ELL Stage V: Grades 9 12

Transcription

1 Listening and Speaking PROFICIENCY LEVEL DESCRIPTORS Pre-Emergent A student at this level has no ability or a very limited ability to communicate in English. Emergent A student at this level is able to comprehend key words in conversations on topics of immediate personal relevance. The student has a limited vocabulary and is able to respond using single words and phrases. Errors in phonology and syntax will impede the comprehension and production of language. Basic A student at this level is able to comprehend information shared in social and academic conversations. The student responds using phrases and sentences. Limited vocabulary and errors in phonology and syntax will impede the production of language. A student at this level is able to comprehend information shared in social and academic conversations. The student initiates and responds to conversations using expanded vocabulary in varied sentence structures. Minimal errors in phonology and syntax may impede the production of language. Page 1

2 Listening and Speaking A student at this level is able to comprehend information shared in social and academic conversations. The student initiates and responds to conversations using expanded vocabulary in varied sentence structures. The student demonstrates control of productive language. Minimal errors in phonology and syntax do not impede communication. Proficient The student will demonstrate competency in Listening and Speaking based on the knowledge, skills, and abilities specified in the Performance Indicators at the level in order to access grade-level academic content. Page 2

3 Listening and Speaking Comprehension of Oral Communications Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge. The student will demonstrate understanding of oral communications by: PE-1: discriminate between the initial and/or final phonemes in minimal pairs. (e.g., far-fat) PE-2: N/A. E-1: discriminate between the initial, medial, and/or final phonemes in minimal pairs. (e.g., fan-fin) E-2: distinguishing the individual words of a simple sentence. B-1: discriminate between individual phonemes in minimal pairs and minimal phrases. (e.g., the fat cat, the fat rat) B-2: distinguishing between the individual words of a sentence. LI-1: discriminating between individual phonemes in minimal pairs, minimal phrases, and minimal sentences. (e.g., The base is nearby. The vase is nearby.) LI-2: distinguishing between the individual words of a sentence. HI-1: discriminating between individual phonemes in minimal pairs, minimal phrases, and minimal sentences. (e.g., The base is nearby. The vase is nearby.) HI-2: distinguishing between the individual words of a sentence. Page 3

4 Listening and Speaking Comprehension of Oral Communications Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge. The student will demonstrate understanding of oral communications by: PE-3: restating main ideas/ concepts from fiction and nonfiction read-alouds, using key words, phrases, and gestures. PE-4: sequencing a series of pictures from information shared in read-alouds, presentations and conversations. E-3: responding to fiction and nonfiction read-alouds by identifying main ideas/concepts and details in complete sentences. E-4: using sentence frames to sequence events read-alouds, presentations and conversations. B-3: responding to fiction and nonfiction read-alouds by identifying main ideas/concepts and supporting details in complete sentences. B-4: sequencing events from read-alouds, presentations and conversations. LI-3: summarizing main ideas/concepts and supporting details from fiction and nonfiction read-alouds in complete sentences. LI-4: sequencing events from read-alouds, presentations and conversations. HI-3: making inferences and drawing conclusions using evidence from fiction and nonfiction read-alouds in complete sentences. HI-4: sequencing events from read-alouds, presentations and conversations. Page 4

5 Listening and Speaking Comprehension of Oral Communications Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge. The student will demonstrate understanding of oral communications by: PE-5: restate main ideas/concepts of presentations. (e.g., lecture video, guest speaker, etc.) PE-6: responding to social conversations using memorized responses. (e.g., introductions, requests, courtesies, etc.) E-5: identifying the main ideas/concepts of presentations. E-6: responding to social conversations by rephrasing/ repeating information and asking questions. B-5: retelling main ideas/concepts and key points/details of presentations using complete sentences. B-6: responding to social conversations by rephrasing/ repeating information, asking questions, and expressing one s thoughts. LI-5: paraphrasing main ideas/concepts and key points/details of presentations. LI-6: responding to social conversations by rephrasing/ repeating information, asking questions, offering advice, sharing one s experiences and expressing one s thoughts. HI-5: summarizing main ideas/concepts and key points/details of presentations. HI-6: responding to social conversations by rephrasing/ repeating information, asking questions, offering advice, sharing one s experiences, and expressing one s thoughts. Page 5

6 Listening and Speaking Comprehension of Oral Communications Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge. The student will demonstrate understanding of oral communications by: PE-7: responding to comments and questions in academic discussions by using phrases and complete sentences. PE-8: following one- or two-step directions/instruction s accompanied by visual cues and gestures. E-7: responding in complete sentences to questions and statements in academic discussions by sharing one s views on facts, ideas, and/or events. E-8: following multiple step directions/ instructions which include prepositional phrases. B-7: responding in complete sentences to questions and statements in academic discussions by asking questions and sharing one s views on facts, ideas, and/or events. B-8: following multiple step directions, instructions, and procedures which include prepositional phrases. LI-7: responding to questions and statements in academic discussions by asking questions and sharing one s views on facts, ideas, and/or events. LI-8: following multiple step directions, instructions, and procedures which include prepositional phrases. HI-7: offering and justifying opinions and ideas in response to questions and statements in academic discourse. HI-8: following multiple step directions, instructions, and procedures which include prepositional phrases. Page 6

7 Listening and Speaking Comprehension of Oral Communications Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge. The student will demonstrate understanding of oral communications by: PE-9: asking one-word and yes/no questions to clarify ideas and concepts. E-9: asking questions to clarify ideas and concepts. B-9: asking questions to clarify ideas, and concepts. PE-10: N/A E-10: N/A B-10: recognizing the language nuances of a speaker. (e.g., a subtle difference in tone, expression, meaning, etc.) LI-9: requesting further information to clarify ideas and concepts. LI-10: recognizing the language nuances of a speaker. (e.g., a subtle difference in tone, expression, meaning, etc.) HI-9: requesting specific details, examples, and information to clarify ideas and concepts. HI-10: recognizing the language nuances of a speaker. (e.g., a subtle difference in tone, expression, meaning, etc.) Page 7

8 Listening and Speaking Delivery of Oral Communications Standard 2: The student will express orally his or her own thinking and ideas. Student will communicate orally by: PE-1: producing the 44 phonemes. PE-2: reciting the alphabet, cardinal and ordinal numbers, commands, names, teacher s name. E-1: combining and separating the 44 phonemes to produce words. E-2: reciting simple poems and repeated-patterned speech with appropriate rhythm, rate, and phrasing with instructional support. B-1: producing multi-syllabic words including those with common affixes with accurate pronunciation and stress with B-2: reciting simple poems and repeated-patterned speech with appropriate rhythm, rate, and phrasing. LI-1: producing multi-syllabic words including those with common affixes with accurate pronunciation and stress. LI-2: reciting poems, chants, and tongue twisters, with appropriate rhythm, rate, phrasing and expression. HI-1: producing sentences with accurate pronunciation, intonation and stress. HI-2: presenting dialogue, skits, and drama using appropriate rhythm, rate, phrasing, and expression. (math) Page 8

9 Listening and Speaking Delivery of Oral Communications Standard 2: The student will express orally his or her own thinking and ideas. Student will communicate orally by: PE-3: expressing one s needs and emotions in complete sentences with PE-4: repeating introductions and personal information questions using complete sentences. E-3: expressing one s needs and emotions in complete sentences. E-4: participating in social conversations with familiar and unfamiliar people; initiating and responding to introductions and personal information questions using complete sentences with instructional support. B-3: expressing one s needs and emotions in complete sentences. B-4: participating in social conversations with familiar and unfamiliar people; sharing personal information, experiences, opinions, and abilities using complete sentences. LI-3: expressing one s needs and emotions in complete sentences. LI-4: participating in formal and informal socio-functional communication tasks using complete sentences with HI-3: expressing and justifying one s needs and emotions in complete sentences. HI-4: participating in formal and informal socio-functional communication tasks using complete sentences. Page 9

10 Listening and Speaking Delivery of Oral Communications Standard 2: The student will express orally his or her own thinking and ideas. Student will communicate orally by: PE-5: responding to academic questions in complete sentences. PE-6: sharing a personal experience using sentence frame(s). E-5: asking and responding to academic questions in complete sentences. E-6: sharing a personal experience/story using complete sentences. B-5: asking and responding to academic questions in complete sentences. (e.g., making comparisons, describing events, etc.) B-6: sharing a personal experience/story supported by details and examples in complete sentences. LI-5: asking and responding to academic questions in complete sentences. (e.g., making comparisons, describing events, agreeing/disagreeing with others, etc.) LI-6: sharing a personal experience/story with descriptive language supported by details and examples in complete sentences. HI-5: asking and responding to academic questions (i.e., agreeing/ disagreeing with others, expressing probabilities, hypothetical questions, etc.) in complete sentences. HI-6: sharing a personal experience/story with descriptive language supported by details and examples in complete sentences. Page 10

11 Listening and Speaking Delivery of Oral Communications Standard 2: The student will express orally his or her own thinking and ideas. Student will communicate orally by: PE-7: report two to three facts/events with key words and phrases. PE-8: delivering a prepared presentation that includes the main idea, detailed information and explanations, and a valid conclusion with key words and phrases. E-7: report detailed information on a topic supported by concrete details, commentary, and examples in complete sentences. E-8: delivering a prepared presentation that includes the main idea, detailed information and explanations, and a valid conclusion in simple sentences. B-7: report detailed information on a topic supported by concrete details, commentary, and examples in complete sentences. B-8: delivering a prepared presentation that includes the main idea, detailed information and explanations, and a valid conclusion in simple and compound sentences. LI-7: report detailed information on a topic supported by concrete details, commentary, and examples in complete sentences. LI-8: delivering a prepared presentation that includes the main idea, detailed information and explanations, and a valid conclusion in simple, compound, and complex sentences. HI-7: report detailed information on a topic supported by concrete details, commentary, and examples in complete sentences. HI-8: delivering a prepared presentation that includes the main idea, detailed information and explanations, and a valid conclusion in simple, compound, complex, and compound-complex sentences. Page 11

12 Listening and Speaking Delivery of Oral Communications Standard 2: The student will express orally his or her own thinking and ideas. Student will communicate orally by: PE-9: delivering a response using key words and phrases. PE-10: providing single-step directions/ instructions using words and phrases. PE-11: repeating an appropriate response to given formal and informal situations. E-9: delivering an extended response using simple sentences. E-10: providing two-step directions/ instructions using simple sentences, key words, and phrases. E-11: determine an appropriate response to given formal and informal situations. B-9: delivering a speech using simple and compound sentences. B-10: providing multiple step directions/ instructions using sentences and phrases. B-11: providing an appropriate response to given formal and informal situations. LI-9: delivering a speech using simple, compound, and complex sentences. LI-10: providing multiple step directions/ instructions with specific details. LI-11: providing an appropriate response to given formal and informal situations. HI-9: delivering an extemporaneous speech using simple, compound, complex, and compound-complex sentences. HI-10: providing multiple step directions/ instructions with specific details. HI-11: providing and justifying an appropriate response to given formal and informal situations. Page 12

13 Reading PROFICIENCY LEVEL DESCRIPTORS Pre-Emergent The student at this level has no ability to comprehend text independently read in English. The student may be able to understand universal symbols and graphics associated with text. The student may be able to distinguish between letters and words. The student recognizes that spoken words are represented by written language. Emergent The student at this level has a limited ability to comprehend text independently read in English. The student is developing phonemic awareness and decodes words using letter-sound knowledge. The student can read and comprehend text with repetitive, predictable patterns. The student s fluency will impede comprehension. Basic The student at this level has the ability to decode and comprehend text independently read in English. The student relies on visuals, organizational features, and contextual clues to comprehend text. The student uses sound/symbol relationships and syllabication rules to decode. The student s fluency may impede comprehension. Page 1

14 Reading PROFICIENCY LEVEL DESCRIPTORS The student at this level has the ability to comprehend text by reading fluently in English. The student relies on organizational features and contextual clues to comprehend a variety of fiction and nonfiction genres. The student can identify and summarize information in text. The student at this level has the ability to comprehend grade-level text by reading fluently in English. The student relies on organizational features and contextual clues to comprehend a variety of fiction and nonfiction genres. The student can identify, summarize, and analyze information, including literary elements, in text. Proficient The student will demonstrate competency in Reading based on the knowledge, skills, and abilities specified in the Performance Indicators at the level in order to access grade-level academic content. Page 2

15 Reading Print Concepts Standard 1: The student will demonstrate understanding of print concepts of the English language. The student will demonstrate knowledge of print concepts by: PE-1: demonstrating the command of left to right, top to bottom directionality, and return sweep when handling reading materials. PE-2: distinguishing between printed letters, words, and sentences. E-1: demonstrating the one-to-one correlation between a spoken word and a printed word. E-2: distinguishing between printed words, sentences, and paragraphs. B-1: N/A LI-1: N/A HI-1: N/A B-2: N/A LI-2: N/A HI-2: N/A PE-3: recognizing common print conventions. (e.g., ending punctuation, upper and lower case letters) E-3: recognizing print conventions. (e.g., punctuation, upper and lower case letters) B-3: N/A LI-3: N/A HI-3: N/A Page 3

16 Reading Print Concepts Standard 1: The student will demonstrate understanding of print concepts of the English language. The student will demonstrate knowledge of print concepts by: PE-4: locating the organizational features of a book or resource. (e.g., title, author, table of contents) E-4: locating the organizational features of a book/resource/ dictionary. (e.g., title, author, table of contents, index, glossary) B-4: locating and applying specific information by using the organizational features of a book/resource/ dictionary. (e.g., title, author, table of contents, index, glossary) LI-4: N/A HI-4: N/A PE-5: alphabetizing a series of words to the first letter. E-5: alphabetizing a series of words to the third letter. B-5: alphabetizing a series of words. LI-5: alphabetizing a series of words. HI-5: alphabetizing a series of words. Page 4

17 Reading Phonemic Awareness/Decoding Standard 2: The student will identify and manipulate the sounds of the English language and decode words, using knowledge of phonics, syllabication, and word parts. The student will demonstrate knowledge of phonemic awareness by: Phonemic Awareness PE-1: distinguishing between initial, medial, and final spoken sounds. (i.e., vowels and consonants) PE-2: segmenting a word into phonemes (/d/.../o/.../g/) and substituting initial, final, and medial sounds to form new words. E-1: producing groups of words that begin with the same initial, final, and medial sounds in single and two-syllable words. E-2: segmenting syllables of multi-syllabic words. (e.g., /but/ter/fly/) B-1: N/A LI-1: N/A HI-1: N/A B-2: N/A LI-2: N/A HI-2: N/A Page 5

18 Reading Phonemic Awareness/Decoding Standard 2: The student will identify and manipulate the sounds of the English language and decode words, using knowledge of phonics, syllabication, and word parts. The student will demonstrate knowledge of phonemic awareness by: Phonemic Awareness PE-3: blending initial, medial, and final spoken sounds to produce words. PE-4: distinguishing spoken rhyming words from nonrhyming words. (e.g., run, sun versus run, man) E-3: blending spoken syllables to produce words including diphthongs, r-controlled vowels, consonant blends, and digraphs. (e.g., /f/ /i/ /n/ /d/ - find) E-4: orally forming words by substituting simple onsets (/c/) with given rimes (/at/). B-3: N/A LI-3: N/A HI-3: N/A B-4: generating a series of rhyming words. LI-4: N/A HI-4: N/A Page 6

19 Reading Phonemic Awareness/Decoding Standard 2: The student will identify and manipulate the sounds of the English language and decode words, using knowledge of phonics, syllabication, and word parts. The student will demonstrate knowledge of decoding by: Decoding PE-5: identifying and naming the upper and lower case letters of the alphabet. PE-6: producing letter sounds represented by the single lettered consonants and vowel graphemes to decode common CVC words. E-5: N/A B-5: N/A LI-5: N/A HI-5: N/A E-6: decoding regularly spelled multi-syllabic words and compound words, including the sounds represented by consonant blends, consonant/vowel digraphs (e.g., th, sh, ck) and diphthongs. (e.g., ea, ie, ee) and r-controlled vowels. B-6: applying knowledge of spelling pattern exceptions. LI-6: N/A HI-6: N/A Page 7

20 Reading Phonemic Awareness/Decoding Standard 2: The student will identify and manipulate the sounds of the English language and decode words, using knowledge of phonics, syllabication, and word parts. The student will demonstrate knowledge of decoding by: Decoding PE-7: reading a newly created word when a specific letter is changed, added, or removed in the initial, medial, or final position. (e.g., think to thank) PE-8: reading one-syllable words, using letter-sound knowledge. E-7: reading a newly created word when a specific grapheme is changed, added, or removed in the initial, medial, or final position. (e.g., face to place). E-8: applying knowledge of basic syllabication rules when decoding two- or three-syllable and compound words. (e.g., su/per, sup/per, fam/i/ly) B-7: N/A LI-7: N/A HI-7: N/A B-8: applying knowledge of basic syllabication rules when decoding unfamiliar words in content area text. LI-8: applying knowledge of basic syllabication rules when decoding unfamiliar words in content area text. HI-8: applying knowledge of basic syllabication rules when decoding unfamiliar words in content area text. Page 8

21 Reading Phonemic Awareness/Decoding Standard 2: The student will identify and manipulate the sounds of the English language and decode words, using knowledge of phonics, syllabication, and word parts. The student will demonstrate knowledge of decoding by: Decoding PE-9: identifying base words (e.g., clean, walk) and inflectional endings (e.g., -s, -ed, -ing). PE-10: reading words with common prefixes and suffixes with instructional support. E-9: reading base words and inflectional endings and identifying their functions (i.e., tense, plurality, comparison and part of speech). (e.g., cleans = third-person singular present tense verb) E-10: applying the spelling rules for adding suffixes to base words. B-9: reading words with appropriate pronunciation using the knowledge of parts of speech and the functions of inflectional endings. B-10: applying knowledge of affixes to base words in context. LI-9: applying knowledge of inflectional endings, to include regular and irregular forms, in context. LI-10: applying knowledge of affixes to base words in context. HI-9: applying knowledge of inflectional endings, to include regular and irregular forms, in context. HI-10: applying knowledge of affixes to base words in context. Page 9

22 Reading Phonemic Awareness/Decoding Standard 2: The student will identify and manipulate the sounds of the English language and decode words, using knowledge of phonics, syllabication, and word parts. The student will demonstrate knowledge of decoding by: Decoding PE-11: recognizing and repeating high-frequency words. PE-12: recognizing common contractions. PE-13: recognizing word order (i.e., syntax) in sentences. (e.g., She lives in a shoe. Cats have nine lives.) E-11: reading high-frequency words. E-12: reading contractions. E-13: applying knowledge of word order (i.e., syntax) to confirm decoding of text. B-11: reading high-frequency words. B-12: reading contractions. B-13: applying knowledge of word order (i.e., syntax) to confirm decoding of text. LI-11: reading high-frequency words. LI-12: reading contractions. LI-13: applying knowledge of word order (i.e., syntax) to confirm decoding of content area text. (social studies) HI-11: reading high-frequency words. HI-12: reading contractions. HI-13: applying knowledge of word order (i.e., syntax) to confirm decoding of content area text. (social studies) Page 10

23 Reading Fluency Standard 3: The student will read with fluency and accuracy. The student will demonstrate knowledge of fluency and accuracy by: PE-1: reading aloud sight words, sentences, and familiar patterned text with fluency. (i.e., accuracy and attention to punctuation) E-1: reading short passages aloud fluently (i.e., accuracy, attention to punctuation) with 90% comprehension. B-1: reading grade-level subject matter passages aloud fluently with 90% comprehension. LI-1: reading grade-level text aloud fluently with 90% comprehension. HI-1: reading grade-level text aloud fluently with 90% comprehension. PE-2: N/A E-2: N/A B-2: reading grade-level subject matter passages silently with 90% comprehension. LI-2: reading grade-level text silently with 90% comprehension. HI-2: reading grade-level text silently with 90% comprehension. Page 11

24 Reading Comprehending Text Standard 4: The student will analyze text for expression, enjoyment, information, and understanding. The student will demonstrate knowledge of reading comprehension by: Fiction/Non-Fiction PE-1: N/A E-1: designating text as fiction or nonfiction. B-1: distinguishing between fiction and nonfiction. PE-2: N/A E-2: N/A B-2: identify common forms of literature (e.g., poetry, novel, short story, biography, autobiography, drama) based upon their characteristics. LI-1: comparing and contrasting fiction and nonfiction. LI-2: identify various genres of fiction (e.g., mysteries, science fiction, historical fiction, adventures, fantasies, fables, myths) based upon their characteristics. HI-1: comparing and contrasting fiction and nonfiction. HI-2: identify various genres of fiction (e.g., mysteries, science fiction, historical fiction, adventures, fantasies, fables, myths) based upon their characteristics. Page 12

25 Reading Comprehending Text Standard 4: The student will analyze text for expression, enjoyment, information, and understanding. The student will demonstrate knowledge of reading comprehension by: Fiction/Non-Fiction PE-3: predicting text content using prior knowledge and text features. (e.g. illustrations, titles, topic sentences, key words) PE-4: answering yes/no questions about text heard or read with support. PE-5: N/A Pre-Req: PE-4 E-3: predicting text content using prior knowledge and text features. (e.g. illustrations, titles, topic sentences, key words) E-4: answering literal questions about text. (e.g., who, what, when, and where) E-5: generating questions about text. B-3: formulating and confirming predictions about text for accuracy. B-4: answering literal questions about text. (e.g., who, what, when, where, when, why, which, and how) B-5: generating clarifying questions. LI-3: formulating and confirming predictions about text for accuracy. LI-4: answering literal, inferential, prediction, evaluation, and/or personal response questions about text. LI-5: generating clarifying questions. HI-3: formulating and confirming predictions about text for accuracy. HI-4: answering literal, inferential, prediction, evaluation, and/or personal response questions about text. HI-5: generating clarifying questions. Page 13

26 Reading Comprehending Text Standard 4: The student will analyze text for expression, enjoyment, information, and understanding. The student will demonstrate knowledge of reading comprehension by: Fiction/Non-Fiction PE-6: sequencing pictures to retell a story or events heard or read. PE-7: N/A PE-8: restate the facts from text heard or read. E-6: retelling a story or event with a beginning, middle and end using transition words with E-7: making connections to text while reading. (e.g., text-to-text and text-to-self) E-8: identifying the main idea (explicit) and supporting details in text. B-6: retelling a literary selection by sequencing events using transition words. B-7: making connections to text while reading. (e.g., text-to-text, text-to-self, and text-to-world) B-8: determining the main idea (explicit and implicit) and supporting details in text. LI-6: retelling a literary selection by sequencing events using transition words. LI-7: summarizing connections to text while reading. (e.g., text-to-text, text-to-self, and text-to-world) LI-8: summarizing the main idea (explicit or implicit) and supporting details in text. HI-6: retelling a literary selection by sequencing events using transition words. HI-7: explaining connections made to text while reading. (text-to-text, text-to-self, and text-to-world) HI-8: summarizing the main idea (explicit or implicit) and supporting details in text. Page 14

27 Reading Comprehending Text Standard 4: The student will analyze text for expression, enjoyment, information, and understanding. The student will demonstrate knowledge of reading comprehension by: Fiction/Non-Fiction PE-9: identifying signal words that indicate sequential/ chronological order. (e.g., first, next, finally) PE-10: N/A E-9: locating sequential/ chronological order signal words in text. (e.g., first, next, finally, today, now) E-10: identifying signal words that indicate comparison/contrast. (e.g., similarly, on the other hand, however, yet, in spite of) B-9: locating sequential/ chronological order signal words in text. (e.g., first, next, finally, today, now) B-10: locating signal words that indicate comparison/contrast. (e.g., similarly, on the other hand, however, yet, in spite of) LI-9: locating sequential/ chronological order signal words in text. (e.g., first, next, finally, today, now, meanwhile, not long ago) LI-10: locating signal words that indicate comparison/contrast. (e.g., similarly, on the other hand, however, yet, in spite of) HI-9: locating sequential/ chronological order signal words in text. (e.g., first, next, finally, today, now, meanwhile, not long ago) HI-10: locating signal words that indicate comparison/contrast. (e.g., similarly, on the other hand, however, yet, in spite of) Page 15

28 Reading Comprehending Text Standard 4: The student will analyze text for expression, enjoyment, information, and understanding. The student will demonstrate knowledge of reading comprehension by: Fiction/Non-Fiction PE-11: N/A PE-12: N/A E-11: identifying signal words that indicate cause and effect. (e.g., as a result of, consequently, so that, because of, since) E-12: identifying author's main purpose (i.e., to inform, to persuade, to entertain). B-11: locating signal words that indicate cause and effect. (e.g., as a result of, consequently, so that, because of, since) B-12: identifying the author's point of view and/or main purpose (i.e., to inform, to persuade, to entertain). LI-11: identifying signal words that indicate cause and effect. (e.g., as a result of, consequently, so that, because of, since) LI-12: determining the author's point of view and/or main purpose (i.e., to inform, to persuade, to entertain). HI-11: identifying signal words that indicate cause and effect. (as a result of, consequently, so that, because of, since) HI-12: determining the author's point of view and/or stated or implied purpose (i.e., to inform, to persuade, to entertain). (social studies) (social studies) (social studies) (social studies) Page 16

29 Reading Comprehending Text Standard 4: The student will analyze text for expression, enjoyment, information, and understanding. The student will demonstrate knowledge of reading comprehension by: Fiction/Non-Fiction PE-13: N/A Pre-Req: PE-6 E-13: identifying two events that are related in a literary selection. B-13: identifying the cause and effect relationship of two related events in a literary selection. PE-14: N/A E-14: N/A B-14: drawing conclusions from information implied or inferred in a literary selection. LI-13: determining the cause and effect relationship of two related events in a literary selection. LI-14: drawing conclusions from information implied or inferred in a literary selection. HI-13: determining the cause and effect relationship of two related events in a literary selection. HI-14: drawing conclusions from information implied or inferred in a literary selection. (social studies) (social studies) (social studies) Fiction PE-15: identifying a character from a fictional text heard or read. E-15: identifying character traits of the main character in a fictional text, with B-15: describing and distinguishing between major and minor characters in a fictional text. LI-15: describing the characteristics of the major and minor characters in a fictional text. HI-15: analyzing the motivations of the major and minor characters in a fictional text. Page 17

30 Reading Comprehending Text Standard 4: The student will analyze text for expression, enjoyment, information, and understanding. The student will demonstrate knowledge of reading comprehension by: Fiction PE-16: identifying the setting from a fictional text heard or read. PE-17: identifying key events in a fictional text heard or read. E-16: describing the setting, using key words, from a fictional text. E-17: identifying the plot (sequence of events) of a fictional text. B-16: describing the setting from a fictional text. B-17: identifying the conflict of a plot in a fictional text. LI-16: describing the setting from a fictional text. LI-17: identifying the conflict, climax, and resolution of a fictional text. HI-16: describing the setting from a fictional text. HI-17: describing the plot and its components. (e.g., main events, conflict, rising action, climax, falling action and resolution.) PE-18: relating illustrations to fictional text. E- 18: relating illustrations to fictional text. B-18: relating illustrations to fictional text. LI-18: relating illustrations to fictional text. HI-18: relating illustrations to fictional text. Page 18

31 Reading Comprehending Text Standard 4: The student will analyze text for expression, enjoyment, information, and understanding. The student will demonstrate knowledge of reading comprehension by: Fiction PE-19: identifying two characters within a fictional text heard or read. PE-20: identifying two settings within a fictional text heard or read. E-19: comparing and contrasting two characters within a fictional text, with E-20: comparing and contrasting two settings within a fictional text, with B-19: comparing and contrasting two characters within a fictional text. B-20: comparing and contrasting two settings within a fictional text. LI-19: comparing, contrasting, and describing the connection between two characters within a fictional text. LI-20: comparing, contrasting, and describing the connection between two settings within a fictional text. HI-19: comparing, contrasting, and describing the connection between two characters within a fictional text. HI-20: comparing, contrasting, and describing the connection between two settings within a fictional text. Non-Fiction PE-21: N/A E-21: identifying content area vocabulary, including grade-level math, science, and social studies. B-21: applying understanding of content area vocabulary within math, science, and social studies texts. LI-21: applying understanding of content area vocabulary within math, science, and social studies texts. HI-21: applying understanding of content area vocabulary within math, science, and social studies texts. Page 19

32 Reading Comprehending Text Standard 4: The student will analyze text for expression, enjoyment, information, and understanding. The student will demonstrate knowledge of reading comprehension by: Non-Fiction PE-22: following simple one- or two-step directions with visual support. PE-23: N/A E-22: following a written multiple-step procedural task. E-23: locating information in print and electronic reference sources for a specific purpose. (e.g., encyclopedia, atlas, almanac, dictionary, thesaurus, website, etc.) B-22: carrying out to completion a set of written multiple-step direction/instructions. (e.g., technical manual to perform a task) B-23: locating information in print and electronic reference sources for a specific purpose. (e.g., encyclopedia, atlas, almanac, dictionary, thesaurus, website, etc.) LI-22: carrying out to completion a set of written multiple-step directions/ instructions. LI-23: locating information in print and electronic reference sources for a specific purpose. (e.g., encyclopedia, atlas, almanac, dictionary, thesaurus, website, etc.) HI-22: carrying out to completion a set of written multiple-step directions/ instructions. HI-23: locating information in print and electronic reference sources for a specific purpose. (e.g., encyclopedia, atlas, almanac, dictionary, thesaurus, website, etc.) Page 20

33 Reading Comprehending Text Standard 4: The student will analyze text for expression, enjoyment, information, and understanding. The student will demonstrate knowledge of reading comprehension by: Non-Fiction PE-24: recognizing signs, symbols, and labels in the environment. PE-25: identifying external text within nonfiction text. (e.g., charts, maps, diagrams, illustrations, photographs) E-24: interpreting signs, symbols, and labels in the environment. E-25: identifying and using external text within nonfiction text for a specific purpose. (e.g., symbols, charts, maps, diagrams, illustrations, tables, timelines, and graphs, etc.) B-24: interpreting signs, symbols, and labels in the environment. B-25: interpreting external text within nonfiction text for a specific purpose. LI-24: interpreting signs, symbols, and labels in the environment. LI-25: interpreting external text within nonfiction text for a specific purpose. HI-24: interpreting signs, symbols, and labels in the environment. HI-25: interpreting external text within nonfiction text for a specific purpose. Page 21

34 Reading Comprehending Text Standard 4: The student will analyze text for expression, enjoyment, information, and understanding. The student will demonstrate knowledge of reading comprehension by: Non-Fiction PE- 26: identifying print (font) features on a page in nonfiction text. (e.g., bold face, italicized, underlined, etc.) PE-27: identifying organizational features on a page of nonfiction text. (e.g., indentation, title, headings, subheading, boxed information, bulleted information, captions, cutaways, etc.) E- 26: explaining the purpose of print (font) features on a page in nonfiction text. PE-27: locating specific information using organizational features on a page of nonfiction text. B- 26: explaining the purpose of print (font) features on a page in nonfiction text. B-27: explaining the purpose of organizational features on a page of nonfiction text. LI- 26: explaining the purpose of print (font) features on a page in nonfiction text. LI-27: explaining the purpose of organizational features on a page of nonfiction text. HI- 26: explaining the purpose of print (font) features on a page in nonfiction text. HI-27: explaining the purpose of organizational features on a page of nonfiction text. Page 22

35 Reading Comprehending Text Standard 4: The student will analyze text for expression, enjoyment, information, and understanding. The student will demonstrate knowledge of reading comprehension by: Non-Fiction PE-28: identifying the organizational features of a book. (e.g., cover, title page, index, table of contents, glossary, appendix, etc.) PE-29: locating information within functional documents (graphic organizers, menus, directories, flyers, brochures, etc.). E-28: identifying the purpose of an organizational feature of a book. E-29: interpreting information within functional documents (graphic organizers, manuals, recipes, memos, menus, directories, flyers, brochures, etc.). B-28: selecting an organizational feature of a book for a specific purpose. B-29: interpreting information within functional documents. LI-28: locating information from an organizational feature of a book for a specific purpose. LI-29: interpreting information within functional documents. HI-28: locating information from an organizational feature of a book for a specific purpose. HI-29: interpreting information within functional documents. PE-30: N/A E-30: N/A B-30: determining information that is relevant, irrelevant, or missing in functional text. (e.g., legend, illustrations, diagram, sequence) LI-30: determining information that is relevant, irrelevant, or missing in functional text. (e.g., legend, illustrations, diagram, sequence) HI-30: determining information that is relevant, irrelevant, or missing in functional text. (e.g., legend, illustrations, diagram, sequence) Page 23

36 Reading Comprehending Text Standard 4: The student will analyze text for expression, enjoyment, information, and understanding. The student will demonstrate knowledge of reading comprehension by: Non-Fiction PE-31: identifying and comparing two items within an expository text heard or read. E-31: comparing and contrasting two items within an expository text. B-31: comparing and contrasting two items within an expository text. PE-32: N/A E-32: N/A B-32: identifying fact and opinion in persuasive text. (social studies) PE-33: N/A E-33: N/A B-33: identifying words used in persuasive text to affect the reader. (e.g., stereotypes, testimonial, exaggeration, loaded words, etc.) LI-31: comparing and contrasting two items within an expository text. LI-32: distinguishing fact from opinion in persuasive text by providing supporting evidence. (social studies) LI-33: identifying words used in persuasive text to affect the reader. (e.g., stereotypes, testimonial, exaggeration, loaded words, etc.) HI-31: comparing and contrasting two items within an expository text. HI-32: distinguishing fact from opinion and bias in persuasive text by providing supporting evidence. (social studies) HI-33: identifying words used in persuasive text to affect the reader. (e.g., stereotypes, testimonial, exaggeration, loaded words, etc.) (social studies) (social studies) (social studies) Page 24

37 Reading Comprehending Text Standard 4: The student will analyze text for expression, enjoyment, information, and understanding. The student will demonstrate knowledge of reading comprehension by: Fiction/Non-Fiction PE-34: identifying repetition in poetry. PE-35: N/A E-34: identifying repetition and rhyme in poetry. E-35: identifying words the author uses to create a visual image and rich auditory experience. B-34: identifying the structural elements of poetry. (e.g., stanza, verse, rhyme scheme, and rhythm) B-35: identifying different elements of figurative language, including simile, metaphor, and personification in a literary selection. LI-34: differentiating the structural elements between types of poetry. (e.g., stanza, verse, rhyme scheme, and rhythm) LI-35: explaining different elements of figurative language, including simile, metaphor, and personification in a literary selection. HI-34: identifying the types of poetry by characteristics and structural elements. HI-35: interpreting figurative language, including simile, metaphor, personification, hyperbole, symbolism, and imagery in a literary selection. Page 25

38 Writing PROFICIENCY LEVEL DESCRIPTORS Pre-Emergent The student at this level has a limited ability to write in English. The student recognizes that spoken words are represented by written language. The student may be able to write numerals and upper and lower case letters of the alphabet. The student relays short messages by using pictures, imitative writing, or dictating key words to an adult. Emergent The student at this level has a limited ability to write in English. The student recognizes that spoken words are represented by written language. The student may be able to write numerals and upper and lower case letters of the alphabet. The student relays short messages by using pictures, imitative writing, or dictating key words to an adult. Basic The student at this level has a limited ability to write in English. The student applies sound/symbol relationships to spell words in sentences and short phrases. The student uses correct subject/verb agreement and writing conventions to write sentences and phrases in a variety of writing applications. Errors in writing conventions may impede reader s comprehension. The student at this level has an ability to write in English. The student uses standard writing conventions to write one more detailed paragraphs in a variety of writing applications. The student uses correct subject/verb agreement in a variety of sentence types. Errors in writing conventions may impede reader s comprehension. Page 1

39 Writing The student at this level has an ability to write in English. The student uses standard writing conventions to write multiple detailed paragraphs in a variety of writing applications. The student uses correct subject/verb agreement in a variety of sentence types. Errors in writing conventions do not impede reader s comprehension. Proficient The student will demonstrate competency in Writing based on the knowledge, skills, and abilities specified in the Performance Indicators at the level in order to access grade-level academic content. Page 2

40 Writing Writing Applications Standard 1: The student will express his or her thinking and ideas in a variety of writing genres. The student will express his or her thinking and ideas by using a variety of writing genres, as demonstrated by: Narrative PE-1: writing a minimum of one sentence containing personal information with instructional support. PE-2: writing a poem with instructional support. E-1: writing sentences based on real and imagined events. (social studies) E-2: writing a poem using rhyme patterns and figurative language (i.e., simile). B-1: writing a narrative paragraph based on real and imagined events that includes characters, plot, and setting. (social studies) B-2: writing a poem using rhyme patterns, figurative language (i.e., simile and metaphor), and rhythm. LI-1: writing one or more narrative paragraphs based on real and imagined events that include characters, dialogue, plot, and setting. (social studies) LI-2: writing a poem using rhyme patterns, figurative language (i.e., simile and metaphor), theme, imagery, and rhythm. HI-1: writing one or more narrative paragraphs based on real and imagined events that include characters, plot, setting, and dialogue as appropriate. (social studies) HI-2: writing a poem using rhyme patterns, figurative language (i.e., simile and metaphor), theme, imagery, and rhythm. Page 3

41 Writing Writing Applications Standard 1: The student will express his or her thinking and ideas in a variety of writing genres. The student will express his or her thinking and ideas by using a variety of writing genres, as demonstrated by: Expository Functional PE-3: writing a minimum of one sentence based on facts or experience with instructional support. PE-4: N/A E-3: writing sentences based on facts or experience. E-4: writing a process document that includes multiple step instructions with support. B-3: writing an expository paragraph that includes a topic sentence, supporting details, and a conclusion. B-4: writing a process document that includes multiple step instructions. LI-3: writing an expository essay that includes an introduction with a thesis, body paragraphs with supporting details, and a conclusion. LI-4: writing a process document that includes multiple step instructions with heading and sub headings with HI-3: writing an expository essay that includes an introduction with a thesis, body paragraphs with supporting details, and a conclusion. HI-4: writing a process document that includes multiple step instructions with heading and sub headings. Page 4

42 Writing Writing Applications Standard 1: The student will express his or her thinking and ideas in a variety of writing genres. The student will express his or her thinking and ideas by using a variety of writing genres, as demonstrated by: Functional PE-5: N/A E-5: writing a business letter and addressing an envelope in a conventional format with instructional support. (social studies) B-5: writing a business letter and addressing an envelope in a conventional format. (social studies) LI-5: writing a business document (e.g., letter, , memo, and envelope) in a conventional format. (social studies) PE-6: N/A E-6: N/A B-6: N/A LI-6: completing a business/service form. (e.g., job application, college application, etc.) HI-5: writing a business document (e.g., letter, , memo, and envelope) in a conventional format. (social studies) HI-6: completing a business/service form. (e.g., job application, college application, etc.) (social studies) (social studies) Page 5

43 Writing Writing Applications Standard 1: The student will express his or her thinking and ideas in a variety of writing genres. The student will express his or her thinking and ideas by using a variety of writing genres, as demonstrated by: Persuasive PE-7: N/A E-7: writing a 2-3 sentence response that states a position/claim and supports the argument. B-7: writing a persuasive paragraph that states a position/claim and supports arguments with evidence. LI-7: writing a persuasive text that states a position/claim and supports arguments with evidence. HI-7: writing a persuasive text that states a position/claim, supports arguments with evidence, and acknowledges and refutes opposing arguments. (social studies) (social studies) (social studies) (social studies) Page 6

44 Writing Standard 2: The student will identify and apply conventions of standard English in his or her communications. The student will identify and apply conventions of standard English in his or her written communications by: Penmanship Spelling Capitalization PE-1: writing legibly all upper and lower case letters and numerals. PE-2: spelling words correctly, with support. PE-3: using capitalization at the beginning of sentences, the pronoun I, and proper nouns. E-1: writing legibly with spacing between words and consistent left-to-right orientation. E-2: spelling words correctly. E-3: using capitalization at the beginning of sentences, proper nouns, the pronoun I, and proper adjectives. B-1: writing legibly in standard writing format. B-2: spelling words correctly. B-3: using capitalization at the beginning of sentences, proper nouns, the pronoun I, proper adjectives, titles, and abbreviations. LI-1: writing legibly in standard writing format. LI-2: spelling words correctly. LI-3: using capitalization at the beginning of sentences, proper nouns, the pronoun I, proper adjectives, titles, and abbreviations. HI-1: writing legibly in standard writing format. HI-2: spelling words correctly. HI-3: using capitalization at the beginning of sentences, proper nouns, the pronoun I, proper adjectives, titles, and abbreviations. (math, scientist, social studies) Page 7