English Language Proficiency Standards: At A Glance

English Language Proficiency Standards: At A GlanceFebruary 19, 2014These English Language Proficiency(ELP) Standards were collaborativelydeveloped with CCSSO, West Ed, StanfordUniversity Understanding Language Initiative,and the states in the ELPA21 Consortium.The Oregon Board of Education adoptedthe standards on October 17, 2013. OregonDepartment of Education thanks PortlandPublic Schools for designing the At A Glanceformat. Currently state staff in the ELPA21consortium are updating very minor errors inthese standards. The At a Glance documentswill be then updated by March 31, 2014.These English Language Proficiency standards illuminate the social and academicuses of language inherent in -- and needed to fully access -- the new, language-richcollege-and-career-ready content standards. The standards articulate these languagedimensions and target uses in progressions that teachers, parents and studentsthemselves can understand and act together on to foster beginning level Englishlanguage learners (ELLs) “inclusion readiness,” identify intermediate level ELLs’“challenge zone,” and recognize more advanced level ELLs’ readiness for removal ofspecialized scaffolds and supports1.The ELP standards focus on the “shift from how language and literacy instruction hasoften been approached both in mainstream English Language Arts (ELA) and inseparate courses for ELLs, such as English Language Development (ELD). 2 ”Teachers of all disciplines will be instructed on how to apply the ELP standards totheir planning and instruction by focusing on the critical language, knowledge aboutlanguage, and skills using language that are in college-and career- ready standards andthat are necessary for the ELLs to be successful in school.The ELP standards focus on the language needed to access college- and- career-readystandards in English Language Arts (ELA) and Literacy, Mathematics, and Sciencerather than supporting ELLs’ development of English language proficiency in amanner that is decontextualized from the general education curriculum.Proficiency levels 1 through 5 describe targets for student performance by the end ofeach ELP level at a particular point in time. Students may demonstrate a range ofabilities within each ELP level. The linear progressions in this document are donefor purposes of presentation and understanding; actual second language acquisitiondoes not necessarily occur in a linear fashion within or across proficiency levels. Astudent’s learning expectation should be seen as a continuum of development;therefore an English language proficiency level identifies a particular stage of Englishlanguage development (e.g. “a student at level 1 or a student whose listeningperformance is at Level 1”).Table of ContentsKindergartenELP Standards: At A Glance 1Grade 1ELP Standards: At A Glance 2Grade Band 2-3ELP Standards: At A Glance 3Grade Band 4-5ELP Standards: At A Glance 4Grade Band 6-8ELP Standards: At A Glance 5Grade Band 9-12ELP Standards: At A Glance 6For assistance with professional development to assist teachers transition instructionto these new ELP standards, please see links on the English Language ProficiencyStandards webpage.Footnotes:1Stanford University. (2012). Policy Statement From the Understanding Language Initiative.Stanford, CA 0Standards FINAL.pdf 2Strategic Initiative: English Language Proficiency Standards Professional Learning Grant (January 2,2014). Page 10.Type of information found in this document: One page posters for kindergarten, grade 1, grade band 2-3, grade band 4-5, grade band 6-8, and grade band 9-12 The 10 standards are detailed for each grade band by proficiency levels 1-5Purpose/Uses for this document:1. To provide teachers with a grade band pull-out for their desk or wall to familiarize themselves with the ELP standards2. Districts may choose to ask teachers to highlight the proficiency describing the ELL’s current status.3. Title III coordinators, district instructional coaches, department chairs, and others, may use this to identify responsibility forinstruction of the standards throughout schools and districts, in both ELD classrooms, and ELA/literacy, mathematics,science, and other content and career-focused classrooms.

Kindergarten At A Glance: English Language Proficiency (ELP) StandardsStandards1An ELL can . . .constructmeaning fromoralpresentations &literary &informationaltext throughgradeappropriatelistening,reading, &viewing.1with prompting &support (includingcontext & visual aids),use a very limited set ofstrategies to identify afew key words in readalouds & oralpresentations(information or storiespresented orally).2participate ingradeappropriate oral& writtenexchanges ofinformation,ideas, &analyses,responding topeer, audience,or readercomments &questions.speak & writeabout gradeappropriatecomplex literary& informationaltexts & topics.construct gradeappropriate oral& written claims& support themwith reasoning &evidence.conduct research& evaluate &communicatefindings toanswerquestions orsolve problems.analyze &critique thearguments ofothers orally &in writing.adapt languagechoices topurpose, task, &audience whenspeaking &writing.listen with limitedparticipation in shortconversations aboutfamiliar topics, &respond to simplequestions & some whquestions.8determine themeaning ofwords & phrasesin oralpresentations &literary &informationaltext.9create clear &coherent gradeappropriatespeech & text.10make accurateuse of standardEnglish tocommunicate ingradeappropriatespeech &writing.34567communicate simpleinformation or feelingsabout familiar topics orexperiences.By the end of each English language proficiency level, an ELL can . . .234with prompting &with prompting &with prompting &support (includingsupport (includingsupport (includingcontext & visual aids),context & visual aids),context & visual aids),use an emerging set ofuse a developing set ofuse an increasing rangestrategies to identifystrategies to identifyof strategies to identifysome key words &main topics in readmain topics, answerphrases in read-aloudsalouds & oralquestions about key& oral presentations.presentations, & ask &details or parts ofanswer questions about stories from readkey details.alouds, picture books, &oral presentations, &retell events fromstories.participate in shortparticipate in shortparticipate inconversations aboutconversations aboutconversations &familiar topics, &familiar topics, followdiscussions about arespond to simplesome rules forvariety of topics, followquestions & whdiscussion, & respond to increasing number ofquestions.simple questions & whrules for discussion, &questions.ask & answer simplequestions.communicate simpleinformation or feelingsabout familiar topics,experiences, events, orobjects in theenvironment.express an opinion orpreference about afamiliar topic.communicateinformation or feelingsabout familiar topics,experiences, or events.tell or dictate simplemessages about avariety of topics orexperiences.express an opinion orpreference about afamiliar topic or story.express an opinion orpreference about avariety of topics orstories.[Standard introduced atLevel 4.]with prompting &support from adults,recall information fromexperience or useinformation from aprovided source toanswer a question.[Standard introduced atLevel 4.]with prompting &support from adults,recall information fromexperience or useinformation fromprovided sources toanswer a question.[Standard introduced atLevel 4.][Standard introduced atLevel 4.][Standard introduced atLevel 4.][Standard introduced atLevel 4.]with prompting &support from adults,recall information fromexperience or useinformation fromprovided sources toanswer a question.with prompting &support, identify areason an author orspeaker gives to supporta point.show a developingawareness of thedifference betweenappropriate languagefor the playground &language for theclassroom.with prompting &support (includingcontext & visual aids),recognize the meaningof a few frequentlyoccurring words insimple oralpresentations & readalouds about familiartopics, experiences, orevents.[Standard introduced atLevel 3.]with prompting &support (includingcontext & visual aids),recognize the meaningof some frequentlyoccurring words &phrases in simple oralpresentations & readalouds about familiartopics, experiences, orevents.[Standard introduced atLevel 3.]with prompting &support (includingcontext & visual aids),answer questions tohelp determine themeaning of some words& phrases in simple oralpresentations & readalouds about familiartopics, experiences, orevents.retell several eventsfrom experience or afamiliar story, withsupport (includingvisual aids, context),with developing controlof some frequentlyoccurring linking words(e.g., &, then).recognize & use a smallnumber of frequentlyoccurring nouns &verbs, & understand &respond to simplequestions, with support(including context &visual aids).recognize & usefrequently occurringnouns & verbs & shortphrases; respond toyes/no & wh- questions;& produce a few simplesentences in sharedlanguage activities, withsupport (includingcontext, visual aids).recognize & usefrequently occurringregular plural nouns (-s,-es), verbs, &prepositions; use &respond to questionwords; & producesimple sentences inshared languageactivities, with support(including context,visual aids).express a feeling oropinion about a familiartopic.with prompting &support from adults,recall information fromexperience or from aprovided source.with prompting &support (includingcontext & visual aids),answer & sometimesask questions about themeaning of words &phrases in simple oralpresentations & readalouds about a varietyof topics, experiences,or events.retell a simple sequenceof events fromexperience or a familiarstory, with support(including visual aids,context), withincreasinglyindependent control offrequently occurringlinking words.recognize & usefrequently occurringregular plural nouns,verbs, & prepositions;use & respond toquestion words; &produce & expandsimple sentences inshared languageactivities, with support(context, visual aids).5with prompting &support (includingcontext & visual aids),use a wide range ofstrategies to identifymain topics, answerquestions about keydetails in read-alouds,picture books, & oralpresentations, & retellfamiliar stories.participate inconversations &discussions about avariety of topics, followrules for discussion, &ask & answer questions.make simple oralpresentations &compose short writtentexts about a variety oftopics, experiences, orevents.express an opinion orpreference about avariety of topics orstories.with prompting &support from adults,recall information fromexperience or useinformation fromprovided sources toanswer a question.with prompting &support, identifyappropriate reasons anauthor or speaker givesto support main points.show awareness ofdifferences betweeninformal, ‘playgroundspeech,’ & languageappropriate to theclassroom; use somewords learned throughconversations, reading,& being read to.with prompting &support (includingcontext & visual aids),answer & ask questionsabout the meaning ofwords & phrases insimple oralpresentations & readalouds about a varietyof topics, experiences,or events.retell a short sequenceof events fromexperience or a familiarstory, with a beginning,middle, & end, withsupport (includingvisual aids), usingfrequently occurringlinking words.use frequently occurringregular plural nouns,verbs, prepositions, &question words; ask &answer questions usinginterrogatives; &produce & expandsimple sentences, inshared languageactivities & withincreasingindependence.ELP Standards: At A GlanceThese standards were adopted by Oregon Board of Education 10/17/2013Special thanks to the Portland Public Schools ESL Department for contributing this document. Thank you: Van Truong, Jeff Taylor, Lisa Blount.1