Grades 6-8: Standards 9 and 10 By the end of each English language proficiency level, an ELL can . . . Standards ELP Level 1 Level 2 Level 3 Level 4 Level 5 with support (including with support (including An ELL can . . . context and visual aids) modeled sentences), recount a short sequence recount a more detailed recount a complex create clear and and non-verbal of events, with a sequence of events or sequence of events or coherent communication, beginning, middle, and steps in a process, with a steps in a process, with appropriate recount a brief sequence end beginning, middle, and end a beginning, middle, and speech and text. communicate simple of events in order end introduce and develop an introduce and develop an information about an introduce an informational topic with a informational topic with introduce and event or topic informational topic few facts and details facts and details effectively develop an use a narrow range of informational topic with present one or two facts use common transitional use a variety of transitional vocabulary and facts and details about the topic words and phrases to words and phrases to syntactically simple connect events, ideas, and connect events, ideas, and use a wide variety of use some commonly 6-8.9 sentences occurring linking words opinions (e.g., after a opinions (e.g., however, on transitional words and while, for example, in the other hand, from that phrases to show logical (e.g., next, because, and, order to, as a result) moment on) relationships between also) provide a conclusion provide a concluding events and ideas provide a concluding section provide a concluding statement section. with limited control. with developing control. with increasingly with emerging control. independent control.
Grades 6-8: Standards 9 and 10 ELP Standards By the end of each English language proficiency level, an ELL can . . . Level 1 Level 2 Level 3 Level 4 Level 5 6-8.9 An ELL can . . . create clear and coherent speech and text. with support (including context and visual aids) and non-verbal communication, communicate simple information about an event or topic use a narrow range of vocabulary and syntactically simple sentences with limited control. with support (including modeled sentences), recount a brief sequence of events in order introduce an informational topic present one or two facts about the topic use some commonly occurring linking words (e.g., next, because, and, also) provide a concluding statement with emerging control. recount a short sequence of events, with a beginning, middle, and end introduce and develop an informational topic with a few facts and details use common transitional words and phrases to connect events, ideas, and opinions (e.g., after a while, for example, in order to, as a result) provide a conclusion with developing control. recount a more detailed sequence of events or steps in a process, with a beginning, middle, and end introduce and develop an informational topic with facts and details use a variety of transitional words and phrases to connect events, ideas, and opinions (e.g., however, on the other hand, from that moment on) provide a concluding section with increasingly independent control. recount a complex sequence of events or steps in a process, with a beginning, middle, and end introduce and effectively develop an informational topic with facts and details use a wide variety of transitional words and phrases to show logical relationships between events and ideas provide a concluding section. appropriate
WA-ELP-Standards-K12.docx