Grade 7: Standard 9 (w/Literacy in Content Area 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) and modeled sentences), recount a short sequence recount a more detailed recount a complex non-verbal communication, of events, with a sequence of events or sequence of events or create clear and beginning, middle, and steps in a process, with a steps in a process, with a coherent communicate simple recount a brief sequence end beginning, middle, and beginning, middle, and speech information about an of events in order end end introduce and develop an and text . . . event or topic introduce an informational topic with introduce and develop an introduce and effectively use a narrow range of informational topic a few facts and details informational topic with develop an informational vocabulary and facts and details topic with facts and present one or two facts use common transitional syntactically simple details about the topic words and phrases to use a variety of sentences connect events, ideas, transitional words and use a wide variety of use some commonly 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 7 Literacy in Content Area Standards:
Grade 7: Standard 9 (w/Literacy in Content Area 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 7 Literacy in Content Area Standards:
WA-ELP-Standards-K12.docx