Kindergarten

By the end of each English Language proficiency level, an English Language Learner can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.

By the end of each English Language proficiency level, an English Language Learner can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

By the end of each English Language proficiency level, an English Language Learner can speak and write about grade-appropriate complex literary and informational texts and topics.

An English Language Learner can construct grade-appropriate oral and written claims and support them with reasoning and evidence.

By the end of each English Language proficiency level, an English Language Learner can conduct research and evaluate and communicate findings to answer questions or solve problems.

By the end of each English Language proficiency level, an English Language Learner can analyze and critique the arguments of others orally and in writing.

By the end of each English Language proficiency level, an English Language Learner can adapt language choices to purpose, task, and audience when speaking and writing.

By the end of each English Language proficiency level, an English Language Learner can determine the meaning of words and phrases in oral presentations and literary and informational text.

By the end of each English Language proficiency level, an English Language Learner can create clear and coherent grade-appropriate speech and text.

By the end of each English Language proficiency level, an English Language Learner can make accurate use of standard English to communicate in grade-appropriate speech and writing.

 With prompting and support (including context and visual aids), use a very limited set of strategies to identify a few key words from read-alouds and oral presentations of information or stories.

With prompting and support (including context and visual aids), use an emerging set of strategies to: identify some key words and phrases from read-alouds and oral presentations.

With prompting and support (including context and visual aids), use an increasing range of strategies to: identify main topics, answer questions about key details or parts of stories, and retell events from read-alouds, picture books, and oral presentations.

With prompting and support (including context and visual aids), use a developing set of strategies to: identify main topics, and ask and answer questions about key details from read-alouds and oral presentations.

With prompting and support (including context and visual aids), use a wide range of strategies to: identify main topics, answer questions about key details, and retell familiar stories from read-alouds, picture books, and oral presentations.

Listen with limited participation in short conversations and respond to simple yes/no and some wh- questions about familiar topics.

Participate in short conversations and respond to simple yes/no and wh- questions about familiar topics.

Participate in short conversations, follow some rules for discussion, and respond to simple yes/ no and wh- questions about familiar topics.

 Participate in conversations and discussions, ask and answer simple questions, and follow an increasing number of rules for discussion about a variety of topics.

Participate in conversations and discussions, ask and answer questions, and follow rules for discussion about a variety of topics.

Communicate simple information or feelings about familiar topics or experiences.

Communicate simple information or feelings about familiar topics, experiences, or events.

Communicate information or feelings about familiar topics, experiences, or events.

Tell or dictate simple messages about a variety of topics, experiences, or events.

Make simple oral presentations and compose short written texts about a variety of topics, experiences, or events.

Express a feeling or opinion about a familiar topic showing limited control.

Express an opinion or preference about a familiar topic showing emerging control.

Express an opinion or preference about a familiar topic or story showing developing control.

Express an opinion or preference about a variety of topics or stories showing increasing control.

Express an opinion or preference about a variety of topics or stories showing increasing control.

With prompting and support from adults, recall information from experience or from a provided source.

With prompting and support from adults, recall information from experience or use information from a provided source to answer a question.

With prompting and support from adults, recall information from experience or use information from provided sources to answer a question showing developing control.

With prompting and support from adults, recall information from experience or use information from provided sources to answer a question showing increasing control.

With prompting and support from adults, recall information from experience or use information from provided sources to answer a question showing increasing control.

[Standard introduced at Level 4.]

[Standard introduced at Level 4.]

[Standard introduced at Level 4.]

With prompting and support, identify a reason an author or speaker gives to support a point.

With prompting and support, identify appropriate reasons an author or speaker gives to support main points.

[Standard introduced at Level 4.]

[Standard introduced at Level 4.]

[Standard introduced at Level 4.]

Show a developing awareness of the difference between appropriate language for the playground and language for the classroom.

Show awareness of differences between informal (“playground speech”) and language appropriate to the classroom, and use some words learned through conversations, reading, and being read to.

With prompting and support (including context and visual aids), recognize the meaning of a few frequently occurring words in simple oral presentations and read- alouds about familiar topics, experiences, or events.

With prompting and support (including context and visual aids), recognize the meaning of some frequently occurring words and phrases in simple oral presentations and read- alouds about familiar topics, experiences, or events.

With prompting and support (including context and visual aids), answer questions to help determine the meaning of some words and phrases in simple oral presentations and read- alouds about familiar topics, experiences, or events.

With prompting and support (including context and visual aids), answer and sometimes ask questions about the meaning of words and phrases in simple oral presentations and read- alouds about a variety of topics, experiences, or events.

With prompting and support (including context and visual aids), answer and ask questions about the meaning of words and phrases in simple oral presentations and read- alouds about a variety of topics, experiences, or events.

[Standard introduced at Level 3.]

[Standard introduced at Level 3.]

With support (including visual aids, context), retell several events from experience or a familiar story with developing control of some frequently occurring linking words (e.g., and, then).

With support (including visual aids, context) retell a simple sequence of events from experience or a familiar story with increasingly independent control of frequently occurring linking words.

With support (including visual aids), retell a short sequence of events from experience or a familiar story, with a beginning, middle, and end using frequently occurring linking words.

With support (including context and visual aids), recognize and use a small number of frequently occurring nouns and verbs, and understand and respond to simple questions.

With support (including context and visual aids), recognize and use frequently occurring nouns, verbs, and short phrases, respond to yes/no and whquestions, and produce a few simple sentences in shared language activities.

With support (including context and visual aids), recognize and use frequently occurring regular plural nouns, verbs, and prepositions, use and respond to question words, and produce simple sentences in shared language activities.

With support (context and visual aids), recognize and use frequently occurring regular plural nouns, verbs, and prepositions, use and respond to question words, and produce and expand simple sentences in shared language activities

With increasing independence, use frequently occurring regular plural nouns, verbs, prepositions, and question words, ask and answer interrogatives (wh- questions), and produce and expand simple sentences in shared language activities.