ELLMS Standards
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English Language Development Standards: ELL Level MS
Standard 1:
English Language Learners listen for information and understanding, using a variety of sources, for academic and social purposes.
a. Non English Proficient (NEP)
1. Follow clear multiple step directions in 1:1 and group situations.
2. Respond non-verbally or in one- or two-word phrases to greetings and requests in 1:1 and group situations.
3. Respond to simple questions with one or two words in 1:1 situations, e.g.: yes/no, open/ended, personal information, either/or.
4. Demonstrate comprehension of stories, information, and academic content by responding nonverbally, e.g.: listening, pointing, moving, matching, drawing, and gesturing.
5. Understand key words, phrases, and simple sentences.
6. Recognize patterns of sound in oral language, e.g.: rhyming and alliteration.
7. Listen for specific purposes, main ideas, and details.ES
8. Hear and discriminate among a number of phonemes representing sounds specific to the English language.
b. Limited English Proficient (LEP)
1. Follow multiple-step directions in group situations.
2. Respond to social and familiar academic language.
4. Comprehend stories, key concepts of content area information and oral presentations with contextual support, e.g.: graphic organizers, posters, diagrams, charts.
5. Identify story elements, e.g. characters, setting, plot.
c. Fluent English Proficient (FEP)
1. Follow complex directions involving multiple options and choices.ES
2. Follow meaning when working in small group or whole class discussions on personal, social, or grade-level academic topics.
3. Analyze and evaluate conversations and orally presented stories and content.
4. Comprehend stories and content area concepts at or near grade level with contextual support, e.g.: graphic organizers, posters, diagrams, and charts.
5. Respond to complex and content-related questions about newly learned information, e.g.: inference, comparison, summarization, point of view, disagreeing.
6. Demonstrate understanding of some oral language subtleties, e.g.: figurative language, humor, sarcasm, common idioms, and slang.
Standard 2:
English Language Learners speak to convey information and understanding, using a variety of sources, for academic and social purposes.
a. Non English Proficient (NEP)
1. Use gestures, single words, and simple phrases during basic conversations and to communicate needs in social and academic settings.
2. Use both social and academic learned vocabulary in context.
3. State basic personal information and preferences. ES
4. Make simple presentations in small groups using single words and phrases and visual support.
5. Retell predictable and familiar stories using single words and phrases.
7. Ask questions to obtain and clarify information using singe words and phrases. ES
8. Approximate pronunciation of single words.
b. Limited English Proficient (LEP)
1. Use appropriate language in a variety of settings.
2. Use key content and descriptive vocabulary. ES
3. Communicate ideas about a wide range of topics, both social and academic, using simple sentences. ES
4. Restate information and identify main idea and some details using sentences, e.g.: oral presentations, texts, media, etc.
5. Initiate and maintain conversation in social and academic settings about familiar topics.ES
6. Contribute to classroom and small group discussions by asking and responding to questions to obtain, clarify, and extend information.
7. Contribute to content area discussions in small groups by summarizing, defining, and explaining using simple sentences.
8. Deliver short presentations on content area concepts in small groups using visual aids.
9. Use some humor.
10. Approximate pronunciation, rhythm, stress, and intonation of English.ES
c. Fluent English Proficient (FEP)
1. Communicate information, observations, and ideas, and expresses feelings clearly in conversations.
2. Engage in collaborative activities through a variety of student groupings to gather share, express, and interpret opinions, organize and present information.
3. Contribute to content area discussions by asking and responding to questions, paraphrasing and justifying, examining, and defending point of view.
5. Use both formal and informal language, e.g.: interviewing, persuasive speech with attention to grammar, vocabulary, intonation, and pronunciation.
6. Use figurative language, e.g.: metaphors, similes, hyperbole.
7. Use technical, expanded, and descriptive vocabulary related to content areas.
Standard 3:
English Language Learners read for information and understanding, using a variety of sources, for academic and social purposes.
a. Non English Proficient (NEP)
1. Demonstrate knowledge of sound-symbol relationship in context and in own reading and writing.
2. Recognize, decode, and pronounce high frequency sight words, while reading aloud.
3. Apply reading skills from their first language to recognize and comprehend various text structures and print conventions from multiple sources.
4. Identify and use beginning reading strategies to make text comprehensible and meaningful, e.g.: illustrations, graphic organizers, text features, pacing, word attack skills, picture/bilingual dictionaries.
5. Identify main ideas, details, and sequence of events from modified/visually-supported texts based upon purpose for reading, using non-verbal or one- or two- word phrases.
6. Follow one-step written directions, schedules, calendars.
b. Limited English Proficient (LEP)
1. Recognize, decode, and pronounce new vocabulary in context. ES
2. Comprehend key concepts of grade-appropriate content area text with support.
3. Apply reading skills to comprehend various print/media sources in a variety of genre.
6. Use grade-appropriate syntax/contextual clues to gain meaning from new vocabulary.ES
7. Respond to stories and text using simple sentences and paragraphs.ES
8. Follow multi-step written directions.
c. Fluent English Proficient (FEP)
1. Use a variety of reading strategies to understand more complex text and unfamiliar words from print and media resources, e.g.: paraphrasing, skimming/scanning, problem solving, syntax, summarizing, compare/contrast, and cause/effect.
2. Comprehend grade-appropriate content area text with support.ES
3. Identify elements of a story, main ideas, details, and sequence of events of near or at grade-level text.
4. Gather, organize, read, analyze, and interpret information related to academic content areas from various sources, e.g.: reference books, magazines, textbooks, internet media presentations, etc.
5. Use multiple resources at grade-level to draw inferences, conclusions, and generalizations, e.g.: glossaries, indexes, graphs, illustrations, headings, subheadings, key vocabulary.
6. Respond to near or at grade-level text by defending, justifying, supporting inferences, and evaluating.
7. Read aloud with confidence, accuracy, intonation, and fluency.
8. Follow multi-step written directions to complete grade-level tasks independently.
9. Demonstrate understanding of some language subtleties, e.g.: common idioms, dialect, humor, figurative language.
Standard 4:
English Language Learners write to convey information and understanding, using a variety of sources, for academic and social purposes.
a. Non English Proficient (NEP)
1. Write basic personal information.
2. Label objects and illustrations presented in content area lessons.
3. Write simple sentences and phrases using a model.
4. Format basic written work appropriately, e.g.: margins, dates, and indenting.
5. Write about personal and group experiences using illustrations, words, and phrases.
6. Use key words presented and emphasized in content, e.g.: literature, math, and science area lessons.
7. Spell frequently used words and some sight words correctly in the context of writing.
8. Plan writing using webs, maps, and timelines.ES
b. Limited English Proficient (LEP)
1. Use basic sentence patterns with conventional spelling, capitalization, and punctuation.ES
2. Use print for social communication, e.g.: notes, invitations, and diary entries.
3. Describe characters and settings and summarizes events in a literature selection.
4. Use vocabulary related to key concepts in content areas. ES
5. Record and organize classroom procedures, "how-to" pieces, e.g.: science experiments, math problem solving, directions.
6. Write narrative stories with a strong story line that connect to personal background knowledge and include the elements of setting and characters.
8. Use figurative language, e.g.: simile, metaphor.
10. Edit for basic conventions of writing and revise for appropriate word choice and organization.
11. Incorporate resource materials into writing, e.g.: maps, Internet sites, and encyclopedias.
c. Fluent English Proficient (FEP)
1. Respond appropriately to a prompt using narrative, expository, or persuasive writing.ES
2. Provide written responses such as identifying main idea, supporting details, plot, and characterization.
3. Analyze literature including connections to personal experience.
4. Plan, draft, revise, and proofread own writing.
5. Use complex sentence structures with grade-appropriate vocabulary, appropriate syntax, and conventions, e.g.: spelling, capitalization, punctuation.
6. Use strategies of note taking, outlining, and summarizing in content areas.ES
7. Develop a clear thesis support it. e.g.: analogies, quotations, facts, statistics, and comparisons.
8. Use and cite various resources including electronic media in content area reports.
9. Create coherent, multi-paragraph compositions through effective transitions, accurate grammar, and syntax.
10. Write clear and accurate descriptions and comparisons, including the use of figurative language.
11. Select a focus and a point of view for written presentations and justifies this selection.
