Grade 6: Standard 9 (w/ELA Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.6-8.9. 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 and non-verbal of events, with a sequence of events or sequence of events or create clear and communication, beginning, middle, and steps in a process, with a steps in a process, with a coherent recount a brief sequence end beginning, middle, and beginning, middle, and speech communicate simple of events in order end end introduce and develop an and text . . . information about an introduce an informational topic with introduce and develop an introduce and effectively event or topic informational topic a few facts and details informational topic with develop an informational use a narrow range of facts and details topic with facts and present one or two facts use common transitional vocabulary and details about the topic words and phrases to use a variety of syntactically simple connect events, ideas, transitional words and use a wide variety of use some commonly sentences occurring linking words and opinions (e.g., after a phrases to connect transitional words and while, for example, in events, ideas, and phrases to show logical (e.g., next, because, and, order to, as a result) opinions (e.g., however, relationships between also) provide a conclusion on the other hand, from events and ideas provide a concluding that moment on) provide a concluding statement provide a concluding section. section with limited control. with developing control. with emerging control. with increasingly independent control. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 6 ELA Standards:
Grade 6: Standard 9 (w/ELA Correspondences) By the end of each English language proficiency level, an ELL can . . . ELP.6-8.9. 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 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. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 6 ELA Standards:
WA-ELP-Standards-K12.docx