ions

or c

ompl

ex o

ral

pass

ages

. The

y dr

aw c

oncl

usio

ns,

sum

mar

ize c

onve

rsat

ions

, and

rela

te o

ral

info

rmat

ion

to g

raph

ic o

rgan

izers

. The

y un

ders

tand

tech

nica

l aca

dem

ic v

ocab

ular

y an

d id

iom

atic

exp

ress

ions

.

Prof

icie

nt st

uden

ts ty

pica

lly

inte

rpre

t aca

dem

ic v

ocab

ular

y an

d id

iom

atic

exp

ress

ions

, com

pare

and

su

mm

arize

info

rmat

ion

in te

xts a

nd

grap

hic

orga

nize

rs, d

eter

min

e m

ain

idea

s, a

nd id

entif

y de

tails

in

fictio

nal a

nd a

cade

mic

text

s. T

hey

mak

e in

fere

nces

and

ana

lyze

the

stru

ctur

e of

text

s. E

rror

s do

not

inte

rfer

e w

ith c

ompr

ehen

sion.

Prof

icie

nt st

uden

ts ty

pica

lly w

rite

mul

tiple

se

nten

ces w

ith a

ccur

ate

acad

emic

voc

abul

ary

to

desc

ribe

and

expl

ain

idea

s or c

ompa

re te

xt in

gr

aphi

c or

gani

zers

. The

y ar

e ab

le to

sum

mar

ize

pass

ages

in th

eir o

wn

wor

ds. T

hey

use

corr

ect

verb

tens

e, su

bjec

t/ve

rb a

gree

men

t, su

bord

inat

ing

conj

unct

ions

, and

adj

ectiv

e pl

acem

ent.

Erro

rs d

o no

t int

erfe

re w

ith

com

mun

icat

ion.

5 Ab

ove

Prof

icie

nt

Abov

e Pr

ofic

ient

stud

ents

typi

cally

pro

duce

se

nten

ces w

ith so

phist

icat

ed v

ocab

ular

y an

d co

rrec

t gra

mm

ar a

nd su

btle

nua

nces

of m

eani

ng,

whe

n ex

pres

sing

opin

ions

, pro

vidi

ng in

form

atio

n,

mak

ing

requ

ests

, ide

ntify

ing

and

desc

ribin

g ob

ject

s, a

nd e

xpla

inin

g pr

oces

ses a

nd th

eir

reas

onin

g. T

hey

prod

uce

deta

iled

narr

ativ

es o

f co

mpl

ex st

ruct

ure

and

skill

fully

org

anize

in

form

atio

n fo

r pre

sent

atio

ns.

Abov

e Pr

ofic

ient

stud

ents

typi

cally

reca

ll su

btle

det

ails

and

dete

rmin

e an

d ev

alua

te

key

info

rmat

ion

to su

mm

arize

a ta

sk, a

nd

mak

e so

phist

icat

ed in

fere

nces

and

pr

edic

tions

from

cla

ssro

om d

iscus

sions

or

leng

thy

oral

stor

ies.

The

y un

ders

tand

in

crea

singl

y ab

stra

ct id

iom

atic

exp

ress

ions

, lo

cate

new

info

rmat

ion

in a

wid

er c

onte

xt,

and

dist

ingu

ish re

leva

nt fr

om e

xtra

neou

s in

form

atio

n.

Abov

e Pr

ofic

ient

stud

ents

typi

cally

in

terp

ret l

ess f

amili

ar id

iom

s. T

hey

iden

tify

auth

or to

ne a

nd p

oint

of

view

and

oth

er li

tera

ry te

chni

ques

. Th

ey c

ompa

re a

nd su

mm

arize

in

form

atio

n in

text

s and

gra

phic

or

gani

zers

and

dra

w in

fere

nces

fr

om le

ngth

y te

xts.

Abov

e Pr

ofic

ient

stud

ents

typi

cally

writ

e co

mpo

und

and

com

plex

sent

ence

s w

ith p

reci

se

and

corr

ect v

ocab

ular

y to

des

crib

e or

exp

lain

a

pref

eren

ce, s

umm

arize

a p

assa

ge, o

r com

pare

te

xt in

gra

phic

org

aniz

ers.

The

y co

rrec

tly a

dher

e to

writ

ing

conv

entio

ns fo

r pre

posit

ions

and

au

xilia

ry v

erbs

and

diff

eren

tiate

com

plet

e se

nten

ces f

rom

frag

men

ts. M

inor

err

ors a

re

poss

ible

, but

gen

eral

ly n

eglig

ible

.

38

Cop

yrig

ht ©

201

3 by

CTB

/McG

raw

-Hill

LLC

. All

right

s res

erve

d. S

ecur

e M

ater

ials

Prof

icie

ncy

Leve

l Des

crip

tors

– G

rade

s 9–1

2 G

rade

s 9–1

2 Ha

blan

do

Escu

chan

do

Lect

ura

Es

critu

ra

1 Be

ginn

ing

Begi

nnin

g st

uden

ts a

re st

artin

g to

dev

elop

rece

ptiv

e an

d pr

oduc

tive

skill

s in

Span

ish.

Begi

nnin

g st

uden

ts a

re st

artin

g

to d

evel

op re

cept

ive

and

prod

uctiv

e sk

ills i

n Sp

anish

.

Begi

nnin

g st

uden

ts a

re st

artin

g to

de

velo

p re

cept

ive

and

prod

uctiv

e sk

ills i

n Sp

anish

.

Begi

nnin

g st

uden

ts a

re st

artin

g to

dev

elop

re

cept

ive

and

prod

uctiv

e sk

ills i

n Sp

anish

.

2 Ea

rly

Inte

rmed

iate

Early

Inte

rmed

iate

stud

ents

typi

cally

pro

duce

sim

ple

sent

ence

s usin

g ba

sic v

ocab

ular

y an

d gr

amm

ar w

hen

inte

rpre

ting

lang

uage

rela

ted

to so

cial

, sch

ool,

and

acad

emic

con

text

s, e

xpla

inin

g pe

rson

al p

refe

renc

es

or d

escr

ibin

g a

sequ

ence

of p

ictu

res a

bout

fam

iliar

ev

ents

and

soci

al si

tuat

ions

. Min

imal

voc

abul

ary

and

gram

mar

kno

wle

dge

and

erro

rs fr

eque

ntly

impe

de

com

mun

icat

ion.

Early

Inte

rmed

iate

stud

ents

typi

cally

follo

w

mul

tiste

p di

rect

ions

. The

y id

entif

y m

ain

idea

s and

dra

w si

mpl

e in

fere

nces

and

co

nclu

sions

. Err

ors f

requ

ently

impe

de

com

mun

icat

ion

and

com

preh

ensio

n.

Early

Inte

rmed

iate

stud

ents

typi

cally

id

entif

y so

me

mai

n id

eas a

nd

supp

ortin

g de

tails

in si

mpl

e te

xts.

Er

rors

freq

uent

ly im

pede

co

mpr

ehen

sion.

Early

Inte

rmed

iate

stud

ents

typi

cally

writ

e co

mpl

ete

sent

ence

s usin

g ba

sic v

ocab

ular

y an

d gr

amm

ar to

exp

ress

idea

s. T

hey

sum

mar

ize p

arag

raph

s and

exp

lain

in

form

atio

n in

gra

phic

org

anize

rs. E

rror

s in

orga

niza

tion,

gra

mm

ar, w

ord

choi

ce, a

nd

mec

hani

cs fr

eque

ntly

impe

de

com

mun

icat

ion.

3

Inte

rmed

iate

In

term

edia

te st

uden

ts ty

pica

lly u

se a

ppro

pria

te

wor

ds, p

hras

es a

nd c

ompl

ete

sent

ence

s whe

n pr

ovid

ing

info

rmat

ion,

exp

ress

ing

pref

eren

ces,

co

nduc

ting

tran

sact

ions

, and

des

crib

ing

pers

onal

ex

perie

nces

. The

y de

scrib

e so

cial

situ

atio

ns, g

ive

inst

ruct

ions

, and

nar

rate

a si

mpl

e st

ory.

Inte

nded

m

eani

ng is

mos

tly c

lear

, but

som

etim

es re

quire

s co

mpr

ehen

sion-

chec

k qu

estio

ns. T

hey

are

capa

ble

of

com

mun

icat

ing

som

e nu

ance

s of m

eani

ng.

Gra

mm

atic

al o

r voc

abul

ary

erro

rs in

terf

ere

with

co

mm

unic

atio

n, b

ut th

e in

tend

ed m

eani

ng is

so

mew

hat c

lear

.

Inte

rmed

iate

stud

ents

typi

cally

inte

rpre

t sim

ple

acad

emic

voc

abul

ary

and

reca

ll de

tails

. The

y m

ake

som

e pr

edic

tions

and

id

entif

y th

e pu

rpos

e of

sim

ple

conv

ersa

tions

. Er

rors

inte

rfer

e w

ith

com

mun

icat

ion

and

com

preh

ensio

n.

Inte

rmed

iate

stud

ents

typi

cally

id

entif

y m

ain

idea

s and

reca

ll st

ated

an

d im

plic

it de

tails

in a

nar

rativ

e.

They

inte

rpre

t wor

ds a

nd p

hras

es in

co

ntex

t and

com

pare

and

sum

mar

ize

info

rmat

ion

in te

xts a

nd g

raph

ic

orga

nize

rs. E

rror

s int

erfe

re w

ith

com

preh

ensio

n.

Inte

rmed

iate

stud

ents

typi

cally

us

e co

rrec

t bas

ic g

ram

mar

and

beg

in to

de

mon

stra

te u

se o

f art

icle

s, a

djec

tive

plac

emen

t, pr

epos

ition

s, a

nd p

unct

uatio

n.

Mea

ning

is so

mew

hat c

lear

, alth

ough

vo

cabu

lary

may

be

limite

d. E

rror

s int

erfe

re

with

com

mun

icat

ion.

4 Pr

ofic

ient

Pr

ofic

ient

stud

ents

typi

cally

use

com

plet

e se

nten

ces

to e

xpre

ss o

pini

ons,

exp

lain

pro

cess

es, c

ondu

ct

tran

sact

ions

, and

des

crib

e pe

rson

al e

xper

ienc

es.

They

use

acc

urat

e vo

cabu

lary

and

gra

mm

ar to

de

scrib

e th

e pu

rpos

e of

less

com

mon

obj

ects

and

flu

ently

nar

rate

stor

ies w

ith c

reat

ive

deta

il. T

hey

orga

nize

resp

onse

s in

logi

cal a

nd s

eque

ntia

l ord

er

and

inco

rpor

ate

idio

mat

ic e

xpre

ssio

ns. T

hey

conv

ey

subt

le d

istin

ctio

ns th

roug

h ric

h, sp

ecifi

c, a

nd v

arie

d vo

cabu

lary

.

Prof

icie

nt st

uden

ts ty

pica

lly in

terp

ret

idio

mat

ic e

xpre

ssio

ns a

nd c

ompl

ex

acad

emic

voc

abul

ary

and

conc

epts

. The

y di

stin

guish

ess

entia

l det

ails

and

nuan

ces o

f m

eani

ng, s

ynth

esize

ans

wer

s fro

m

frag

men

tary

info

rmat

ion,

and

det

erm

ine

key

info

rmat

ion

to su

mm

arize

a ta

sk fr

om

com

plex

nar

rativ

es a

nd d

iscus

sions

.

Prof

icie

nt st

uden

ts ty

pica

lly d

raw

in

fere

nces

from

aca

dem

ic te

xts.

The

y id

entif

y po

int o

f vie

w, t

one,

and

at

titud

e in

fict

iona

l and

aca

dem

ic

text

s, a

naly

ze th

e st

ruct

ure

of te

xts,

an

d us

e co

ntex

t clu

es to

inte

rpre

t id

iom

s. E

rror

s do

not i

nter

fere

with

co

mpr

ehen

sion.

Prof

icie

nt st

uden

ts ty

pica

lly w

rite

fluen

tly

with

acc

urat

e vo

cabu

lary

des

crib

e, e

xpla

in,

and

sum

mar

ize id

eas,

and

to c

ompa

re te

xt

with

gra

phic

org

aniz

ers.

The

y de

mon

stra

te

high

pro

ficie

ncy

in g

ram

mar

con

vent

ions

su

ch a

s ver

b te

nse,

aux

iliar

y ve

rbs,

adv

erbs

, an

d co

njun

ctio

ns. R

espo

nses

exh

ibit

min

or

erro

rs in

gra

mm

ar a

nd c

onte

nt o

rgan

izatio

n th

at d

o no

t int

erfe

re w

ith c

omm

unic

atio

n.

5 Ab

ove

Prof

icie

nt

Abov

e Pr

ofic

ient

stud

ents

typi

cally

pro

duce

com

plex

se

nten

ces w

ith so

phist

icat

ed a

nd p

reci

se v

ocab

ular

y an

d co

rrec

t gra

mm

ar. T

hey

conv

ey d

etai

led

acad

emic

co

nten

t and

exp

ress

ive

nuan

ces o

f mea

ning

and

sk

illfu

lly o

rgan

ize in

form

atio

n fo

r pre

sent

atio

ns.

Abov

e Pr

ofic

ient

stud

ents

typi

cally

inte

rpre

t m

ore

com

plex

gra

mm

ar a

nd a

cade

mic

vo

cabu

lary

to fo

llow

com

plex

inst

ruct

ions

. Th

ey u

se c

onte

xt c

lues

to in

terp

ret n

ew

voca

bula

ry a

nd d

raw

con

clus

ions

abo

ut

char

acte

rs in

ora

l sto

ries.

The

y di

stin

guish

su

btle

ties o

f ton

e an

d po

int o

f vie

w, g

rasp

ab

stra

ct a

nd u

ncom

mon

idio

mat

ic

expr

essio

ns, a

nd a

naly

ze th

e st

ruct

ure

of

oral

pas

sage

s.

Abov

e Pr

ofic

ient

stud

ents

typi

cally

in

terp

ret s

ocia

l and

aca

dem

ic

voca

bula

ry a

nd u

nfam

iliar

idio

ms.

Th

ey u

se p

redi

ctio

n to

read

flue

ntly

, m

ake

infe

renc

es fr

om c

halle

ngin

g te

xts,

reco

gnize

lite

rary

tech

niqu

es,

and

use

self-

mon

itorin

g te

chni

ques

to

che

ck fo

r und

erst

andi

ng.

Abov

e Pr

ofic

ient

stud

ents

typi

cally

writ

e us

ing

prec

ise, s

ophi

stic

ated

, and

var

ied

voca

bula

ry. T

hey

dem

onst

rate

flue

nt a

nd

varie

d ex

pres

sion,

and

exp

and

resp

onse

s to

prom

pts u

sing

rela

ted

back

grou

nd

know

ledg

e. M

inor

err

ors a

re p

ossib

le, b

ut

gene

rally

neg

ligib

le.

39

Cop

yrig

ht ©

201

3 by

CTB

/McG

raw

-Hill

LLC

. All

right

s res

erve

d. S

ecur

e M

ater

ials

Prof

icie

ncy

Leve

l Des

crip

tors

– K

inde

rgar

ten

KIN

DER

H

abla

ndo

Escu

chan

do

Lect

ura

Escr

itur

a

1 Pr

inci

pian

te

Los e

stud

iant

es p

rinci

pian

tes e

mpi

ezan

a

desa

rrol

lar l

as d

estr

ezas

rece

ptiv

as y

pr

oduc

tivas

en

espa

ñol.

Los e

stud

iant

es p

rinci

pian

tes e

mpi

ezan

a

desa

rrol

lar l

as d

estr

ezas

rece

ptiv

as y

pr

oduc

tivas

en

espa

ñol.

Los e

stud

iant

es p

rinci

pian

tes e

mpi

ezan

a

desa

rrol

lar l

as d

estr

ezas

rece

ptiv

as y

pr

oduc

tivas

en

espa

ñol.

Los e

stud

iant

es p

rinci

pian

tes e

mpi

ezan

a

desa

rrol

lar l

as d

estr

ezas

rece

ptiv

as y

pr

oduc

tivas

en

espa

ñol.

2 In

term

edio

Bá

sico

Los e

stud

iant

es in

term

edio

s bás

icos

típ

icam

ente

usa

n vo

cabu

lario

bás

ico

y fr

ases

senc

illas

al n

ombr

ar o

des

crib

ir ob

jeto

s com

unes

y a

l exp

resa

r opi

nion

es o

pr

efer

enci

as e

n en

torn

os so

cial

es y

ac

adém

icas

. Usa

n vo

cabu

lario

bás

ico

para

na

rrar

hist

oria

s bas

adas

en

imág

enes

re

laci

onad

as a

las a

ctiv

idad

es e

scol

ares

. El

voca

bula

rio re

strin

gido

y la

gra

mát

ica

en

desa

rrol

lo li

mita

n la

exp

resi

ón. L

os e

rror

es

frec

uent

emen

te im

pide

n la

com

unic

ació

n.

Los e

stud

iant

es in

term

edio

s bás

icos

típ

icam

ente

sigu

en a

lgun

as in

stru

ccio

nes

oral

es se

ncill

as u

sand

o el

con

ocim

ient

o de

ac

tivid

ades

cot

idia

nas,

voc

abul

ario

ac

adém

ico

básic

o y

de lu

gare

s fam

iliar

es. L

os

erro

res f

recu

ente

men

te im

pide

n la

co

mun

icac

ión

y co

mpr

ensió

n.

Los e

stud

iant

es in

term

edio

s bás

icos

típ

icam

ente

iden

tific

an la

s let

ras m

ayús

cula

s y

min

úscu

las c

uand

o es

tán

aisla

das

e id

entif

ican

el p

rinci

pio,

el m

edio

y e

l fin

al d

e so

nido

s. E

mpa

reja

n te

xtos

a im

ágen

es y

re

cono

cen

pala

bras

de

alta

frec

uenc

ia. L

os

erro

res f

recu

ente

men

te im

pide

n la

co

mpr

ensió

n.

Los e

stud

iant

es in

term

edio

s bás

icos

típ

icam

ente

cop

ian

pala

bras

y o

raci

ones

se

ncill

as a

l des

crib

ir im

ágen

es u

otr

os

apoy

os g

ráfic

os. L

os e

rror

es

frec

uent

emen

te im

pide

n la

com

unic

ació

n.

3 In

term

edio

Los e

stud

iant

es in

term

edio

s típ

icam

ente

ut

iliza

n pa

labr

as y

fras

es a

prop

iada

s al

real

izar t

rans

acci

ones

, hac

er p

etic

ione

s y

pedi

r acl

arac

ione

s. U

san

voca

bula

rio

gene

ralm

ente

pre

ciso

, aun

que

limita

do,

para

nar

rar h

istor

ias b

asad

as e

n im

ágen

es

rela

cion

adas

a la

s act

ivid

ades

esc

olar

es.

Prov

een

info

rmac

ión

clar

a, a

unqu

e lo

s er

rore

s int

erfie

ran

con

la c

omun

icac

ión.

Los e

stud

iant

es in

term

edio

s típ

icam

ente

sig

uen

inst

rucc

ione

s ora

les s

enci

llas.

Id

entif

ican

idea

s prin

cipa

les y

det

alle

s y

hace

n al

guna

s inf

eren

cias

de

hist

oria

s ora

les

senc

illas

. Los

err

ores

inte

rfie

ren

con

la

com

unic

ació

n y

com

pren

sión.

Los e

stud

iant

es in

term

edio

s típ

icam

ente

de

scifr

an p

alab

ras,

iden

tific

an id

eas

prin

cipa

les y

recu

enta

n de

talle

s y e

vent

os d

e un

pas

aje

leíd

o de

man

era

inde

pend

ient

e.

Los e

rror

es in

terf

iere

n co

n la

com

pren

sión.

Los e

stud

iant

es in

term

edio

s típ

icam

ente

es

crib

en u

na o

var

ias p

alab

ras a

l des

crib

ir im

ágen

es o

al r

espo

nder

a o

tros

in

dica

dore

s de

escr

itura

. Los

est

udia

ntes

em

piez

an a

reco

noce

r el f

orm

ato

corr

ecto

de

ora

ción

. Los

err

ores

inte

rfie

ran

con

la

com

unic

ació

n.

4 Co

mpe

tent

e

Los e

stud

iant

es c

ompe

tent

es tí

pica

men

te

prod

ucen

ora

cion

es se

ncill

as y

pre

cisa

s al

hace

r pet

icio

nes y

al p

edir

acla

raci

ones

. U

tiliza

n pa

labr

as y

fras

es a

prop

iada

s al

etiq

ueta

r y d

escr

ibir

el o

bjet

ivo

de o

bjet

os

no c

omun

es. U

san

voca

bula

rio p

reci

so a

l na

rrar

hist

oria

s bas

adas

en

imág

enes

re

laci

onad

as a

las a

ctiv

idad

es e

scol

ares

. Lo

s err

ores

no

inte

rfie

ren

con

la

com

unic

ació

n.

Los e

stud

iant

es c

ompe

tent

es tí

pica

men

te

sigue

n in

stru

ccio

nes o

rale

s com

plej

as y

ha

cen

infe

renc

ias d

e hi

stor

ias o

rale

s.

Iden

tific

an id

eas p

rinci

pale

s en

hist

oria

s co

mpl

ejas

.

Los e

stud

iant

es c

ompe

tent

es tí

pica

men

te

leen

ora

cion

es o

pas

ajes

cor

tos d

e m

aner

a in

depe

ndie

nte.

Iden

tific

an p

alab

ras q

ue

riman

e id

eas p

rinci

pale

s y re

cuer

dan

deta

lles e

n un

pas

aje.

Los

err

ores

no

inte

rfie

ren

con

la c

omun

icac

ión.

Los e

stud

iant

es c

ompe

tent

es tí

pica

men

te

utili

zan

gram

átic

a bá

sica

corr

ecta

y

capi

taliz

ació

n ad

ecua

da a

l ini

cio

de

orac

ione

s. Id

entif

ican

la e

stru

ctur

a es

tánd

ar d

e la

ora

ción

y g

ener

an o

raci

ones

de

scrip

tivas

y e

xplic

ativ

as. L

os e

rror

es n

o in

terf

iere

n co

n la

com

unic

ació

n.

5 D

omin

io

Avan

zado

Los e

stud

iant

es c

on d

omin

io a

vanz

ado

típic

amen

te p

rodu

cen

orac

ione

s sen

cilla

s y

prec

isas c

uand

o ha

cen

petic

ione

s, p

iden

ac

lara

cion

es y

des

crib

en si

tuac

ione

s.

Nar

ran

hist

oria

s con

voc

abul

ario

y

gram

átic

a ex

acta

y a

prop

iada

par

a su

eda

d.

Los e

stud

iant

es c

on d

omin

io a

vanz

ado

típic

amen

te re

cuer

dan

la se

cuen

cia

de

even

tos e

n hi

stor

ias o

rale

s que

util

izan

vo

cabu

lario

ava

nzad

o.

Los e

stud

iant

es c

on d

omin

io a

vanz

ado

típic

amen

te u

tiliza

n pi

stas

con

text

uale

s al

dete

rmin

ar lo

s sig

nific

ados

de

pala

bras

. Re

cuer

dan

deta

lles s

utile

s, id

entif

ican

se

cuen

cias

y h

acen

infe

renc

ias d

e un

pas

aje

leíd

o de

man

era

inde

pend

ient

e.

Los e

stud

iant

es c

on d

omin

io a

vanz

ado

típic

amen

te e

scrib

en o

raci

ones

com

plet

as

al d

escr

ibir

imág

enes

o re

spon

der a

otr

os

indi

cado

res d

e es

critu

ra. U

tiliza

n la

pu

ntua

ción

cor

rect

a en

ora

cion

es

excl

amat

oria

s, d

ecla

rativ

as e

in

terr

ogat

ivas

. La

com

unic

ació

n es

cla

ra y

co

mpl

eta,

aun

que

pued

e co

nten

er e

rror

es

men

ores

.

40

Cop

yrig

ht ©

201

3 by

CTB

/McG

raw

-Hill

LLC

. All

right

s res

erve

d. S

ecur

e M

ater

ials

Prof

icie

ncy

Leve

l Des

crip

tors

– G

rade

1

Grad

e 1

Hab

land

o Es

cuch

ando

Le

ctur

a Es

crit

ura

1 Pr

inci

pian

te

Los e

stud

iant

es p

rinci

pian

tes e

mpi

ezan

a

desa

rrol

lar l

as d

estr

ezas

rece

ptiv

as y

pr

oduc

tivas

en

espa

ñol.

Los e

stud

iant

es p

rinci

pian

tes e

mpi

ezan

a

desa

rrol

lar l

as d

estr

ezas

rece

ptiv

as y

pr

oduc

tivas

en

espa

ñol.

Los e

stud

iant

es p

rinci

pian

tes e

mpi

ezan

a

desa

rrol

lar l

as d

estr

ezas

rece

ptiv

as y

pr

oduc

tivas

en

espa

ñol.

Los e

stud

iant

es p

rinci

pian

tes e

mpi

ezan

a

desa

rrol

lar l

as d

estr

ezas

rece

ptiv

as y

pr

oduc

tivas

en

espa

ñol.

2 In

term

edio

Bá

sico

Los e

stud

iant

es in

term

edio

s bás

icos

típ

icam

ente

usa

n vo

cabu

lario

bás

ico

y fr

ases

senc

illas

al n

ombr

ar o

des

crib

ir ob

jeto

s com

unes

y a

l exp

resa

r opi

nion

es o

pr

efer

enci

as e

n en

torn

os so

cial

es y

ac

adém

icas

. Usa

n vo

cabu

lario

bás

ico

para

na

rrar

hist

oria

s bas

adas

en

imág

enes

re

laci

onad

as a

las a

ctiv

idad

es e

scol

ares

. El

voca

bula

rio re

strin

gido

y la

gra

mát

ica

en

desa

rrol

lo li

mita

n la

exp

resió

n. L

os e

rror

es

frec

uent

emen

te im

pide

n la

com

unic

ació

n.

Los e

stud

iant

es in

term

edio

s bás

icos

típ

icam

ente

sigu

en a

lgun

as in

stru

ccio

nes

oral

es se

ncill

as u

sand

o el

con

ocim

ient

o de

act

ivid

ades

cot

idia

nas,

voc

abul

ario

ac

adém

ico

básic

o y

de lu

gare

s fam

iliar

es.

Los e

rror

es fr

ecue

ntem

ente

impi

den

la

com

unic

ació

n y

com

pren

sión.

Los e

stud

iant

es in

term

edio

s bás

icos

típ

icam

ente

aso

cian

pal

abra

s com

unes

co

n im

ágen

es y

reco

noce

n re

laci

ones

es

paci

ales

. Ide

ntifi

can

una

mez

cla

de

cons

onan

tes.

Los

err

ores

frec

uent

emen

te

impi

den

la c

ompr

ensió

n.

Los e

stud

iant

es in

term

edio

s bás

icos

típ

icam

ente

cop

ian

orac

ione

s sen

cilla

s y

escr

iben

una

pal

abra

par

a de

scrib

ir o

expl

icar

una

imag

en.

Sele

ccio

nan

orac

ione

s con

el u

so c

orre

cto

de su

jeto

y

verb

o de

una

serie

de

opci

ones

. Los

er

rore

s fre

cuen

tem

ente

impi

den

la

com

unic

ació

n.

3 In

term

edio

Los e

stud

iant

es in

term

edio

s típ

icam

ente

ut

iliza

n pa

labr

as y

fras

es a

prop

iada

s al

real

izar t

rans

acci

ones

, hac

er p

etic

ione

s y

pedi

r acl

arac

ione

s. U

san

voca

bula

rio

gene

ralm

ente

pre

ciso

, aun

que

limita

do,

para

nar

rar h

istor

ias b

asad

as e

n im

ágen

es

rela

cion

adas

a la

s act

ivid

ades

esc

olar

es.

Prov

een

info

rmac

ión

clar

a, a

unqu

e lo

s er

rore

s int

erfie

ran

con

la c

omun

icac

ión.

Los e

stud

iant

es in

term

edio

s típ

icam

ente

sig

uen

inst

rucc

ione

s ora

les s

enci

llas,

id

entif

ican

idea

s prin

cipa

les y

hac

en

infe

renc

ias s

enci

llas e

n hi

stor

ias o

rale

s.

Los e

rror

es in

terf

iere

n co

n la

co

mun

icac

ión

y co

mpr

ensió

n.

Los e

stud

iant

es in

term

edio

s típ

icam

ente

de

codi

fican

pal

abra

s, le

en o

raci

ones

de

man

era

inde

pend

ient

e, c

ompr

ende

n vo

cabu

lario

fam

iliar

e id

entif

ican

pal

abra

s qu

e rim

an d

e us

o fr

ecue

nte.

Hac

en

infe

renc

ias s

enci

llas d

e un

pas

aje.

Los

er

rore

s int

erfie

ren

con

la c

ompr

ensió

n.

Los e

stud

iant

es in

term

edio

s típ

icam

ente

es

crib

en p

alab

ras,

fras

es u

ora

cion

es

senc

illas

al d

escr

ibir

o ex

plic

ar im

ágen

es.

Sele

ccio

nan

de u

na se

rie d

e op

cion

es

orac

ione

s con

gra

mát

ica,

plu

raliz

ació

n y

capi

taliz

ació

n co

rrec

ta. L

os e

rror

es

inte

rfie

ren

con

la c

omun

icac

ión.

4 Co

mpe

tent

e

Los e

stud

iant

es c

ompe

tent

es tí

pica

men

te

prod

ucen

ora

cion

es se

ncill

as y

pre

cisa

s al

hace

r pet

icio

nes y

ped

ir ac

lara

cion

es.

Util

izan

pala

bras

y fr

ases

apr

opia

das a

l et

ique

tar y

des

crib

ir el

pro

pósit

o de

ob

jeto

s men

os c

omun

es. U

san

voca

bula

rio p

reci

so a

l nar

rar h

istor

ias

basa

das e

n im

ágen

es re

laci

onad

as a

las

activ

idad

es e

scol

ares

. Los

err

ores

m

enor

es n

o in

terf

iere

n co

n la

co

mun

icac

ión.

Los e

stud

iant

es c

ompe

tent

es tí

pica

men

te

sigue

n in

stru

ccio

nes o

rale

s más

co

mpl

ejas

, rec

uerd

an d

etal

les y

hac

en

infe

renc

ias d

e hi

stor

ias o

rale

s. Id

entif

ican

id

eas p

rinci

pale

s en

hist

oria

s com

plej

as.

Los e

stud

iant

es c

ompe

tent

es tí

pica

men

te

leen

ora

cion

es y

pas

ajes

de

man

era

inde

pend

ient

e, re

cuer

dan

sutil

ezas

y

dete

rmin

an la

secu

enci

a en

un

pasa

je. L

os

erro

res n

o in

terf

iere

n co

n la

com

pren

sión.

Los e

stud

iant

es c

ompe

tent

es

típic

amen

te u

san

gram

átic

a,

capi

taliz

ació

n, y

pun

tuac

ión

adec

uada

en

orac

ione

s dec

lara

tivas

, int

erro

gativ

as e

im

pera

tivas

. Ide

ntifi

can

la e

stru

ctur

a es

tánd

ar d

e or

ació

n y

gene

ran

orac

ione

s de

scrip

tivas

y e

xplic

ativ

as. L

os e

rror

es n

o in

terf

iere

n co

n la

com

unic

ació

n.

5 D

omin

io

Avan

zado

Los e

stud

iant

es c

on d

omin

io a

vanz

ado

típic

amen

te p

rodu

cen

orac

ione

s sen

cilla

s y

usan

la g

ram

átic

a pr

ecisa

al h

acer

pe

ticio

nes y

al r

ealiz

ar tr

ansa

ccio

nes e

n la

cl

ase

o al

des

crib

ir sit

uaci

ones

soci

ales

fa

mili

ares

o p

roce

sos.

Nar

ran

hist

oria

s con

vo

cabu

lario

y g

ram

átic

a ex

acta

y

apro

piad

a pa

ra su

eda

d.

Los e

stud

iant

es c

on d

omin

io a

vanz

ado

típic

amen

te re

cuer

dan

los d

etal

les y

la

secu

enci

a de

eve

ntos

y d

eter

min

an id

eas

prin

cipa

les e

n hi

stor

ias o

rale

s que

util

izan

voca

bula

rio a

vanz

ado.

Los e

stud

iant

es c

on d

omin

io a

vanz

ado

típic

amen

te u

tiliza

n pi

stas

con

text

uale

s al

dete

rmin

ar si

gnifi

cado

s de

pala

bras

y u

san

la in

terp

reta

ción

y h

acen

infe

renc

ias p

ara

com

pren

der l

as h

istor

ias.

Los e

stud

iant

es c

on d

omin

io a

vanz

ado

típic

amen

te e

scrib

en o

raci

ones

co

mpl

etas

al d

escr

ibir

imág

enes

o

resp

onde

r a o

tros

indi

cado

res d

e es

critu

ra. L

a co

mun

icac

ión

es c

lara

y

com

plet

a, a

unqu

e el

voc

abul

ario

pue

de

cont

ener

err

ores

men

ores

.

41

Cop

yrig

ht ©

201

3 by

CTB

/McG

raw

-Hill

LLC

. All

right

s res

erve

d. S

ecur

e M

ater

ials

Prof

icie

ncy

Leve

l Des

crip

tors

– G

rade

s 2–3

Gr

ades

2–3

H

abla

ndo

Escu

chan

do

Lect

ura

Escr

itur

a

1 Pr

inci

pian

te

Los e

stud

iant

es p

rinci

pian

tes e

mpi

ezan

a

desa

rrol

lar l

as d

estr

ezas

rece

ptiv

as y

pr

oduc

tivas

en

espa

ñol.

Los e

stud

iant

es p

rinci

pian

tes e

mpi

ezan

a

desa

rrol

lar l

as d

estr

ezas

rece

ptiv

as y

pr

oduc

tivas

en

espa

ñol.

Los e

stud

iant

es p

rinci

pian

tes e

mpi

ezan

a

desa

rrol

lar l

as d

estr

ezas

rece

ptiv

as y

pr

oduc

tivas

en

espa

ñol.

Los e

stud

iant

es p

rinci

pian

tes e

mpi

ezan

a

desa

rrol

lar l

as d

estr

ezas

rece

ptiv

as y

pr

oduc

tivas

en

espa

ñol.

2 In

term

edio

Bá

sico

Los e

stud

iant

es in

term

edio

s bás

icos

típ

icam

ente

usa

n gr

amát

ica

y vo

cabu

lario

bá

sico

y fr

ases

u o

raci

ones

senc

illas

par

a ha

cer p

etic

ione

s o c

ompa

raci

ones

, hac

er

preg

unta

s, e

xpre

sar o

pini

ones

o

pref

eren

cias

, o d

escr

ibir

una

secu

enci

a de

im

ágen

es so

bre

situa

cion

es y

ent

orno

s fa

mili

ares

. Los

err

ores

frec

uent

emen

te

impi

den

la c

omun

icac

ión.

Los e

stud

iant

es in

term

edio

s bás

icos

típ

icam

ente

sigu

en in

stru

ccio

nes o

rale

s se

ncill

as e

iden

tific

an v

ocab

ular

io d

e us

o fr

ecue

nte.

Iden

tific

an a

lgun

os d

etal

les e

n hi

stor

ias o

rale

s. L

os e

rror

es

frec

uent

emen

te im

pide

n la

com

unic

ació

n y

com

pren

sión.

Los e

stud

iant

es in

term

edio

s bás

icos

típ

icam

ente

iden

tific

an p

alab

ras q

ue

riman

, des

cifr

an o

raci

ones

, aso

cian

pa

labr

as y

ora

cion

es c

on im

ágen

es y

re

cono

cen

rela

cion

es e

spac

iale

s. L

os

erro

res i

mpi

den

la c

ompr

ensió

n.

Los e

stud

iant

es in

term

edio

s bás

icos

típ

icam

ente

esc

riben

ora

cion

es p

ara

desc

ribir,

exp

licar

o e

xpre

sar i

deas

. Los

es

tudi

ante

s dem

uest

ran

cono

cim

ient

o de

voc

abul

ario

bás

ico.

Los

err

ores

fr

ecue

ntem

ente

impi

den

la

com

unic

ació

n.

3 In

term

edio

Los e

stud

iant

es in

term

edio

s típ

icam

ente

ut

iliza

n pa

labr

as y

fras

es a

prop

iada

s al

expr

esar

pre

fere

ncia

s, h

acer

pre

gunt

as,

dar i

nfor

mac

ión

y ex

plic

acio

nes,

nom

brar

ob

jeto

s com

unes

y d

escr

ibir

func

ione

s co

mun

es. P

rodu

cen

orac

ione

s ge

nera

lmen

te p

reci

sas c

uand

o na

rran

hi

stor

ias s

enci

llas s

obre

situ

acio

nes y

en

torn

os fa

mili

ares

. Lo

s err

ores

in

terf

iera

n co

n la

com

unic

ació

n.

Los e

stud

iant

es in

term

edio

s típ

icam

ente

co

mpr

ende

n un

a ga

ma

limita

da d

e vo

cabu

lario

. Ide

ntifi

can

idea

s prin

cipa

les,

re

cuer

dan

deta

lles y

hac

en in

fere

ncia

s se

ncill

as d

e hi

stor

ias o

rale

s.

Los e

rror

es in

terf

iere

n co

n la

co

mun

icac

ión

y co

mpr

ensió

n.

Los e

stud

iant

es in

term

edio

s típ

icam

ente

in

terp

reta

n pa

labr

as y

fras

es e

n co

ntex

to,

iden

tific

an a

lgun

as id

eas p

rinci

pale

s y

prop

ósito

del

aut

or y

recu

erda

n de

talle

s.

Los e

rror

es in

terf

iere

n co

n la

co

mpr

ensió

n.

Los e

stud

iant

es in

term

edio

s típ

icam

ente

re

spon

den

a va

rios i

ndic

ador

es d

e es

critu

ra o

imág

enes

usa

ndo

múl

tiple

s or

acio

nes.

Rec

onoc

en p

rono

mbr

es

pers

onal

es c

orre

ctos

y a

cuer

do d

el

suje

to/v

erbo

. Los

err

ores

inte

rfie

ren

con

la c

omun

icac

ión.

4 Co

mpe

tent

e

Los e

stud

iant

es c

ompe

tent

es tí

pica

men

te

prod

ucen

ora

cion

es c

ompl

etas

con

poc

os

erro

res d

e vo

cabu

lario

y g

ram

átic

a pa

ra

desc

ribir

situa

cion

es, e

xplic

ar su

ra

zona

mie

nto

o na

rrar

hist

oria

s. U

san

un

ampl

io v

ocab

ular

io p

ara

expr

esar

se

opin

ione

s o p

refe

renc

ias c

on p

reci

sión

y ha

cer p

regu

ntas

apr

opia

das.

Los

err

ores

m

enor

es n

o in

terf

iere

n co

n la

co

mun

icac

ión.

Los e

stud

iant

es c

ompe

tent

es tí

pica

men

te

com

pren

den

voca

bula

rio a

cadé

mic

o y

sigue

n in

stru

ccio

nes d

e va

rios p

asos

. Re

cuer

dan

deta

lles s

utile

s, d

eter

min

an

idea

s prin

cipa

les,

hac

en in

fere

ncia

s e

iden

tific

an p

ropó

sito

del o

rado

r.

Los e

stud

iant

es c

ompe

tent

es tí

pica

men

te

iden

tific

an so

nido

s fin

ales

y p

alab

ras d

e do

s o tr

es sí

laba

s. In

terp

reta

n pa

labr

as y

fr

ases

y a

plic

an e

l con

ocim

ient

o de

m

orfe

mas

. Util

izan

pist

as c

onte

xtua

les

para

det

erm

inar

sign

ifica

do d

e pa

labr

as,

iden

tific

an id

eas p

rinci

pale

s y h

acen

in

fere

ncia

s. L

os e

rror

es n

o in

terf

iere

n co

n la

com

pren

sión.

Los e

stud

iant

es c

ompe

tent

es

típic

amen

te e

scrib

en o

raci

ones

co

mpl

etas

con

voc

abul

ario

pre

ciso

y

corr

ecto

. Util

izan

pron

ombr

es c

orre

ctos

, ar

tícul

os y

acu

erdo

del

suje

to/v

erbo

con

ve

rbos

regu

lare

s e ir

regu

lare

s. U

san

conv

enci

ones

de

escr

itura

co

rrec

tam

ente

com

o ca

pita

lizac

ión

y pu

ntua

ción

. Los

err

ores

no

inte

rfie

ren

con

la c

omun

icac

ión.

5 D

omin

io

Avan

zado

Los e

stud

iant

es c

on d

omin

io a

vanz

ado

típic

amen

te p

rodu

cen

orac

ione

s con

vo

cabu

lario

sofis

ticad

o y

gram

átic

a co

rrec

ta a

l dar

info

rmac

ión,

des

crib

ir sit

uaci

ones

o e

xplic

ar su

razo

nam

ient

o.

Los e

stud

iant

es c

on d

omin

io a

vanz

ado

típic

amen

te si

guen

inst

rucc

ione

s co

mpl

ejas

que

util

izan

voca

bula

rio

acad

émic

o. D

eter

min

an in

form

ació

n cl

ave

de h

istor

ias o

rale

s que

tien

en v

ocab

ular

io

avan

zado

.

Los e

stud

iant

es c

on d

omin

io a

vanz

ado

típic

amen

te re

cuer

dan

deta

lles i

mpl

ícito

s e

idea

s prin

cipa

les,

saca

n co

nclu

sione

s y

hace

n ge

nera

lizac

ione

s. Id

entif

ican

ca

ract

eríst

icas

lite

raria

s de

text

os

ficci

onal

es y

aca

dém

icos

y u

san

técn

icas

de

aut

o m

onito

reo

para

com

prob

ar su

co

mpr

ensió

n.

Los e

stud

iant

es c

on d

omin

io a

vanz

ado

típic

amen

te e

scrib

en fl

uida

men

te c

on

voca

bula

rio p

reci

so y

cor

rect

o pa

ra

desc

ribir,

exp

licar

, hac

er in

fere

ncia

s o

expr

esar

opi

nion

es o

pre

fere

ncia

s. L

a co

mun

icac

ión

es c

lara

y c

ompl

eta,

au

nque

pue

de c

onte

ner e

rror

es

men

ores

.

42

Cop

yrig

ht ©

201

3 by

CTB

/McG

raw

-Hill

LLC

. All

right

s res

erve

d. S

ecur

e M

ater

ials

Prof

icie

ncy

Leve

l Des

crip

tors

– G

rade

s 4–5

Gr

ades

4–5

H

abla

ndo

Escu

chan

do

Lect

ura

Escr

itur

a

1 Pr

inci

pian

te

Los e

stud

iant

es p

rinci

pian

tes e

mpi

ezan

a

desa

rrol

lar l

as d

estr

ezas

rece

ptiv

as y

pr

oduc

tivas

en

espa

ñol.

Los e

stud

iant

es p

rinci

pian

tes e

mpi

ezan

a

desa

rrol

lar l

as d

estr

ezas

rece

ptiv

as y

pr

oduc

tivas

en

espa

ñol.

Los e

stud

iant

es p

rinci

pian

tes e

mpi

ezan

a

desa

rrol

lar l

as d

estr

ezas

rece

ptiv

as y

pr

oduc

tivas

en

espa

ñol.

Los e

stud

iant

es p

rinci

pian

tes e

mpi

ezan

a

desa

rrol

lar l

as d

estr

ezas

rece

ptiv

as y

pr

oduc

tivas

en

espa

ñol.

2 In

term

edio

Bá

sico

Los e

stud

iant

es in

term

edio

s bás

icos

típ

icam

ente

usa

n gr

amát

ica

y vo

cabu

lario

bá

sico

y or

acio

nes s

enci

llas p

ara

iden

tific

ar o

bjet

os c

omun

es y

des

crib

ir su

fu

nció

n, d

ar in

form

ació

n bá

sica,

hac

er

petic

ione

s, h

acer

pre

gunt

as y

exp

resa

r op

inio

nes o

pre

fere

ncia

s. C

onst

ruye

n na

rrat

ivas

a b

ase

de u

na se

cuen

cia

de

imág

enes

sobr

e ev

ento

s fam

iliar

es y

co

mpa

ran

y co

ntra

stan

info

rmac

ión

enco

ntra

da e

n te

xtos

y o

rgan

izado

res

gráf

icos

usa

ndo

voca

bula

rio b

ásic

o. L

os

erro

res f

recu

ente

men

te im

pide

n la

co

mun

icac

ión.

Los e

stud

iant

es in

term

edio

s bás

icos

típ

icam

ente

sigu

en a

lgun

as in

stru

ccio

nes

oral

es se

ncill

as y

com

pren

den

voca

bula

rio

com

ún y

exp

resio

nes i

diom

átic

as. P

uede

n id

entif

ican

det

alle

s. L

os e

rror

es im

pide

n la

co

mun

icac

ión

y co

mpr

ensió

n.

Los e

stud

iant

es in

term

edio

s bás

icos

típ

icam

ente

div

iden

pal

abra

s en

sílab

as,

inte

rpre

tan

pala

bras

y fr

ases

bás

icas

e

iden

tific

an a

lgun

as id

eas p

rinci

pale

s y

deta

lles e

n te

xtos

sim

ples

. Los

err

ores

fr

ecue

ntem

ente

impi

den

la c

ompr

ensió

n.

Los e

stud

iant

es in

term

edio

s bás

icos

típ

icam

ente

esc

riben

ora

cion

es se

ncill

as

usan

do g

ram

átic

a y

voca

bula

rio b

ásic

o pa

ra d

escr

ibir

y di

scut

ir te

xtos

, in

terp

reta

r org

aniza

dore

s grá

ficos

y

com

para

r y c

ontr

asta

r inf

orm

ació

n. L

os

erro

res e

n la

org

aniza

ción

, gra

mát

ica,

el

ecci

ón d

e pa

labr

as y

mec

ánic

a fr

ecue

ntem

ente

impi

den

la

com

unic

ació

n.

3 In

term

edio

Los e

stud

iant

es in

term

edio

s típ

icam

ente

ut

iliza

n pa

labr

as y

fras

es a

prop

iada

s y

orac

ione

s com

plet

as a

l hac

er p

etic

ione

s,

expr

esar

opi

nion

es o

pre

fere

ncia

s, d

ar

info

rmac

ión

y de

scrib

ir lu

gare

s.

Cons

truy

en n

arra

tivas

de

una

secu

enci

a de

imág

enes

y c

ompa

ran

y co

ntra

stan

in

form

ació

n en

cont

rada

en

text

os y

or

gani

zado

res g

ráfic

os u

sand

o vo

cabu

lario

gen

eral

men

te p

reci

so,

aunq

ue li

mita

do. L

os e

rror

es in

terf

iere

n co

n la

com

unic

ació

n.

Los e

stud

iant

es in

term

edio

s típ

icam

ente

sig

uen

inst

rucc

ione

s ora

les e

inte

rpre

tan

voca

bula

rio b

ásic

o. Id

entif

ican

alg

unas

id

eas p

rinci

pale

s y d

etal

les y

hac

en

infe

renc

ias s

enci

llas d

e pa

saje

s ora

les

simpl

es. L

os e

rror

es in

terf

iere

n co

n la

co

mun

icac

ión

y co

mpr

ensió

n.

Los e

stud

iant

es in

term

edio

s típ

icam

ente

in

terp

reta

n pa

labr

as y

fras

es e

n co

ntex

to,

iden

tific

an id

eas p

rinci

pale

s y p

ropó

sito

del a

utor

y re

cuer

dan

deta

lles d

ecla

rado

s.

Los e

rror

es in

terf

iere

n co

n la

co

mpr

ensió

n.

Los e

stud

iant

es in

term

edio

s típ

icam

ente

re

spon

den

apro

piad

amen

te a

var

ias

indi

caci

ones

ver

bale

s y o

rgan

izado

res

gráf

icos

usa

ndo

orac

ione

s com

plet

as q

ue

exhi

ben

gram

átic

a bá

sica

corr

ecta

. El

signi

ficad

o es

gen

eral

men

te c

laro

, au

nque

el v

ocab

ular

io se

a lim

itado

. Co

mpa

ran

y co

ntra

stan

info

rmac

ión

en

text

os y

org

aniza

dore

s grá

ficos

. Lo

s er

rore

s en

la o

rgan

izaci

ón, g

ram

átic

a,

elec

ción

de

pala

bras

y m

ecán

ica

inte

rfie

ren

con

la c

omun

icac

ión.

4 Co

mpe

tent

e

Los e

stud

iant

es c

ompe

tent

es tí

pica

men

te

prod

ucen

ora

cion

es c

ompl

etas

al d

ar

info

rmac

ión,

exp

licar

pro

ceso

s, e

xpre

sar

opin

ione

s y n

arra

r hist

oria

s. O

rgan

izan

resp

uest

as e

n or

den

secu

enci

al y

lógi

co.

Iden

tific

an, c

ompa

ran

y co

ntra

stan

ca

ract

eríst

icas

de

obje

tos m

enos

co

mun

es c

on p

reci

sión.

Los

err

ores

m

enor

es n

o in

terf

iere

n co

n la

co

mun

icac

ión.

Los e

stud

iant

es c

ompe

tent

es tí

pica

men

te

sigue

n in

stru

ccio

nes d

e va

rios p

asos

us

ando

voc

abul

ario

aca

dém

ico,

recu

erda

n de

talle

s e id

entif

ican

idea

s prin

cipa

les e

n di

scus

ione

s de

clas

e y

dura

nte

inst

rucc

ión.

Ha

cen

infe

renc

ias d

e pa

saje

s ora

les

com

plej

os e

inte

rpre

tan

tabl

as y

otr

os

orga

niza

dore

s grá

ficos

.

Los e

stud

iant

es c

ompe

tent

es tí

pica

men

te

utili

zan

pist

as c

onte

xtua

les p

ara

dete

rmin

ar si

gnifi

cado

de

pala

bras

. An

aliza

n te

xtos

e In

terp

reta

n pa

labr

as,

fras

es y

ora

cion

es c

ompl

ejas

. Los

err

ores

no

inte

rfie

ren

con

la c

ompr

ensió

n.

Los e

stud

iant

es c

ompe

tent

es

típic

amen

te e

scrib

en o

raci

ones

co

mpl

etas

con

voc

abul

ario

ge

nera

lmen

te p

reci

so q

ue d

emue

stra

n el

us

o ap

ropi

ado

de p

untu

ació

n, v

erbo

s au

xilia

res y

otr

as c

onve

ncio

nes.

Re

sum

en p

asaj

es; i

nter

pret

an, c

ompa

ran

y co

ntra

stan

info

rmac

ión

de

orga

niza

dore

s grá

ficos

y p

istas

co

ntex

tual

es. L

os e

rror

es n

o in

terf

iere

n co

n la

com

unic

ació

n.

43

Cop

yrig

ht ©

201

3 by

CTB

/McG

raw

-Hill

LLC

. All

right

s res

erve

d. S

ecur

e M

ater

ials

Prof

icie

ncy

Leve

l Des

crip

tors

– G

rade

s 4–5

(con

tinue

d)

5 Do

min

io

Avan

zado

Los e

stud

iant

es c

on d

omin

io a

vanz

ado

típic

amen

te p

rodu

cen

orac

ione

s con

vo

cabu

lario

sofis

ticad

o y

gram

átic

a co

rrec

ta a

l dar

info

rmac

ión,

des

crib

ir sit

uaci

ones

, hac

er p

regu

ntas

, exp

resa

r op

inio

nes y

sutil

ezas

de

signi

ficad

o y

expl

icar

pro

ceso

s y su

razo

nam

ient

o. C

rean

na

rrat

ivas

det

alla

das y

est

ruct

urad

as.

Los e

stud

iant

es c

on d

omin

io a

vanz

ado

típic

amen

te si

guen

inst

rucc

ione

s que

ut

iliza

n fr

ases

del

ver

bo y

det

erm

inan

in

form

ació

n cl

ave

para

resu

mir

tare

as.

Recu

erda

n de

talle

s sut

iles y

gen

eral

men

te

com

pren

den

expr

esio

nes i

diom

átic

as.

Los e

stud

iant

es c

on d

omin

io a

vanz

ado

típic

amen

te d

eter

min

an id

eas p

rinci

pale

s,

recu

erda

n de

talle

s de

apoy

o, h

acen

in

fere

ncia

s de

info

rmac

ión

y sa

can

conc

lusio

nes d

e te

xtos

de

ficci

ón y

no

ficci

ón. C

ompa

ran,

con

tras

tan

y re

sum

en

info

rmac

ión

en te

xtos

y o

rgan

izado

res

gráf

icos

. Util

izan

pist

as c

onte

xtua

les p

ara

inte

rpre

tar p

alab

ras m

enos

fam

iliar

es y

fr

ases

com

plej

as.

Los e

stud

iant

es c

on d

omin

io a

vanz

ado

típic

amen

te e

scrib

en fl

uida

men

te a

l re

spon

der a

una

var

ieda

d de

indi

cado

res

de e

scrit

ura

y pr

opós

itos.

Con

hab

ilida

d or

gani

zan,

inte

rpre

tan,

resu

men

y

eval

úan

info

rmac

ión

de te

xtos

y

orga

niza

dore

s grá

ficos

. La

com

unic

ació

n es

cla

ra y

com

plet

a, a

unqu

e pu

ede

cont

ener

alg

unos

err

ores

mec

ánic

os.

44

Cop

yrig

ht ©

201

3 by

CTB

/McG

raw

-Hill

LLC

. All

right

s res

erve

d. S

ecur

e M

ater

ials

Prof

icie

ncy

Leve

l Des

crip

tors

– G

rade

s 6–8

Gr

ades

6–8

H

abla

ndo

Escu

chan

do

Lect

ura

Escr

itur

a

1 Pr

inci

pian

te

Los e

stud

iant

es p

rinci

pian

tes

empi

ezan

a d

esar

rolla

r las

des

trez

as

rece

ptiv

as y

pro

duct

ivas

en

espa

ñol.

Los e

stud

iant

es p

rinci

pian

tes e

mpi

ezan

a

desa

rrol

lar l

as d

estr

ezas

rece

ptiv

as y

pr

oduc

tivas

en

espa

ñol.

Los e

stud

iant

es p

rinci

pian

tes

empi

ezan

a d

esar

rolla

r las

des

trez

as

rece

ptiv

as y

pro

duct

ivas

en

espa

ñol.

Los e

stud

iant

es p

rinci

pian

tes e

mpi

ezan

a

desa

rrol

lar l

as d

estr

ezas

rece

ptiv

as y

pr

oduc

tivas

en

espa

ñol.

2 In

term

edio

Bá

sico

Los e

stud

iant

es in

term

edio

s bás

icos

típ

icam

ente

usa

n gr

amát

ica

y vo

cabu

lario

bás

ico

y or

acio

nes

senc

illas

par

a de

scrib

ir sit

uaci

ones

so

cial

es, d

ar in

stru

ccio

nes e

iden

tific

ar

luga

res.

Con

stru

yen

narr

ativ

as d

e un

a se

cuen

cia

de im

ágen

es d

e ac

tivid

ades

re

laci

onad

as c

on la

esc

uela

y

com

para

n y

cont

rast

an in

form

ació

n en

cont

rada

en

text

os y

org

aniza

dore

s gr

áfic

os. L

os e

rror

es fr

ecue

ntem

ente

im

pide

n la

com

unic

ació

n.

Los e

stud

iant

es in

term

edio

s bás

icos

típ

icam

ente

sigu

en in

stru

ccio

nes o

rale

s se

ncill

as y

com

pren

den

voca

bula

rio c

omún

y

expr

esio

nes i

diom

átic

as. I

dent

ifica

n de

talle

s bá

sicos

de

conv

ersa

cion

es. L

os e

rror

es

frec

uent

emen

te im

pide

n la

com

unic

ació

n y

com

pren

sión.

Los e

stud

iant

es in

term

edio

s bás

icos

típ

icam

ente

iden

tific

an a

lgun

as id

eas

prin

cipa

les y

det

alle

s de

apoy

o en

te

xtos

sim

ples

. Los

err

ores

fr

ecue

ntem

ente

impi

den

la

com

pren

sión.

Los e

stud

iant

es in

term

edio

s bás

icos

típ

icam

ente

esc

riben

ora

cion

es c

ompl

etas

us

ando

gra

mát

ica

y vo

cabu

lario

bás

ico

para

de

scrib

ir, e

xplic

ar o

resp

onde

r a in

dica

cion

es

verb

ales

o in

dica

dore

s grá

ficos

. Res

umen

pá

rraf

os e

n su

s pro

pias

pal

abra

s. L

os e

rror

es

de o

rgan

izaci

ón, g

ram

átic

a, e

lecc

ión

de

pala

bras

y m

ecán

ica

frec

uent

emen

te

impi

den

la c

omun

icac

ión.

3 In

term

edio

Los e

stud

iant

es in

term

edio

s típ

icam

ente

util

izan

pala

bras

y fr

ases

ap

ropi

adas

y o

raci

ones

com

plet

as a

l ex

pres

ar o

pini

ones

, dar

info

rmac

ión,

re

aliza

r tra

nsac

cion

es o

des

crib

ir fu

ncio

nes c

omun

es. D

escr

iben

sit

uaci

ones

soci

ales

com

unes

y n

arra

n hi

stor

ias s

impl

es. L

os e

rror

es

gram

atic

ales

o d

e vo

cabu

lario

in

terf

iere

n co

n la

com

unic

ació

n, p

ero

el si

gnifi

cado

inte

ncio

nado

es

gene

ralm

ente

cla

ro.

Los e

stud

iant

es in

term

edio

s típ

icam

ente

sig

uen

inst

rucc

ione

s de

vario

s pas

os q

ue u

san

voca

bula

rio a

cadé

mic

o. E

llos r

ecue

rdan

de

talle

s de

disc

usio

nes d

e cl

ase,

co

nver

saci

ones

o h

istor

ias c

orta

s ora

les.

Los

er

rore

s int

erfie

ren

con

la c

omun

icac

ión

y co

mpr

ensió

n.

Los e

stud

iant

es in

term

edio

s típ

icam

ente

iden

tific

an e

xpre

sione

s id

iom

átic

as, d

istin

guen

ent

re id

eas

prin

cipa

les e

idea

s de

apoy

o y

hace

n in

fere

ncia

s sim

ples

de

pist

as d

e te

xtos

fic

cion

ales

y a

cadé

mic

os. L

os e

rror

es

inte

rfie

ren

con

la c

ompr

ensió

n.

Los e

stud

iant

es in

term

edio

s típ

icam

ente

es

crib

en o

raci

ones

com

plet

as p

ara

desc

ribir,

ex

plic

ar, c

ompa

rar y

con

tras

tar i

ndic

acio

nes

verb

ales

o in

dica

dore

s grá

ficos

. Res

umen

pá

rraf

os e

n su

s pro

pias

pal

abra

s y u

tiliza

n pu

ntua

ción

fina

l y p

repo

sicio

nes c

orre

ctas

. Pu

eden

dist

ingu

ir en

tre

el u

so d

e m

odo

y tie

mpo

cor

rect

o e

inco

rrec

to.

Las r

espu

esta

s m

uest

ran

una

gam

a lim

itada

de

voca

bula

rio.

Los e

rror

es e

n la

org

aniza

ción

, gra

mát

ica,

el

ecci

ón d

e pa

labr

as y

mec

ánic

a in

terf

iere

n co

n la

com

unic

ació

n.

4 Co

mpe

tent

e

Los e

stud

iant

es c

ompe

tent

es

típic

amen

te p

rodu

cen

orac

ione

s co

mpl

etas

par

a ex

pres

ar o

pini

ones

, da

r inf

orm

ació

n, re

aliza

r tr

ansa

ccio

nes,

hac

er p

etic

ione

s,

expl

icar

pro

ceso

s, d

ar in

stru

ccio

nes y

de

scrib

ir sit

uaci

ones

soci

ales

. Pr

oduc

en n

arra

tivas

gen

eral

men

te

fluid

as c

on a

lgun

as d

udas

o

auto

corr

ecci

ones

que

no

obsc

urec

en

el si

gnifi

cado

. Org

aniza

n re

spue

stas

en

ord

en ló

gico

y se

cuen

cial

e

inco

rpor

an e

xpre

sione

s idi

omát

icas

. El

disc

urso

es c

oher

ente

y c

laro

, per

o le

fa

lta e

labo

raci

ón o

det

alle

.

Los e

stud

iant

es c

ompe

tent

es tí

pica

men

te

pred

icen

resu

ltado

s de

conv

ersa

cion

es o

pa

saje

s ora

les c

ompl

ejos

. Sa

can

conc

lusio

nes,

re

sum

en c

onve

rsac

ione

s y re

laci

onan

in

form

ació

n or

al c

on o

rgan

izado

res g

ráfic

os.

Com

pren

den

voca

bula

rio té

cnic

o, a

cadé

mic

o y

expr

esio

nes i

diom

átic

as.

Los e

stud

iant

es c

ompe

tent

es

típic

amen

te in

terp

reta

n vo

cabu

lario

ac

adém

ico

y ex

pres

ione

s idi

omát

icas

, co

mpa

ran

y re

sum

en in

form

ació

n en

te

xtos

y o

rgan

izado

res g

ráfic

os,

dete

rmin

an id

eas p

rinci

pale

s e

iden

tific

an d

etal

les e

n te

xtos

fic

cion

ales

y a

cadé

mic

os. H

acen

in

fere

ncia

s y a

naliz

an la

est

ruct

ura

de

text

os. L

os e

rror

es n

o in

terf

iere

n co

n la

com

pren

sión.

Los e

stud

iant

es c

ompe

tent

es tí

pica

men

te

escr

iben

ora

cion

es m

últip

les c

on v

ocab

ular

io

acad

émic

o pa

ra d

escr

ibir

y ex

plic

ar id

eas o

co

mpa

rar t

exto

en

orga

niza

dore

s grá

ficos

. Pu

eden

resu

mir

pasa

jes e

n su

s pro

pias

pa

labr

as. U

tiliza

n el

mod

o y

tiem

po c

orre

cto,

co

ncor

danc

ia e

ntre

suje

to y

ver

bo,

conj

unci

ones

subo

rdin

adas

y c

oloc

ació

n ad

ecua

da d

e ad

jetiv

o. L

os e

rror

es n

o in

terf

iere

n co

n la

com

unic

ació

n.

45

Cop

yrig

ht ©

201

3 by

CTB

/McG

raw

-Hill

LLC

. All

right

s res

erve

d. S

ecur

e M

ater

ials

Prof

icie

ncy

Leve

l Des

crip

tors

– G

rade

s 6–8

(con

tinue

d)

5 Do

min

io

Avan

zado

Los e

stud

iant

es c

on d

omin

io a

vanz

ado

típic

amen

te p

rodu

cen

orac

ione

s con

vo

cabu

lario

sofis

ticad

o, g

ram

átic

a co

rrec

ta y

sutil

ezas

de

signi

ficad

o al

dar

in

form

ació

n, e

xpre

sar o

pini

ones

, id

entif

icar

y d

escr

ibir

obje

tos y

exp

licar

pr

oces

os y

su ra

zona

mie

nto.

Pro

duce

n na

rrat

ivas

det

alla

das c

on e

stru

ctur

a co

mpl

eja

y co

n ha

bilid

ad o

rgan

izan

in

form

ació

n pa

ra p

rese

ntac

ione

s.

Los e

stud

iant

es c

on d

omin

io a

vanz

ado

típic

amen

te re

cuer

dan

deta

lles s

utile

s y

dete

rmin

an y

eva

lúan

info

rmac

ión

clav

e al

re

sum

ir un

a ta

rea

y ha

cer i

nfer

enci

as y

pr

edic

cion

es so

fistic

adas

de

disc

usio

nes d

e cl

ase

o hi

stor

ias o

rale

s lar

gas.

Com

pren

den

expr

esio

nes i

diom

átic

as c

ada

vez m

ás

abst

ract

as, l

ocal

izan

nuev

a in

form

ació

n en

un

cont

exto

más

am

plio

y d

istin

guen

ent

re lo

re

leva

nte

de la

info

rmac

ión

supe

rflu

a.

Los e

stud

iant

es c

on d

omin

io a

vanz

ado

típic

amen

te in

terp

reta

n ex

pres

ione

s id

iom

átic

as m

enos

fam

iliar

es.

Iden

tific

an to

no d

el a

utor

, pun

to d

e vi

sta

y ot

ras t

écni

cas l

itera

rias.

Co

mpa

ran

y re

sum

en in

form

ació

n en

te

xtos

y o

rgan

izado

res g

ráfic

os y

ha

cen

infe

renc

ias d

e te

xtos

larg

os.

Los e

stud

iant

es c

on d

omin

io a

vanz

ado

típic

amen

te e

scrib

en o

raci

ones

com

pues

tas y

co

mpl

ejas

con

voc

abul

ario

pre

ciso

y c

orre

cto

para

des

crib

ir o

expl

icar

pre

fere

ncia

s,

resu

men

pas

ajes

o c

ompa

ran

text

os e

n or

gani

zado

res g

ráfic

os. C

orre

ctam

ente

se

adhi

eren

a c

onve

ncio

nes d

e es

critu

ra d

e pr

epos

icio

nes y

ver

bos a

uxili

ares

y

dife

renc

ian

orac

ione

s com

plet

as d

e fr

agm

ento

s. L

os e

rror

es m

enor

es so

n po

sible

s, p

ero

gene

ralm

ente

insi

gnifi

cant

es.

46

Cop

yrig

ht ©

201

3 by

CTB

/McG

raw

-Hill

LLC

. All

right

s res

erve

d. S

ecur

e M

ater

ials

Prof

icie

ncy

Leve

l Des

crip

tors

– G

rade

s 9–1

2 Gr

ades

9–1

2 H

abla

ndo

Escu

chan

do

Lect

ura

Escr

itur

a

1 Pr

inci

pian

te

Los e

stud

iant

es p

rinci

pian

tes e

mpi

ezan

a

desa

rrol

lar l

as d

estr

ezas

rece

ptiv

as y

pr

oduc

tivas

en

espa

ñol.

Los e

stud

iant

es p

rinci

pian

tes e

mpi

ezan

a

desa

rrol

lar l

as d

estr

ezas

rece

ptiv

as y

pr

oduc

tivas

en

espa

ñol.

Los e

stud

iant

es p

rinci

pian

tes e

mpi

ezan

a

desa

rrol

lar l

as d

estr

ezas

rece

ptiv

as y

pr

oduc

tivas

en

espa

ñol.

Los e

stud

iant

es p

rinci

pian

tes e

mpi

ezan

a

desa

rrol

lar l

as d

estr

ezas

rece

ptiv

as y

pr

oduc

tivas

en

espa

ñol.

2 In

term

edio

Bá

sico

Los e

stud

iant

es in

term

edio

s bás

icos

típ

icam

ente

pro

duce

n or

acio

nes s

enci

llas

usan

do g

ram

átic

a y

voca

bula

rio b

ásic

o pa

ra

inte

rpre

tar l

engu

aje

rela

cion

ado

con

cont

exto

s soc

iale

s, e

scol

ares

y a

cadé

mic

os,

expl

icar

pre

fere

ncia

s per

sona

les o

des

crib

ir un

a se

cuen

cia

de im

ágen

es d

e ev

ento

s fa

mili

ares

y si

tuac

ione

s soc

iale

s.

Cono

cim

ient

o m

ínim

o de

voc

abul

ario

y

gram

átic

a y

erro

res f

recu

ente

s im

pide

n la

co

mun

icac

ión.

Los e

stud

iant

es in

term

edio

s bás

icos

típ

icam

ente

sigu

en in

stru

ccio

nes d

e va

rios

paso

s. Id

entif

ican

idea

s prin

cipa

les y

hac

en

infe

renc

ias y

saca

n co

nclu

sione

s sim

ples

. Lo

s err

ores

frec

uent

emen

te im

pide

n la

co

mun

icac

ión

y co

mpr

ensió

n.

Los e

stud

iant

es in

term

edio

s bás

icos

típ

icam

ente

iden

tific

an a

lgun

as id

eas

prin

cipa

les y

det

alle

s de

apoy

o en

text

os

simpl

es. L

os e

rror

es fr

ecue

ntem

ente

im

pide

n la

com

pren

sión.

Los e

stud

iant

es in

term

edio

s bás

icos

típ

icam

ente

esc

riben

ora

cion

es c

ompl

etas

us

ando

gra

mát

ica

y vo

cabu

lario

bás

ico

para

exp

resa

r ide

as. R

esum

en p

árra

fos y

ex

plic

an o

rgan

izado

res g

ráfic

os. L

os

erro

res e

n la

org

aniza

ción

, gra

mát

ica,

el

ecci

ón d

e pa

labr

as y

mec

ánic

a fr

ecue

ntem

ente

impi

den

la c

omun

icac

ión.

3 In

term

edio

Los e

stud

iant

es in

term

edio

s típ

icam

ente

ut

iliza

n pa

labr

as, f

rase

s y o

raci

ones

co

mpl

etas

apr

opia

das a

l dar

info

rmac

ión,

ex

pres

ar p

refe

renc

ias,

real

izar

tran

sacc

ione

s o d

escr

ibir

expe

rienc

ias

pers

onal

es. D

escr

iben

situ

acio

nes s

ocia

les y

na

rran

hist

oria

s sim

ples

. El s

igni

ficad

o in

tenc

iona

do e

s gen

eral

men

te c

laro

, per

o a

men

udo

requ

iere

pre

gunt

as d

e co

mpr

ensió

n. T

iene

n la

cap

acid

ad d

e co

mun

icar

alg

unas

sutil

ezas

de

sign

ifica

do.

Los e

rror

es c

on la

gra

mát

ica

o vo

cabu

lario

in

terf

iere

n co

n la

com

unic

ació

n, p

ero

el

signi

ficad

o in

tenc

iona

do e

s gen

eral

men

te

clar

o.

Los e

stud

iant

es in

term

edio

s típ

icam

ente

in

terp

reta

n vo

cabu

lario

aca

dém

ico

simpl

e y

recu

erda

n de

talle

s. H

acen

pre

dicc

ione

s e

iden

tific

an p

ropó

sitos

de

conv

ersa

cion

es

simpl

es. L

os e

rror

es in

terf

iere

n co

n la

co

mun

icac

ión

y co

mpr

ensió

n.

Los e

stud

iant

es in

term

edio

s típ

icam

ente

id

entif

ican

idea

s prin

cipa

les y

det

alle

s im

plíc

itos e

n na

rrat

ivas

. Int

erpr

etan

pa

labr

as y

fras

es e

n co

ntex

to y

co

mpa

ran

y re

sum

en in

form

ació

n en

te

xtos

y o

rgan

izado

res g

ráfic

os.

Los

erro

res i

nter

fiere

n co

n la

com

pren

sión.

Los e

stud

iant

es in

term

edio

s típ

icam

ente

us

an g

ram

átic

a bá

sica

corr

ecta

y

empi

ezan

a d

emos

trar

el u

so c

orre

cto

de

artíc

ulos

, col

ocac

ión

de a

djet

ivos

, pr

epos

icio

nes y

pun

tuac

ión.

El s

igni

ficad

o es

gen

eral

men

te c

laro

, aun

que

el

voca

bula

rio se

a lim

itado

.

4 Co

mpe

tent

e

Los e

stud

iant

es c

ompe

tent

es tí

pica

men

te

usan

ora

cion

es c

ompl

etas

par

a ex

pres

ar

opin

ione

s, e

xplic

ar p

roce

sos,

real

izar

tr

ansa

ccio

nes y

des

crib

ir ex

perie

ncia

s pe

rson

ales

. U

san

gram

átic

a y

voca

bula

rio

prec

iso a

l des

crib

ir pr

opós

itos d

e ob

jeto

s po

co c

omun

es y

nar

ran

fluid

amen

te

hist

oria

s con

det

alle

cre

ativ

o. O

rgan

izan

resp

uest

as e

n or

den

lógi

co y

secu

enci

al e

in

corp

oran

exp

resio

nes i

diom

átic

as. E

l di

scur

so e

s coh

eren

te y

cla

ro, p

ero

le fa

lta

elab

orac

ión

o de

talle

. Com

unic

an

dist

inci

ones

sutil

es a

trav

és d

e un

vo

cabu

lario

rico

, esp

ecífi

co y

var

iado

.

Los e

stud

iant

es c

ompe

tent

es tí

pica

men

te

inte

rpre

tan

expr

esio

nes i

diom

átic

as,

voca

bula

rio a

cadé

mic

o y

conc

epto

s co

mpl

ejos

. Dist

ingu

en d

etal

les e

senc

iale

s y

sutil

ezas

del

sign

ifica

do, s

inte

tizan

re

spue

stas

de

info

rmac

ión

frag

men

taria

y

dete

rmin

an in

form

ació

n cl

ave

para

resu

mir

tare

as d

e na

rrat

ivas

y d

iscus

ione

s co

mpl

ejas

.

Los e

stud

iant

es c

ompe

tent

es

típic

amen

te h

acen

infe

renc

ias d

e te

xtos

ac

adém

icos

. Id

entif

ican

pun

to d

e vi

sta,

to

no y

act

itud

en te

xtos

ficc

iona

les y

ac

adém

icos

, ana

lizan

est

ruct

ura

de

text

os y

util

izan

pist

as c

onte

xtua

les p

ara

inte

rpre

tar e

xpre

sione

s idi

omát

icas

. Los

er

rore

s no

inte

rfie

ren

con

la

com

pren

sión.

Los e

stud

iant

es c

ompe

tent

es tí

pica

men

te

escr

iben

flui

dam

ente

con

voc

abul

ario

pr

eciso

par

a de

scrib

ir, e

xplic

ar y

resu

mir

idea

s y c

ompa

rar t

exto

s con

los

orga

niza

dore

s grá

ficos

. Dem

uest

ran

una

alta

hab

ilida

d co

n la

s con

venc

ione

s gr

amat

ical

es c

omo

mod

o y

tiem

po,

verb

os a

uxili

ares

, adv

erbi

os y

co

njun

cion

es. L

as re

spue

stas

mue

stra

n er

rore

s men

ores

en

la g

ram

átic

a y

orga

niza

ción

de

escr

itura

que

no

inte

rfie

ran

con

la c

omun

icac

ión.

47

Cop

yrig

ht ©

201

3 by

CTB

/McG

raw

-Hill

LLC

. All

right

s res

erve

d. S

ecur

e M

ater

ials

Prof

icie

ncy

Leve

l Des

crip

tors

– G

rade

s 9–1

2 (c

ontin

ued)

5 Do

min

io

Avan

zado

Los e

stud

iant

es c

on d

omin

io a

vanz

ado

típic

amen

te p

rodu

cen

orac

ione

s co

mpl

ejas

con

voc

abul

ario

sofis

ticad

o y

prec

iso y

gra

mát

ica

corr

ecta

. So

n po

rtad

ores

de

cont

enid

o ac

adém

ico

deta

llado

y m

atic

es e

xpre

sivos

de

signi

ficad

o y

hábi

lmen

te o

rgan

izan

info

rmac

ión

para

pre

sent

acio

nes.

Los e

stud

iant

es c

on d

omin

io a

vanz

ado

típic

amen

te in

terp

reta

n gr

amát

ica

y vo

cabu

lario

más

com

plej

o pa

ra se

guir

inst

rucc

ione

s com

plej

as. U

tiliza

n pi

stas

co

ntex

tual

es p

ara

inte

rpre

tar n

uevo

vo

cabu

lario

y sa

car c

oncl

usio

nes s

obre

pe

rson

ajes

en

hist

oria

s ora

les.

Dist

ingu

en

sutil

ezas

de

tono

y p

unto

de

vist

a, c

apta

n ex

pres

ione

s idi

omát

icas

abs

trac

tas y

poc

o co

mun

es y

ana

lizan

est

ruct

ura

de p

asaj

es

oral

es.

Los e

stud

iant

es c

on d

omin

io a

vanz

ado

típic

amen

te in

terp

reta

n vo

cabu

lario

so

cial

y a

cadé

mic

o y

expr

esio

nes

idio

mát

icas

no

fam

iliar

es. U

san

pred

icci

ón p

ara

leer

flui

dam

ente

, hac

en

infe

renc

ias d

e te

xtos

difí

cile

s, re

cono

cen

técn

icas

lite

raria

s y u

san

técn

icas

de

auto

mon

itore

o pa

ra c

ompr

obar

su

com

pren

sión.

Los e

stud

iant

es c

on d

omin

io a

vanz

ado

típic

amen

te e

scrib

en u

sand

o vo

cabu

lario

pr

eciso

, sof

istic

ado

y va

riado

. De

mue

stra

n ex

pres

ión

fluid

a y

varia

da y

am

plía

n re

spue

stas

a lo

s ind

icad

ores

de

escr

itura

usa

ndo

su c

onoc

imie

nto

rela

cion

ado.

Los

err

ores

men

ores

son

posib

les,

per

o ge

nera

lmen

te

insig

nific

ante

s.

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Section 4 4.1 Proficiency Level Definitionspdp.acsi.org/PDP/images/contentpageimages/Webinar handouts/LAS...Section 4 4.1 Proficiency Level Definitions ... Level 4 students communicate