topic in sequence _use common temporal words events, • _use a narrow range _use frequently linking words (e.g., (before, after, soon) _use linking words • • • of vocabulary and occurring linking and, but, next, after) _use linking words (e.g., because, and, • syntactically simple words (e.g., to connect ideas or (e.g., to connect ideas and, then) because, and, also) sentences with limited with emerging control. events with also) to connect ideas _provide a • control. developing control. or events. concluding statement. 2-3.10 LEVEL 1 LEVEL 2 LEVEL 3 4 LEVEL 5 An ELL can . . . with support with support with support make accurate use _use collective and _use collective • • (including context and (including visual aids (including modeled commonly occurring of standard English _use the past tense • visual aids), and modeled sentences), abstract nouns (e.g. to communicate in of frequently _understand and sentences), _use some collective childhood) • • occurring irregular grade-appropriate use a small number of _recognize and use nouns _use the past tense • verbs • speech and writing. frequently occurring some frequently _use the past tense of frequently • _use an increasing • nouns and verbs occurring collective of some frequently occurring irregular number of adjectives, _respond to simple nouns (e.g. group) occurring irregular verbs • adverbs, and questions. _use frequently verbs _use coordinating • conjunctions • occurring verbs, _use frequently and commonly used • _produce and • adjectives, adverbs, occurring adjectives, subordinating expand simple, and conjunctions adverbs, and conjunctions, compound, and (at _produce simple conjunctions adjectives, and • Grade 3) a few sentences in response _produce and adverbs • complex sentences. to prompts. expand simple and _produce and • some compound expand simple, sentences. compound, and (at Grade 3) some complex sentences.
topic • _use a narrow range of vocabulary and syntactically simple sentences with limited control. in sequence • _use frequently occurring linking words (e.g., and, then) with emerging control. • _use common linking words (e.g., and, but, next, after) to connect ideas or events with developing control. temporal words (before, after, soon) • _use linking words (e.g., because, and, also) to connect ideas or events. events, • _use linking words (e.g., because, and, also) to connect ideas • _provide a concluding statement. 2-3.10 An ELL can . . . make accurate use of standard English to communicate in grade-appropriate speech and writing. LEVEL 1 with support (including context and visual aids), • _understand and use a small number of frequently occurring nouns and verbs • _respond to simple questions. LEVEL 2 with support (including visual aids and modeled sentences), • _recognize and use some frequently occurring collective nouns (e.g. group) • _use frequently occurring verbs, adjectives, adverbs, and conjunctions • _produce simple sentences in response to prompts. LEVEL 3 with support (including modeled sentences), • _use some collective nouns • _use the past tense of some frequently occurring irregular verbs • _use frequently occurring adjectives, adverbs, and conjunctions • _produce and expand simple and some compound sentences. 4 • _use collective • _use the past tense of frequently occurring irregular verbs • _use an increasing number of adjectives, adverbs, and conjunctions • _produce and expand simple, compound, and (at Grade 3) a few complex sentences. LEVEL 5 • _use collective and commonly occurring abstract nouns (e.g. childhood) • _use the past tense of frequently occurring irregular verbs • _use coordinating and commonly used subordinating conjunctions, adjectives, and adverbs • _produce and expand simple, compound, and (at Grade 3) some complex sentences.
Endangered_Animals_WA_grades2-3jbsm.docx