Grade 1: Standards 6, 7, and 8 By the end of each English language proficiency level, an ELL can . . . ELP Standard Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . [Standard introduced at with prompting and Level 2.] support, analyze and identify a reason an identify one or two identify reasons an author identify appropriate reasons critique the 1.6 author or a speaker reasons an author or a or a speaker gives to an author or a speaker gives arguments of gives to support a speaker gives to support support the main point. to support the main point. others orally and point. the main point. in writing. show a developing An ELL can . . . [Standard introduced at [Standard introduced at show awareness of shift appropriately between awareness of the Level 3.] Level 3.] differences between informal “playground difference between adapt language informal “playground speech” and language language for choices to speech” and language appropriate to the the playground and purpose, task, language for the appropriate to the classroom most of the time classroom. and audience 1.7 classroom when speaking use words learned through and writing. conversations, reading, and use some words learned being read to. through conversations, reading, and being read to.
Grade 1: Standards 6, 7, and 8 ELP Standard By the end of each English language proficiency level, an ELL can . . . Level 1 Level 2 Level 3 Level 4 Level 5 1.6 An ELL can . . . analyze and critique the arguments of others orally and in writing. [Standard introduced at Level 2.] with prompting and support, identify a reason an author or a speaker gives to support a point. identify one or two reasons an author or a speaker gives to support the main point. identify reasons an author or a speaker gives to support the main point. identify appropriate reasons an author or a speaker gives to support the main point. 1.7 An ELL can . . . adapt language choices to purpose, task, and audience when speaking and writing. [Standard introduced at Level 3.] [Standard introduced at Level 3.] show a developing awareness of the difference between language for the playground and language for the classroom. show awareness of differences between informal “playground speech” and language appropriate to the classroom use some words learned through conversations, reading, and being read to. shift appropriately between informal “playground speech” and language appropriate to the classroom most of the time use words learned through conversations, reading, and being read to.