Mississippi English Language Proficiency Standards (MS ELP) 2021

Mississippi Administrative Code

Section: 7-225

Jurisdiction: MS

Bluebook Citation: 7 Miss. Admin. Code Pt. 225

MS English Language Proficiency (ELP) Standards aligned to the Mississippi College and Career Readiness Standards

July 2021 English Language Proficiency Standards with Correspondences to the K-12 Practices and MS College- and Career-Readiness Standards The contents of this document were developed under a grant from the U.S. Department of Education. Those contents do not necessarily represent the policy of the U.S. Department of Education, however; you should not assume endorsement by the Federal Government.

The contents of this document were developed under a grant from the U.S. Department of Education. Those contents do not necessarily represent the policy of the U.S. Department of Education, however; you should not assume endorsement by the Federal Government.

English Language Proficiency Standards with Correspondences to the K-12 Practices and MS College- and Career-Readiness Standards The contents of this document were developed under a grant from the U.S. Department of Education. Those contents do not necessarily represent the policy of the U.S. Department of Education, however; you should not assume endorsement by the Federal Government.

MS English Language Proficiency (ELP) Standards with Correspondences to K–12 Practices and Mississippi College- and Career-Readiness Standards

Contents Introduction ................................................................................................................................................................................................................. 1 Guiding Principles .................................................................................................................................................................................................. 1 Design Features of the Standards ......................................................................................................................................................................... 3 Organization of the Standards .............................................................................................................................................................................. 3 Alternate Organization of the ELP Standards ....................................................................................................................................................... 5 Kindergarten ELP Standards ........................................................................................................................................................................................ 6 Kindergarten: Standards 1 and 2........................................................................................................................................................................... 6 Kindergarten: Standards 3, 4, and 5 ...................................................................................................................................................................... 7 Kindergarten: Standards 6, 7, and 8....................................................................................................................................................................... 8 Kindergarten: Standards 9 and 10......................................................................................................................................................................... 9 Grade 1 ELP Standards ............................................................................................................................................................................................... 10 Grade 1: Standards 1 and 2 ................................................................................................................................................................................. 10 Grade 1: Standards 3, 4, and 5 ............................................................................................................................................................................ 11 English Language Proficiency Standards with Correspondences to the K-12 Practices and MS College- and Career-Readiness

Standards

Grade 1: Standards 6, 7, and 8 ............................................................................................................................................................................ 12 Grade 1: Standards 9 and 10 ............................................................................................................................................................................... 13 Grades 2-3 ELP Standards .......................................................................................................................................................................................... 14 Grades 2-3: Standards 1 and 2 ............................................................................................................................................................................ 14 Grades 2-3: Standards 3, 4, and 5 ........................................................................................................................................................................ 15 Grades 2-3: Standards 6, 7, and 8 ....................................................................................................................................................................... 16 Grades 2-3: Standards 9 and 10 .......................................................................................................................................................................... 17 Grades 4–5 ELP Standards ......................................................................................................................................................................................... 18 Grades 4-5: Standards 1 and 2 ............................................................................................................................................................................ 18 Grades 4-5: Standards 3, 4, and 5 ....................................................................................................................................................................... 19 Grades 4-5: Standards 6, 7, and 8 ....................................................................................................................................................................... 20 Grades 4-5: Standards 9 and 10 .......................................................................................................................................................................... 21 Grades 6–8 ELP Standards ......................................................................................................................................................................................... 22 Grades 6-8: Standards 1 and 2 ............................................................................................................................................................................ 22 Grades 6-8: Standards 3, 4, and 5 ....................................................................................................................................................................... 23 Grades 6-8: Standards 6, 7, and 8 ....................................................................................................................................................................... 24 Grades 6-8: Standards 9 and 10 .......................................................................................................................................................................... 25 Grades 9–12 ELP Standards ....................................................................................................................................................................................... 26 Grades 9-12: Standards 1 and 2 .......................................................................................................................................................................... 26 Grades 9-12: Standards 3, 4, and 5 ..................................................................................................................................................................... 27 Grades 9-12: Standards 6, 7, and 8 ..................................................................................................................................................................... 28 Grades 9-12: Standards 9 and 10 ........................................................................................................................................................................ 29 Glossary ................................................................................................................................................................................................................ 30 English Language Proficiency Standards with Correspondences to the K-12 Practices and MS College- and Career-Readiness Standards i

References............................................................................................................................................................................................................ 36

English Language Proficiency Standards with Correspondences to the K-12 Practices and MS College- and Career-Readiness Standards ii

Introduction The Council of Chief State School Officers (CCSSO) has utilized the services of WestEd and the Understanding Language Initiative at Stanford University to develop a new set of English Language Proficiency (ELP) Standards. The ELP Standards, developed for K, 1, 2-3, 4-5, 6-8, and 9-12 grades, highlight and amplify the critical language, knowledge about language, and skills using language that are in college-and-career-ready standards and that are necessary for English learners (ELs) to be successful in schools. Research completed by CCSSO on the 10 ELP Standards highlight a strategic set of language functions (what students do with language to accomplish content-specific tasks) and language forms (vocabulary, grammar, and discourse specific to a particular content area or discipline) which are needed by ELs as they develop competence in the practices associated with English language arts (ELA) & literacy, mathematics, and science. The five ELP levels for each of the ELP Standards address the question, “What might an EL’s language use look like at each ELP level as he or she progresses toward independent participation in grade-appropriate activities?” Guiding Principles 1. Potential ELs have the same potential as native speakers of English to engage in cognitively complex tasks. Regardless of ELP level, all ELs need access to challenging, grade-appropriate1 curriculum, instruction, and assessment and benefit from activities requiring them to create linguistic output (Ellis, 2008a; 2008b). Even though ELs will produce language that includes features that distinguish them from their native-English-speaking peers, “it is possible [for ELs] to achieve the standards for college-and-career readiness” (NGA Center & CCSSO, 2010b, p. 1). 2. Funds of Knowledge ELs’ primary languages and other social, cultural, and linguistic background knowledge and resources (i.e., their “funds of knowledge” [Moll, Amanti, Neff, & Gonzalez, 1992]) are useful tools to help them navigate back and forth among their schools and their communities’ valuable resources as they develop the social, cultural, and linguistic competencies required for effective communication in English. In particular, an awareness of culture should be embedded within curriculum, instruction, and assessment provided to ELs since “the more one knows about the other language and culture, the greater the chances of creating the appropriate cultural interpretation of a written or spoken text” (National Standards in Foreign Language Education Project, 2006, p. 37). 3. Diversity in EL Progress in Acquiring English Language Proficiency A student’s ability to demonstrate proficiency at a particular ELP level will depend on context, content-area focus, and developmental factors. Thus, a student’s designated ELP level represents a typical current performance level, not a fixed status. An English language proficiency level does not identify a student (e.g., “Level 1 student”), but rather identifies what a student knows and can do at a particular stage of English language development, for example, “a student at Level 1” or “a student whose 1

Grade appropriate is defined by the English language arts, mathematics, and science standards for that grade.

1 English Language Proficiency Standards aligned to the MS College-and Career-Readiness Standards

listening performance is at Level 1.” Progress in acquiring English may vary depending upon program type, age at which entered program, initial English proficiency level, native language literacy, and other factors (Bailey & Heritage, 2010; Byrnes & Canale, 1987; Lowe & Stansfield, 1988). Within these ELP Standards, we assume simultaneous development of language and content-area knowledge, skills, and abilities. ELs do not need to wait until their ELP is sufficiently developed to participate in content area instruction and assessment. 4. Scaffolding ELs at all levels of ELP should be provided with scaffolding in order to reach the next reasonable proficiency level as they develop grade-appropriate language capacities, particularly those that involve content-specific vocabulary and registers. The type and intensity of the scaffolding provided will depend on each student’s ability to undertake the particular task independently while continuing to uphold appropriate complexity for the student. 5. Students with Limited or Interrupted Formal Education ELs with limited or interrupted formal education must be provided access to targeted supports that allow them to develop foundational literacy skills in an accelerated time frame (DeCapua & Marshall, 2011). 6. Special Needs ELs with disabilities can benefit from English language development services (and it is recommended that language development goals be a part of their Individualized Education Plans [IEPs]). Educators should be aware that these students may take slightly different paths toward English language proficiency. 7. Access Supports and Accommodations Based on their individual needs, all ELs, including ELs with disabilities, should be provided access supports and accommodations for assessments, so that their assessment results are valid and reflect what they know and can do. Educators should be aware that these access supports and accommodations can be used in classroom instruction and assessment to ensure that students have access to instruction and assessment based on the ELP Standards. When identifying the access supports and accommodations that should be considered for ELs and ELs with IEPs or 504 plans during classroom instruction and assessment, it is particularly useful to consider EL needs in relation to receptive and productive modalities. (See footnote in Table 2 for more information.) 8. Multimedia, Technology, and New Literacies New understandings around literacy (e.g., visual and digital literacies) have emerged around use of information and communication technologies (International Reading Association, 2009). Relevant, strategic, and appropriate multimedia tools and technology, aligned to the ELP Standards, should be integrated into the design of curriculum, instruction, and assessment for ELs.

English Language Proficiency Standards aligned to the MS College-and Career-Readiness Standards 2

Design Features of the Standards The 10 ELP Standards are designed for collaborative use by English as a second language (ESL)/English language development (ELD) and content area teachers in both English language development and content-area instruction. Explicit recognition that language acquisition takes place across the content areas fosters collaboration among educators and benefits ELs’ learning experiences. At present, second language development is seen largely as the responsibility of the ESL/ELD teacher, while content development as that of the subject area teacher. Given the new [content] standards’ explicitness in how language must be used to enact disciplinary knowledge and skills, such a strict division of labor is no longer viable. Content area teachers must understand and leverage the language and literacy practices found in science, mathematics, history/social studies, and the language arts to enhance students’ engagement with rich content and fuel their academic performance. ESL/ELD teachers must cultivate a deeper knowledge of the disciplinary language that EL students need, and help their students to grow in using it. Far greater collaboration and sharing of expertise are needed among ESL/ELD teachers and content area teachers at the secondary level. At the elementary level, far greater alignment and integration are needed across ESL/ELD and subject matter learning objectives, curriculum, and lesson plans that teachers in self-contained classrooms prepare and deliver (Understanding Language Initiative, 2012, p. 2). The levels 1–5 descriptors for each of the 10 ELP Standards describe targets for EL performance by the end of each ELP level at a particular point in time. However, students may demonstrate a range of abilities within each ELP level. By describing the end of each ELP level for each ELP Standard, the levels 1–5 descriptors reflect a linear progression across the proficiency levels of an aligned set of knowledge, skills, and abilities. This is done for purposes of presentation and understanding; actual second language acquisition does not necessarily occur in a linear fashion within or across proficiency levels. An EL at any given point along his or her trajectory of English learning may exhibit some abilities (e.g., speaking skills) at a higher proficiency level, while at the same time exhibiting other abilities (e.g., writing skills) at a lower proficiency level. Additionally, a student may successfully perform a particular skill at a lower proficiency level but need review at the next higher proficiency level when presented with a new or more complex type of text. As a reminder, by definition, EL status is a temporary status. Thus, an English language proficiency level does not identify a student (e.g., “a Level 1 student”), but rather identifies what a student knows and can do at a particular stage of English language development (e.g., “a student at Level 1” or “a student whose listening performance is at Level 1”).

Organization of the Standards For the purposes of clarity, the 10 ELP Standards are organized according to a schema that represents each standard’s importance to ELs’ participation in the practices called for in the Mississippi College- and-Career-Readiness standards in ELA & Literacy, mathematics, and science. English Language Proficiency Standards aligned to the MS College-and Career-Readiness Standards 3

Table 1. Organization of the ELP Standards in Relation to Participation in Content-Area Practices 1

construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing

participate in grade-appropriate oral and written exchanges of information, 2 ideas, and analyses, responding to peer, audience, or reader comments and questions speak and write about grade-appropriate complex literary and 3 informational texts and topics construct grade-appropriate oral and written claims and support them with 4 reasoning and evidence 5

conduct research and evaluate and communicate findings to answer questions or solve problems

Standards 1 through 7 involve the language necessary for ELs to engage in the central content-specific practices associated with ELA & Literacy, mathematics, and science. They begin with a focus on extraction of meaning and then progress to engagement in these practices.

6 analyze and critique the arguments of others orally and in writing adapt language choices to purpose, task, and audience when speaking and 7 writing

Standards 8 through 10 home in on some of the determine the meaning of words and phrases in oral presentations and 8 more micro-level linguistic literary and informational text features that are 9 create clear and coherent grade-appropriate speech and text undoubtedly important to focus on, but only in the make accurate use of standard English to communicate in grade10 service of the other seven appropriate speech and writing standards. . The ELP Standards are interrelated and can be used separately or in combination. (In particular, as shown above, Standards 8–10 support the other seven standards.) The standards do not include curriculum statements, nor do they privilege a single approach to the teaching of social and expressive communication or the teaching of grammar; instead, the standards and descriptors for each proficiency level leave room for teachers, curriculum developers, and states to determine how each ELP Standard and descriptor should be reached and what additional topics should be addressed.

English Language Proficiency Standards aligned to the MS College-and Career-Readiness Standards 4

Alternate Organization of the ELP Standards The ELP Standards might also be framed in relation to narrower domains of listening, speaking, reading, and writing and also in relation to broader receptive,2 productive, and interactive modalities. The interactive modalities category allows for emphasis on the need for ELs to meaningfully engage with their peers during content area instruction. (Standards 9 and 10 address the linguistic structures of English and are framed in relation to the Mississippi College and Career Readiness Standards (CCRS) for ELA Language domain.) Modalities

Domains

Corresponding ELP Standards

Receptive modalities: This mode refers to the learner as a reader or listener/viewer working with ‘text’ whose author or deliverer is not present or accessible. It presumes that the interaction is with authentic written or oral documents where language input is meaningful and content laden. The learner brings background knowledge, experience, and appropriate interpretive strategies to the task to promote understanding of language and content in order to develop a personal reaction. (Phillips, 2008, p. 96) Productive modalities: The mode places the learner as speaker and writer for a ‘distant’ audience, one with whom interaction is not possible or limited. The communication is set for a specified audience, has purpose, and generally abides by rules of genre or style. It is a planned or formalized speech act or written document, and the learner has an opportunity to draft, get feedback, and revise, before publication or broadcast. (Phillips, 2008, p. 96)

Interactive modalities: Collaborative use of receptive and productive modalities. This mode refers to the learner as a speaker/listener [and] reader/writer. It requires two-way interactive communication where negotiation of meaning may be observed. The exchange will provide evidence of awareness of the socio-cultural aspects of communication as language proficiency develops. (Phillips, 2008, p. 96)

construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing

determine the meaning of words and phrases in oral presentations and literary and informational text

speak and write about grade-appropriate complex literary and informational texts and topics

construct grade-appropriate oral and written claims and support them with reasoning and evidence

adapt language choices to purpose, task, and audience when speaking and writing

participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions

conduct research and evaluate and communicate findings to answer questions or solve problems

analyze and critique the arguments of others orally and in writing

Listening and Reading

Speaking and Writing

Listening, Speaking, Reading, and Writing

2 The terms receptive and productive language functions were used for the ELP standards schema, rather than the newer American Council of Foreign Language Teaching (ACTFL) terms used in Phillips

(2008), in keeping with the functional language terms used in the CCSSO (2012) ELPD Framework (which employs the earlier ACTFL terminology). 3 The ability to communicate via multiple modes of representation (e.g., non-verbal communication, oral, pictorial, graphic, textual) may be especially important for ELs with certain types of disabilities. When identifying the access supports and accommodations that should be considered for ELs and ELs with IEPs or 504 plans, it is particularly useful to consider EL needs in relation to broader receptive, productive, and interactive modalities when listening, speaking, reading, or writing are not the explicit focus of the construct(s) being instructed or assessed.

English Language Proficiency Standards aligned to the MS College-and Career-Readiness Standards 5

Kindergarten ELP Standards Kindergarten: Standards 1 and 2 ELP Standard

By the end of each English language proficiency level, an EL can . . .

K.1

An EL can . . . construct meaning from oral presentations and literary and informational text through gradeappropriate listening, reading, and viewing.

K.2

An EL can . . . participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

Level 1

Level 2

Level 3

Level 4

Level 5

with prompting and support (including context and visual aids), use a very limited set of strategies to:

with prompting and support (including context and visual aids), use an emerging set of strategies to: • identify some key words and phrases

with prompting and support (including context and visual aids), use a developing set of strategies to: • identify main topics • ask and answer questions about key details

with prompting and support (including context and visual aids), use an increasing range of strategies to: • identify main topics • answer questions about key details or parts of stories • retell events

with prompting and support (including context and visual aids), use a wide range of strategies to: • identify main topics • answer questions about key details • retell familiar stories

from read-alouds and oral presentations of information or stories.

from read-alouds and oral presentations.

from read-alouds, picture books, and oral presentations.

• listen with limited participation in short conversations • respond to simple yes/no and some whquestions

• participate in short conversations • respond to simple yes/no and wh- questions

• participate in short conversations • follow some rules for discussion • respond to simple yes/no and wh- questions

• participate in conversations and discussions • ask and answer simple questions • follow increasing number of rules for discussion

• participate in conversations and discussions • ask and answer questions • follow rules for discussion

about familiar topics.

about a variety of topics.

• identify a few key words

English Language Proficiency Standards aligned to the MS College-and Career-Readiness Standards 6

Kindergarten: Standards 3, 4, and 5 By the end of each English language proficiency level, an EL can . . .

ELP Standard

K.3

An EL can . . . speak and write about gradeappropriate complex literary and informational texts and topics.

K.4

An EL can . . . construct gradeappropriate oral and written claims and support them with reasoning and evidence.

K.5

An EL can . . . conduct research and evaluate and communicate findings to answer questions or solve problems.

Level 1

Level 2

Level 3

Level 4

Level 5

• communicate simple information or feelings

• communicate information or feelings

• tell or dictate simple messages

• make simple oral presentations • compose short written texts

about familiar topics or experiences.

about familiar topics, experiences, or events.

about a variety of topics, experiences, or events.

• express a feeling or opinion

• express an opinion or preference

about a familiar topic

about a familiar topic or story

about a variety of topics or stories

showing limited control.

showing emerging control.

showing developing control.

showing increasing control.

with prompting and support from adults,

• recall information from experience or from a provided source.

• recall information from experience or use information from a provided source to answer a question.

• recall information from experience or use information from provided sources to answer a question

showing developing control.

showing increasing control.

English Language Proficiency Standards aligned to the MS College-and Career-Readiness Standards 7

Kindergarten: Standards 6, 7, and 8 ELP Standard

By the end of each English language proficiency level, an EL can . . . Level 1 [Standard introduced at Level 4.]

K.6

An EL can . . .

K.7

Level 3 [Standard introduced at Level 4.]

analyze and critique the arguments of others orally and in writing. An EL can . . .

determine the meaning of words and phrases in oral presentations and literary and informational text.

Level 4

Level 5

with prompting and support,

• identify a reason an author or speaker gives to support a point.

• identify appropriate reasons an author or speaker gives to support main points.

[Standard introduced at Level 4.]

• show a developing awareness of the difference between appropriate language for the playground and language for the classroom.

• show awareness of differences between informal (“playground speech”) and language appropriate to the classroom • use some words learned through conversations, reading, and being read to.

with prompting and support (including context and visual aids),

• recognize the meaning of a few frequently occurring words

• recognize the meaning of some frequently occurring words and phrases

• answer questions to help determine the meaning of some words and phrases

• answer and sometimes ask questions about the meaning of words and phrases

• answer and ask questions about the meaning of words and phrases

in simple oral presentations and readalouds about familiar topics, experiences, or events.

in simple oral presentations and readalouds about a variety of topics, experiences, or events.

adapt language choices to purpose, task, and audience when speaking and writing.

An EL can . . .

K.8

Level 2 [Standard introduced at Level 4.]

English Language Proficiency Standards aligned to the MS College-and Career-Readiness Standards 8

Kindergarten: Standards 9 and 10 ELP Standard

By the end of each English language proficiency level, an EL can . . . Level 1

K.9

An EL can . . .

[Standard introduced at Level 3.]

create clear and coherent gradeappropriate speech and text.

An EL can . . .

K.10

[Standard introduced at Level 3.]

Level 2

make accurate use of standard English to communicate in gradeappropriate speech and writing.

Level 3

Level 4

Level 5

with support (including visual aids, context),

with support (including visual aids),

• retell several events from experience or a familiar story

• retell a simple sequence of events from experience or a familiar story

• retell a short sequence of events from experience or a familiar story, with a beginning, middle, and end

with developing control of some frequently occurring linking words (e.g., and, then).

with increasingly independent control of frequently occurring linking words.

using frequently occurring linking words.

with support (including context and visual aids),

with support (context and visual aids),

with increasing independence,

• recognize and use a small number of frequently occurring nouns and verbs • understand and respond to simple questions.

• recognize and use frequently occurring nouns, verbs, and short phrases • respond to yes/no and wh- questions • produce a few simple sentences

• recognize and use frequently occurring regular plural nouns, verbs, and prepositions • use and respond to question words • produce simple sentences

• recognize and use frequently occurring regular plural nouns, verbs, and prepositions • use and respond to question words; • produce and expand simple sentences

• use frequently occurring regular plural nouns, verbs, prepositions, and question words • ask and answer interrogatives (whquestions) • produce and expand simple sentences

in shared language activities.

English Language Proficiency Standards aligned to the MS College-and Career-Readiness Standards 9

Grade 1 ELP Standards Grade 1: Standards 1 and 2 ELP Standard

By the end of each English language proficiency level, an EL can . . . Level 1

1.1

An EL can . . . construct meaning from oral presentations and literary and informational text through gradeappropriate listening, reading, and viewing.

1.2

An EL can . . . participate in gradeappropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

Level 2

Level 3

Level 4

Level 5

with prompting and support (including context and visual aids), use a very limited set of strategies to:

use an emerging set of strategies to:

use a developing set of strategies to:

use an increasing range of strategies to:

use a wide range of strategies to:

• identify a few key words

• identify key words and phrases

• identify main topics, • answer questions about key details • retell some key details or events

• identify main topics • ask and answer questions about an increasing number of key details • retell familiar stories or episodes of stories

• identify main topics • ask and answer questions about key details • retell stories, including key details

from read-alouds, picture books, and oral presentations.

from read-alouds, simple written texts, and oral presentations.

from read-aloud texts, simple written texts, and oral presentations.

from read-alouds, written texts, and oral presentations.

• listen to short conversations • respond to simple yes/no and some whquestions

• participate in short conversations • take turns • respond to simple yes/no and wh- questions

• participate in short discussions, conversations, and short written exchanges • follow rules for discussion • ask and answer simple questions

• participate in discussions, conversations, and written exchanges • follow rules for discussion • ask and answer questions • respond to the comments of others • make comments of his or her own

• participate in extended discussions, conversations, and written exchanges • follow rules for discussion • ask and answer questions • build on the comments of others • contribute his or her own comments

about familiar topics.

about a variety of topics and texts.

English Language Proficiency Standards aligned to the MS College-and Career-Readiness Standards 10

Grade 1: Standards 3, 4, and 5 ELP Standard

By the end of each English language proficiency level, an EL can . . . Level 1

Level 2

Level 3

1.3

An EL can . . . speak and write about grade-appropriate complex literary and informational texts and topics.

1.4

An EL can . . . construct gradeappropriate oral and written claims and support them with reasoning and evidence.

1.5

An EL can . . . conduct research and evaluate and communicate findings to answer questions or solve problems.

Level 4

Level 5

using simple sentences and drawings or illustrations, • deliver short simple oral presentations • compose written texts

including a few descriptive details,

• communicate simple information or feelings

• communicate simple messages

• deliver short simple oral presentations • compose short written texts

about familiar topics or experiences.

about familiar topics, experiences, or events.

about familiar topics, stories, experiences, or events.

about a variety of texts, topics, experiences, or events.

• express a preference or opinion

• express an opinion

• express an opinion • give a reason for the opinion

• express opinions • give a reason for the opinion

about familiar topics, experiences, or events.

about familiar stories, experiences, or events.

about a variety of texts topics, experiences, and events.

• express opinions • introduce the topic • give a reason for the opinion • provide a sense of closure about a variety of texts, topics, experiences, or events.

with prompting and support from adults,

• participate in shared research projects • gather information • label information

• participate in shared research projects • gather information • summarize some key information

• participate in shared research projects • gather information • summarize information

• participate in shared research projects • gather information • summarize information • answer a question

from provided sources

showing limited control.

showing emerging control.

showing developing control.

showing increasingly independent control.

showing independent control.

about familiar topics or experiences.

• deliver oral presentations • compose written texts

English Language Proficiency Standards aligned to the MS College-and Career-Readiness Standards 11

Grade 1: Standards 6, 7, and 8 ELP Standard

By the end of each English language proficiency level, an EL can . . . Level 1 [Standard introduced at Level 2.]

1.6

An EL can . . . analyze and critique the arguments of others orally and in writing.

[Standard introduced at Level 3.]

1.7

An EL can . . .

Level 3

Level 4

Level 5

• identify a reason an author or a speaker gives to support a point.

• identify one or two reasons an author or a speaker gives to support the main point.

• identify reasons an author or a speaker gives to support the main point.

• identify appropriate reasons an author or a speaker gives to support the main point.

[Standard introduced at Level 3.]

• show a developing awareness of the difference between appropriate language for the playground and language for the classroom.

• show awareness of differences between informal “playground speech” and language appropriate to the classroom

• shift appropriately between informal “playground speech” and language appropriate to the classroom most of the time

adapt language choices to purpose, task, and audience when speaking and writing.

An EL can . . . determine the meaning of words and phrases in oral presentations and literary and informational text.

1.8

Level 2 with prompting and support,

• use some words learned through conversations, reading, and being read to.

• use words learned through conversations, reading, and being read to.

with prompting and support (including context and visual aids),

using sentence-level context and visual aids,

using sentence context, visual aids, and some knowledge of frequently occurring root words and their inflectional forms,

using context, some visual aids, and knowledge of morphology (e.g., simple inflectional endings such as -ed, -ing, and some common prefixes),

• recognize the meaning of a few frequently occurring words and phrases

• answer and sometimes ask simple questions to help determine the meaning of frequently occurring words and phrases

• answer and sometimes ask questions to help determine the meaning of some less frequently occurring words and phrases

• answer and ask questions to help determine the meaning of less common words, phrases, and simple idiomatic expressions

• answer and ask questions to help determine or clarify the meaning of words, phrases, and idiomatic expressions

in simple oral presentations and readalouds about familiar topics, experiences, or events.

in oral presentations, read-alouds, and simple texts about familiar topics, experiences, or events.

in oral presentations and written texts about a variety of topics, experiences, or events.

English Language Proficiency Standards aligned to the MS College-and Career-Readiness Standards 12

Grade 1: Standards 9 and 10 By the end of each English language proficiency level, an EL can . . .

ELP Standard An EL can . . .

Level 1

Level 2

[Standard introduced at Level 2.]

with support (including visual aids and modeled sentences),

with support (including modeled sentences),

Level 4

Level 5

• retell an event • present simple information

• retell (in speech or writing) a simple sequence of events in the correct order • present simple information

• recount two or three events in sequence • present simple information about a topic

• recount a more complex sequence of events in the correct order • introduce a topic • provide some facts about a topic

with emerging control of some frequently occurring linking words.

with developing control of some frequently occurring linking words (e.g., and, so) and temporal words (e.g., first, then).

with increasingly independent control of some temporal words (e.g., next, after),and some frequently occurring linking words (and, so).

using temporal words to signal event order and using frequently occurring conjunctions (linking words or phrases).

with support (including context and visual aids),

with support (including visual aids and sentences)

with support (including modeled sentences),

• understand and use a small number of frequently occurring nouns and verbs, • understand and use very simple sentences • respond to simple questions.

• recognize and use frequently occurring nouns, verbs, prepositions, and conjunctions (e.g., and, but, or) • produce simple sentences.

• use an increasing number of singular and plural nouns, and verbs • use present and past verb tenses with appropriate subject-verb agreement • use frequently occurring prepositions and conjunctions • produce and expand simple and some compound sentences

• use singular and plural nouns with matching verbs, • use past, present, and future verb tenses • use frequently occurring prepositions and conjunctions • produce and expand simple and compound sentences

1.9

create clear and coherent gradeappropriate speech and text.

1.10

An EL can . . . make accurate use of standard English to communicate in grade-appropriate speech and writing.

Level 3

• use some singular and plural nouns • use verbs in the present and past tenses • use frequently occurring prepositions and conjunctions • produce and expand simple sentences

in response to prompts.

in response to prompts. in response to prompts.

English Language Proficiency Standards aligned to the MS College-and Career-Readiness Standards 13

Grades 2-3 ELP Standards Grades 2-3: Standards 1 and 2 ELP Standard

By the end of each English language proficiency level, an EL can . . . Level 1

2-3.1

An EL can . . . construct meaning from oral presentations and literary and informational text through gradeappropriate listening, reading, and viewing.

2-3.2

An EL can . . . participate in gradeappropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

Level 2

Level 3

Level 4

Level 5

use a very limited set of strategies to:

use an emerging set of strategies to:

use a developing set of strategies to:

use an increasing range of strategies to:

use a wide range of strategies to:

• identify a few key words and phrases

• identify some key words and phrases • identify the main topic or message/lesson

• identify the main topic or message • answer questions • retell some key details

• determine the main idea or message • identify or answer questions about some key details that support the main idea/message • retell a variety of stories

• determine the main idea or message • tell how key details support the main idea • retell a variety of stories

from read-alouds, simple written texts, and oral presentations.

from read-alouds, written texts, and oral presentations.

from read-alouds, written texts, and oral communications.

• listen to and occasionally participate in short conversations • respond to simple yes/no and some wh- questions.

• participate in short conversations, discussions, and written exchanges • take turns • respond to simple yes/no and wh- questions

• participate in short discussions and written exchanges • follow the rules for discussion • ask questions to gain information or clarify understanding • respond to the comments of others • contribute his or her own comments

• participate in discussions, conversations, and written exchanges • follow the rules for discussion • ask and answer questions • build on the ideas of others • contribute his or her own ideas

• participate in extended discussions, conversations, and written exchanges • follow the rules for discussion • ask and answer questions • build on the ideas of others • express his or her own ideas

about familiar topics.

about familiar topics and texts.

about a variety of topics and texts.

English Language Proficiency Standards aligned to the MS College-and Career-Readiness Standards 14

Grades 2-3: Standards 3, 4, and 5 ELP Standard

By the end of each English language proficiency level, an EL can . . . Level 1

Level 2

Level 3

Level 4

2-3.3

speak and write about gradeappropriate complex literary and informational texts and topics.

2-3.4

An EL can . . . construct gradeappropriate oral and written claims and support them with reasoning and evidence. An EL can . . .

2-3.5

Level 5 with some details,

An EL can . . .

conduct research and evaluate and communicate findings to answer questions or solve problems.

• communicate simple information

• deliver simple oral presentations • compose written texts

• deliver short oral presentations • compose written narratives • compose informational texts

• deliver oral presentations • compose written narratives • compose informational texts

about familiar texts, topics, experiences, or events.

about a variety of texts, topics, experiences, or events.

• express an opinion

• express an opinion • give one or more reasons for the opinion

• introduce a topic • express opinions • give several reasons for the opinions

• introduce a topic • express opinions • give several reasons for the opinions • provide a concluding statement

about a familiar topic.

about a familiar topic or story.

about a variety of topics.

with prompting and support,

• carry out short individual or shared research projects • gather information from provided sources • label information.

• carry out short individual or shared research projects • recall information from experience • gather information from provided sources • record some information/observations in simple notes.

• carry out short individual or shared research projects • recall information from experience • gather information from provided sources • record information/ observations in orderly notes.

• carry out short individual or shared research projects, • recall information from experience • gather information from multiple sources • sort evidence into provided categories.

• carry out short individual or shared research projects, • recall information from experience • gather information from multiple sources • sort evidence into categories.

English Language Proficiency Standards aligned to the MS College-and Career-Readiness Standards 15

Grades 2-3: Standards 6, 7, and 8 ELP Standard

By the end of each English language proficiency level, an EL can . . . Level 1

2-3.6

An EL can . . . analyze and critique the arguments of others orally and in writing.

2-3.7

An EL can . . . adapt language choices to purpose, task, and audience when speaking and writing.

2-3.8

An EL can . . . determine the meaning of words and phrases in oral presentations and literary and informational text.

Level 2

Level 3

Level 4

Level 5

• 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.

• show increasing awareness of differences between informal “playground speech” and language appropriate to the classroom

• compare examples of the formal and informal use of English

• adapt language choices, as appropriate, to formal and informal contexts

• (at Grade 3), use an increasing number of general academic and content-specific words in conversations and discussions.

• (at Grade 3), use a wider range of general academic and contentspecific words in conversations and discussions.

• (at Grade 3), use a wide variety of general and content-specific academic words and phrases in conversations or in short written texts.

with prompting and support,

• use a few frequently occurring words and phrases to identify a point an author or a speaker makes. • recognize the meaning of some words learned through conversations, reading, and being read to.

• use some words learned through conversations, reading, and being read to. relying heavily on visual aids, context, and knowledge of morphology in his or her native language,

using context, visual aids, and knowledge of morphology in his or her native language,

using context, some visual aids, reference materials, and a developing knowledge of English morphology,

using context, some visual aids, reference materials, and an increasing knowledge of morphology (root words, some prefixes),

using context, reference materials, and morphology (e.g., root words, simple inflectional endings such as -ed, -ing, and some common prefixes),

• recognize the meaning of a few frequently occurring words, simple phrases, and formulaic expressions

• ask and answer questions about the meaning of frequently occurring words, phrases, and expressions

• determine the meaning of less-frequently occurring words and phrases, content-specific words, and some idiomatic expressions

• determine the meaning of less-frequently occurring words and phrases and some idiomatic expressions • (at Grade 3) some general academic and content-specific vocabulary

• determine the meaning of less-frequently occurring words, phrases, some idiomatic expressions

in simple oral discourse, read-alouds, and written texts about familiar topics, experiences, or events.

in oral discourse, readalouds, and written texts about familiar topics, experiences, or events.

in oral discourse, readalouds, and written texts about a variety of topics, experiences, or events.

in simple oral discourse, read-alouds, and written texts about familiar topics, experiences, or events.

• (at Grade 3) some general academic and contentspecific vocabulary

in oral presentations and written texts about a variety of topics, experiences, or events.

English Language Proficiency Standards aligned to the MS College-and Career-Readiness Standards 16

Grades 2-3: Standards 9 and 10 ELP Standard

By the end of each English language proficiency level, an EL can . . . Level 1

An EL can . . .

2-3.9

create clear and coherent gradeappropriate speech and text.

2-3.10

An EL can . . . make accurate use of standard English to communicate in gradeappropriate speech and writing.

Level 2

Level 3

Level 4

Level 5

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),

with support (including modeled sentences),

with increasingly independent control,

with independent control,

• communicate simple information about a topic • recount two events in sequence • use frequently occurring linking words (e.g., and, then) with emerging control.

• present a few pieces of information about a topic • recount a short sequence of events • use common linking words (e.g., and, but, next, after) to connect ideas or events with developing control.

• introduce an informational topic • present facts about the topic • recount a sequence of events, using temporal words (before, after, soon) • use linking words (e.g., because, and, also) to connect ideas or events.

• introduce an informational topic • present facts about the topic • use temporal words to recount a coherent sequence of events, • use linking words (e.g., because, and, also) to connect ideas and events • provide a concluding statement about the topic.

with support (including context and visual aids),

with support (including visual aids and modeled sentences),

with support (including modeled sentences),

• recognize and use some frequently occurring collective nouns (e.g., group) • recognize and use some frequently occurring verbs, adjectives, adverbs, and conjunctions • produce simple sentences in response to prompts.

• use some collective nouns • use the past tense of some frequently occurring irregular verbs • use some frequently occurring adjectives, adverbs, and conjunctions • produce and expand simple and some compound sentences.

• use collective nouns • 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.

• 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.

• understand and use a small number of frequently occurring nouns and verbs • respond to simple questions.

English Language Proficiency Standards aligned to the MS College-and Career-Readiness Standards 17

Grades 4–5 ELP Standards Grades 4-5: Standards 1 and 2 By the end of each English language proficiency level, an EL can . . .

ELP Standard Level 1

4-5.1

An EL can . . . construct meaning from oral presentations and literary and informational text through gradeappropriate listening, reading, and viewing.

4-5.2

An EL can . . . participate in gradeappropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

Level 2

Level 3

Level 4

Level 5

use a very limited set of strategies to:

use an emerging set of strategies to:

use a developing set of strategies to:

use an increasing range of strategies to:

use a wide range of strategies to:

• identify a few key words and phrases

• identify the main topic • retell a few key details

• determine the main idea or theme, and • retell a few key details • retell familiar stories

• determine the main idea or theme, and • explain how some key details support the main idea or theme • summarize part of a text

• determine two or more main ideas or themes • explain how key details support the main ideas or themes • summarize a text

from read-alouds, simple written texts, and oral presentations.

from read-alouds, written texts, and oral presentations.

• participate in short conversations • participate in short written exchanges • actively listen to others • respond to simple questions and some whquestions

• participate in short conversations • participate in short written exchanges • actively listen to others • respond to simple questions and whquestions

• participate in short conversations and discussions • participate in short written exchanges • respond to others’ comments • add some comments of his or her own • ask and answer questions

• participate in conversations and discussions • participate in written exchanges • build on the ideas of others • express his or her own ideas • ask and answer relevant questions • add relevant information and evidence

• participate in extended conversations and discussions • participate in extended written exchanges • build on the ideas of others • express his or her own ideas clearly • pose and respond to relevant questions • add relevant and detailed information using evidence • summarize the key ideas expressed

about familiar topics.

about familiar topics and texts.

about a variety of topics and texts.

English Language Proficiency Standards aligned to the MS College-and Career-Readiness Standards 18

Grades 4-5: Standards 3, 4, and 5 By the end of each English language proficiency level, an EL can . . .

ELP Standard Level 1

Level 2

4-5.3

speak and write about gradeappropriate complex literary and informational texts and topics.

4-5.4

An EL can . . .

4-5.5

conduct research and evaluate and communicate findings to answer questions or solve problems.

Level 4

including a few details,

including some details,

Level 5

• communicate simple information

• deliver short oral presentations • compose written texts

• deliver short oral presentations • compose written narratives or informational texts

about familiar texts, topics, events, or objects in the environment.

about familiar texts, topics, and experiences.

about a variety of texts, topics, and experiences.

• express an opinion about a familiar topic.

• construct a simple claim about a familiar topic • give a reason to support the claim.

• construct a claim about familiar topics • introduce the topic • provide a few reasons or facts to support the claim.

• construct a claim about a variety of topics • introduce the topic • provide several reasons or facts to support the claim • provide a concluding statement.

• construct a claim about a variety of topics • introduce the topic • provide logically ordered reasons or facts to support the claim • provide a concluding statement.

• recall information from experience • gather information from a few provided sources • label some key information.

• recall information from experience • gather information from provided sources • record some information.

• recall information from experience • gather information from print and digital sources to answer a question • identify key information in orderly notes.

• recall information from experience • gather information from print and digital sources to answer a question • record information in organized notes, with charts, tables, or other graphics, as appropriate • provide a list of sources.

• recall information from experience • gather information from print and digital sources • summarize key ideas and information in detailed and orderly notes, with graphics as appropriate • provide a list of sources.

construct gradeappropriate oral and written claims and support them with reasoning and evidence. An EL can . . .

Level 3

including details and examples to develop a topic, • deliver oral presentations • compose written narrative or informational texts

An EL can . . .

English Language Proficiency Standards aligned to the MS College-and Career-Readiness Standards 19

Grades 4-5: Standards 6, 7, and 8 ELP Standard

By the end of each English language proficiency level, an EL can . . .

4-5.6

An EL can . . .

Level 1

Level 2

Level 3

Level 4

Level 5

• identify a point an author or speaker makes.

• identify a reason an author or speaker gives to support a main point • agree or disagree with the author or speaker.

• tell how one or two reasons support the specific points an author or speaker makes or fails to make.

• describe how reasons support the specific points an author or speaker makes or fails to make.

• explain how an author or speaker uses reasons and evidence to support or fail to support particular points • (at grade 5) identify which reasons and evidence support which points.

with emerging control,

with developing control,

with increasing ease,

• adapt language choices to different social and academic contents • use some words learned through conversations, reading, and being read to.

• adapt language choices according to purpose, task, and audience • use an increasing number of general academic and contentspecific words, phrases, and expressions

• adapt language choices and style (includes register) according to purpose, task, and audience • use a wider range of general academic and content-specific words and phrases

• adapt language choices and style according to purpose, task, and audience • use a wide variety of general academic and content-specific words and phrases

in conversation, discussions, and short written text.

in speech and writing.

using context, visual aids, reference materials, and a developing knowledge of English morphology,

using context, reference materials, and an increasing knowledge of English morphology,

using context, reference materials, and knowledge of English morphology,

• determine the meaning of frequently occurring words and phrases • determine the meanings of some idiomatic expressions

• determine the meaning of general academic and content-specific words, phrases • determine the meaning of a growing number of idiomatic expressions

• determine the meaning of general academic and content-specific words and phrases • determine the meaning of figurative language (e.g., metaphors, similes, adages, and proverbs)

in texts about familiar topics, experiences, or events.

in texts about a variety of topics, experiences, or events.

analyze and critique the arguments of others orally and in writing.

4-5.7

An EL can . . . adapt language choices to purpose, task, and audience when speaking and writing.

4-5.8

An EL can . . . determine the meaning of words and phrases in oral presentations and literary and informational text.

• recognize the meaning of some words learned through conversations, reading, and being read to.

relying heavily on context, visual aids, and knowledge of morphology in his or her native language,

using context, some visual aids, reference materials, and knowledge of morphology in his or her native language,

• recognize the meaning of a few frequently occurring words, phrases, and formulaic expressions

• determine the meaning of some frequently occurring words, phrases, and expressions

in simple oral discourse, read-alouds, and written texts about familiar topics, experiences, or events.

English Language Proficiency Standards aligned to the MS College-and Career-Readiness Standards 20

Grades 4-5: Standards 9 and 10 ELP Standard

By the end of each English language proficiency level, an EL can . . . Level 1

An EL can . . .

4-5.9

create clear and coherent gradeappropriate speech and text.

4-5.10

An EL can . . . make accurate use of standard English to communicate in gradeappropriate speech and writing.

Level 2

Level 3

Level 4

Level 5

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

• 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

• 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.

with support (including visual aids and modeled sentences),

with limited control.

with emerging control.

with developing control.

with support (including context and visual aids),

with support (including visual aids and modeled sentences),

with support (including modeled sentences),

• recognize and use a small number of frequently occurring nouns, noun phrases, and verbs • understand and respond to simple questions.

• communicate simple information about a topic • recount a simple sequence of events in order • use frequently occurring linking words (e.g., and, then)

• recognize and use some frequently occurring nouns, pronouns, verbs, prepositions, adjectives, adverbs, and conjunctions • produce simple sentences in response to prompts.

• use some relative pronouns (e.g., who, whom, which, that), • use some relative adverbs (e.g., where, when, why), • use some prepositional phrases • produce and expand simple and compound sentences.

with increasingly independent control.

• use relative pronouns (e.g., who, whom, which, that), • use relative adverbs (e.g., where, when, why), • use prepositional phrases • use subordinating conjunctions • produce and expand simple, compound, and a few complex sentences.

• use relative pronouns (e.g., who, whom, which, that), • use relative adverbs (e.g., where, when, why) • use prepositional phrases • use subordinating conjunctions • use the progressive and perfect verb tenses • produce and expand simple, compound, and complex sentences.

English Language Proficiency Standards aligned to the MS College-and Career-Readiness Standards 21

Grades 6–8 ELP Standards Grades 6-8: Standards 1 and 2 ELP Standard

By the end of each English language proficiency level, an EL can . . . Level 1

An EL can . . .

6-8.1

construct meaning from oral presentations and literary and informational text through gradeappropriate listening, reading, and viewing. An EL can . . .

6-8.2

participate in gradeappropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

Level 2

Level 3

Level 4

Level 5

use a very limited set of strategies to:

use an emerging set of strategies to:

use a developing set of strategies to:

use an increasing range of strategies to:

use a wide range of strategies to:

• identify a few key words and phrases in oral communications and simple written texts.

• identify the main topic in oral communications and simple written texts • retell a few key details.

• determine the central idea or theme in simple oral presentations or written text • explain how the theme is supported by specific details • summarize part of the text.

• determine two or more central ideas or themes in oral presentations or written text • explain how the central ideas/themes are supported by specific textual details • summarize a simple text.

• determine central ideas or themes in oral presentations or written text • explain how the central ideas/themes are developed by supporting ideas or evidence • summarize a text.

• participate in short conversational and written exchanges on familiar topics • present simple information • respond to simple questions and some whquestions.

• participate in short conversational and written exchanges on familiar topics and texts • present information and ideas • respond to simple questions and whquestions.

• participate in conversations, discussions, and written exchanges on familiar topics and texts • build on the ideas of others • express his or her own ideas • ask and answer relevant questions • add relevant information.

• participate in conversations, discussions, and written exchanges on a variety of topics, texts, and issues • build on the ideas of others • express his or her own ideas • ask and answer relevant questions • add relevant information and evidence • paraphrase the key ideas expressed.

• participate in extended conversations, discussions, and written exchanges about a variety of topics, texts, and issues • build on the ideas of others • express his or her own ideas clearly • pose and respond to relevant questions • add relevant and specific evidence • summarize the key ideas • reflect on the key ideas expressed.

English Language Proficiency Standards aligned to the MS College-and Career-Readiness Standards 22

Grades 6-8: Standards 3, 4, and 5 ELP Standard

By the end of each English language proficiency level, an EL can . . . Level 1

Level 2

Level 3

Level 4

Level 5

An EL can . . . • communicate simple information

• deliver short oral presentations • compose written narratives or informational texts

• deliver short oral presentations • compose written narratives or informational texts • develop texts with some details

• deliver oral presentations • compose written narratives or informational texts • develop texts with some specific details

• deliver oral presentations • compose written narratives or informational texts • develop texts with relevant details, ideas, or information

about familiar texts, topics, and experiences.

about familiar texts, topics, experiences, or events.

about familiar texts, topics, and experiences.

about a variety of texts, topics, and experience.

about a variety of texts, topics, and experiences.

• express an opinion about a familiar topic.

• construct a claim about a familiar topic • give a reason to support the claim.

• construct a claim about a familiar topic • introduce the topic • provide several supporting reasons or facts in a logical order • provide a concluding statement.

• construct a claim about a variety of topics • introduce the topic • provide sufficient reasons or facts to support the claim • provide a concluding statement.

• construct a claim about a variety of topics • introduce the topic • provide compelling and logically ordered reasons or facts that effectively support the claim • provide a concluding statement.

• gather information from a few provided sources • label collected information.

• gather information from provided sources • record some data and information.

• gather information from multiple provided print and digital sources • summarize or paraphrase observations, ideas, and information, with labeled illustrations, diagrams, or other graphics, as appropriate • cite sources.

• gather information from multiple print and digital sources • use search terms effectively • quote or paraphrase the data and conclusions of others, using charts, diagrams, or other graphics, as appropriate • cite sources • use a standard format for citations.

• gather information from multiple print and digital sources • use search terms effectively • (at Grade 8) evaluate the credibility of each source • quote or paraphrase the data and conclusions of others using charts, diagrams, or other graphics, as appropriate • cite sources • use a standard format for citations.

6-8.3

speak and write about gradeappropriate complex literary and informational texts and topics.

An EL can . . .

6-8.4

construct gradeappropriate oral and written claims and support them with reasoning and evidence. An EL can . . .

6-8.5

conduct research and evaluate and communicate findings to answer questions or solve problems.

English Language Proficiency Standards aligned to the MS College-and Career-Readiness Standards 23

Grades 6-8: Standards 6, 7, and 8 ELP Standard

By the end of each English language proficiency level, an EL can . . .

6-8.6

An EL can . . .

Level 1

Level 2

Level 3

Level 4

Level 5

• identify a point an author or a speaker makes.

• identify the main argument an author or a speaker makes • identify one reason an author or a speaker gives to support the argument.

• explain the argument an author or a speaker makes • distinguish between claims that are supported by reasons and evidence from those that are not.

• analyze the argument and specific claims made in texts or speech • determine whether the evidence is sufficient to support the claims • cite textual evidence to support the analysis.

• analyze and evaluate the argument and specific claims made in texts or speech/ presentations • determine whether the reasoning is sound and the evidence is relevant and sufficient to support the claims • cite textual evidence to support the analysis.

with emerging control, • adapt language choices according to task and audience • begin to use frequently occurring general academic and contentspecific words and phrases in conversations and discussions.

with developing ease, • adapt language choices and style according to purpose, task, and audience • use an increasing number of general academic and content-specific words and phrases in speech and short written texts • show developing control of style and tone in oral or written text.

with increasing ease, • adapt language choices and style according to purpose, task, and audience • use a wider range of general academic and content-specific academic words and phrases • maintain consistency in style and tone throughout most of oral or written text.

with ease, • adapt language choices and style according to purpose, task, and audience, • use a wide variety of complex general academic and content-specific academic words to precisely express ideas • maintain an appropriate and consistent style and tone throughout an oral or written text.

analyze and critique the arguments of others orally and in writing.

6-8.8

6-8.7

An EL can . . . adapt language choices to purpose, task, and audience when speaking and writing.

• recognize the meaning of some words learned

An EL can . . .

relying heavily on context, visual aids, and knowledge of morphology in their native language,

using context, visual aids, reference materials, and knowledge of morphology in their native language,

using context, visual aids, reference materials, and a developing knowledge of English morphology (e.g. affixes and roots words),

using context, reference materials, and an increasing knowledge of English morphology,

using context, reference materials, and knowledge of English morphology,

• recognize the meaning of a few frequently occurring words and simple phrases

• determine the meaning of frequently occurring words, phrases, and expressions

• determine the meaning of general academic and content-specific words and phrases and frequently occurring expressions

• determine the meaning of general academic and content-specific words and phrases, and a growing number of idiomatic expressions

in texts about familiar topics, experiences, or events.

• determine the meanings of general academic and content-specific words and phrases, idiomatic expressions, and figurative and connotative language (e.g., metaphor, personification)

determine the meaning of words and phrases in oral presentations and literary and informational text.

through conversations, reading, and being read to.

in texts about a variety of topics, experiences, or events.

English Language Proficiency Standards aligned to the MS College-and Career-Readiness Standards 24

Grades 6-8: Standards 9 and 10 ELP Standards

By the end of each English language proficiency level, an EL can . . . Level 1

An EL can . . .

6-8.9

create clear and coherent gradeappropriate 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.

6-8.10

An EL can . . . make accurate use of standard English to communicate in gradeappropriate speech and writing.

• recognize and use a small number of frequently occurring nouns, noun phrases, and verbs • understand and respond to simple questions.

Level 2

Level 3

Level 4

Level 5

• 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

• 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

• 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.

with emerging control.

with developing control.

with increasingly independent control.

with support (including visual aids and sentences),

with support (including modeled sentences),

• use nouns, pronouns, verbs, prepositions, adjectives, adverbs, conjunctions, and prepositional phrases • produce simple and compound sentences.

• use relative pronouns (e.g., who, whom, which, that), relative adverbs (e.g., where, when, why), subordinating conjunctions, and prepositional phrases • produce and expand simple, compound, and a few complex sentences.

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

• use an increasing number of intensive/reflexive pronouns (e.g., myself, ourselves) and verbs in the active and passive voices • place phrases and clauses within a sentence • recognize and correct most misplaced and dangling modifiers • produce and expand simple, compound, and complex sentences.

• use intensive/reflexive pronouns • use verbs in the active and passive voices • place phrases and clauses within a sentence • recognize and correct misplaced and dangling modifiers • produce and expand simple, compound, and complex sentences.

English Language Proficiency Standards aligned to the MS College-and Career-Readiness Standards 25

Grades 9–12 ELP Standards Grades 9-12: Standards 1 and 2 ELP Standard

By the end of each English language proficiency level, an EL can . . . Level 1

9-12.1

An EL can . . . construct meaning from oral presentations and literary and informational text through gradeappropriate listening, reading, and viewing.

9-12.2

An EL can . . . participate in gradeappropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

Level 2

Level 3

Level 4

Level 5

use a very limited set of strategies to:

use an emerging set of strategies to:

use a developing set of strategies to:

use an increasing range of strategies to:

use a wide range of strategies to:

• identify a few key words and phrases in oral communications and simple oral and written texts.

• identify the main topic • retell a few key details in oral presentations and simple oral and written texts.

• determine the central idea or theme in oral presentations and written texts • explain how the theme is developed by specific details in the texts • summarize part of the text.

• determine two central ideas or themes in oral presentations and written texts • analyze the development of the themes/ideas • cite specific details and evidence from the texts to support the analysis • summarize a simple text.

• determine central ideas or themes in presentations and written texts • analyze the development of the themes/ideas • cite specific details and evidence from the texts to support the analysis • summarize a text.

• participate in short conversational and written exchanges on familiar topics • present information • respond to simple yes/no questions and some wh- questions.

• participate in short conversational and written exchanges on familiar topics and texts • present information and ideas • respond to simple questions and whquestions.

• participate in conversations, discussions, and written exchanges on familiar topics, texts, and issues • build on the ideas of others • express his or her own ideas • ask and answer relevant questions • add relevant information and evidence • restate some of the key ideas expressed.

• participate in conversations, discussions, and written exchanges on a range of topics, texts, and issues • build on the ideas of others • express his or her own ideas clearly • support points with specific and relevant evidence • ask and answer questions to clarify ideas and conclusions • summarize the key points expressed.

• participate in extended conversations, discussions, and written exchanges on a range of substantive topics, texts, and issues • build on the ideas of others • express his or her own ideas clearly and persuasively • refer to specific and relevant evidence from texts or research to support his or her ideas • ask and answer questions that probe reasoning and claims • summarize the key points and evidence discussed.

English Language Proficiency Standards aligned to the MS College-and Career-Readiness Standards 26

Grades 9-12: Standards 3, 4, and 5 ELP Standard

By the end of each English language proficiency level, an EL can . . . Level 1

9-12.3

An EL can . . . speak and write about gradeappropriate complex literary and informational texts and topics.

9-12.4

An EL can . . . construct gradeappropriate oral and written claims and support them with reasoning and evidence.

9-12.5

An EL can . . . conduct research and evaluate and communicate findings to answer questions or solve problems.

Level 2

Level 3

Level 4

Level 5

with support (including modeled sentences), • communicate information

with support (including modeled sentences), • deliver short oral presentations • compose written narratives or informational texts

with support (including modeled sentences), • deliver short oral presentations • compose written informational texts • develop the topic with a few details

• deliver oral presentations • compose written informational texts • develop the topic with some relevant details, concepts, examples, and information • integrate graphics or multimedia when useful

• deliver oral presentations • compose written informational texts • fully develop the topic with relevant details, concepts, examples, and information • integrate graphics or multimedia when useful

about familiar texts, topics, and experiences. • express an opinion about a familiar topic.

about familiar texts, topics, experiences, or events. • construct a claim about familiar topics • introduce the topic • give a reason to support the claim • provide a concluding statement.

about familiar texts, topics, or events.

about a variety of texts, topics, or events.

• construct a claim about familiar topics • introduce the topic • provide sufficient reasons or facts to support the claim • provide a concluding statement.

• construct a claim about a variety of topics • introduce the topic • provide logically ordered reasons or facts that effectively support the claim • provide a concluding statement.

• construct a substantive claim about a variety of topics • introduce the claim • distinguish it from a counterclaim • provide logically ordered and relevant reasons and evidence to support the claim and to refute the counterclaim • provide a conclusion that summarizes the argument presented.

• gather information from a few provided print and digital sources • label collected information, experiences, or events.

• gather information from provided print and digital sources • summarize data and information.

• carry out short research projects to answer a question • gather information from multiple provided print and digital sources • evaluate the reliability of each source • paraphrase key information in a short written or oral report • include illustrations, diagrams, or other graphics • provide a list of sources.

• carry out both short and more sustained research projects to answer a question • gather and synthesize information from multiple print and digital sources • use search terms effectively • evaluate the reliability of each source • integrate information into an organized oral or written report • cite sources appropriately.

• carry out both short and more sustained research projects to answer a question or solve a problem • gather and synthesize information from multiple print and digital sources • use advanced search terms effectively • evaluate the reliability of each source • analyze and integrate information into a clearly organized oral or written text • cite sources appropriately.

English Language Proficiency Standards aligned to the MS College-and Career-Readiness Standards 27

Grades 9-12: Standards 6, 7, and 8 ELP Standard

By the end of each English language proficiency level, an EL can . . .

9-12.6

An EL can . . . analyze and critique the arguments of others orally and in writing.

9-12.7

An EL can . . . adapt language choices to purpose, task, and audience when speaking and writing.

9-12.8

An EL can . . . determine the meaning of words and phrases in oral presentations and literary and informational text.

Level 1

Level 2

Level 3

Level 4

Level 5

• identify a point an author or a speaker makes.

• identify the main argument an author or speaker makes • identify one reason an author or a speaker gives to support the argument.

• explain the reasons an author or a speaker gives to support a claim • cite textual evidence to support the analysis.

• analyze the reasoning and use of rhetoric in persuasive texts or speeches, including documents of historical and literary significance, • determine whether the evidence is sufficient to support the claim, and • cite textual evidence to support the analysis.

• recognize the meaning of some words learned through conversations, reading, and being read to.

• adapt language choices to task and audience with emerging control • use some frequently occurring general academic and contentspecific words in conversation and discussion.

• adapt language choices and style according to purpose, task, and audience with developing ease • use an increasing number of general academic and content-specific words and expressions in speech and written text • show developing control of style and tone in oral or written text.

• adapt language choices and style according to purpose, task, and audience • use a wider range of complex general academic and content-specific words and phrases • adopt and maintain a formal style in speech and writing, as appropriate.

• analyze and evaluate the reasoning and use of rhetoric in persuasive texts, including documents of historical and literary significance, • determine whether the evidence is sufficient to support the claim, and • cite specific textual evidence to thoroughly support the analysis. • adapt language choices and style according to purpose, task, and audience with ease • use a wide variety of complex general academic and contentspecific words and phrases • employ both formal and more informal styles effectively, as appropriate.

relying heavily on context, visual aids, and knowledge of morphology in their native language,

using context, visual aids, reference materials, and knowledge of morphology in their native language,

using context, some visual aids, reference materials, and a developing knowledge of English morphology (e.g., affixes and root words),

using context, increasingly complex visual aids, reference materials, and an increasing knowledge of English morphology,

using context, complex visual aids, reference materials, and consistent knowledge of English morphology,

• recognize the meaning of a few frequently occurring words, simple phrases, and formulaic expressions

• determine the meaning of frequently occurring words, phrases, and expressions

• determine the meaning of general academic and content-specific words and phrases and frequently occurring expressions

• determine the meaning of general academic and content-specific words and phrases, figurative and connotative language, and a growing number of idiomatic expressions

• determine the meaning of general academic and content-specific words and phrases, figurative and connotative language (e.g., irony, hyperbole), and idiomatic expressions

in texts about familiar topics, experiences, or events.

in texts about a variety of topics, experiences, or events.

English Language Proficiency Standards aligned to the MS College-and Career-Readiness Standards 28

Grades 9-12: Standards 9 and 10 ELP Standards

By the end of each English language proficiency level, an EL can . . . Level 1

An EL can . . .

9-12.9

create clear and coherent gradeappropriate speech and text.

9-12.10

An EL can . . . make accurate use of standard English to communicate in gradeappropriate speech and writing.

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

Level 2

Level 3

Level 4

Level 5

• 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

• 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

• 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.

with increasingly independent 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 limited control.

with emerging control.

with developing control.

with support (including modeled sentences),

• recognize and use a small number of frequently occurring nouns, noun phrases, verbs, conjunctions, and prepositions • understand and respond to simple questions.

• use frequently occurring verbs, nouns, adjectives, adverbs, prepositions, and conjunctions • produce simple and compound sentences.

• use simple phrases (e.g., noun, verb, adjective, adverbial, prepositional) • use simple clauses (e.g., independent, dependent, relative, adverbial) • produce and expand simple, compound and a few complex sentences.

• use increasingly complex phrases (e.g., noun, verb, adjective, adverbial and participial, prepositional, and absolute) • use increasingly complex clauses • produce and expand simple, compound, and complex sentences.

• use complex phrases and clauses • produce and expand simple, compound, and complex sentences.

English Language Proficiency Standards aligned to the MS College-and Career-Readiness Standards 29

Glossary Cognate: A word that has the same linguistic derivation as another; from the same original word or root. Examples of cognates in Indo-European languages are the words night (English), nuit (French), Nacht (German), nacht (Dutch), etc., derived from the ProtoIndo-European (PIE) *nókʷts, "night"; the Hebrew ‫ שלום‬shalom, the Arabic ‫ سالم‬salām, and the Amharic selam ("peace") are also cognates, derived from Proto-Semitic *šalām-. False cognates are words that are commonly thought to be related (have a common origin), but that linguistic examination reveals are unrelated. The words embarrassed (self-conscious, humiliated) in English and embarazada (pregnant) in Spanish are examples of false cognates. Coherence: A central, main theme or topic maintained across multiple sentences. One test of coherence is that sentences cannot be reordered without changing meaning. Cohesion: Intra- and inter-sentence language connections made by using cohesive devices (e.g., pronoun or synonym replacement, logical connectors, conclusions that refer to prior content). Collocation: The grouping of two or more words together with a frequency greater than chance. Such terms as “crystal clear,” “middle management,” “nuclear family,” and “cosmetic surgery” are examples of collocated pairs of words. Content-specific: Specific to a given discipline, content area, domain, or subject area. (Within the literature and among researchers, the term “discipline-specific” is more commonly used.) CCSSO (2012) defines it as “the language used, orally or in writing, to communicate ideas, concepts, and information or to engage in activities in particular subject areas (e.g., science)” (p. 107). Context: This term is derived from Latin, meaning “a joining together” of external sources of information (schemas) with internal concepts (e.g., memories). It is also defined as a frame (e.g., background information, schema) that surrounds an event being examined and provides resources for appropriate interpretation (Duranti & Goodwin, 1992). As Fillmore observed, “When you pick up a word, you drag along with it a whole scene” (Fillmore, 1975, p. 114). Cummins (2000) describes effects of context on communication: •

Context-embedded communication: Participants can actively negotiate meaning (e.g., by providing feedback that the message has not been understood), and the language is supported by a wide range of meaningful interpersonal and situational cues.

•

Context-reduced communication: Participants rely primarily on linguistic cues to meaning, and thus, successful interpretation of the message depends heavily on knowledge of the language itself. (p. 68)

English Language Proficiency Standards aligned to the MS College-and Career-Readiness Standards 30

Control: As used in the ELP Standards, refers to the degree to which a student may use a particular form with stability and precision. For example, independent control occurs when “In more sophisticated explanations, children have little or no difficulty simultaneously employing many complex and sophisticated linguistic devices [see Linking words], and their explanations require little effort from a listener to understand the steps or process being explained” (Bailey, 2013, p. 13). Culture: (a) Different tools, thoughts, and experiences associated with a particular community of practice or certain situations (Brown, Collins, & Duguid, 1989); or (b) “an adaptive process [as opposed to an object that one might hold] that accumulates partial solutions to frequently encountered problems” (Hutchins, 1995, p. 354). “Human growth and creativity tend to occur not within separate and isolated cultures, but within their meeting and intermixture” (Wax, 1993, p. 108). Descriptive sentences: Sentences in which the speaker/writer is able to describe or paint an exact picture in the listener’s or reader’s mind of what the speaker/writer wants to convey. Unlike a simple sentence (e.g., “The cat ran”), a descriptive sentence uses adjectives and adverbs as well as complex sentence construction (dependent, adverbial clauses, prepositional phrases, etc.) (e.g., “The big fat white cat ran quickly along the edge of the garden” which could be expanded to “It was astonishing, although not surprising, to observe that Mr. Dewey’s big fat white cat could run along the edge of the garden so quickly when there was a ferocious dog in close pursuit”). Discourse: Language used in a particular context, such as the academic discourse of a science classroom compared to the social discourse of the playground. Different types of discourse call for different vocabulary, phrases, structures, and language registers. According to Gee (1999), language is always used from a perspective and always occurs within a context; there is no neutral use of language. English language proficiency (ELP): “A socially constructed notion of the ability or capacity of individuals to use language for specific purposes” (CCSSO, 2012, p. 107). Also referred to by some as English language development (ELD), ELP embodies the belief that language development is ongoing. Multiple pathways to ELP are possible, but the end goal for students’ progress in acquiring English is to ensure full participation of ELs in school contexts. Evidence: Facts, figures, details, quotations, or other sources of data and information that provide support for claims or analyses and that can be evaluated by others. Evidence should appear in a form, and be derived from a source, that is widely accepted as appropriate to a particular discipline, such as details or quotations from a text in the study of literature or experimental results in the study of science. Formulaic expressions: Expressions produced in accordance with a mechanically followed rule or style. In the initial stages of English language acquisition, formulaic expressions are learned as a “chunk” in reference to familiar topics or objects in the immediate environment. Examples of formulaic expressions used during the initial phrase of English language acquisition in schools include “go to the bathroom,” “stand in line,” and other habitually-used phrases. These prefabricated units are important because they serve as a English Language Proficiency Standards aligned to the MS College-and Career-Readiness Standards 31

bridge to connect vocabulary and grammar. Cowie (1998) argues that formulaic expressions are a crucial step in helping student move towards the acquisitions of idioms and the development of native-like proficiency. Frequently occurring words and phrases: As used in the ELP Standards, this refers to words and phrases used commonly in the classroom and to everyday language used in schools. It is important to note that this does not refer to the Top 100 High-Frequency Words (e.g., “the,” “a,” “and,” “but”). The term “basic” is not used in the ELP Standards because a term that is basic to one person may not be basic to another; acquisition of specific words and phrases depends on exposure and experiences. Grade appropriate: As used in the ELP Standards, this refers to level of content and text complexity in relation to CCR standards’ requirements for a particular grade level or grade span. Idioms: An idiom is an expression that cannot be understood from the meanings of its component words but has a meaning of its own. Usually that meaning is derived from the history of the language and culture in which it is used. Students’ acquisition of idioms progresses from literal meanings to figurative and metaphorical meanings. • • •

Transparent idioms are expressions in which the literal meaning is clearly linked to the figurative meaning, e.g., give the green light, break the ice. Semi-transparent idioms are expressions in which the link between literal and figurative meaning is less obvious, e.g., beat a dead horse, save one’s breath. Opaque idioms are expressions with an undetectable link between literal and figurative language, e.g., pull one’s leg, kick the bucket.

Inflectional ending: A short suffix added to the end of a word to alter its meaning. In this document, the term refers to endings such as -s, -es, -ing, and -ed. Inflectional forms: The forms of a word that include alteration of the word to indicate singular or plural, verb tense, and verb aspect. Inflected or inflectional forms also include irregular verbs (e.g. sing – sang –sung) and irregular plural nouns (e.g. mouse –mice). Informational text: Text with a primary purpose to inform the reader about the natural or social world (includes explanatory text). Interactive language skills: Skills involved in producing language in spoken or written form during collaborative, interactive activities, including collaborative use of receptive and productive modalities. This modality “refers to the learner as a speaker/listener and as a reader/writer. It requires two-way interactive communication where negotiation of meaning may be observed. The exchange will provide evidence of awareness of the sociocultural aspects of communication as language proficiency develops” (Phillips, 2008, p. 96). Language forms: Vocabulary, grammar, and features of discourse specific to a particular content area or discipline. This term refers to the surface features of language and how they are arranged according to the grammar of the language. As a means of connecting sound with meaning, it incorporates morphology, syntax, and phonology. English Language Proficiency Standards aligned to the MS College-and Career-Readiness Standards 32

Language functions: What students do with language to accomplish content-specific tasks. As defined by Gibbons (1993), language functions can be used to describe the purposes for which language is used in the classroom. Their use offers a simple and practical way to ensure that content and language are integrated. Linguistic Output: Refers to the production of language. Educators should provide ELs with communicative tasks that require students to create the sustained output necessary for second language development. (See Principle 7 in Principles of Instructed Second Language Acquisition.) Linking words (a.k.a. cohesive devices): Words or phrases that can be used as sentence connectors to develop coherence within a paragraph by linking one idea/argument to another. Examples include however, in conclusion, basically, as it turns out, at last, eventually, after all, rarely, normally, at first, often, further, and firstly. Modalities (modes of communication): The means or manner by which communication takes place. This document identifies three modalities: receptive, productive, and interactive. The four language domains of reading, writing, listening, and speaking are contained within these three modalities. (see page 7 of the ELP Standards for more information.) Modeled sentences: As used in the ELP Standards, this term refers to the provision of exemplar speech and text to students as part of the instructional process. Examples of modeled sentences in the ELP Standards include sentence frames, sentence stems, and sentence models. Nonverbal communication: As used in the ELP Standards, this term refers the process of communication through sending and receiving wordless (mostly visual) cues between people. Examples of nonverbal communication in the ELP Standards may include gestures, nods, thumbs up or down, or facial expressions. Organize: In the ELP Standards, refers to discourse that conveys temporal, causal, categorical, or other logical relationships that are consistent with the author’s apparent purpose in conveying information, narrating a story, making a persuasive argument, or some other emergent discourse form. Productive language skills: Skills involved in producing language in spoken or written form. This modality “places the learner as speaker [and/or] writer for a ‘distant’ audience (one with whom interaction is not possible or is limited). The communication is set for a specified audience, has purpose, and generally abides by rules of genre or style. It is a planned or formalized speech act or written document, and the learner has an opportunity to draft, get feedback, and revise it before publication or broadcast” (Phillips, 2008, p. 96). Receptive language skills: Skills involved in interpreting and comprehending spoken or written language. This modality “refers to the learner as a reader [and/or] listener/viewer working with ‘text’ whose author or deliverer is not present or accessible. It presumes that the interaction is with authentic written or oral documents where language input is meaningful and content laden. The learner English Language Proficiency Standards aligned to the MS College-and Career-Readiness Standards 33

brings background knowledge, experience, and appropriate interpretive strategies to the task, to promote understanding of language and content in order to develop a personal reaction” (Phillips, 2008, p. 96). Referent: The thing that a word or phrase denotes or stands for; examples may include abstractions or physical examples. Recognize: As used in the ELP Standards, this verb refers to instances when a student might recognize the meaning of the words, using verbal communication or non-verbal communication. Registers: Distinguishable patterns of communication based upon well-established language practices, such as the language used in subject-area classrooms. Registers are a “recognizable kind of language particular to specific functions and situation. A well-known non-academic example is sports announcer talk” (Ferguson, 1983, p. 155). Research projects: • •

Short research project: An investigation intended to address a narrowly tailored query in a brief period of time, as in a few class periods or a week of instructional time. More sustained research project: An investigation intended to address a relatively expansive query using several sources over an extended period of time, as in a few weeks of instructional time.

Scaffolding: This refers to guidance or assistance provided to students by a teacher, another adult, or a more capable peer, enabling the students to perform tasks that they otherwise would not be able to perform alone, with the goal of fostering the students’ capacity to perform the tasks on their own later on. Pedagogically, a scaffold is the support offered to students so that they can successfully engage in activity beyond their current ability to perform independently. Specific scaffolds temporarily support the development of understandings as well as disciplinary (and language) practices. Once the development takes place, the scaffolds are removed and new ones may be erected, if needed, to support new needed developmental work. For more information, see Walqui et al. (2013). Sentence structures: As used in the ELP Standards and the Proficiency Level Descriptors, language structures include simple, compound, complex sentences, and the range of other language structures. Simple: As used in the ELP Standards, this generally refers to the grammatical structure of a phrase, sentence, or text relative to its complexity or density. A “simple” sentence may use subject+verb+object construction without any embellishments. Source: As used in the ELP Standards, this refers to speech or text used largely for informational purposes, as in research. Variety of topics: As used in the ELP Standards this refers to a range of topics that may be either familiar or unfamiliar to the student (i.e., requiring support to build the student’s background knowledge or particular context knowledge).

English Language Proficiency Standards aligned to the MS College-and Career-Readiness Standards 34

Visual aids: As used in the ELP Standards, this refers to pictures, realia (objects used in real life), sketches, diagrams, labeled pictures, and picture dictionaries. Vocabulary: A set of words, phrases, or expressions, within a language, that is familiar to a person. (See the PLDs for specific vocabulary expectations by the end of each ELP level.) o Academic vocabulary o General academic words and phrases: Vocabulary common to written texts but not commonly a part of speech; as used in the ELP Standards, analogous to Tier Two words and phrases. Bailey & Heritage (2010) refer to this as “school navigational language.” o Content-specific words and phrases: Words and phrases appropriate to the topic or specific to a particular field of study. Sometimes referred to as “terms.” (Terms are words and phrases that are given specific meanings in specific contexts.) Bailey & Heritage (2010) refer to this as “curriculum content language.” o ▪ Three Tiers of Vocabulary: •

Tier One: Words acquired through everyday speech, usually learned in the early grades.

•

Tier Two: Academic words that appear across all types of text. These are often precise words that are used by an author in place of common words (e.g., “gallop” instead of “run”). They change meaning with use.

•

Tier Three: Domain-specific words that are specifically tied to content (e.g., “Constitution,” “lava”). These are typically the types of vocabulary words that are included in glossaries, highlighted in textbooks, and addressed by teachers. They are considered difficult words that are important to understanding content.

•

Frequently occurring vocabulary: This includes common words and phrases, as well as idiomatic expressions.

•

Social vocabulary/language: Cummins (2000) refers to this as “surface proficiency” and, in earlier iterations of his work, as Basic Interpersonal Communicative Skills (BICS).

Wh- questions: “Who,” “what,” “where,” “when,” “why,” and “how” questions. With prompting and support/with (some) guidance and support: See Scaffolding.

English Language Proficiency Standards aligned to the MS College-and Career-Readiness Standards 35

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Ellis, R. (2008b). The study of second language acquisition. Oxford, UK: Oxford University Press. Ferguson, C. (1983). Sports announcer talk: Syntactic aspects of register variation. Language and Society, 12(2), 153–172. Fillmore, C. (1975). Topics in lexical semantics. In R.W. Cole (Ed.), Current issues in linguistics (pp. 76–138). Bloomington, IN: Indiana University Press. Halliday, M. A. K. (1985). An introduction to functional grammar. London, UK: Arnold. Hutchins, E. (1995). Cognition in the wild. Cambridge, Massachusetts: The MIT Press. International Reading Association. (2009). New literacies and 21st century technologies. Newark, DE: Author. Retrieved August 18, 2013, from http://www.reading.org/general/AboutIRA/PositionStatements/21stCenturyLiteracies.aspx. Kilpatrick, J., Swafford, J., & Findell, B. (Eds.). (2001). Adding it up: Helping children learn mathematics. Washington, DC: The National Academies Press. Lowe, P., Jr., & Stansfield, C. W. (Eds.). (1988). Second language proficiency assessment: Current issues. Englewood Cliffs, NJ: Prentice Hall Regents. Mississippi College- and Career-Readiness Standards, Retrieved from https://www.mdek12.org/OAE/college-and-career-readinessstandards Moll, L. C., Amanti, C., Neff, D., & González, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132-141. National Council for Teachers of Mathematics (NCTM). (2000). NCTM process standards. Reston, VA: Author. Retrieved August 5, 2013, from http://www.nctm.org/standards/content.aspx?id=322. National Research Council (NRC). (2012). Science framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press. Retrieved May 15, 2013, from http://www.nap.edu/catalog.php?record_id=13165#. [Chapter 3 available at http://www.nap.edu/openbook.php?record_id=13165&page=41.] National Standards in Foreign Language Education Project. (2006). Standards for foreign language learning in the 21st century. Lawrence, KS: Allen Press, Inc. Next Generation Science Standards (NGSS) Lead States (2013). Next generation science standards: Appendix F. Washington, DC: National Academies of Science. Retrieved June 5, 2013, from http://www.nap.edu/openbook.php?record_id=18290&page=382. English Language Proficiency Standards aligned to the MS College-and Career-Readiness Standards 37

Phillips, J. (2008). Foreign language standards and the contexts of communication. Language Teaching, 41(1), 93–102. Understanding Language Initiative. (2012). The purpose of English language proficiency standards, assessments, and instruction in an age of new standards: Policy statement from the Understanding Language Initiative. Palo Alto, CA: Author. Retrieved July 29, 2013, from http://ell.stanford.edu/sites/default/files/ELP_task_force_report_rev.pdf. Wax, M. (1993). How culture misdirects multiculturalism. Anthropology & Education Quarterly 24(2), 99-115.

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