Grades 9-12: Standards 9 and 10 By the end of each English language proficiency level, an ELL can . . . ELP Standards 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), and non-verbal recount a sequence of recount a longer, more recount a complex and create clear and communication, recount a short sequence events, with a beginning, detailed sequence of detailed sequence of coherent of events in order, and middle, and end events or steps in a events or steps in a appropriate communicate basic process, with a clear process, with an effective introduce an introduce and develop an speech and text. information about an informational topic informational topic with sequential or sequential or chronological event or topic facts and details chronological structure order provide one or two facts use a narrow range of introduce and develop an introduce and effectively about the topic use common transitional vocabulary and informational topic with develop an informational words and phrases to use common linking syntactically simple facts, details, and evidence topic with facts, details, connect events, ideas, words to connect events sentences and evidence and opinions (e.g., after a use a variety of more and ideas (e.g., first, next, while, for example, as a complex transitions to link use complex and varied because) 9-12.9 result) the major sections of text transitions to link the and speech and to clarify major sections of text and provide a conclusion relationships among speech and to clarify events and ideas relationships among events and ideas provide a concluding section or statement provide a concluding section or statement. with limited control. with emerging control. with developing control. with increasingly independent control.
Grades 9-12: 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 9-12.9 An ELL can . . . create clear and coherent speech and text. with support (including context and visual aids) and non-verbal communication, communicate basic 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 short sequence of events in order, and introduce an informational topic provide one or two facts about the topic use common linking words to connect events and ideas (e.g., first, next, because) with emerging control. recount a sequence of events, with a beginning, middle, and end introduce and develop an informational topic with facts and details use common transitional words and phrases to connect events, ideas, and opinions (e.g., after a while, for example, as a result) provide a conclusion with developing control. recount a longer, more detailed sequence of events or steps in a process, with a clear sequential or chronological structure introduce and develop an informational topic with facts, details, and evidence use a variety of more complex transitions to link the major sections of text and speech and to clarify relationships among events and ideas provide a concluding section or statement with increasingly independent control. recount a complex and detailed sequence of events or steps in a process, with an effective sequential or chronological order introduce and effectively develop an informational topic with facts, details, and evidence use complex and varied transitions to link the major sections of text and speech and to clarify relationships among events and ideas provide a concluding section or statement. appropriate
WA-ELP-Standards-K12.docx