ENGLISH LANGUAGEPROFICIENCY
ENGLISH LANGUAGE PROFICIENCYEnglish Language DevelopmentThe Oregon English LanguagePro ficiency (ELP) Standardsprovide teachers with informationthey can use to ensure thatEnglish-language developmentis occurring appropriately for allLimited English Pro ficient (LEP)students.These standards encapsulatesuggestions to teachers forensuring that the needs of LEPstudents are addressed. Theyexplicitly state what it is thatall LEP students need to knowand be able to do as they learnEnglish and move toward full andsuccessful participation in classesinstructed only in English.The Oregon English LanguagePro ficiency Standards delineatethe pro ficiency levels requiredto move through the levels ofEnglish-language development.The levels of developingpro ficiency in a second languagehave been well documentedthrough research and weredesigned to provide teachersof all types of programs clearbenchmarks of progress.English language functions andforms acquired by native Englishspeakers before entering schoolor naturally at home need tobe explicitly taught to studentslearning English as an additionallanguage. These functions andforms may be taught at any gradelevel as the need and appropriatecontext arise.A language function refers tothe purpose for which speechor writing is being used. Inspeech, these functions includegiving instructions, introducingourselves, and making requests.In academic writing, thesefunctions might include describingprocesses, comparing orcontrasting things or ideas, andclassifying objects or ideas.words. Forms would include, forexample, the relationship betweenthe words boy and boys, or therelationship (irregular) betweenthe words man and men.The forms and functions as wellas the English language artspathway for LEP students arenow in the REAL Standards byDesign at www.ode.state.or.us/go/standards.Forms of a language deal with theinternal grammatical structure ofLanguage Functions and Examples of FormsLANGUAGE FUNCTIONEXAMPLE OF LANGUAGE FORM1 Expressing needs and likesSentence structuresubject/verb agreement, pronouns2 Describing people, places, things Nouns, pronouns, adjectives3 Describing locationPrepositional phrases4 Describing actionPresent progressive tense, adverbs5 Retelling/relating past events6 Making predictionsPast tense verbsVerbs: future tense, conditional mood7 Asking informational questions8 Asking clarifying questionsVerbs and verb phrases in questionsQuestions with increasing speci ficity9 Expressing and supporting opinionsSentence structure, modals (will, can, may, shall)10 CompactingAdjectives and conjunctions, comparatives, superlatives, adverbs11 ContrastingComparative adjectives12 SummarizingIncreasingly complex sentences with increasingly speci fic vocabulary13 PersuadingVerb forms14 Literary analysisSentence structure, speci fic vocabulary15 Cause and effectVerb forms16 Drawing conclusionsComparative adjectives17 De finingNouns, pronouns, and adjectives18 ExplainingVerb forms, declarative sentences, complex sentences, adverbs of manner19 GeneralizingAbstract nouns, verb forms20 EvaluatingComplex sentences;; increasing speci ficity of nouns, verbs, and adjectives21 InterpretingLanguage of propaganda, complex sentences22 SequencingAdverbs of time, relative clauses, subordinate conjunctions23 Hypothesizing and speculatingModals (would, could, might), compound tenses (would have been)24 SummarizingModals (would, could, might), compound tenses (would have been)Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of EducationPage 33B
ENGLISH LANGUAGE PROFICIENCY*Student accountability for these standardsbegan in 2005-06.Adopted June 2004ACQUISITION OF LANGUAGE FUNCTIONS AND FORMS—ALL GRADESEARLYLANGUAGEFUNCTIONBEGINNINGA Language Functionrefers to the purpose forBeginning students demonstrate minimal com-Early Intermediatestudents demonstrateIntermediate studentsdemonstrate goodEarly Advanced studentsdemonstrate consis-Advanced students’ comprehension of generalTarget Forms of language deal with thewhich speech or writing isbeing used.prehension of generalmeaning; gain familiaritywith the sounds, rhythmsand patterns of English.Early stages show noverbal responses whilein later stages one ortwo word responsesare expected. Studentsrespond in single wordsand phrases, which mayinclude subject or apredicate. Many speecherrors are observed.(bear, brown)increased comprehensionof general meaning andsome speci fic meaning;;use routine expressionsindependently and respond using phrases andsimple sentences, whichinclude a subject andpredicate. Students showbasic errors in speech.(The bear is brown. Heis eating.)comprehension of general meaning; increasedcomprehension of speci ficmeaning; respond in morecomplex sentences, withmore detail using newlyacquired vocabulary toexperiment and form messages. (The brown bearlived with his family inthe forest.)tent comprehensionof general meaning;good understanding ofimplied meaning; sustainconversation, respondwith detail in compoundand complex sentences;actively participate usingmore extensive vocabulary, use standard grammar with few randomerrors. (Can bears livein the forest if they findfood there?)and implied meaning,including idiomatic and figurative language.Students initiate andnegotiate using appropriate discourse, variedgrammatical structuresand vocabulary; use ofconventions for formaland informal use. (Wouldyou like me to bringpictures of the bear thatI saw last summer?)internal grammaticalstructure of words. Therelationship between boyand boys, for example,and the relationship(irregular) between manand men would be formsof a language.INTERMEDIATE SINGNEEDS AND LIKESEP.BG.01 One-or two-wordanswers (nouns or yes/no)to questions about preferences, (e.g., two, apples,or tree)EP.EI.01 Simple sentences with subject/verb/object. “I like/don’t like(object). I needa/some (object).”EP.IN.01 Elaboratedsentences with subject/verb/objectEP.EA.01 Sentences withsubject/verb/object anddependent clauseEP.AD.01 Complexsentences, perhapswith tags or embeddedquestionsSentence Structure:DESCRIBINGPEOPLE, PLACESAND THINGSEP.BG.02 Common nounsand adjectivesEP.EI.02 Simple sentences with the verb to be,using common nouns andadjectives. “The (my, her)is/are . A (it)has/have .”EP.IN.02 Elaboratedsentences has/have/hador is/are/were with nounsand adjectivesEP.EA.02 Compoundsentences with morespeci fic vocabulary (nouns,adjectives)EP.AD.02 Complex sentences with more speci ficvocabulary (nouns, adjectives)Nouns, Pronouns andAdjectives: StudentsDESCRIBINGLOCATIONEP.BG.03 Demonstratedcomprehension of totalphysical response commands, including prepositions (e.g., on, off, in, out,inside, outside)EP.EI.03 Simple sentences with prepositionalphrases (e.g., next to,beside, between, in frontof, in back of, behind, onthe left/right, in the middleof, above, below, under)EP.IN.03 May include twoprepositional phrases withmore dif ficult prepositions(e.g., in front of, behind,next to)EP.EA.03 Complexsentences with phrasesusing prepositions (e.g.,beneath, within)EP.AD.03 Complexsentences with phrasesusing prepositions(e.g., beneath, within)Prepositional Phrases: Students learn toEP.BG.04 DemonstratedEP.EI.04 PresentEP.IN.04 Variety of verbEP.EA.04 AdverbEP.AD.04 Adverb clausescomprehension (performor describe actions)progressivetenses and descriptiveadverbsclauses telling how,where, or whentelling how, where, or when.Present ProgressiveTense, Adverbs: Stu-RETELLING/RELATING PASTEVENTSEP.BG.05 Single wordsin response to pasttense questionEP.EI.05 Simple sentences with past progressive“ (pronoun)was/were - ing.”EP.IN.05 Simple sentences with regular andirregular past tense verbs“Yesterday/Last /Onday (pronoun)- ed (prep. phraseor other direct object).”“First and then. Finally .”EP.EA.05 Compoundsentences using pasttense and adverbsEP.AD.05 Presentprogressive/past perfecttense with specializedprepositions “have/has been - ingsince/for .”Past Tense Verbs:MAKINGPREDICTIONSEP.BG.06 In response toquestions, may respondby circling, pointing, andso on, or answer with oneor two wordsEP.EI.06 “Theis/are going to .”EP.IN.06 “Thewill .”EP.EA.06 Conditional(could, might) mood incomplex sentencesEP.AD.06 Conditional(could, might) mood incomplex sentencesVerbs: Future Tense,Conditional Mood:EP.BG.07 Simple questions about familiar orconcrete subjectsEP.EI.07 Present or present progressive tensequestions with to beEP.EA.07 Detailed questions with who, what,when, where, why andhowEP.AD.07 Detailed questions with expanded verbphraseVerbs and VerbPhrases in Questions: Students learn N.07 Who, what,where, why questionswith do or didThe basic sentencestructures that we use toexpress needs and likesare foundations of themore complex sentencestructure we use for academic purposes.learn to understand andgenerate oral and writtenlanguage with nouns, pronouns and adjectives.understand and generateoral and written language with prepositionalphrases.dents learn to understandand generate oral andwritten language skillswith present progressivetense and adverbs.Students learn to understand and generate oraland written languagewith past tense verbs.Students learn to understand and generate oraland written languagewith future tense verbsand conditional mood.understand and generateoral and written languagewith verbs and verbphrases in questions.*Districts are required to test all English Language Learners (ELL) currently enrolled in ELL Programs during 2009- 10 with the Oregon English Language Pro ficiency Assessment (ELPA).Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of EducationPage 34B
ENGLISH LANGUAGE PROFICIENCY*Student accountability for these standardsbegan in 2005-06.Adopted June 2004LANGUAGEFUNCTIONASKING CLARIFYING QUESTIONSEXPRESSINGAND SUPPORTINGOPINIONSCOMPACTINGEARLYNot ApplicableEP.EI.08 Formula questionsclarifying classroom procedures, rules and routinesEP.IN.08 Formula questions clarifying classroomprocedures, rules androutinesEP.EA.08 A variety offairly speci fic questionsclarifying procedures orcontentEP.AD.08 Varied, speci ficquestions clarifying procedures or contentQuestions with Increasing Speci ficityEP.BG.08 “I like/don’t like(concrete topics).”EP.EI.09 “I think/agree with(don’t) .”EP.IN.09 “I think/agreewith (don’t) because .”EP.EA.09 “In my opinionshouldbecause/so .”EP.AD.09 Complex sentences using modals andclausesSentence StructureEP.BG.09 Single wordsor phrases in responseto concrete comparisonquestionsEP.EI.10 Sentences withsubject/verb/adjectiveshowing similarities anddifferencesEP.IN.10 “Subject/verb/adjective, but .”Adjective with –er or –estEP.EA.10 Varied sentencestructures with speci ficcomparative adjectivesand phrasesEP.AD.10 Complexsentence structure withspeci fic comparativelanguageAdjectives andConjunctionsEP.EI.11 Sentences withsubject/verb/adjectiveshowing similarities anddifferencesEP.IN.11 “Subject/verb/adjective like butsubject/verb/adjective.”EP.EA.11 Subject/verb/adjective, both subject/verb, butEP.AD.11 Approximatelyused idiomatic phrasesand contrasting words(e.g., whereas, in contrast)ComparativeAdjectivesEP.EI.12 Simple sentences with key nouns,adjectives, and verbsEP.IN.12 Compound sentences with and/butEP.EA.12 Conjunctions that summarize(to conclude, indeed, insummary, in short)EP.AD.12 Conjunctionsthat summarize (indeed,therefore, consequently)EP.EA.13 Complexsentences with future andconditionalEP.AD.13 Complex sentences with varied verbforms and tag questions,idiomatic expressions orembedded clausesVerb FormsEP.EA.14 Descriptive language in more complexsentencesEP.AD.14 Speci ficdescriptive language incomplex sentencesSentence Structure andSpeci fic VocabularySUMMARIZINGEP.IN.13 Imperative verbformsPERSUADINGEP.BG.10 Single wordsfor character and settingCAUSE AND EFFECTEP.BG.11 Patternedresponses: “A table isfurniture. A boy is aperson.”EP.IN.14 Compound sentences with and, because,before, afterEP.EI.14 Answer causeand effect question with asimple responseEP.IN.15 Descriptivesentences with past tenseverbsEP.EA.15 Complexsentences with past tenseverbsEP.AD.15 Conditional: “Ifhad/hadn’t ,would/wouldn’thave .”Verb FormsEP.IN.16 Comparativeadjectives with past tenseverbs in simple sentencesEP.EA.16 Comparativeadjectives with conjunctions such as although,because, thatEP.AD.16 Comparativeadjectives with idiomaticphrases and passive voiceComparative AdjectivesEP.IN.17 Connected textincluding irregular nouns,personal, possessivepronouns and adjectiveswith some irregular pastEP.EA.17 Concrete andabstract topics usingirregular nouns, singularand plural, personal andpossessive pronouns andEP.AD.17 Clear, wellstructured, detailed language on complex subjects, showing controlleduse of nouns, pronouns,tense verbsadjectivesadjectives.and adjectivesEP.IN.18 Explainsimple, straightforwardinformation of immediaterelevance, using regularverbs and adverbs ofmanner in declarativesentences and compoundsentences “Maria plantedthe petunia seeds carefully.”EP.EA.18 Get acrossimportant points usingdeclarative, compoundand complex sentences,regular and irregular verbformsComplex: “As I camehome, I stopped at thestore.”Compound: “The childrenwho came in early hadrefreshments, but thosewho came late had none.”EP.AD.18 Get acrosswhich point he/she feelsis most important usingregular and irregular verbforms, adverbs of mannerand compound-complexsentences. Adverbs ofmanner: “The childrenwho sang loudly got acookie, but those whodidn’t sing had none.”Verb Forms, Declarative Sentences,Complex Sentences,Adverbs of Manner:EP.IN.19 Imperativemode: expresses command “Take me home.”“Stay there.”Collective nouns name,as a unit, the members ofa group (herd, class, jury,congregation).EP.EA.19 Indicativemode: makes a statementof fact “The temperatureis low.”Abstract nouns: namethings or ideas thatpeople cannot touch orhandle (beauty, honesty,comfort, love).EP.AD.19 Subjunctivemode: expressing acondition contrary to factor expressing a doubt “Ifonly he were here.”Abstract Nouns, VerbForms: Students learn toEP.EI.15 Simple terms,aspects of concrete and familiar objects, regular nounssingular and plural, personalpronouns, present tense,simple sentencesEXPLAININGGENERALIZINGIncreasingly ComplexSentences withIncreasingly Speci ficVocabularyEP.EI.13 Simple sentences TERMEDIATE INGEP.EI.16 Main points infamiliar idea or problemwith some precision usingsimple indicative verbforms in simple declarative sentences “Largeoaks grew in the park. Thelength of the room is 40feet.”Nouns, Pronouns, Adjectives: Students learnto de fine concrete and abstract objects/concepts withcorrect nouns, pronouns,Students learn to developand use explanations usingappropriate verb forms,declarative and complexsentences and adverbs ofmanner.develop and use generalizations using abstractnouns, verb forms andnominalizations.*Districts are required to test all English Language Learners (ELL) currently enrolled in ELL Programs during 2009- 10 with the Oregon English Language Pro ficiency Assessment (ELPA).Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of EducationPage 35B
ENGLISH LANGUAGE PROFICIENCY*Student accountability for these standardsbegan in 2005-06Adopted June 2004LANGUAGEFUNCTIONEVALUATINGBEGINNINGEP.BG.12 Adjectives thatpoint out particular objects(that wagon, those toys,each person, every girl).Number adjectives: (twoEARLYINTERMEDIATE INTERMEDIATEEP.EI.17 Adjectives usedto limit: (few horses, muchsnow, little rain)men, ten ships, the thirdtime, the ninth boy)INTERPRETINGSEQUENCINGADVANCEDEP.EA.20 Qualify opinionsand statements preciselyin relation to degrees ofcertainty/uncertainty, belief/doubt, likelihood, etc.tives.Correlative conjunctionsare used in pairs: both—and;; not only—but also“Neither the teacher nor thestudents could solve theproblem.”ADVANCEDTARGETFORMSEP.AD.20 Convey finer, precise shades ofmeaning by using, withreasonable accuracy, awide range of qualifyingComplex Sentences;Increasing Speci ficityof Nouns, Verbs, andAdjectives: Studentsdevices, such as adverbsthat express degree “Thisclass is too hard.”;; clauses expressing limitations“This is a school van, butit is only used for sports.”;and complex sentences.use complex sentencesusing very speci fic nouns,verbs and adjectives.learn to understand andEP.BG.13 Interpret asingle phrase at a time,picking up familiar names,words, and basic phrases“D’Onofrio chocolates arethe best.”EP.EI.18 Interpret short,simple texts containingthe highest frequencyvocabularyEP.IN.21 Interpret short,simple texts on familiarmatters of a concretetype which consist of highfrequency everyday orschool-related languageEP.EA.21 Interpret awide range of long andcomplex texts, appreciating subtle distinctions ofstyle and implicit as wellas explicit meaningEP.AD.21 Interpret criticallyvirtually all forms of thewritten language includingabstract, structurally complex, or highly colloquialnon-literary writingsLanguage of Propaganda, Complex Sentences: Students learnEP.BG.14 Subject “The girlwho was sick went home.”Natural sequencing “I hithim and he fell over.”EP.EI.19 Direct object“The story that I read waslong.”Indirect object “The manto whom I gave the present was absent.”EP.IN.22 Prepositional object “I found the book thatJohn was talking about.”EP.EA.22 Possessive “Iknow the woman whosefather is visiting.” Subordinate conjunctions used tojoin two grammatical partsof equal rank “Although heworked hard, he did not finish his homework.”EP.AD.22 Object ofcomparison “The personwhom Susan is taller thanis Mary.”Adverbs of time, Relative Clauses,SubordinateConjunctions: StudentsEP.EA.23 Auxiliary verbindicating desire or intent:wouldEP.AD.23 Auxiliary verbsinclude modal verbs,which may express possibility: may, might, can,could.EP.IN.23 Auxiliary verbsthat indicate futurity: willand shallHYPOTHESIZINGAND SPECULATINGSUMMARIZINGEP.IN.20 Evaluate simpledirect exchange of limitedinformation on familiarand routine matters usingsimple verbs and adjec-EARLYEP.BG.15 Copy out shorttexts; can copy out singlewords and short textsEP.EI.20 Paraphraseshort written passages ina simple fashion, usingthe original text wordingand ordering; pick outand reproduce key wordsand phrases or shortsentences from a shortEP.IN.24 Summarizeextracts from news items,interviews or documentaries containing opinions,argument and discussion;summarize the plot andsequence of events ina poem or play; collatetext within the learner’slimited competence andexperienceshort pieces of information from several sourcesand summarize them forsomeone elseEP.EA.24 Summarize awide range of factual andimaginative texts, commenting on and discussing contrasting points ofview and the main themesto identify and interpretthe language of propaganda and use complexsentences.learn sequencing usingadverbs of time, relativeclauses and subordinateconjunctions.EP.AD.24 Summarizeinformation from differentsources, reconstructingarguments and accountsin a coherent presentationof the overall resultModals (would, could,might), CompoundTenses (would havebeen): Students learn tohypothesize and speculateusing modals andcompound tenses.Modals (would, could,might), Com
use of nouns, pronouns, adjectives. EP.EA.17 Concrete and abstract topics using irregular nouns, singular and plural, personal and possessive pronouns and adjectives EP.IN.17 Connected text including irregular nouns, personal, possessive pronouns and adjectives with some irregular past tense
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