Grades 2-3: Standards 9 and 10 By the end of each English language proficiency level, an ELL can . . . ELP Standard Level 1 Level 2 Level 3 Level 4 Level 5 with support (including with support (including with support (including with increasingly with independent control, An ELL can . . . context and visual aids), visual aids and modeled modeled sentences), independent control, create clear and and using non-verbal sentences), coherent communication, appropriate communicate simple communicate simple present a few pieces of introduce an introduce an speech and text. information about an information about a topic information about a informational topic informational topic event or topic topic recount two events in present facts about the present facts about the use a narrow range of sequence recount a short topic topic vocabulary and sequence of events use frequently occurring recount a sequence of use temporal words to syntactically simple linking words (e.g., and, use common linking events, using temporal recount a coherent sentences with limited then) with emerging words (e.g., and, but, words (before, after, sequence of events, control. control. next, after) to connect soon) use linking words (e.g., ideas or events with use linking words (e.g., because, and, also) to developing control. because, and, also) to connect ideas and events connect ideas or events. provide a concluding statement about the topic.
Grades 2-3: Standards 9 and 10 ELP Standard By the end of each English language proficiency level, an ELL can . . . Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . create clear and coherent speech and text. with support (including context and visual aids), and using 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 visual aids and modeled sentences), communicate simple information about a topic recount two events in sequence use frequently occurring linking words (e.g., and, then) with emerging control. with support (including modeled sentences), present a few pieces of information about a topic recount a short sequence of events use common linking words (e.g., and, but, next, after) to connect ideas or events with developing control. with increasingly independent control, introduce an informational topic present facts about the topic recount a sequence of events, using temporal words (before, after, soon) use linking words (e.g., because, and, also) to connect ideas or events. with independent control, introduce an informational topic present facts about the topic use temporal words to recount a coherent sequence of events, use linking words (e.g., because, and, also) to connect ideas and events provide a concluding statement about the topic. appropriate
WA-ELP-Standards-K12.docx