English Language Proficiency Standard 1: English language ...



Domain: Listening — process, understand, interpret, and evaluate spoken language in a variety of situations

|Standards |Level 1 |Level 2 |Level 3 |Level 4 |Level 5 |

| |Entering |Beginning |Developing |Expanding |Bridging |

| |identify words and phrases related to |match oral phrases, sentences, or |identify use of literary devices |analyze use of literary devices related|interpret use of literary devices |

|Language Arts |different time frames following oral |paragraphs supported visually with |related to different time frames in |to different time frames found in short|related to different time frames from |

| |directions with visual support (e.g., |different time frames |passages read orally (such as |stories read orally |grade level language arts oral reading |

| |“before,” “during,” “after”) |(e.g., “Long ago; right now; in the |foreshadowing or flashback) |practice identifying and using learning|use multiple learning strategies |

| |match oral commands with learning |future.”) |follow oral directions in using |strategies associated with oral |associated with grade level oral |

| |strategies represented visually (such |follow oral directions associated with |learning strategies (such as “Answer |discourse |discourse |

| |as fill in bubbles on answer sheets) |learning strategies represented |easy questions first on tests.”) | | |

| | |visually (such as use of | | | |

| | |multiple-choice format) | | | |

|Standards |Level 1 |Level 2 |Level 3 |Level 4 |Level 5 |

| |Entering |Beginning |Developing |Expanding |Bridging |

| |match science domains or their tools |categorize science domains or their |identify science domains or their tools|compare/contrast examples of science |give examples of science domains or |

|Science |with pictures from oral statements |tools with pictures and words from oral|from oral descriptions of examples |domains or their tools and uses from |their tools from oral reading of grade |

| |(such as earth, life, or physical |directions (such as a telescope and sun|classify examples of properties (of |oral descriptions (such as the |level science text |

| |science) |dial go with the heavens) |light, sound, stars or planets) based |difference between telescopes and |seek explanations of the properties (of|

| |match oral statements of scientific |create scientific models based on |on illustrations and oral directions |microscopes) |light, sound, stars or planets) through|

| |facts with illustrations |illustrations and oral directions | |apply oral descriptions of properties |oral scenarios |

| |(e.g., “White is made up of all |(e.g., “Show how light or sound | |(of light, sound, stars or planets) to | |

| |colors.”) |travels;” “Show how the earth goes | |everyday life | |

| | |around the sun.”) | | | |

| |identify icons on maps or graphs from |locate resources or products on maps or|categorize resources or products of |find patterns associated with resources|draw conclusions about resources or |

|Social Studies |oral statements (such as natural |graphs from oral descriptions (e.g., |regions (on maps or graphs) from oral |or products of regions described orally|products in various regions based on |

| |resources, products; e.g., “Locate corn|“Show where corn is grown.”) |descriptions (e.g., “IL grows corn and |(e.g., “The Northeast and Midwest |oral descriptions (e.g., “There is more|

| |on the map.”) |select appropriate maps to identify |wheat; AR produces cotton and rice.”) |manufacture more goods than the |manufacturing near rivers.”) |

| |locate places using a variety of |regions, countries, or land forms from |select appropriate maps based on oral |South.”) |evaluate the usefulness of different |

| |geographic representations (such as |oral statements |information about regions, countries, |compare and contrast different types of|types of maps for different purposes |

| |globes, maps, aerial photos, or | |land forms, or highways |maps from oral descriptions |from oral descriptions |

| |satellite images) from oral commands | | | | |

Domain: Speaking — engage in oral communication in a variety of situations for a variety of purposes and audiences

|Standards |Level 1 |Level 2 |Level 3 |Level 4 |Level 5 |

| |Entering |Beginning |Developing |Expanding |Bridging |

| |answer WH- questions from pictures |describe pictures related to |relate information from graphic |summarize points from outlines derived |create impromptu speeches from notes |

|Language Arts |related to biographies or human |biographies or human interest stories |organizers on biographies or human |from biographies or human interest |derived from grade level biographies or|

| |interest stories |restate or paraphrase visually |interest stories |stories |human interest stories |

| |answer WH- questions regarding visually|supported information from newspapers, |present reviews from |present reviews of trade books or short|give oral book summaries or reviews |

| |supported information on ads, cartoons,|magazines, or brochures |newspapers/magazines (such as cartoons|stories |including critiques and self-assessment|

| |signs, or posters | |or advice columns) | | |

| |identify line segments from pictures of|define or describe types of line |compare/contrast types of line segments|explain how to use different types of |create math problems using different |

|Math |everyday objects |segments from pictures of everyday |from pictures presented orally from |line segments presented orally from |types of line segments presented orally|

| |(such as types of angles or parallel |objects (e.g., “Opposite sides are |math text (such as parallel v. |math text (such as in geometric |infer steps to solving grade level math|

| |lines) |parallel.”) |perpendicular lines) |figures) |problems (involving algebra) |

| |restate math problems with visual |paraphrase math problems with visual |summarize relevant information from |interpret information from math |explain how to convert measurement |

| |support (involving algebra) |support (involving algebra) |math problems (involving algebra) |problems (involving algebra) |(standard or metric) in real life |

| |define real-life objects or figures in |identify measurement tools (from |describe situations where measurement |explain how to use measurement in real |situations |

| |terms of measurement using words and |pictures and objects) and state uses |is needed |life situations |(such as in recipes or temperatures) |

| |gestures |(e.g., “You use a scale to weigh |(such as at the clinic or marketplace) |(such as construction, architecture, or| |

| |(such as height or weight) |things.”) | |cartography) | |

|Standards |Level 1 |Level 2 |Level 3 |Level 4 |Level 5 |

| |Entering |Beginning |Developing |Expanding |Bridging |

| |associate events or people with time |list features or characteristics of |discuss the significance of major |provide reasons behind major events or |explain cause and effect of the major |

|Social Studies |frames in U.S. or world history shown |major events or people in U.S. or world|events or people in U.S. or world |people’s actions in U.S. or world |events people’s actions in U.S. or |

| |on timelines or in graphics |history depicted in illustrations |history (e.g., “This is important |history |world history (e.g., “This happened as |

| |identify historical, governmental, or |describe historical, governmental, or |because…”) |re-enact historical events or the lives|a result of…”) |

| |social figures or events from |social figures or events from |role play scenes from historical events|of governmental or social figures based|participate in plays or give monologues|

| |photographs and illustrations |photographs, illustrations and video |or the lives of governmental or social |on multi-media |of historical events or people |

| | | |figures from photographs, | | |

| | | |illustrations, video, and readings | | |

Domain: Reading — process, interpret, and evaluate written language, symbols, and text with understanding and fluency

|Standards |Level 1 |Level 2 |Level 3 |Level 4 |Level 5 |

| |Entering |Beginning |Developing |Expanding |Bridging |

| |locate organizational features of |differentiate among organizational |use organizational features of texts to|use organizational features of texts to|apply knowledge of organizational |

|Language Arts |visually supported texts (such as |features of texts (such as indices and |glean main ideas (such as bold print) |compare/contrast ideas |features of texts to summarize ideas |

| |headings, paragraphs, or format) |glossaries) |confirm predictions and make |make inferences from text |draw conclusions from explicit and |

| |respond to literal questions from |predict outcomes from visually |generalizations from visually |identify figures of speech (such as |implicit text |

| |illustrations or visually supported |supported text |supported, explicit text |similes, alliteration, or |apply knowledge of structural analysis,|

| |text |use knowledge of affixes or root words |use context clues to determine word |personification) |cognates, or context to determine word |

| |identify word patterns in context |to determine meaning in context |meanings (such as for homonyms or |match summaries with excerpts from |meanings |

| |identify words or phrases supported by|match vocabulary in context, supported |metaphors) |genres read orally or in writing (such |infer types of genres associated with |

| |illustrations associated with various |by illustrations, associated with |predict types of genres based on |as mythology, science fiction, or |written descriptions or summaries from |

| |genres |excerpts of genres read orally |language structures integrated into |ballads) |grade level language arts text |

| | |(e.g., the flying horse) |text or oral description | | |

| | | |(e.g., a long time ago, in ancient | | |

| | | |Greece) | | |

|Standards |Level 1 |Level 2 |Level 3 |Level 4 |Level 5 |

| |Entering |Beginning |Developing |Expanding |Bridging |

| |match pictures of systems or processes |match pictures and phrases descriptive |sort descriptive sentences by systems |identify systems or processes from |identify functions of systems or |

|Science |with vocabulary (such as |of systems or processes with vocabulary|or steps in the process (such as by |descriptions from science text (e.g., |processes from grade level science text|

| |photosynthesis or body systems; e.g., |(such as mitosis or the nitrogen cycle;|sequencing or classifying; e.g., |“As a result of ___; ___ is caused by |(e.g., “In order to ___, it is |

| |“An example of ___ is __.”) |e.g., “ __ goes with __ .”) |“before, after; goes with and belongs |___.”) |necessary to ____.” ) |

| |chart time and places of natural |respond to WH-questions regarding |to; is like, is different from…”) |compare natural disasters using |interpret impact of natural disasters |

| |disasters (such as hurricanes, |natural disasters based on graphic |identify characteristics and conditions|multiple written sources, including the|on people and places from grade level |

| |tornadoes, floods, typhoons, or |organizers and pictures |related to natural disasters based on |Internet and graphic organizers |text |

| |earthquakes) based on headlines and | |text and pictures | | |

| |pictures | | | | |

| |identify rights or responsibilities of |match the rights or responsibilities of|match examples of the rights or |analyze the rights or responsibilities |infer the rights or responsibilities of|

|Social Studies |people in the U.S. or other countries |people in the U.S. or other countries |responsibilities of people in the U.S. |of people in the U.S. or other |people in the U.S. or other countries |

| |through illustrations, labels, or |with illustrations and written |or other countries with written |countries from social studies text |from grade level social studies text |

| |phrases |statements |descriptions |predict data for upcoming years based |interpret data from year-to-year based |

| |chart trends based on statements with |compare data based on same year |compare data from year-to-year based on|on information from text and charts |on information from grade level text |

| |graphic support (such as changes in |information from text and charts |information from text and charts |(e.g., “If this trend continues, which |and charts (e.g., “Why do you think X |

| |crop production or population shifts |(e.g., “Which state has the most people|(e.g., “Which crop is produced less |state will have the most people in 5 |crop has increased over the past 5 |

| |over a five-year period) |today?”) |today than 5 years ago?”) |years?”) |years?”) |

Domain: Writing — engage in written communication in a variety of forms for a variety of purposes and audiences

|Standards |Level 1 |Level 2 |Level 3 |Level 4 |Level 5 |

| |Entering |Beginning |Developing |Expanding |Bridging |

| |produce symbols, words, or phrases to |produce notes, construct charts or |construct paragraphs to convey |create original ideas by synthesizing |defend positions or stances using |

|Language Arts |convey basic information |graphic organizers to convey |information (such as produce journal |information |original ideas with supporting details |

| |use bilingual or picture dictionaries |information |entries) |use thesauruses, dictionaries, or |use rubrics to self- assess process |

| |to generate language relevant to the |use computers, peers, or models to |engage in peer editing using checklists|checklists for self-editing during |writing |

| |task |check spelling or grammar |during process writing |process writing |evaluate self or peer writing by |

| |use graphic organizers to brainstorm |use graphic organizers to plan writing |select and use graphic organizers to |use graphic organizers to reflect on |comparing information on graphic |

| |words or phrases associated with |(such as T charts) |present ideas for writing (such as Venn|writing (such as KWL charts) |organizers to that in pieces |

| |writing topics (such as semantic webs) | |diagrams) | | |

| |show pictorial representation and label|express the meaning and give examples |state step-by-step process of math |write everyday math word problems and |summarize, reason, predict, and |

|Math |math terms (such as parts of whole |of math terms (such as area, perimeter,|operations, procedures, patterns, or |explain problem-solving strategies |compare/contrast math information or |

| |numbers, algebraic equations or |angles, or patterns) shown graphically |functions |describe combinations possible based on|problem-solving strategies |

| |geometrical relations) |estimate probability with words or |estimate probability with sentences and|probability |explain and justify which combinations |

| |record and label outcomes of events |illustrations from a sample of observed|illustrations from a sample of observed| |are most likely based on probability |

| |involving chance |outcomes |outcomes and describe results | | |

| |(such as coin flips or rolling cubes) | | | | |

|Standards |Level 1 |Level 2 |Level 3 |Level 4 |Level 5 |

| |Entering |Beginning |Developing |Expanding |Bridging |

| |label features of U.S. or other |describe functions of U.S. or other |compare/contrast functions of the U.S. |analyze functions of the U.S. or other |discuss which functions of the U.S. or |

|Social Studies |governments through illustrations |governments using graphic organizers |or other governments based on graphic |governments in response to recent |other governments are most effective |

| |use graphic organizers to produce |use graphic organizers to compare |organizers |events |and why (such as branches or elected |

| |features of historical periods |features of historical periods |use graphic organizers to produce |use graphic organizers to produce |officials) |

| | | |descriptions of historical periods |contrastive summaries of historical |use graphic organizers to produce |

| | | | |periods |historical essays |

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