4.2 proficiency level descriptors
TRANSCRIPT
30 Copyright © 2013 by CTB/McGraw-Hill LLC. All rights reserved. Secure Materials
4.2 Proficiency Level Descriptors In addition to the Proficiency Levels and their definitions, Proficiency Level Descriptors (PLD) are provided for more specific understanding of students’ English ability at each proficiency level and grade span. The PLD are organized by the core language domains: Speaking, Listening, Reading, and Writing. The PLD are detailed explanations of what skills a student can be expected to demonstrate at each proficiency level, and are meant to give teachers a helpful profile of a student’s performance with an eye toward the next steps along the language development continuum. The same information can also be given to parents, guardians, or other stakeholders so they have a clear understanding of what students have learned and what English skills are yet expected to be developed. It is important to note that the proficiency level descriptors represent a progression of skills and abilities. Skills and abilities specified in lower-performance levels are likely demonstrated by students in the higher performance levels and may not be noted in the higher-level descriptors for a grade or grade range.
31 Copyright © 2013 by CTB/McGraw-Hill LLC. All rights reserved. Secure Materials
Proficiency Level Descriptors – Kindergarten KINDER Speaking Listening Reading Writing
1 Beginning
Beginning students are starting to develop receptive and productive skills in English.
Beginning students are starting to develop receptive and productive skills in English.
Beginning students are starting to develop receptive and productive skills in English.
Beginning students are starting to develop receptive and productive skills in English.
2 Early
Intermediate
Early Intermediate students typically use basic vocabulary and simple phrases to name or describe common objects and express opinions or preferences in social and academic situations. They narrate a story related to a sequence of pictures about school-related activities using basic vocabulary. Restricted vocabulary and developing grammar limit expression. Errors frequently impede communication.
Early Intermediate students typically follow some simple oral directions using knowledge of everyday tasks and basic academic vocabulary. They identify common shapes, letters, numbers, and familiar locations. They identify details in simple oral stories. Their restricted vocabulary and developing grammar limit comprehension. Errors frequently impede communication and comprehension.
Early Intermediate students typically identify capital and lowercase letters in isolation and identify beginning, middle, and ending sounds. They identify main ideas and details in simple text, match text to pictures, and apply letter-sound relationships. Their restricted vocabulary and developing grammar limit comprehension. Errors frequently impede comprehension.
Early Intermediate students copy simple words and sentences that describe pictures or respond to other prompts. Errors frequently impede communication.
3 Intermediate
Intermediate students typically use appropriate words and phrases when conducting transactions, making requests and asking for clarification in social and academic settings. They narrate a story related to a sequence of pictures about school-related activities using mostly accurate, although limited, vocabulary. They provide mostly clear information although errors interfere with communication.
Intermediate students typically follow simple oral directions and identify locations. They identify main ideas and make some inferences from simple oral stories. Errors interfere with communication and comprehension.
Intermediate students typically decode words with short vowel sounds, match text to pictures, and recall details and main ideas in short passages. Students make simple inferences and recognize words that relate to spatial relationships. Errors interfere with comprehension.
Intermediate students typically write one or more words to describe a picture or respond to other prompts. Students are beginning to recognize correct sentence format. Errors interfere with communication.
4 Proficient
Proficient students typically produce simple and accurate sentences when making requests and asking for clarifications. They use appropriate words and phrases to label and describe the purpose of less common objects. They narrate a story related to a sequence of pictures about school-related activities using accurate vocabulary. Minor errors do not interfere with communication.
Proficient students typically follow oral directions to distinguish the location of an object in relation to another object, recall details in an oral story, and make inferences. They identify main ideas in more complex stories.
Proficient students typically identify rhyming words, match words to definitions or descriptions, make inferences, recall events from short passages, and read simple sentences independently. Errors do not interfere with comprehension.
Proficient students typically use correct basic grammar, capitalize the beginning of a sentence, and use correct ending punctuation in declarative, interrogative, and imperative sentences. They identify standard sentence structure and generate descriptive and explanatory sentences. Errors do not interfere with communication.
5 Above
Proficient
Above Proficient students typically produce simple sentences and use correct grammar when making requests, asking for clarification, and describing situations. They narrate a story with extensive and accurate vocabulary and grammar appropriate to their age.
Above Proficient students typically recall details and sequence of events, and determine main ideas in oral stories that have advanced vocabulary.
Above Proficient students typically use context clues to determine meanings of words and recall subtle details. They identify sequence in short passages and recognize words that relate to spatial relationships.
Above Proficient students typically write a complete sentence to describe a picture or respond to other prompts. They form regular plural nouns and possessive pronouns, and choose correct sentence-ending punctuation. Communication is clear and complete, although content may contain minor errors.
32 Copyright © 2013 by CTB/McGraw-Hill LLC. All rights reserved. Secure Materials
Proficiency Level Descriptors – Grade 1 Grade 1 Speaking Listening Reading Writing
1 Beginning
Beginning students are starting to develop receptive and productive skills in English.
Beginning students are starting to develop receptive and productive skills in English.
Beginning students are starting to develop receptive and productive skills in English.
Beginning students are starting to develop receptive and productive skills in English.
2 Early
Intermediate
Early Intermediate students typically use basic vocabulary and simple phrases to name or describe common objects and express opinions or preferences in social and academic situations. They narrate a story related to a sequence of pictures about school-related activities using basic vocabulary. Restricted vocabulary and developing grammar limit expression. Errors frequently impede communication.
Early Intermediate students typically follow some simple oral directions using knowledge of everyday tasks and basic academic vocabulary. They identify common shapes, letters, numbers, and familiar locations. They identify details in simple oral stories. Their restricted vocabulary and developing grammar limit comprehension. Errors frequently impede communication and comprehension.
Early Intermediate students typically identify capital and lowercase letters in isolation, identify beginning, middle, and ending sounds, and recall main ideas and important details in simple text. They apply letter-sound relationships. Their restricted vocabulary and developing grammar limit comprehension. Errors frequently impede comprehension.
Early Intermediate students typically copy simple sentences and write one or more words to describe or explain a picture. They select grammatically correct sentences from a set of choices. Their restricted vocabulary and developing grammar limit expression. Errors frequently impede communication.
3 Intermediate
Intermediate students typically use appropriate words and phrases when conducting transactions, making requests and asking for clarification in social and academic settings. They narrate a story related to a sequence of pictures about school-related activities using mostly accurate, although limited, vocabulary. They provide mostly clear information although errors interfere with communication.
Intermediate students typically follow simple oral directions and identify locations. They identify main ideas and make simple inferences from simple oral stories. Errors interfere with communication and comprehension.
Intermediate students typically decode basic words and match text to pictures. Students make simple inferences and recognize words related to spatial relationships. Errors interfere with comprehension.
Intermediate students typically write words, phrases, or sentences that attempt to describe or explain a picture. They are beginning to recognize sentences illustrating correct grammar, proper subject/verb agreement, and correct pluralization and capitalization. They have limited range of vocabulary knowledge. Errors interfere with communication.
4 Proficient
Proficient students typically produce simple and accurate sentences when making requests and asking for clarifications. They use appropriate words and phrases to label and describe the purpose of less common objects. They narrate a story related to a sequence of pictures about school-related activities using accurate vocabulary. Minor errors do not interfere with communication.
Proficient students typically follow oral directions to distinguish the location of an object in relation to another object, recall details in an oral story, and draw inferences. They identify main ideas in more complex stories.
Proficient students typically identify rhyming words, match basic text to pictures, make inferences, recall details and main ideas in short passages, and read simple sentences independently. Errors do not interfere with comprehension.
Proficient students typically use correct basic grammar, capitalize the beginning of a sentence, and use correct ending punctuation in declarative, interrogative, and imperative sentences. They identify standard sentence structure and generate descriptive and explanatory sentences. Errors do not interfere with communication.
5 Above
Proficient
Above Proficient students typically produce simple sentences and use correct grammar when making requests and conducting transactions in the classroom or describing familiar social situations or a process. They narrate a story with extensive and accurate vocabulary and grammar appropriate to their age.
Above Proficient students typically recall details and the sequence of events, and determine main ideas in oral stories that have advanced vocabulary.
Above Proficient students use context clues to determine meanings of words, recall subtle details, and determine sequence in short passages. They use interpretation and inference to comprehend a story. Students recognize words that relate to spatial relationships.
Above Proficient students typically write a complete sentence to describe a picture or respond to other prompts. They form regular plural nouns and possessive pronouns, and choose correct sentence-ending punctuation. Communication is clear and complete, although content may contain minor errors.
33 Copyright © 2013 by CTB/McGraw-Hill LLC. All rights reserved. Secure Materials
Proficiency Level Descriptors – Grades 2–3 Grades 2–3 Speaking Listening Reading Writing
1 Beginning
Beginning students are starting to develop receptive and productive skills in English.
Beginning students are starting to develop receptive and productive skills in English.
Beginning students are starting to develop receptive and productive skills in English.
Beginning students are starting to develop receptive and productive skills in English.
2 Early
Intermediate
Early Intermediate students typically use basic vocabulary and grammar, and simple phrases or sentences to make requests or comparisons, ask questions, express opinions or preferences, or describe a sequence of pictures about familiar events and situations. Errors frequently impede communication.
Early Intermediate students typically follow simple oral directions and identify high-frequency vocabulary. They identify a few details and make simple inferences from oral stories. Errors frequently impede communication and comprehension.
Early Intermediate students typically understand word meanings and synonyms, possess basic knowledge of morphemes and syllables, identify one-syllable words, recognize simple rhyming words, and make simple inferences. Errors frequently impede comprehension.
Early Intermediate students typically describe, explain, or express ideas in sentences. They make simple comparisons. Students demonstrate basic vocabulary knowledge and grammar skills such as use of auxiliary verbs, verb tenses, and conjunctions. Errors frequently impede communication.
3 Intermediate
Intermediate students typically use appropriate words and phrases when expressing a preference, asking questions, providing information and explanations, naming common objects, and describing common functions. They produce mostly accurate sentences when narrating simple stories about familiar events and situations. Errors interfere with communication.
Intermediate students typically understand a limited range of vocabulary. They recall details, identify main ideas, and draw inferences in more complex oral stories. Errors interfere with communication and comprehension.
Intermediate students typically match words to definitions or descriptions, interpret words and basic phrases, and apply knowledge of morphemes and syllables. They recall stated details and main ideas, make inferences, and determine characters' feelings. Errors interfere with comprehension.
Intermediate students typically respond to various prompts or pictures using multiple sentences. Students make simple predictions and express some opinions in response to pictures. Meaning is somewhat clear although vocabulary may be limited. They identify appropriate verb forms and articles based on contextual clues. Errors interfere with communication.
4 Proficient
Proficient students typically produce complete sentences with few grammatical and vocabulary errors when describing situations, explaining their reasoning, or narrating a story. They use broad vocabulary to accurately express opinions or preferences and ask appropriate questions. Minor errors do not interfere with communication.
Proficient students typically understand academic vocabulary and follow some complex directions. They recall subtle details, determine main ideas, and identify speaker purpose.
Proficient students typically identify synonyms of social and academic vocabulary and interpret words and phrases. They use context clues to determine meaning, recall implicit details and main ideas, make complex inferences, identify literary features, and transfer concepts to new situations. Errors do not interfere with comprehension.
Proficient students typically make predictions and express opinions in response to pictures using complete sentences. They use correct auxiliary verb forms and verb tenses and correctly use writing conventions such as capitalization and punctuation. They organize and write responses in logical and sequential order. Errors do not interfere with communication.
5 Above
Proficient
Above Proficient students typically produce sentences with sophisticated vocabulary and correct grammar when providing information, describing situations, or explaining their reasoning.
Above Proficient students typically recall details and sequence of events, and determine main ideas in oral stories that have advanced vocabulary.
Above Proficient students typically identify two-syllable words and rhyming words written with digraphs, use common multiple-meaning words, and recognize synonyms. They determine story sequence and details of fictional and academic texts, make generalizations, and use self-monitoring techniques to check for understanding.
Above Proficient students typically write fluently to a variety of pictures, prompts, or purposes with precise vocabulary and ease of expression. They use correct verb tenses and subject/verb agreement, appropriate articles and punctuation. Responses contain few digressions or repetitions. Communication is clear and complete, though it may contain minor errors.
34 Copyright © 2013 by CTB/McGraw-Hill LLC. All rights reserved. Secure Materials
Proficiency Level Descriptors – Grades 4-5 Grades 4-5 Speaking Listening Reading Writing
1 Beginning
Beginning students are starting to develop receptive and productive skills in English.
Beginning students are starting to develop receptive and productive skills in English.
Beginning students are starting to develop receptive and productive skills in English.
Beginning students are starting to develop receptive and productive skills in English.
2 Early
Intermediate
Early Intermediate students typically use basic vocabulary and grammar and simple sentences to identify common objects and describe their function, provide basic information, make requests, ask questions, and express opinions or preferences. They construct a narrative from a sequence of pictures about familiar events and school-related activities and compare and contrast information found in texts and graphic organizers using basic vocabulary. Errors frequently impede communication.
Early Intermediate students typically follow some simple oral directions and understand common vocabulary and idiomatic expressions. They identify details. Errors frequently impede communication and comprehension.
Early Intermediate students typically interpret basic words and phrases and identify some main ideas and details in simple text. Errors frequently impede comprehension.
Early Intermediate students typically write sentences using basic vocabulary and grammar to describe and discuss text, interpret graphic organizers, and compare and contrast information. Errors in organization, grammar, word choice, and mechanics frequently impede communication.
3 Intermediate
Intermediate students typically use appropriate words and phrases and complete sentences when making requests, expressing opinions or preferences, providing information, and describing locations. They construct a narrative from a sequence of pictures and compare and contrast information found in texts and graphic organizers using mostly accurate, although limited, vocabulary. Errors interfere with communication.
Intermediate students typically follow oral directions and interpret both basic vocabulary and idiomatic expressions. They identify some main ideas and make simple inferences from passages and understand details within graphic organizers. Errors interfere with communication and comprehension.
Intermediate students typically use knowledge of high-frequency affixes to determine word meanings. They recall main ideas and stated details in text, and interpret simple words and phrases. Errors interfere with comprehension.
Intermediate students typically respond appropriately to various verbal prompts or graphic organizers by using complete sentences that exhibit correct basic grammar. Meaning is somewhat clear, although vocabulary may be limited. They demonstrate a grasp of pronouns, prepositions, auxiliary verbs and verb tenses. Errors in organization, grammar, word choice, and mechanics interfere with communication.
4 Proficient
Proficient students typically produce complete sentences when providing information, asking questions, explaining a process, expressing an opinion, and narrating a story. They organize responses in logical and sequential order. They accurately identify and compare and contrast features of less common objects. Minor errors do not interfere with communication.
Proficient students typically follow multistep directions using academic vocabulary, recall details, identify main ideas, and determine sequence of steps in classroom discussions and lessons. They make inferences from more complex oral stories and interpret tables and other graphic organizers.
Proficient students typically use knowledge of more advanced affixes to determine word meanings. They identify synonyms, use context clues to determine word meanings, and interpret slightly complex words and phrases. They read for specific information in graphic organizers, make inferences from information, and draw conclusions. Errors do not interfere with comprehension.
Proficient students typically write complete sentences with mostly accurate vocabulary and grammar that demonstrates appropriate use of punctuation, prepositional phrases, and other conventions. They summarize passages; interpret, compare, and contrast information from graphic organizers and from implicit and explicit context clues; and organize and write responses to open-ended questions in logical and sequential order. Errors do not interfere with communication.
5 Above
Proficient
Above Proficient students typically produce sentences with sophisticated vocabulary and correct grammar when providing information, describing situations, asking questions, expressing opinions and subtle nuances of meanings, and explaining processes and their reasoning. They create a detailed and structured narrative.
Above Proficient students typically follow directions that use verb phrases and determine key information to summarize a task. They recall subtle details, identify main ideas and speaker purpose, and make sophisticated inferences from classroom discussions and lessons.
Above Proficient students typically identify synonyms and antonyms of less familiar words and interpret complex words and phrases. They use prediction, determine story sequence, and use self-monitoring techniques to check for understanding.
Above Proficient students typically write fluently in response to a variety of prompts and purposes. They skillfully organize, interpret, summarize, and evaluate information from texts and graphic organizers. Communication is clear and complete, though it may contain minor errors.
35 Copyright © 2013 by CTB/McGraw-Hill LLC. All rights reserved. Secure Materials
Proficiency Level Descriptors – Grades 6-8 Grades 6-8 Speaking Listening Reading Writing
1 Beginning
Beginning students are starting to develop receptive and productive skills in English.
Beginning students are starting to develop receptive and productive skills in English.
Beginning students are starting to develop receptive and productive skills in English.
Beginning students are starting to develop receptive and productive skills in English.
2 Early
Intermediate
Early Intermediate students typically produce simple sentences using basic vocabulary and grammar when describing social situations, giving instructions, and identifying locations. They construct a narrative from a sequence of pictures about familiar events and school-related activities and compare and contrast information found in texts and graphic organizers. Errors frequently impede communication.
Early Intermediate students typically follow simple oral directions and understand common vocabulary and idiomatic expressions. They identify details. Errors frequently impede communication and comprehension.
Early Intermediate students typically follow simple oral directions and understand common vocabulary and idiomatic expressions. They identify some details. Errors frequently impede comprehension.
Early Intermediate students typically write complete sentences using basic vocabulary and grammar to describe, explain, or compare verbal or graphic prompts. They respond to simple open-ended questions and summarize simple passages. Errors in organization, grammar, word choice, and mechanics frequently impede communication.
3 Intermediate
Intermediate students typically use appropriate words and phrases and complete sentences when expressing opinions, providing information, conducting transactions, or describing common functions. They describe common social situations and narrate simple stories. Grammatical or vocabulary errors interfere with communication, but the intended meaning is somewhat clear.
Intermediate students typically follow multistep directions that use academic vocabulary. They recall details from class discussions or short oral stories and identify the main purpose of conversation. They interpret graphic organizers and extrapolate conclusions from discussions. Errors interfere with communication and comprehension.
Intermediate students identify synonyms of familiar social and academic vocabulary and interpret common idiomatic expressions using context clues. They distinguish main ideas from supporting details and make inferences from clues in text. Errors interfere with comprehension.
Intermediate students typically write complete sentences to describe, explain, or compare or contrast verbal or graphic prompts. They write responses to open-ended questions and summarize passages. They use sentence-ending punctuation, pronouns, prepositional phrases, auxiliary verbs and verb tenses. Responses have limited range of vocabulary. Errors in organization, grammar, word choice, and mechanics interfere with communication.
4 Proficient
Proficient students typically produce complete sentences to express opinions, provide information, conduct transactions, make a request, explain processes, give instructions, and describe social situations. They produce generally fluent narratives with some hesitations or self-corrections that do not obscure meaning. They organize responses in logical and sequential order and incorporate idiomatic expressions. Speech is coherent and clear but lacks elaboration or detail.
Proficient students typically follow complex multistep directions. They determine main ideas, make inferences from directions, draw simple conclusions and predict logical outcomes in oral stories. They understand metaphorical language and uncommon idiomatic expressions, and recognize technical academic vocabulary.
Proficient students interpret idioms and determine synonyms of grade-level words. They recall stated and implicit details in a variety of genres, identify specific information in graphic organizers, and determine main ideas in fiction and academic texts. They analyze the structure of texts and identify literary techniques. Errors do not interfere with comprehension.
Proficient students typically write logically-sequenced responses that incorporate idiomatic expressions and convey original thought in response to open-ended prompts. They accurately interpret pictures or graphical information. They use correct verb tense and agreement, subordinating conjunctions, capitalization, punctuation, and adjective and adverb placement. Errors do not interfere with communication.
5 Above
Proficient
Above Proficient students typically produce sentences with sophisticated vocabulary and correct grammar and subtle nuances of meaning, when expressing opinions, providing information, making requests, identifying and describing objects, and explaining processes and their reasoning. They produce detailed narratives of complex structure and skillfully organize information for presentations.
Above Proficient students typically follow complex instructions, recall subtle details, determine and evaluate key information to summarize a task, and make sophisticated inferences and predictions from classroom discussions or lengthy oral stories. They understand increasingly abstract idiomatic expressions, locate new information in a wider context, and distinguish relevant from extraneous information.
Above Proficient students typically identify synonyms and antonyms, interpret less familiar idiomatic expressions, apply word definitions, and restate meanings in variant language. They prioritize main and supporting details, and read closely to make logical inferences. They use prediction to read fluently and to identify author’s purpose and literary techniques.
Above Proficient students typically craft original responses to prompts, fluently conveying sequenced logical exposition. Students respond to open-ended questions requiring them to extrapolate from information indicated in prompts, interpret and synthesize complex information from graphic organizers, draw sophisticated inferences, explain reasoning, and express and support opinions. Minor errors are possible, but generally negligible.
36 Copyright © 2013 by CTB/McGraw-Hill LLC. All rights reserved. Secure Materials
Proficiency Level Descriptors – Grades 9-12 Grades 9-12 Speaking Listening Reading Writing
1 Beginning
Beginning students are starting to develop receptive and productive skills in English.
Beginning students are starting to develop receptive and productive skills in English.
Beginning students are starting to develop receptive and productive skills in English.
Beginning students are starting to develop receptive and productive skills in English.
2 Early
Intermediate
Early Intermediate students typically produce simple sentences using basic vocabulary and grammar when interpreting language related to social, school, and academic contexts, explaining personal preferences or describing a sequence of pictures about familiar events and social situations. Minimal vocabulary and grammar knowledge and errors frequently impede communication.
Early Intermediate students typically follow multistep directions. They identify main ideas and make simple inferences and draw conclusions. Errors frequently impede communication and comprehension.
Early intermediate students recall simple information from text, identify main ideas and supporting details, and make simple inferences. They identify common idiomatic expressions and paraphrase passages. Errors frequently impede comprehension.
Early Intermediate students typically write complete sentences using basic vocabulary and grammar to express ideas. They compare and summarize information found in texts or graphic organizers. They demonstrate a basic knowledge of auxiliary verbs, pronouns, and conjunctions. Errors in organization, grammar, word choice, and mechanics frequently impede communication.
3 Intermediate
Intermediate students typically use appropriate words and phrases and complete sentences when providing information, expressing preferences, conducting transactions, and describing personal experiences. They describe social situations, give instructions, and narrate a simple story. Intended meaning is mostly clear, but sometimes requires comprehension-check questions. They are capable of communicating some nuances of meaning. Grammatical or vocabulary errors interfere with communication, but the intended meaning is somewhat clear.
Intermediate students typically interpret simple academic vocabulary and idiomatic expressions. They extrapolate logical outcomes, place new information in a broader context, and recall details from classroom discussions or oral stories. Errors interfere with communication and comprehension.
Intermediate students typically use knowledge of high-frequency affixes and context clues to determine word meanings and identify synonyms of high-frequency social and academic vocabulary. From a simple narrative, they recall stated and implicit details, distinguish main ideas, compare and contrast information, draw conclusions, and make some inferences. Errors interfere with comprehension.
Intermediate students typically use correct basic grammar and begin to demonstrate use of conjunctions in compound sentences. They summarize texts and analyze information in graphic organizers. Meaning is somewhat clear, although vocabulary may be limited. Errors interfere with communication.
4 Proficient
Proficient students typically use complete sentences to express opinions, explain processes, conduct transactions, and describe personal experiences. They use accurate vocabulary and grammar to describe the purpose of less common objects and fluently narrate stories with creative detail. They organize responses in logical and sequential order and incorporate idiomatic expressions. They convey subtle distinctions through rich, specific, and varied vocabulary.
Proficient students typically interpret idiomatic expressions and complex academic vocabulary and concepts. They distinguish essential details and nuances of meaning, synthesize answers from fragmentary information, and determine key information to summarize a task from complex narratives and discussions.
Proficient students typically draw complex conclusions from lengthy passages and distinguish nuances of meanings. They interpret alternate expressions of ideas, analyze the organization of passages, and identify theme, tone, and author purpose. Errors do not interfere with comprehension.
Proficient students typically write fluently, using complete sentences with accurate vocabulary to interpret texts and graphical information, while distinguishing nuances of meaning. They incorporate idiomatic expressions and produce responses to open-ended questions and write summaries and comparisons that correctly use verb forms, capitalization, punctuation, and advanced grammar. Responses exhibit minor errors in grammar and content organization that do not interfere with communication.
5 Above
Proficient
Above Proficient students typically produce complex sentences with sophisticated and precise vocabulary and correct grammar. They convey detailed academic content and expressive nuances of meaning and skillfully organize information for presentations.
Above Proficient students typically interpret more complex grammar and academic vocabulary to follow complex instructions. They use context clues to interpret new vocabulary and draw conclusions about a character in an oral story. They distinguish subtleties of tone and point of view, recall extensive details, grasp abstract and uncommon idiomatic expressions, and analyze the structure of oral passages.
Above Proficient students recognize uncommon synonyms, subtle gradations of meanings using context clues, and unfamiliar idioms. They use prediction to read fluently, make inferences from challenging texts, synthesize text, recognize literary techniques, and use self-monitoring techniques to check for understanding.
Above Proficient students typically write using precise, sophisticated, and varied vocabulary. They demonstrate fluent and varied expression; express subtle nuances of meaning; and expand responses to prompts using related background knowledge. Minor errors are possible, but generally negligible.
39
Cop
yrig
ht ©
201
3 by
CTB
/McG
raw
-Hill
LLC
. All
right
s res
erve
d. S
ecur
e M
ater
ials
Prof
icie
ncy
Leve
l Des
crip
tors
– K
inde
rgar
ten
KIN
DER
H
abla
ndo
Escu
chan
do
Lect
ura
Escr
itur
a
1 Pr
inci
pian
te
Los e
stud
iant
es p
rinci
pian
tes e
mpi
ezan
a
desa
rrol
lar l
as d
estr
ezas
rece
ptiv
as y
pr
oduc
tivas
en
espa
ñol.
Los e
stud
iant
es p
rinci
pian
tes e
mpi
ezan
a
desa
rrol
lar l
as d
estr
ezas
rece
ptiv
as y
pr
oduc
tivas
en
espa
ñol.
Los e
stud
iant
es p
rinci
pian
tes e
mpi
ezan
a
desa
rrol
lar l
as d
estr
ezas
rece
ptiv
as y
pr
oduc
tivas
en
espa
ñol.
Los e
stud
iant
es p
rinci
pian
tes e
mpi
ezan
a
desa
rrol
lar l
as d
estr
ezas
rece
ptiv
as y
pr
oduc
tivas
en
espa
ñol.
2 In
term
edio
Bá
sico
Los e
stud
iant
es in
term
edio
s bás
icos
típ
icam
ente
usa
n vo
cabu
lario
bás
ico
y fr
ases
senc
illas
al n
ombr
ar o
des
crib
ir ob
jeto
s com
unes
y a
l exp
resa
r opi
nion
es o
pr
efer
enci
as e
n en
torn
os so
cial
es y
ac
adém
icas
. Usa
n vo
cabu
lario
bás
ico
para
na
rrar
hist
oria
s bas
adas
en
imág
enes
re
laci
onad
as a
las a
ctiv
idad
es e
scol
ares
. El
voca
bula
rio re
strin
gido
y la
gra
mát
ica
en
desa
rrol
lo li
mita
n la
exp
resi
ón. L
os e
rror
es
frec
uent
emen
te im
pide
n la
com
unic
ació
n.
Los e
stud
iant
es in
term
edio
s bás
icos
típ
icam
ente
sigu
en a
lgun
as in
stru
ccio
nes
oral
es se
ncill
as u
sand
o el
con
ocim
ient
o de
ac
tivid
ades
cot
idia
nas,
voc
abul
ario
ac
adém
ico
básic
o y
de lu
gare
s fam
iliar
es. L
os
erro
res f
recu
ente
men
te im
pide
n la
co
mun
icac
ión
y co
mpr
ensió
n.
Los e
stud
iant
es in
term
edio
s bás
icos
típ
icam
ente
iden
tific
an la
s let
ras m
ayús
cula
s y
min
úscu
las c
uand
o es
tán
aisla
das
e id
entif
ican
el p
rinci
pio,
el m
edio
y e
l fin
al d
e so
nido
s. E
mpa
reja
n te
xtos
a im
ágen
es y
re
cono
cen
pala
bras
de
alta
frec
uenc
ia. L
os
erro
res f
recu
ente
men
te im
pide
n la
co
mpr
ensió
n.
Los e
stud
iant
es in
term
edio
s bás
icos
típ
icam
ente
cop
ian
pala
bras
y o
raci
ones
se
ncill
as a
l des
crib
ir im
ágen
es u
otr
os
apoy
os g
ráfic
os. L
os e
rror
es
frec
uent
emen
te im
pide
n la
com
unic
ació
n.
3 In
term
edio
Los e
stud
iant
es in
term
edio
s típ
icam
ente
ut
iliza
n pa
labr
as y
fras
es a
prop
iada
s al
real
izar t
rans
acci
ones
, hac
er p
etic
ione
s y
pedi
r acl
arac
ione
s. U
san
voca
bula
rio
gene
ralm
ente
pre
ciso
, aun
que
limita
do,
para
nar
rar h
istor
ias b
asad
as e
n im
ágen
es
rela
cion
adas
a la
s act
ivid
ades
esc
olar
es.
Prov
een
info
rmac
ión
clar
a, a
unqu
e lo
s er
rore
s int
erfie
ran
con
la c
omun
icac
ión.
Los e
stud
iant
es in
term
edio
s típ
icam
ente
sig
uen
inst
rucc
ione
s ora
les s
enci
llas.
Id
entif
ican
idea
s prin
cipa
les y
det
alle
s y
hace
n al
guna
s inf
eren
cias
de
hist
oria
s ora
les
senc
illas
. Los
err
ores
inte
rfie
ren
con
la
com
unic
ació
n y
com
pren
sión.
Los e
stud
iant
es in
term
edio
s típ
icam
ente
de
scifr
an p
alab
ras,
iden
tific
an id
eas
prin
cipa
les y
recu
enta
n de
talle
s y e
vent
os d
e un
pas
aje
leíd
o de
man
era
inde
pend
ient
e.
Los e
rror
es in
terf
iere
n co
n la
com
pren
sión.
Los e
stud
iant
es in
term
edio
s típ
icam
ente
es
crib
en u
na o
var
ias p
alab
ras a
l des
crib
ir im
ágen
es o
al r
espo
nder
a o
tros
in
dica
dore
s de
escr
itura
. Los
est
udia
ntes
em
piez
an a
reco
noce
r el f
orm
ato
corr
ecto
de
ora
ción
. Los
err
ores
inte
rfie
ran
con
la
com
unic
ació
n.
4 Co
mpe
tent
e
Los e
stud
iant
es c
ompe
tent
es tí
pica
men
te
prod
ucen
ora
cion
es se
ncill
as y
pre
cisa
s al
hace
r pet
icio
nes y
al p
edir
acla
raci
ones
. U
tiliza
n pa
labr
as y
fras
es a
prop
iada
s al
etiq
ueta
r y d
escr
ibir
el o
bjet
ivo
de o
bjet
os
no c
omun
es. U
san
voca
bula
rio p
reci
so a
l na
rrar
hist
oria
s bas
adas
en
imág
enes
re
laci
onad
as a
las a
ctiv
idad
es e
scol
ares
. Lo
s err
ores
no
inte
rfie
ren
con
la
com
unic
ació
n.
Los e
stud
iant
es c
ompe
tent
es tí
pica
men
te
sigue
n in
stru
ccio
nes o
rale
s com
plej
as y
ha
cen
infe
renc
ias d
e hi
stor
ias o
rale
s.
Iden
tific
an id
eas p
rinci
pale
s en
hist
oria
s co
mpl
ejas
.
Los e
stud
iant
es c
ompe
tent
es tí
pica
men
te
leen
ora
cion
es o
pas
ajes
cor
tos d
e m
aner
a in
depe
ndie
nte.
Iden
tific
an p
alab
ras q
ue
riman
e id
eas p
rinci
pale
s y re
cuer
dan
deta
lles e
n un
pas
aje.
Los
err
ores
no
inte
rfie
ren
con
la c
omun
icac
ión.
Los e
stud
iant
es c
ompe
tent
es tí
pica
men
te
utili
zan
gram
átic
a bá
sica
corr
ecta
y
capi
taliz
ació
n ad
ecua
da a
l ini
cio
de
orac
ione
s. Id
entif
ican
la e
stru
ctur
a es
tánd
ar d
e la
ora
ción
y g
ener
an o
raci
ones
de
scrip
tivas
y e
xplic
ativ
as. L
os e
rror
es n
o in
terf
iere
n co
n la
com
unic
ació
n.
5 D
omin
io
Avan
zado
Los e
stud
iant
es c
on d
omin
io a
vanz
ado
típic
amen
te p
rodu
cen
orac
ione
s sen
cilla
s y
prec
isas c
uand
o ha
cen
petic
ione
s, p
iden
ac
lara
cion
es y
des
crib
en si
tuac
ione
s.
Nar
ran
hist
oria
s con
voc
abul
ario
y
gram
átic
a ex
acta
y a
prop
iada
par
a su
eda
d.
Los e
stud
iant
es c
on d
omin
io a
vanz
ado
típic
amen
te re
cuer
dan
la se
cuen
cia
de
even
tos e
n hi
stor
ias o
rale
s que
util
izan
vo
cabu
lario
ava
nzad
o.
Los e
stud
iant
es c
on d
omin
io a
vanz
ado
típic
amen
te u
tiliza
n pi
stas
con
text
uale
s al
dete
rmin
ar lo
s sig
nific
ados
de
pala
bras
. Re
cuer
dan
deta
lles s
utile
s, id
entif
ican
se
cuen
cias
y h
acen
infe
renc
ias d
e un
pas
aje
leíd
o de
man
era
inde
pend
ient
e.
Los e
stud
iant
es c
on d
omin
io a
vanz
ado
típic
amen
te e
scrib
en o
raci
ones
com
plet
as
al d
escr
ibir
imág
enes
o re
spon
der a
otr
os
indi
cado
res d
e es
critu
ra. U
tiliza
n la
pu
ntua
ción
cor
rect
a en
ora
cion
es
excl
amat
oria
s, d
ecla
rativ
as e
in
terr
ogat
ivas
. La
com
unic
ació
n es
cla
ra y
co
mpl
eta,
aun
que
pued
e co
nten
er e
rror
es
men
ores
.
40
Cop
yrig
ht ©
201
3 by
CTB
/McG
raw
-Hill
LLC
. All
right
s res
erve
d. S
ecur
e M
ater
ials
Prof
icie
ncy
Leve
l Des
crip
tors
– G
rade
1
Grad
e 1
Hab
land
o Es
cuch
ando
Le
ctur
a Es
crit
ura
1 Pr
inci
pian
te
Los e
stud
iant
es p
rinci
pian
tes e
mpi
ezan
a
desa
rrol
lar l
as d
estr
ezas
rece
ptiv
as y
pr
oduc
tivas
en
espa
ñol.
Los e
stud
iant
es p
rinci
pian
tes e
mpi
ezan
a
desa
rrol
lar l
as d
estr
ezas
rece
ptiv
as y
pr
oduc
tivas
en
espa
ñol.
Los e
stud
iant
es p
rinci
pian
tes e
mpi
ezan
a
desa
rrol
lar l
as d
estr
ezas
rece
ptiv
as y
pr
oduc
tivas
en
espa
ñol.
Los e
stud
iant
es p
rinci
pian
tes e
mpi
ezan
a
desa
rrol
lar l
as d
estr
ezas
rece
ptiv
as y
pr
oduc
tivas
en
espa
ñol.
2 In
term
edio
Bá
sico
Los e
stud
iant
es in
term
edio
s bás
icos
típ
icam
ente
usa
n vo
cabu
lario
bás
ico
y fr
ases
senc
illas
al n
ombr
ar o
des
crib
ir ob
jeto
s com
unes
y a
l exp
resa
r opi
nion
es o
pr
efer
enci
as e
n en
torn
os so
cial
es y
ac
adém
icas
. Usa
n vo
cabu
lario
bás
ico
para
na
rrar
hist
oria
s bas
adas
en
imág
enes
re
laci
onad
as a
las a
ctiv
idad
es e
scol
ares
. El
voca
bula
rio re
strin
gido
y la
gra
mát
ica
en
desa
rrol
lo li
mita
n la
exp
resió
n. L
os e
rror
es
frec
uent
emen
te im
pide
n la
com
unic
ació
n.
Los e
stud
iant
es in
term
edio
s bás
icos
típ
icam
ente
sigu
en a
lgun
as in
stru
ccio
nes
oral
es se
ncill
as u
sand
o el
con
ocim
ient
o de
act
ivid
ades
cot
idia
nas,
voc
abul
ario
ac
adém
ico
básic
o y
de lu
gare
s fam
iliar
es.
Los e
rror
es fr
ecue
ntem
ente
impi
den
la
com
unic
ació
n y
com
pren
sión.
Los e
stud
iant
es in
term
edio
s bás
icos
típ
icam
ente
aso
cian
pal
abra
s com
unes
co
n im
ágen
es y
reco
noce
n re
laci
ones
es
paci
ales
. Ide
ntifi
can
una
mez
cla
de
cons
onan
tes.
Los
err
ores
frec
uent
emen
te
impi
den
la c
ompr
ensió
n.
Los e
stud
iant
es in
term
edio
s bás
icos
típ
icam
ente
cop
ian
orac
ione
s sen
cilla
s y
escr
iben
una
pal
abra
par
a de
scrib
ir o
expl
icar
una
imag
en.
Sele
ccio
nan
orac
ione
s con
el u
so c
orre
cto
de su
jeto
y
verb
o de
una
serie
de
opci
ones
. Los
er
rore
s fre
cuen
tem
ente
impi
den
la
com
unic
ació
n.
3 In
term
edio
Los e
stud
iant
es in
term
edio
s típ
icam
ente
ut
iliza
n pa
labr
as y
fras
es a
prop
iada
s al
real
izar t
rans
acci
ones
, hac
er p
etic
ione
s y
pedi
r acl
arac
ione
s. U
san
voca
bula
rio
gene
ralm
ente
pre
ciso
, aun
que
limita
do,
para
nar
rar h
istor
ias b
asad
as e
n im
ágen
es
rela
cion
adas
a la
s act
ivid
ades
esc
olar
es.
Prov
een
info
rmac
ión
clar
a, a
unqu
e lo
s er
rore
s int
erfie
ran
con
la c
omun
icac
ión.
Los e
stud
iant
es in
term
edio
s típ
icam
ente
sig
uen
inst
rucc
ione
s ora
les s
enci
llas,
id
entif
ican
idea
s prin
cipa
les y
hac
en
infe
renc
ias s
enci
llas e
n hi
stor
ias o
rale
s.
Los e
rror
es in
terf
iere
n co
n la
co
mun
icac
ión
y co
mpr
ensió
n.
Los e
stud
iant
es in
term
edio
s típ
icam
ente
de
codi
fican
pal
abra
s, le
en o
raci
ones
de
man
era
inde
pend
ient
e, c
ompr
ende
n vo
cabu
lario
fam
iliar
e id
entif
ican
pal
abra
s qu
e rim
an d
e us
o fr
ecue
nte.
Hac
en
infe
renc
ias s
enci
llas d
e un
pas
aje.
Los
er
rore
s int
erfie
ren
con
la c
ompr
ensió
n.
Los e
stud
iant
es in
term
edio
s típ
icam
ente
es
crib
en p
alab
ras,
fras
es u
ora
cion
es
senc
illas
al d
escr
ibir
o ex
plic
ar im
ágen
es.
Sele
ccio
nan
de u
na se
rie d
e op
cion
es
orac
ione
s con
gra
mát
ica,
plu
raliz
ació
n y
capi
taliz
ació
n co
rrec
ta. L
os e
rror
es
inte
rfie
ren
con
la c
omun
icac
ión.
4 Co
mpe
tent
e
Los e
stud
iant
es c
ompe
tent
es tí
pica
men
te
prod
ucen
ora
cion
es se
ncill
as y
pre
cisa
s al
hace
r pet
icio
nes y
ped
ir ac
lara
cion
es.
Util
izan
pala
bras
y fr
ases
apr
opia
das a
l et
ique
tar y
des
crib
ir el
pro
pósit
o de
ob
jeto
s men
os c
omun
es. U
san
voca
bula
rio p
reci
so a
l nar
rar h
istor
ias
basa
das e
n im
ágen
es re
laci
onad
as a
las
activ
idad
es e
scol
ares
. Los
err
ores
m
enor
es n
o in
terf
iere
n co
n la
co
mun
icac
ión.
Los e
stud
iant
es c
ompe
tent
es tí
pica
men
te
sigue
n in
stru
ccio
nes o
rale
s más
co
mpl
ejas
, rec
uerd
an d
etal
les y
hac
en
infe
renc
ias d
e hi
stor
ias o
rale
s. Id
entif
ican
id
eas p
rinci
pale
s en
hist
oria
s com
plej
as.
Los e
stud
iant
es c
ompe
tent
es tí
pica
men
te
leen
ora
cion
es y
pas
ajes
de
man
era
inde
pend
ient
e, re
cuer
dan
sutil
ezas
y
dete
rmin
an la
secu
enci
a en
un
pasa
je. L
os
erro
res n
o in
terf
iere
n co
n la
com
pren
sión.
Los e
stud
iant
es c
ompe
tent
es
típic
amen
te u
san
gram
átic
a,
capi
taliz
ació
n, y
pun
tuac
ión
adec
uada
en
orac
ione
s dec
lara
tivas
, int
erro
gativ
as e
im
pera
tivas
. Ide
ntifi
can
la e
stru
ctur
a es
tánd
ar d
e or
ació
n y
gene
ran
orac
ione
s de
scrip
tivas
y e
xplic
ativ
as. L
os e
rror
es n
o in
terf
iere
n co
n la
com
unic
ació
n.
5 D
omin
io
Avan
zado
Los e
stud
iant
es c
on d
omin
io a
vanz
ado
típic
amen
te p
rodu
cen
orac
ione
s sen
cilla
s y
usan
la g
ram
átic
a pr
ecisa
al h
acer
pe
ticio
nes y
al r
ealiz
ar tr
ansa
ccio
nes e
n la
cl
ase
o al
des
crib
ir sit
uaci
ones
soci
ales
fa
mili
ares
o p
roce
sos.
Nar
ran
hist
oria
s con
vo
cabu
lario
y g
ram
átic
a ex
acta
y
apro
piad
a pa
ra su
eda
d.
Los e
stud
iant
es c
on d
omin
io a
vanz
ado
típic
amen
te re
cuer
dan
los d
etal
les y
la
secu
enci
a de
eve
ntos
y d
eter
min
an id
eas
prin
cipa
les e
n hi
stor
ias o
rale
s que
util
izan
voca
bula
rio a
vanz
ado.
Los e
stud
iant
es c
on d
omin
io a
vanz
ado
típic
amen
te u
tiliza
n pi
stas
con
text
uale
s al
dete
rmin
ar si
gnifi
cado
s de
pala
bras
y u
san
la in
terp
reta
ción
y h
acen
infe
renc
ias p
ara
com
pren
der l
as h
istor
ias.
Los e
stud
iant
es c
on d
omin
io a
vanz
ado
típic
amen
te e
scrib
en o
raci
ones
co
mpl
etas
al d
escr
ibir
imág
enes
o
resp
onde
r a o
tros
indi
cado
res d
e es
critu
ra. L
a co
mun
icac
ión
es c
lara
y
com
plet
a, a
unqu
e el
voc
abul
ario
pue
de
cont
ener
err
ores
men
ores
.
41
Cop
yrig
ht ©
201
3 by
CTB
/McG
raw
-Hill
LLC
. All
right
s res
erve
d. S
ecur
e M
ater
ials
Prof
icie
ncy
Leve
l Des
crip
tors
– G
rade
s 2–3
Gr
ades
2–3
H
abla
ndo
Escu
chan
do
Lect
ura
Escr
itur
a
1 Pr
inci
pian
te
Los e
stud
iant
es p
rinci
pian
tes e
mpi
ezan
a
desa
rrol
lar l
as d
estr
ezas
rece
ptiv
as y
pr
oduc
tivas
en
espa
ñol.
Los e
stud
iant
es p
rinci
pian
tes e
mpi
ezan
a
desa
rrol
lar l
as d
estr
ezas
rece
ptiv
as y
pr
oduc
tivas
en
espa
ñol.
Los e
stud
iant
es p
rinci
pian
tes e
mpi
ezan
a
desa
rrol
lar l
as d
estr
ezas
rece
ptiv
as y
pr
oduc
tivas
en
espa
ñol.
Los e
stud
iant
es p
rinci
pian
tes e
mpi
ezan
a
desa
rrol
lar l
as d
estr
ezas
rece
ptiv
as y
pr
oduc
tivas
en
espa
ñol.
2 In
term
edio
Bá
sico
Los e
stud
iant
es in
term
edio
s bás
icos
típ
icam
ente
usa
n gr
amát
ica
y vo
cabu
lario
bá
sico
y fr
ases
u o
raci
ones
senc
illas
par
a ha
cer p
etic
ione
s o c
ompa
raci
ones
, hac
er
preg
unta
s, e
xpre
sar o
pini
ones
o
pref
eren
cias
, o d
escr
ibir
una
secu
enci
a de
im
ágen
es so
bre
situa
cion
es y
ent
orno
s fa
mili
ares
. Los
err
ores
frec
uent
emen
te
impi
den
la c
omun
icac
ión.
Los e
stud
iant
es in
term
edio
s bás
icos
típ
icam
ente
sigu
en in
stru
ccio
nes o
rale
s se
ncill
as e
iden
tific
an v
ocab
ular
io d
e us
o fr
ecue
nte.
Iden
tific
an a
lgun
os d
etal
les e
n hi
stor
ias o
rale
s. L
os e
rror
es
frec
uent
emen
te im
pide
n la
com
unic
ació
n y
com
pren
sión.
Los e
stud
iant
es in
term
edio
s bás
icos
típ
icam
ente
iden
tific
an p
alab
ras q
ue
riman
, des
cifr
an o
raci
ones
, aso
cian
pa
labr
as y
ora
cion
es c
on im
ágen
es y
re
cono
cen
rela
cion
es e
spac
iale
s. L
os
erro
res i
mpi
den
la c
ompr
ensió
n.
Los e
stud
iant
es in
term
edio
s bás
icos
típ
icam
ente
esc
riben
ora
cion
es p
ara
desc
ribir,
exp
licar
o e
xpre
sar i
deas
. Los
es
tudi
ante
s dem
uest
ran
cono
cim
ient
o de
voc
abul
ario
bás
ico.
Los
err
ores
fr
ecue
ntem
ente
impi
den
la
com
unic
ació
n.
3 In
term
edio
Los e
stud
iant
es in
term
edio
s típ
icam
ente
ut
iliza
n pa
labr
as y
fras
es a
prop
iada
s al
expr
esar
pre
fere
ncia
s, h
acer
pre
gunt
as,
dar i
nfor
mac
ión
y ex
plic
acio
nes,
nom
brar
ob
jeto
s com
unes
y d
escr
ibir
func
ione
s co
mun
es. P
rodu
cen
orac
ione
s ge
nera
lmen
te p
reci
sas c
uand
o na
rran
hi
stor
ias s
enci
llas s
obre
situ
acio
nes y
en
torn
os fa
mili
ares
. Lo
s err
ores
in
terf
iera
n co
n la
com
unic
ació
n.
Los e
stud
iant
es in
term
edio
s típ
icam
ente
co
mpr
ende
n un
a ga
ma
limita
da d
e vo
cabu
lario
. Ide
ntifi
can
idea
s prin
cipa
les,
re
cuer
dan
deta
lles y
hac
en in
fere
ncia
s se
ncill
as d
e hi
stor
ias o
rale
s.
Los e
rror
es in
terf
iere
n co
n la
co
mun
icac
ión
y co
mpr
ensió
n.
Los e
stud
iant
es in
term
edio
s típ
icam
ente
in
terp
reta
n pa
labr
as y
fras
es e
n co
ntex
to,
iden
tific
an a
lgun
as id
eas p
rinci
pale
s y
prop
ósito
del
aut
or y
recu
erda
n de
talle
s.
Los e
rror
es in
terf
iere
n co
n la
co
mpr
ensió
n.
Los e
stud
iant
es in
term
edio
s típ
icam
ente
re
spon
den
a va
rios i
ndic
ador
es d
e es
critu
ra o
imág
enes
usa
ndo
múl
tiple
s or
acio
nes.
Rec
onoc
en p
rono
mbr
es
pers
onal
es c
orre
ctos
y a
cuer
do d
el
suje
to/v
erbo
. Los
err
ores
inte
rfie
ren
con
la c
omun
icac
ión.
4 Co
mpe
tent
e
Los e
stud
iant
es c
ompe
tent
es tí
pica
men
te
prod
ucen
ora
cion
es c
ompl
etas
con
poc
os
erro
res d
e vo
cabu
lario
y g
ram
átic
a pa
ra
desc
ribir
situa
cion
es, e
xplic
ar su
ra
zona
mie
nto
o na
rrar
hist
oria
s. U
san
un
ampl
io v
ocab
ular
io p
ara
expr
esar
se
opin
ione
s o p
refe
renc
ias c
on p
reci
sión
y ha
cer p
regu
ntas
apr
opia
das.
Los
err
ores
m
enor
es n
o in
terf
iere
n co
n la
co
mun
icac
ión.
Los e
stud
iant
es c
ompe
tent
es tí
pica
men
te
com
pren
den
voca
bula
rio a
cadé
mic
o y
sigue
n in
stru
ccio
nes d
e va
rios p
asos
. Re
cuer
dan
deta
lles s
utile
s, d
eter
min
an
idea
s prin
cipa
les,
hac
en in
fere
ncia
s e
iden
tific
an p
ropó
sito
del o
rado
r.
Los e
stud
iant
es c
ompe
tent
es tí
pica
men
te
iden
tific
an so
nido
s fin
ales
y p
alab
ras d
e do
s o tr
es sí
laba
s. In
terp
reta
n pa
labr
as y
fr
ases
y a
plic
an e
l con
ocim
ient
o de
m
orfe
mas
. Util
izan
pist
as c
onte
xtua
les
para
det
erm
inar
sign
ifica
do d
e pa
labr
as,
iden
tific
an id
eas p
rinci
pale
s y h
acen
in
fere
ncia
s. L
os e
rror
es n
o in
terf
iere
n co
n la
com
pren
sión.
Los e
stud
iant
es c
ompe
tent
es
típic
amen
te e
scrib
en o
raci
ones
co
mpl
etas
con
voc
abul
ario
pre
ciso
y
corr
ecto
. Util
izan
pron
ombr
es c
orre
ctos
, ar
tícul
os y
acu
erdo
del
suje
to/v
erbo
con
ve
rbos
regu
lare
s e ir
regu
lare
s. U
san
conv
enci
ones
de
escr
itura
co
rrec
tam
ente
com
o ca
pita
lizac
ión
y pu
ntua
ción
. Los
err
ores
no
inte
rfie
ren
con
la c
omun
icac
ión.
5 D
omin
io
Avan
zado
Los e
stud
iant
es c
on d
omin
io a
vanz
ado
típic
amen
te p
rodu
cen
orac
ione
s con
vo
cabu
lario
sofis
ticad
o y
gram
átic
a co
rrec
ta a
l dar
info
rmac
ión,
des
crib
ir sit
uaci
ones
o e
xplic
ar su
razo
nam
ient
o.
Los e
stud
iant
es c
on d
omin
io a
vanz
ado
típic
amen
te si
guen
inst
rucc
ione
s co
mpl
ejas
que
util
izan
voca
bula
rio
acad
émic
o. D
eter
min
an in
form
ació
n cl
ave
de h
istor
ias o
rale
s que
tien
en v
ocab
ular
io
avan
zado
.
Los e
stud
iant
es c
on d
omin
io a
vanz
ado
típic
amen
te re
cuer
dan
deta
lles i
mpl
ícito
s e
idea
s prin
cipa
les,
saca
n co
nclu
sione
s y
hace
n ge
nera
lizac
ione
s. Id
entif
ican
ca
ract
eríst
icas
lite
raria
s de
text
os
ficci
onal
es y
aca
dém
icos
y u
san
técn
icas
de
aut
o m
onito
reo
para
com
prob
ar su
co
mpr
ensió
n.
Los e
stud
iant
es c
on d
omin
io a
vanz
ado
típic
amen
te e
scrib
en fl
uida
men
te c
on
voca
bula
rio p
reci
so y
cor
rect
o pa
ra
desc
ribir,
exp
licar
, hac
er in
fere
ncia
s o
expr
esar
opi
nion
es o
pre
fere
ncia
s. L
a co
mun
icac
ión
es c
lara
y c
ompl
eta,
au
nque
pue
de c
onte
ner e
rror
es
men
ores
.
42
Cop
yrig
ht ©
201
3 by
CTB
/McG
raw
-Hill
LLC
. All
right
s res
erve
d. S
ecur
e M
ater
ials
Prof
icie
ncy
Leve
l Des
crip
tors
– G
rade
s 4–5
Gr
ades
4–5
H
abla
ndo
Escu
chan
do
Lect
ura
Escr
itur
a
1 Pr
inci
pian
te
Los e
stud
iant
es p
rinci
pian
tes e
mpi
ezan
a
desa
rrol
lar l
as d
estr
ezas
rece
ptiv
as y
pr
oduc
tivas
en
espa
ñol.
Los e
stud
iant
es p
rinci
pian
tes e
mpi
ezan
a
desa
rrol
lar l
as d
estr
ezas
rece
ptiv
as y
pr
oduc
tivas
en
espa
ñol.
Los e
stud
iant
es p
rinci
pian
tes e
mpi
ezan
a
desa
rrol
lar l
as d
estr
ezas
rece
ptiv
as y
pr
oduc
tivas
en
espa
ñol.
Los e
stud
iant
es p
rinci
pian
tes e
mpi
ezan
a
desa
rrol
lar l
as d
estr
ezas
rece
ptiv
as y
pr
oduc
tivas
en
espa
ñol.
2 In
term
edio
Bá
sico
Los e
stud
iant
es in
term
edio
s bás
icos
típ
icam
ente
usa
n gr
amát
ica
y vo
cabu
lario
bá
sico
y or
acio
nes s
enci
llas p
ara
iden
tific
ar o
bjet
os c
omun
es y
des
crib
ir su
fu
nció
n, d
ar in
form
ació
n bá
sica,
hac
er
petic
ione
s, h
acer
pre
gunt
as y
exp
resa
r op
inio
nes o
pre
fere
ncia
s. C
onst
ruye
n na
rrat
ivas
a b
ase
de u
na se
cuen
cia
de
imág
enes
sobr
e ev
ento
s fam
iliar
es y
co
mpa
ran
y co
ntra
stan
info
rmac
ión
enco
ntra
da e
n te
xtos
y o
rgan
izado
res
gráf
icos
usa
ndo
voca
bula
rio b
ásic
o. L
os
erro
res f
recu
ente
men
te im
pide
n la
co
mun
icac
ión.
Los e
stud
iant
es in
term
edio
s bás
icos
típ
icam
ente
sigu
en a
lgun
as in
stru
ccio
nes
oral
es se
ncill
as y
com
pren
den
voca
bula
rio
com
ún y
exp
resio
nes i
diom
átic
as. P
uede
n id
entif
ican
det
alle
s. L
os e
rror
es im
pide
n la
co
mun
icac
ión
y co
mpr
ensió
n.
Los e
stud
iant
es in
term
edio
s bás
icos
típ
icam
ente
div
iden
pal
abra
s en
sílab
as,
inte
rpre
tan
pala
bras
y fr
ases
bás
icas
e
iden
tific
an a
lgun
as id
eas p
rinci
pale
s y
deta
lles e
n te
xtos
sim
ples
. Los
err
ores
fr
ecue
ntem
ente
impi
den
la c
ompr
ensió
n.
Los e
stud
iant
es in
term
edio
s bás
icos
típ
icam
ente
esc
riben
ora
cion
es se
ncill
as
usan
do g
ram
átic
a y
voca
bula
rio b
ásic
o pa
ra d
escr
ibir
y di
scut
ir te
xtos
, in
terp
reta
r org
aniza
dore
s grá
ficos
y
com
para
r y c
ontr
asta
r inf
orm
ació
n. L
os
erro
res e
n la
org
aniza
ción
, gra
mát
ica,
el
ecci
ón d
e pa
labr
as y
mec
ánic
a fr
ecue
ntem
ente
impi
den
la
com
unic
ació
n.
3 In
term
edio
Los e
stud
iant
es in
term
edio
s típ
icam
ente
ut
iliza
n pa
labr
as y
fras
es a
prop
iada
s y
orac
ione
s com
plet
as a
l hac
er p
etic
ione
s,
expr
esar
opi
nion
es o
pre
fere
ncia
s, d
ar
info
rmac
ión
y de
scrib
ir lu
gare
s.
Cons
truy
en n
arra
tivas
de
una
secu
enci
a de
imág
enes
y c
ompa
ran
y co
ntra
stan
in
form
ació
n en
cont
rada
en
text
os y
or
gani
zado
res g
ráfic
os u
sand
o vo
cabu
lario
gen
eral
men
te p
reci
so,
aunq
ue li
mita
do. L
os e
rror
es in
terf
iere
n co
n la
com
unic
ació
n.
Los e
stud
iant
es in
term
edio
s típ
icam
ente
sig
uen
inst
rucc
ione
s ora
les e
inte
rpre
tan
voca
bula
rio b
ásic
o. Id
entif
ican
alg
unas
id
eas p
rinci
pale
s y d
etal
les y
hac
en
infe
renc
ias s
enci
llas d
e pa
saje
s ora
les
simpl
es. L
os e
rror
es in
terf
iere
n co
n la
co
mun
icac
ión
y co
mpr
ensió
n.
Los e
stud
iant
es in
term
edio
s típ
icam
ente
in
terp
reta
n pa
labr
as y
fras
es e
n co
ntex
to,
iden
tific
an id
eas p
rinci
pale
s y p
ropó
sito
del a
utor
y re
cuer
dan
deta
lles d
ecla
rado
s.
Los e
rror
es in
terf
iere
n co
n la
co
mpr
ensió
n.
Los e
stud
iant
es in
term
edio
s típ
icam
ente
re
spon
den
apro
piad
amen
te a
var
ias
indi
caci
ones
ver
bale
s y o
rgan
izado
res
gráf
icos
usa
ndo
orac
ione
s com
plet
as q
ue
exhi
ben
gram
átic
a bá
sica
corr
ecta
. El
signi
ficad
o es
gen
eral
men
te c
laro
, au
nque
el v
ocab
ular
io se
a lim
itado
. Co
mpa
ran
y co
ntra
stan
info
rmac
ión
en
text
os y
org
aniza
dore
s grá
ficos
. Lo
s er
rore
s en
la o
rgan
izaci
ón, g
ram
átic
a,
elec
ción
de
pala
bras
y m
ecán
ica
inte
rfie
ren
con
la c
omun
icac
ión.
4 Co
mpe
tent
e
Los e
stud
iant
es c
ompe
tent
es tí
pica
men
te
prod
ucen
ora
cion
es c
ompl
etas
al d
ar
info
rmac
ión,
exp
licar
pro
ceso
s, e
xpre
sar
opin
ione
s y n
arra
r hist
oria
s. O
rgan
izan
resp
uest
as e
n or
den
secu
enci
al y
lógi
co.
Iden
tific
an, c
ompa
ran
y co
ntra
stan
ca
ract
eríst
icas
de
obje
tos m
enos
co
mun
es c
on p
reci
sión.
Los
err
ores
m
enor
es n
o in
terf
iere
n co
n la
co
mun
icac
ión.
Los e
stud
iant
es c
ompe
tent
es tí
pica
men
te
sigue
n in
stru
ccio
nes d
e va
rios p
asos
us
ando
voc
abul
ario
aca
dém
ico,
recu
erda
n de
talle
s e id
entif
ican
idea
s prin
cipa
les e
n di
scus
ione
s de
clas
e y
dura
nte
inst
rucc
ión.
Ha
cen
infe
renc
ias d
e pa
saje
s ora
les
com
plej
os e
inte
rpre
tan
tabl
as y
otr
os
orga
niza
dore
s grá
ficos
.
Los e
stud
iant
es c
ompe
tent
es tí
pica
men
te
utili
zan
pist
as c
onte
xtua
les p
ara
dete
rmin
ar si
gnifi
cado
de
pala
bras
. An
aliza
n te
xtos
e In
terp
reta
n pa
labr
as,
fras
es y
ora
cion
es c
ompl
ejas
. Los
err
ores
no
inte
rfie
ren
con
la c
ompr
ensió
n.
Los e
stud
iant
es c
ompe
tent
es
típic
amen
te e
scrib
en o
raci
ones
co
mpl
etas
con
voc
abul
ario
ge
nera
lmen
te p
reci
so q
ue d
emue
stra
n el
us
o ap
ropi
ado
de p
untu
ació
n, v
erbo
s au
xilia
res y
otr
as c
onve
ncio
nes.
Re
sum
en p
asaj
es; i
nter
pret
an, c
ompa
ran
y co
ntra
stan
info
rmac
ión
de
orga
niza
dore
s grá
ficos
y p
istas
co
ntex
tual
es. L
os e
rror
es n
o in
terf
iere
n co
n la
com
unic
ació
n.
43
Cop
yrig
ht ©
201
3 by
CTB
/McG
raw
-Hill
LLC
. All
right
s res
erve
d. S
ecur
e M
ater
ials
Prof
icie
ncy
Leve
l Des
crip
tors
– G
rade
s 4–5
(con
tinue
d)
5 Do
min
io
Avan
zado
Los e
stud
iant
es c
on d
omin
io a
vanz
ado
típic
amen
te p
rodu
cen
orac
ione
s con
vo
cabu
lario
sofis
ticad
o y
gram
átic
a co
rrec
ta a
l dar
info
rmac
ión,
des
crib
ir sit
uaci
ones
, hac
er p
regu
ntas
, exp
resa
r op
inio
nes y
sutil
ezas
de
signi
ficad
o y
expl
icar
pro
ceso
s y su
razo
nam
ient
o. C
rean
na
rrat
ivas
det
alla
das y
est
ruct
urad
as.
Los e
stud
iant
es c
on d
omin
io a
vanz
ado
típic
amen
te si
guen
inst
rucc
ione
s que
ut
iliza
n fr
ases
del
ver
bo y
det
erm
inan
in
form
ació
n cl
ave
para
resu
mir
tare
as.
Recu
erda
n de
talle
s sut
iles y
gen
eral
men
te
com
pren
den
expr
esio
nes i
diom
átic
as.
Los e
stud
iant
es c
on d
omin
io a
vanz
ado
típic
amen
te d
eter
min
an id
eas p
rinci
pale
s,
recu
erda
n de
talle
s de
apoy
o, h
acen
in
fere
ncia
s de
info
rmac
ión
y sa
can
conc
lusio
nes d
e te
xtos
de
ficci
ón y
no
ficci
ón. C
ompa
ran,
con
tras
tan
y re
sum
en
info
rmac
ión
en te
xtos
y o
rgan
izado
res
gráf
icos
. Util
izan
pist
as c
onte
xtua
les p
ara
inte
rpre
tar p
alab
ras m
enos
fam
iliar
es y
fr
ases
com
plej
as.
Los e
stud
iant
es c
on d
omin
io a
vanz
ado
típic
amen
te e
scrib
en fl
uida
men
te a
l re
spon
der a
una
var
ieda
d de
indi
cado
res
de e
scrit
ura
y pr
opós
itos.
Con
hab
ilida
d or
gani
zan,
inte
rpre
tan,
resu
men
y
eval
úan
info
rmac
ión
de te
xtos
y
orga
niza
dore
s grá
ficos
. La
com
unic
ació
n es
cla
ra y
com
plet
a, a
unqu
e pu
ede
cont
ener
alg
unos
err
ores
mec
ánic
os.
44
Cop
yrig
ht ©
201
3 by
CTB
/McG
raw
-Hill
LLC
. All
right
s res
erve
d. S
ecur
e M
ater
ials
Prof
icie
ncy
Leve
l Des
crip
tors
– G
rade
s 6–8
Gr
ades
6–8
H
abla
ndo
Escu
chan
do
Lect
ura
Escr
itur
a
1 Pr
inci
pian
te
Los e
stud
iant
es p
rinci
pian
tes
empi
ezan
a d
esar
rolla
r las
des
trez
as
rece
ptiv
as y
pro
duct
ivas
en
espa
ñol.
Los e
stud
iant
es p
rinci
pian
tes e
mpi
ezan
a
desa
rrol
lar l
as d
estr
ezas
rece
ptiv
as y
pr
oduc
tivas
en
espa
ñol.
Los e
stud
iant
es p
rinci
pian
tes
empi
ezan
a d
esar
rolla
r las
des
trez
as
rece
ptiv
as y
pro
duct
ivas
en
espa
ñol.
Los e
stud
iant
es p
rinci
pian
tes e
mpi
ezan
a
desa
rrol
lar l
as d
estr
ezas
rece
ptiv
as y
pr
oduc
tivas
en
espa
ñol.
2 In
term
edio
Bá
sico
Los e
stud
iant
es in
term
edio
s bás
icos
típ
icam
ente
usa
n gr
amát
ica
y vo
cabu
lario
bás
ico
y or
acio
nes
senc
illas
par
a de
scrib
ir sit
uaci
ones
so
cial
es, d
ar in
stru
ccio
nes e
iden
tific
ar
luga
res.
Con
stru
yen
narr
ativ
as d
e un
a se
cuen
cia
de im
ágen
es d
e ac
tivid
ades
re
laci
onad
as c
on la
esc
uela
y
com
para
n y
cont
rast
an in
form
ació
n en
cont
rada
en
text
os y
org
aniza
dore
s gr
áfic
os. L
os e
rror
es fr
ecue
ntem
ente
im
pide
n la
com
unic
ació
n.
Los e
stud
iant
es in
term
edio
s bás
icos
típ
icam
ente
sigu
en in
stru
ccio
nes o
rale
s se
ncill
as y
com
pren
den
voca
bula
rio c
omún
y
expr
esio
nes i
diom
átic
as. I
dent
ifica
n de
talle
s bá
sicos
de
conv
ersa
cion
es. L
os e
rror
es
frec
uent
emen
te im
pide
n la
com
unic
ació
n y
com
pren
sión.
Los e
stud
iant
es in
term
edio
s bás
icos
típ
icam
ente
iden
tific
an a
lgun
as id
eas
prin
cipa
les y
det
alle
s de
apoy
o en
te
xtos
sim
ples
. Los
err
ores
fr
ecue
ntem
ente
impi
den
la
com
pren
sión.
Los e
stud
iant
es in
term
edio
s bás
icos
típ
icam
ente
esc
riben
ora
cion
es c
ompl
etas
us
ando
gra
mát
ica
y vo
cabu
lario
bás
ico
para
de
scrib
ir, e
xplic
ar o
resp
onde
r a in
dica
cion
es
verb
ales
o in
dica
dore
s grá
ficos
. Res
umen
pá
rraf
os e
n su
s pro
pias
pal
abra
s. L
os e
rror
es
de o
rgan
izaci
ón, g
ram
átic
a, e
lecc
ión
de
pala
bras
y m
ecán
ica
frec
uent
emen
te
impi
den
la c
omun
icac
ión.
3 In
term
edio
Los e
stud
iant
es in
term
edio
s típ
icam
ente
util
izan
pala
bras
y fr
ases
ap
ropi
adas
y o
raci
ones
com
plet
as a
l ex
pres
ar o
pini
ones
, dar
info
rmac
ión,
re
aliza
r tra
nsac
cion
es o
des
crib
ir fu
ncio
nes c
omun
es. D
escr
iben
sit
uaci
ones
soci
ales
com
unes
y n
arra
n hi
stor
ias s
impl
es. L
os e
rror
es
gram
atic
ales
o d
e vo
cabu
lario
in
terf
iere
n co
n la
com
unic
ació
n, p
ero
el si
gnifi
cado
inte
ncio
nado
es
gene
ralm
ente
cla
ro.
Los e
stud
iant
es in
term
edio
s típ
icam
ente
sig
uen
inst
rucc
ione
s de
vario
s pas
os q
ue u
san
voca
bula
rio a
cadé
mic
o. E
llos r
ecue
rdan
de
talle
s de
disc
usio
nes d
e cl
ase,
co
nver
saci
ones
o h
istor
ias c
orta
s ora
les.
Los
er
rore
s int
erfie
ren
con
la c
omun
icac
ión
y co
mpr
ensió
n.
Los e
stud
iant
es in
term
edio
s típ
icam
ente
iden
tific
an e
xpre
sione
s id
iom
átic
as, d
istin
guen
ent
re id
eas
prin
cipa
les e
idea
s de
apoy
o y
hace
n in
fere
ncia
s sim
ples
de
pist
as d
e te
xtos
fic
cion
ales
y a
cadé
mic
os. L
os e
rror
es
inte
rfie
ren
con
la c
ompr
ensió
n.
Los e
stud
iant
es in
term
edio
s típ
icam
ente
es
crib
en o
raci
ones
com
plet
as p
ara
desc
ribir,
ex
plic
ar, c
ompa
rar y
con
tras
tar i
ndic
acio
nes
verb
ales
o in
dica
dore
s grá
ficos
. Res
umen
pá
rraf
os e
n su
s pro
pias
pal
abra
s y u
tiliza
n pu
ntua
ción
fina
l y p
repo
sicio
nes c
orre
ctas
. Pu
eden
dist
ingu
ir en
tre
el u
so d
e m
odo
y tie
mpo
cor
rect
o e
inco
rrec
to.
Las r
espu
esta
s m
uest
ran
una
gam
a lim
itada
de
voca
bula
rio.
Los e
rror
es e
n la
org
aniza
ción
, gra
mát
ica,
el
ecci
ón d
e pa
labr
as y
mec
ánic
a in
terf
iere
n co
n la
com
unic
ació
n.
4 Co
mpe
tent
e
Los e
stud
iant
es c
ompe
tent
es
típic
amen
te p
rodu
cen
orac
ione
s co
mpl
etas
par
a ex
pres
ar o
pini
ones
, da
r inf
orm
ació
n, re
aliza
r tr
ansa
ccio
nes,
hac
er p
etic
ione
s,
expl
icar
pro
ceso
s, d
ar in
stru
ccio
nes y
de
scrib
ir sit
uaci
ones
soci
ales
. Pr
oduc
en n
arra
tivas
gen
eral
men
te
fluid
as c
on a
lgun
as d
udas
o
auto
corr
ecci
ones
que
no
obsc
urec
en
el si
gnifi
cado
. Org
aniza
n re
spue
stas
en
ord
en ló
gico
y se
cuen
cial
e
inco
rpor
an e
xpre
sione
s idi
omát
icas
. El
disc
urso
es c
oher
ente
y c
laro
, per
o le
fa
lta e
labo
raci
ón o
det
alle
.
Los e
stud
iant
es c
ompe
tent
es tí
pica
men
te
pred
icen
resu
ltado
s de
conv
ersa
cion
es o
pa
saje
s ora
les c
ompl
ejos
. Sa
can
conc
lusio
nes,
re
sum
en c
onve
rsac
ione
s y re
laci
onan
in
form
ació
n or
al c
on o
rgan
izado
res g
ráfic
os.
Com
pren
den
voca
bula
rio té
cnic
o, a
cadé
mic
o y
expr
esio
nes i
diom
átic
as.
Los e
stud
iant
es c
ompe
tent
es
típic
amen
te in
terp
reta
n vo
cabu
lario
ac
adém
ico
y ex
pres
ione
s idi
omát
icas
, co
mpa
ran
y re
sum
en in
form
ació
n en
te
xtos
y o
rgan
izado
res g
ráfic
os,
dete
rmin
an id
eas p
rinci
pale
s e
iden
tific
an d
etal
les e
n te
xtos
fic
cion
ales
y a
cadé
mic
os. H
acen
in
fere
ncia
s y a
naliz
an la
est
ruct
ura
de
text
os. L
os e
rror
es n
o in
terf
iere
n co
n la
com
pren
sión.
Los e
stud
iant
es c
ompe
tent
es tí
pica
men
te
escr
iben
ora
cion
es m
últip
les c
on v
ocab
ular
io
acad
émic
o pa
ra d
escr
ibir
y ex
plic
ar id
eas o
co
mpa
rar t
exto
en
orga
niza
dore
s grá
ficos
. Pu
eden
resu
mir
pasa
jes e
n su
s pro
pias
pa
labr
as. U
tiliza
n el
mod
o y
tiem
po c
orre
cto,
co
ncor
danc
ia e
ntre
suje
to y
ver
bo,
conj
unci
ones
subo
rdin
adas
y c
oloc
ació
n ad
ecua
da d
e ad
jetiv
o. L
os e
rror
es n
o in
terf
iere
n co
n la
com
unic
ació
n.
45
Cop
yrig
ht ©
201
3 by
CTB
/McG
raw
-Hill
LLC
. All
right
s res
erve
d. S
ecur
e M
ater
ials
Prof
icie
ncy
Leve
l Des
crip
tors
– G
rade
s 6–8
(con
tinue
d)
5 Do
min
io
Avan
zado
Los e
stud
iant
es c
on d
omin
io a
vanz
ado
típic
amen
te p
rodu
cen
orac
ione
s con
vo
cabu
lario
sofis
ticad
o, g
ram
átic
a co
rrec
ta y
sutil
ezas
de
signi
ficad
o al
dar
in
form
ació
n, e
xpre
sar o
pini
ones
, id
entif
icar
y d
escr
ibir
obje
tos y
exp
licar
pr
oces
os y
su ra
zona
mie
nto.
Pro
duce
n na
rrat
ivas
det
alla
das c
on e
stru
ctur
a co
mpl
eja
y co
n ha
bilid
ad o
rgan
izan
in
form
ació
n pa
ra p
rese
ntac
ione
s.
Los e
stud
iant
es c
on d
omin
io a
vanz
ado
típic
amen
te re
cuer
dan
deta
lles s
utile
s y
dete
rmin
an y
eva
lúan
info
rmac
ión
clav
e al
re
sum
ir un
a ta
rea
y ha
cer i
nfer
enci
as y
pr
edic
cion
es so
fistic
adas
de
disc
usio
nes d
e cl
ase
o hi
stor
ias o
rale
s lar
gas.
Com
pren
den
expr
esio
nes i
diom
átic
as c
ada
vez m
ás
abst
ract
as, l
ocal
izan
nuev
a in
form
ació
n en
un
cont
exto
más
am
plio
y d
istin
guen
ent
re lo
re
leva
nte
de la
info
rmac
ión
supe
rflu
a.
Los e
stud
iant
es c
on d
omin
io a
vanz
ado
típic
amen
te in
terp
reta
n ex
pres
ione
s id
iom
átic
as m
enos
fam
iliar
es.
Iden
tific
an to
no d
el a
utor
, pun
to d
e vi
sta
y ot
ras t
écni
cas l
itera
rias.
Co
mpa
ran
y re
sum
en in
form
ació
n en
te
xtos
y o
rgan
izado
res g
ráfic
os y
ha
cen
infe
renc
ias d
e te
xtos
larg
os.
Los e
stud
iant
es c
on d
omin
io a
vanz
ado
típic
amen
te e
scrib
en o
raci
ones
com
pues
tas y
co
mpl
ejas
con
voc
abul
ario
pre
ciso
y c
orre
cto
para
des
crib
ir o
expl
icar
pre
fere
ncia
s,
resu
men
pas
ajes
o c
ompa
ran
text
os e
n or
gani
zado
res g
ráfic
os. C
orre
ctam
ente
se
adhi
eren
a c
onve
ncio
nes d
e es
critu
ra d
e pr
epos
icio
nes y
ver
bos a
uxili
ares
y
dife
renc
ian
orac
ione
s com
plet
as d
e fr
agm
ento
s. L
os e
rror
es m
enor
es so
n po
sible
s, p
ero
gene
ralm
ente
insi
gnifi
cant
es.
46
Cop
yrig
ht ©
201
3 by
CTB
/McG
raw
-Hill
LLC
. All
right
s res
erve
d. S
ecur
e M
ater
ials
Prof
icie
ncy
Leve
l Des
crip
tors
– G
rade
s 9–1
2 Gr
ades
9–1
2 H
abla
ndo
Escu
chan
do
Lect
ura
Escr
itur
a
1 Pr
inci
pian
te
Los e
stud
iant
es p
rinci
pian
tes e
mpi
ezan
a
desa
rrol
lar l
as d
estr
ezas
rece
ptiv
as y
pr
oduc
tivas
en
espa
ñol.
Los e
stud
iant
es p
rinci
pian
tes e
mpi
ezan
a
desa
rrol
lar l
as d
estr
ezas
rece
ptiv
as y
pr
oduc
tivas
en
espa
ñol.
Los e
stud
iant
es p
rinci
pian
tes e
mpi
ezan
a
desa
rrol
lar l
as d
estr
ezas
rece
ptiv
as y
pr
oduc
tivas
en
espa
ñol.
Los e
stud
iant
es p
rinci
pian
tes e
mpi
ezan
a
desa
rrol
lar l
as d
estr
ezas
rece
ptiv
as y
pr
oduc
tivas
en
espa
ñol.
2 In
term
edio
Bá
sico
Los e
stud
iant
es in
term
edio
s bás
icos
típ
icam
ente
pro
duce
n or
acio
nes s
enci
llas
usan
do g
ram
átic
a y
voca
bula
rio b
ásic
o pa
ra
inte
rpre
tar l
engu
aje
rela
cion
ado
con
cont
exto
s soc
iale
s, e
scol
ares
y a
cadé
mic
os,
expl
icar
pre
fere
ncia
s per
sona
les o
des
crib
ir un
a se
cuen
cia
de im
ágen
es d
e ev
ento
s fa
mili
ares
y si
tuac
ione
s soc
iale
s.
Cono
cim
ient
o m
ínim
o de
voc
abul
ario
y
gram
átic
a y
erro
res f
recu
ente
s im
pide
n la
co
mun
icac
ión.
Los e
stud
iant
es in
term
edio
s bás
icos
típ
icam
ente
sigu
en in
stru
ccio
nes d
e va
rios
paso
s. Id
entif
ican
idea
s prin
cipa
les y
hac
en
infe
renc
ias y
saca
n co
nclu
sione
s sim
ples
. Lo
s err
ores
frec
uent
emen
te im
pide
n la
co
mun
icac
ión
y co
mpr
ensió
n.
Los e
stud
iant
es in
term
edio
s bás
icos
típ
icam
ente
iden
tific
an a
lgun
as id
eas
prin
cipa
les y
det
alle
s de
apoy
o en
text
os
simpl
es. L
os e
rror
es fr
ecue
ntem
ente
im
pide
n la
com
pren
sión.
Los e
stud
iant
es in
term
edio
s bás
icos
típ
icam
ente
esc
riben
ora
cion
es c
ompl
etas
us
ando
gra
mát
ica
y vo
cabu
lario
bás
ico
para
exp
resa
r ide
as. R
esum
en p
árra
fos y
ex
plic
an o
rgan
izado
res g
ráfic
os. L
os
erro
res e
n la
org
aniza
ción
, gra
mát
ica,
el
ecci
ón d
e pa
labr
as y
mec
ánic
a fr
ecue
ntem
ente
impi
den
la c
omun
icac
ión.
3 In
term
edio
Los e
stud
iant
es in
term
edio
s típ
icam
ente
ut
iliza
n pa
labr
as, f
rase
s y o
raci
ones
co
mpl
etas
apr
opia
das a
l dar
info
rmac
ión,
ex
pres
ar p
refe
renc
ias,
real
izar
tran
sacc
ione
s o d
escr
ibir
expe
rienc
ias
pers
onal
es. D
escr
iben
situ
acio
nes s
ocia
les y
na
rran
hist
oria
s sim
ples
. El s
igni
ficad
o in
tenc
iona
do e
s gen
eral
men
te c
laro
, per
o a
men
udo
requ
iere
pre
gunt
as d
e co
mpr
ensió
n. T
iene
n la
cap
acid
ad d
e co
mun
icar
alg
unas
sutil
ezas
de
sign
ifica
do.
Los e
rror
es c
on la
gra
mát
ica
o vo
cabu
lario
in
terf
iere
n co
n la
com
unic
ació
n, p
ero
el
signi
ficad
o in
tenc
iona
do e
s gen
eral
men
te
clar
o.
Los e
stud
iant
es in
term
edio
s típ
icam
ente
in
terp
reta
n vo
cabu
lario
aca
dém
ico
simpl
e y
recu
erda
n de
talle
s. H
acen
pre
dicc
ione
s e
iden
tific
an p
ropó
sitos
de
conv
ersa
cion
es
simpl
es. L
os e
rror
es in
terf
iere
n co
n la
co
mun
icac
ión
y co
mpr
ensió
n.
Los e
stud
iant
es in
term
edio
s típ
icam
ente
id
entif
ican
idea
s prin
cipa
les y
det
alle
s im
plíc
itos e
n na
rrat
ivas
. Int
erpr
etan
pa
labr
as y
fras
es e
n co
ntex
to y
co
mpa
ran
y re
sum
en in
form
ació
n en
te
xtos
y o
rgan
izado
res g
ráfic
os.
Los
erro
res i
nter
fiere
n co
n la
com
pren
sión.
Los e
stud
iant
es in
term
edio
s típ
icam
ente
us
an g
ram
átic
a bá
sica
corr
ecta
y
empi
ezan
a d
emos
trar
el u
so c
orre
cto
de
artíc
ulos
, col
ocac
ión
de a
djet
ivos
, pr
epos
icio
nes y
pun
tuac
ión.
El s
igni
ficad
o es
gen
eral
men
te c
laro
, aun
que
el
voca
bula
rio se
a lim
itado
.
4 Co
mpe
tent
e
Los e
stud
iant
es c
ompe
tent
es tí
pica
men
te
usan
ora
cion
es c
ompl
etas
par
a ex
pres
ar
opin
ione
s, e
xplic
ar p
roce
sos,
real
izar
tr
ansa
ccio
nes y
des
crib
ir ex
perie
ncia
s pe
rson
ales
. U
san
gram
átic
a y
voca
bula
rio
prec
iso a
l des
crib
ir pr
opós
itos d
e ob
jeto
s po
co c
omun
es y
nar
ran
fluid
amen
te
hist
oria
s con
det
alle
cre
ativ
o. O
rgan
izan
resp
uest
as e
n or
den
lógi
co y
secu
enci
al e
in
corp
oran
exp
resio
nes i
diom
átic
as. E
l di
scur
so e
s coh
eren
te y
cla
ro, p
ero
le fa
lta
elab
orac
ión
o de
talle
. Com
unic
an
dist
inci
ones
sutil
es a
trav
és d
e un
vo
cabu
lario
rico
, esp
ecífi
co y
var
iado
.
Los e
stud
iant
es c
ompe
tent
es tí
pica
men
te
inte
rpre
tan
expr
esio
nes i
diom
átic
as,
voca
bula
rio a
cadé
mic
o y
conc
epto
s co
mpl
ejos
. Dist
ingu
en d
etal
les e
senc
iale
s y
sutil
ezas
del
sign
ifica
do, s
inte
tizan
re
spue
stas
de
info
rmac
ión
frag
men
taria
y
dete
rmin
an in
form
ació
n cl
ave
para
resu
mir
tare
as d
e na
rrat
ivas
y d
iscus
ione
s co
mpl
ejas
.
Los e
stud
iant
es c
ompe
tent
es
típic
amen
te h
acen
infe
renc
ias d
e te
xtos
ac
adém
icos
. Id
entif
ican
pun
to d
e vi
sta,
to
no y
act
itud
en te
xtos
ficc
iona
les y
ac
adém
icos
, ana
lizan
est
ruct
ura
de
text
os y
util
izan
pist
as c
onte
xtua
les p
ara
inte
rpre
tar e
xpre
sione
s idi
omát
icas
. Los
er
rore
s no
inte
rfie
ren
con
la
com
pren
sión.
Los e
stud
iant
es c
ompe
tent
es tí
pica
men
te
escr
iben
flui
dam
ente
con
voc
abul
ario
pr
eciso
par
a de
scrib
ir, e
xplic
ar y
resu
mir
idea
s y c
ompa
rar t
exto
s con
los
orga
niza
dore
s grá
ficos
. Dem
uest
ran
una
alta
hab
ilida
d co
n la
s con
venc
ione
s gr
amat
ical
es c
omo
mod
o y
tiem
po,
verb
os a
uxili
ares
, adv
erbi
os y
co
njun
cion
es. L
as re
spue
stas
mue
stra
n er
rore
s men
ores
en
la g
ram
átic
a y
orga
niza
ción
de
escr
itura
que
no
inte
rfie
ran
con
la c
omun
icac
ión.
47
Cop
yrig
ht ©
201
3 by
CTB
/McG
raw
-Hill
LLC
. All
right
s res
erve
d. S
ecur
e M
ater
ials
Prof
icie
ncy
Leve
l Des
crip
tors
– G
rade
s 9–1
2 (c
ontin
ued)
5 Do
min
io
Avan
zado
Los e
stud
iant
es c
on d
omin
io a
vanz
ado
típic
amen
te p
rodu
cen
orac
ione
s co
mpl
ejas
con
voc
abul
ario
sofis
ticad
o y
prec
iso y
gra
mát
ica
corr
ecta
. So
n po
rtad
ores
de
cont
enid
o ac
adém
ico
deta
llado
y m
atic
es e
xpre
sivos
de
signi
ficad
o y
hábi
lmen
te o
rgan
izan
info
rmac
ión
para
pre
sent
acio
nes.
Los e
stud
iant
es c
on d
omin
io a
vanz
ado
típic
amen
te in
terp
reta
n gr
amát
ica
y vo
cabu
lario
más
com
plej
o pa
ra se
guir
inst
rucc
ione
s com
plej
as. U
tiliza
n pi
stas
co
ntex
tual
es p
ara
inte
rpre
tar n
uevo
vo
cabu
lario
y sa
car c
oncl
usio
nes s
obre
pe
rson
ajes
en
hist
oria
s ora
les.
Dist
ingu
en
sutil
ezas
de
tono
y p
unto
de
vist
a, c
apta
n ex
pres
ione
s idi
omát
icas
abs
trac
tas y
poc
o co
mun
es y
ana
lizan
est
ruct
ura
de p
asaj
es
oral
es.
Los e
stud
iant
es c
on d
omin
io a
vanz
ado
típic
amen
te in
terp
reta
n vo
cabu
lario
so
cial
y a
cadé
mic
o y
expr
esio
nes
idio
mát
icas
no
fam
iliar
es. U
san
pred
icci
ón p
ara
leer
flui
dam
ente
, hac
en
infe
renc
ias d
e te
xtos
difí
cile
s, re
cono
cen
técn
icas
lite
raria
s y u
san
técn
icas
de
auto
mon
itore
o pa
ra c
ompr
obar
su
com
pren
sión.
Los e
stud
iant
es c
on d
omin
io a
vanz
ado
típic
amen
te e
scrib
en u
sand
o vo
cabu
lario
pr
eciso
, sof
istic
ado
y va
riado
. De
mue
stra
n ex
pres
ión
fluid
a y
varia
da y
am
plía
n re
spue
stas
a lo
s ind
icad
ores
de
escr
itura
usa
ndo
su c
onoc
imie
nto
rela
cion
ado.
Los
err
ores
men
ores
son
posib
les,
per
o ge
nera
lmen
te
insig
nific
ante
s.