Grade 5: Standard 9 By the end of each English language proficiency level, an ELL can . . . ELP.4-5.9. Level 1 Level 2 Level 3 Level 4 Level 5 with support (including with support (including with support (including An ELL can . . . context and visual aids), visual aids and modeled modeled sentences), introduce an introduce an and using non-verbal sentences), introduce an informational topic informational topic create clear and communication, informational topic develop the topic with develop the topic with coherent communicate simple communicate simple present one or two facts facts and details facts and details speech information about an information about a topic about the topic recount a more detailed recount a more detailed and text . . . event or topic recount a simple recount a short sequence of events, sequence of events, with use a narrow range of sequence of events in sequence of events in with a beginning, a beginning, middle, and vocabulary and order order middle, and end end syntactically simple use frequently occurring use an increasing range use transitional words use a variety of linking sentences linking words (e.g., and, of temporal and other and phrases to connect words and phrases to then) linking words (e.g., next, events, ideas, and connect ideas, because, and, also) opinions (e.g., after a information, or events provide a concluding while, for example, in provide a concluding order to, as a result) statement statement or section. provide a conclusion with limited control. with emerging control. with developing 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 5 ELA Standards:
Grade 5: Standard 9 By the end of each English language proficiency level, an ELL can . . . ELP.4-5.9. 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 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 a simple sequence of events in order use frequently occurring linking words (e.g., and, then) with emerging control. with support (including modeled sentences), introduce an informational topic present one or two facts about the topic recount a short sequence of events in order use an increasing range of temporal and other linking words (e.g., next, because, and, also) provide a concluding statement with developing control. introduce an informational topic develop the topic with facts and details recount a more detailed sequence of events, with a beginning, middle, and end use 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 increasingly independent control. introduce an informational topic develop the topic with facts and details recount a more detailed sequence of events, with a beginning, middle, and end use a variety of linking words and phrases to connect ideas, information, or events provide a concluding statement or section. when engaging in one or more of the following content-specific practices: when engaging in tasks aligned with the following Grade 5 ELA Standards:
WA-ELP-Standards-K12.docx