Grades 2-3: Standards 6, 7, and 8 By the end of each English language proficiency level, an ELL can . . . ELP Standard Level 1 Level 2 Level 3 Level 4 Level 5 An ELL can . . . with prompting and with prompting and support, support, analyze and use a few frequently identify a reason an tell how one or two tell how one or two describe how reasons critique the occurring words and author or a speaker gives reasons support the main reasons support the support the specific points arguments of phrases to identify a to support the main point an author or a specific points an author an author or a speaker 2-3.6 others orally point an author or a point. speaker makes. or a speaker makes. makes. and in writing. speaker makes. An ELL can . . . recognize the meaning show increasing compare examples of the adapt language choices, adapt language choices, as of some words learned awareness of differences formal and informal use as appropriate, to formal appropriate, to formal and through conversations, between informal of English and informal contexts informal contexts adapt language reading, and being read “playground speech” choices to to. and language appropriate (at Grade 3), use an (at Grade 3), use a wider (at Grade 3), use a wide purpose, task, to the classroom increasing number of range of general variety of general and and audience general academic and academic and content-specific academic 2-3.7 when speaking use some words learned content-specific words in specific words in words and phrases in and writing. through conversations, conversations and conversations and conversations or in short reading, and being read discussions. discussions. written texts. to.
Grades 2-3: Standards 6, 7, and 8 ELP Standard By the end of each English language proficiency level, an ELL can . . . Level 1 Level 2 Level 3 Level 4 Level 5 2-3.6 An ELL can . . . analyze and critique the arguments of others orally and in writing. with prompting and support, use a few frequently occurring words and phrases to identify a point an author or a speaker makes. with prompting and support, identify a reason an author or a speaker gives to support the main point. tell how one or two reasons support the main point an author or a speaker makes. tell how one or two reasons support the specific points an author or a speaker makes. describe how reasons support the specific points an author or a speaker makes. 2-3.7 An ELL can . . . adapt language choices to purpose, task, and audience when speaking and writing. recognize the meaning of some words learned through conversations, reading, and being read to. show increasing awareness of differences between informal “playground speech” and language appropriate to the classroom use some words learned through conversations, reading, and being read to. compare examples of the formal and informal use of English (at Grade 3), use an increasing number of general academic and content-specific words in conversations and discussions. adapt language choices, as appropriate, to formal and informal contexts (at Grade 3), use a wider range of general academic and words in conversations and discussions. adapt language choices, as appropriate, to formal and informal contexts (at Grade 3), use a wide variety of general and content-specific academic words and phrases in conversations or in short written texts. specific
WA-ELP-Standards-K12.docx