1. Listening Grade 4-5

1. Demonstrate comprehension of grade- level vocabulary within familiar, basic questions and simple academic instruction, including multiple-meaning words and idioms, when supported by simplified speech, repetition, and visual or non-verbal cues.

1. Demonstrate comprehension of grade-level vocabulary within simple questions and academic instruction, includingmultiple-meaning words and idioms, whensupported by repetition,visual and/or non-verbal cues.

1. Demonstrate comprehension of grade- level vocabularyincluding multiple- meaning words and idioms within scaffolded conversations and academic instruction on familiar topics, with repetition and visual or non-verbal support.

1. Demonstrate comprehension of grade- level vocabularyincluding multiple- meaning words and idioms within most everyday conversations and academic instruction, with visual or non-verbal support.

1. Demonstrate comprehension of grade-level vocabulary including multiple- meaning words and idioms, with minimal support.

2. Demonstrate recognition 2. Demonstrate recognition 2. Demonstrate recognition 2. Demonstrate recognition 2. Demonstrate recognitionof word structures within of word structures within of word structures to of word structures to of word structures tofamiliar, simple speech to simple questions and determine the meaning determine the meaning of determine the meaningdetermine the meaning of academic instruction to of words within words within most of words, with minimalwords, when supported determine the meaning scaffolded conversations everyday conversations support.by simplified speech, of words, when and academic instruction and academic instruction,repetition, and visual or supported by repetition, on familiar topics, with with visual or non-verbalnonverbal cues. visual and/or non-verbal repetition and visual or support.

cues. non-verbal support.

Pr nunciation and on atternsphonemes and phonemic and phonemic patterns and phonemic patterns and phonemic patterns in and phonemic patternspatterns in initial and final in initial and final in initial and final initial, medial, and final including blends andconsonant sounds. consonant sounds and positions and long vowel positions. digraphs in initial,

short vowel sounds. sounds. medial, and finalpositions.

4. Distinguish intonation patterns in familiar

4. Distinguish intonation patterns that affect

4. Distinguish intonation patterns that affect

4. Distinguish intonation patterns that affect

4. Distinguish intonation patterns and word stress

questions and meaning in familiar meaning in less familiar meaning in questions, that affect meaning incommands. questions, exclamations, questions, exclamations, exclamations, questions, exclamations,

and commands. commands and commands, and commands, andstatements. statements. statements.

Beginning High Beginning Intermediate High Intermediate AdvancedVocabulary

o

Beginning High Beginning Intermediate High Intermediate AdvancedComprehension of Oral Instructions, Questions, and Prompts

1. Listening Grade 4-5

5. Respond appropriately to classroom commands or instructions to complete grade-level tasks containing modeled one- step directions,supported by visual and/or non-verbal cues.

5. Respond appropriatelyto classroom commands and instructions to complete grade-level tasks containingmodeled two-step directions, supported by simplified speech, repetition, and visual or non-verbal cues.

5. Respond appropriately to classroom commands and instructions to complete grade-level tasks containingmodeled multi-step directions, with repetition and visual or non-verbal support.

5. Respond appropriately to classroom commands and instructions to complete grade-level tasks containing multi- step directions, withvisual or non-verbal support.

5. Respond appropriatelyto multi-step instructions with minimal support to complete grade-level tasks.

6. Respond appropriately to 6. Respond appropriately 6. Respond appropriately to 6. Respond appropriately to 6. Respond appropriatelyshort, simply-phrased to grade-level questions a variety of factual and grade-level questions to lengthy questions thatquestions about familiar that contain simple inferential grade-level that contain complex contain grade-leveltopics. language structures. questions that have language structures, with vocabulary and

simple language occasional support. language structures,structures. with minimal support.

Comprehension of Information Presented Orally7. Demonstrate listening 7. Demonstrate listening 7. Demonstrate listening 7. Demonstrate listening 7. Demonstrate listening

comprehension of comprehension of topic comprehension of topic, comprehension of comprehension ofcontent-related and details about details and main idea familiar and unfamiliar familiar and unfamiliarvocabulary about familiar familiar information about familiar and content information in a content information in ainformation presented, presented, with unfamiliar information variety of settings, with variety of settings, withwith simplified speech simplified speech and presented in normal occasional support. minimal support.and visual support. visual support. speech, with visual

support.Conversations and Discussions8. Demonstrate active 8. Demonstrate active 8. Demonstrate active 8. Demonstrate active 8. Demonstrate active

listening strategies about listening strategies in listening strategies in listening strategies in listening strategies bypersonal topics by routine social and grade- social and grade-level social and grade-level attending to theattending to the speaker level academic academic interactions by academic interactions by speaker, summarizingnonverbally, making eye interactions by asking on-topic asking on-topic main point, andcontact and using responding appropriately questions with support. questions. respondingappropriate gestures. with support. appropriately to clarify

and understand.

2. Speaking Grade 4-5Beginning High Beginning Intermediate High Intermediate Advanced

Vocabulary1. Use basic, concrete,

grade-level content- specific vocabulary,about familiar information within phrases, one-word responses, and memorized responses, with visual, non-verbal and text support.

1. Use concrete grade-level content-specific vocabulary within simple questions and statements, with repetition, visual, non- verbal and text support.

1. Use grade-level content- specific vocabulary within scaffolded academic discussions, with repetition, visual, non- verbal and text support.

1. Use grade-level content- specific vocabularywithin academic discussions, withoccasional visual andtext support.

1. Use grade-level content- specific vocabulary within academic discussions, with minimal support.

2. Use basic general 2. Use basic general 2. Use general grade-level 2. Use general grade-level 2. Use general academicacademic vocabulary, academic vocabulary, academic vocabulary, academic vocabulary vocabulary withinincluding terms used as including terms used as including terms used as within academic academic discussions,academic language academic language academic language discussions, with with minimal support.functions within phrases, functions, within simple functions, within occasional visual andone-word responses, and questions and scaffolded academic text support.memorized responses statements, with discussions, withabout familiar topics, with repetition, visual, non- repetition, visual, non-repetition, visual, non- verbal and text support. verbal and text support.verbal and text support.

3. Use general vocabulary 3. Use general vocabulary 3. Use expressive 3. Use expressive grade- 3. Use expressive grade-terms from all parts of terms from all parts of vocabulary terms from all level vocabulary within level vocabulary withinspeech about familiar speech within simple parts of speech within interpersonal interpersonal discussions,topics, with repetition, questions and scaffolded interpersonal discussions, with with minimal support.visual, non-verbal and statements, with discussions, with occasional visual andtext support. repetition, visual, non- repetition, visual, non- text support.

verbal and text support. verbal and text support.

Beginning High Beginning Intermediate High Intermediate AdvancedGrammar

2. Speaking Grade 4-5

4. Use appropriate word order in modeled short phrases, highly patterned statements, and questions, with support.

4. Use appropriate word order in simple statements and questions, with support.

4. Use appropriate word order in simple and compound statements and questions, with support.

4. Use appropriate word order in simple, compound, and complex statements and questions, with occasional support.

4. Use appropriate word order in conversations or presentations using simple to complex statements and questions, with minimal support.

5. Use subject-verb 5. Use subject-verb 5. Use subject-verb 5. Use subject-verb 5. Use subject-verbagreement in highly agreement in simple agreement in simple and agreement in simple, agreement inpatterned simple statements and compound statements compound, and complex conversations orstatements, with support. questions, with support. and questions, with statements and presentations using

support. questions, with simple to complexoccasional support. statements and questions

with compound subjectsand verbs, with minimalsupport.

6. Use present tense of 6. Use past, present, and 6. Use past, present, future, 6. Use past, present, future, 6. Use past, present, future,common verbs, with future verb tenses, with and progressive verb progressive, and progressive, andsupport. support. tenses of regular and conditional verb forms in conditional verb tenses in

high-frequency irregular conversations and conversations andverbs, with support. presentations, with presentations, with

occasional support. minimal support.7. Use simple transitional 7. Use grade-level 7. Use grade-level 7. Use grade-level 7. Use grade-level

words and phrases, with transitional words and transitional words and transitional words and transitional words,support. phrases to create a phrases to create a phrases to create phrases, and appositives

logical message, with cohesive and logical cohesive and logical to communicate cohesivesupport. message, with support. messages, with and logical messages

occasional support. and presentations, withminimal support.

Pronunciation, Intonation8. Use comprehensible 8. Use comprehensible 8. Use comprehensible 8. Use comprehensible 8. Demonstrate appropriate

pronunciation, pronunciation, pronunciation, pronunciation, volume, articulation,enunciation, intonation, enunciation, intonation, enunciation, intonation, enunciation, intonation, pronunciation,and fluency in grade-level and fluency in grade-level and fluency in grade-level fluency, and verbal/non- enunciation, intonation,oral language tasks using oral language tasks, oral language tasks and verbal techniques in pacing, timing, and stresswords, phrases, and when repeating after a presentations, with spontaneous situations on grade-level tasks andsimple sentences, when model. modeling and multimedia and grade-level oral presentations, withrepeating after a model. support. language tasks and minimal support.

presentations, withoccasional modeling andmultimedia support.

Beginning High Beginning Intermediate High Intermediate AdvancedPersonal Information

2. Speaking Grade 4-5

9. Express personal/ autobiographical information and ideas using short phrases and memorized patterns, with support such as modeled language, props, and visual cues.

9. Express personal/ autobiographical information and ideas using simple sentences, with support such as modeling, props, and visual cues.

9. Express personal/ autobiographical information and ideas, supported by sentence stems, sentence frames, props, and visual cues.

9. Express personal/ autobiographical information and ideas, including delivering oral presentations, with support such as modeling and prompting for additional detail.

9. Speak in a variety of situations to inform and/or relate experiences, with minimal support.

10. Express opinions and 10. Express opinions and 10. Express opinions and 10. Express opinions and 10. Express opinions andfeelings using short feelings using simple feelings, including stating feelings while engaging feelings while engagingphrases and memorized sentences, with support a position and supporting in one-on-one and small in a variety ofpatterns, with support such as modeling, props, it with reasons, with group discussions, with discussions, with minimalsuch as modeled and visual cues. support of sentence support such as modeling support.language, props, and stems, sentence frames, and prompting forvisual cues. props, and visual cues. additional detail.

11. Express needs and 11. Express needs and 11. Express needs and 11. Express needs and 11. Express needs andwants using short wants using simple wants in sentences, wants in sentences, wants, including multiplephrases and memorized sentences, with support including a reason, including multiple reasons and usingpatterns, with support such as modeling, props, supported by sentence reasons, with support appropriate non-verbalsuch as modeled and visual cues. stems, sentence frames, such as modeling and techniques such aslanguage, props, and props, and visual cues. prompting for additional posture, eye contact,visual cues. detail. facial expressions, and

gestures.

Beginning High Beginning Intermediate High Intermediate AdvancedAcademic Information

2. Speaking Grade 4-5

12. Explain grade-level academic procedures using single words or short phrases, with support.

12. Explain grade-level academic procedures using simple sentences, with support.

12. Explain grade-level two- step academic procedures using complex sentences, with support.

12. Explain grade-level multi- step academic procedures usingcomplex sentences, with occasional support.

12. Explain grade-level multi- step academic procedures usingcomplex language structures, with minimal support.

13. Retell events, stories, 13. Retell events, stories, 13. Retell events, stories and 13. Retell the main idea and 13. Retell main ideas andand experiences using and experiences using experiences using details of events, stories, details of events, stories,pictures, words, and simple sentences, with complex sentences, with and experiences using and experiences usingshort phrases, with support. support. complex sentences, with complex languagesupport. occasional support. structures, with minimal

support.14. Describe attributes of 14. Describe and compare 14. Describe and compare 14. Describe and compare 14. Describe and compare

people, places, and attributes of people, attributes and factual attributes and factual and impliedthings, using simple places, and things, using characteristics of people, characteristics of people, attributes andwords, short phrases, adjectives in phrases and places, and things, using places, and things, using characteristics of people,and basic adjectives, with simple sentences, with complex sentences, with complex sentences, with places, and things, usingsupport. support. support. occasional support. simple to complex

sentences, with minimalsupport.

15. Express predictions of 15. Express predictions and 15. Express predictions, 15. Express predictions, 15. Express predictions,future events using future events using probability, and future probability, and future probability, and futuresimple words and short phrases and simple events using complex events using complex events using complexphrases, with support. sentences, with support. sentences, with support. sentences, with language structures, with

occasional support. minimal support.16. Express cause-effect 16. Express cause-effect 16. Express cause-effect 16. Express cause-effect 16. Express cause-effect

relationships using relationships using relationships using relationships using relationships usingsimple words or phrases, phrases and simple complex language complex sentences, complex languagewith pictures or graphic sentences, including structures, including including because, so, structures, includingorganizers for support. because, with support. because and if/then and if/then statements, because, so, and if/then

statements, with support. with occasional support. statements, with minimalsupport.

17. Justify positions and 17. Justify positions and 17. Justify positions and 17. Justify positions and 17. Justify positions andpersuades others to persuades others to persuades others to persuades others to persuades others toagree using simple words agree using phrases and agree using varied and agree using details and agree using a variety ofor phrases, with pictures simple sentences, with complex sentences, with rhetorical structures, with language and rhetoricalor graphic organizers for support. support. occasional support. structures, with minimalsupport. support.

2. Speaking Grade 4-5Beginning High Beginning Intermediate High Intermediate Advanced

Conversations and Discussions18. Use basic verbal and

non-verbal communication techniques, including taking turns and eye contact, to participate in short conversations and simple discussions.

19. Ask modeled questions to gain basic information and clarify academic content.

18. Use verbal and non- verbal communication techniques, including volume and proximity, to participate in short paired or small-group discussions.

19. Ask simple questions to gain basic information and clarify academic content.

18. Use verbal and non- verbal communication techniques, including circumlocution and self- correcting, to participate in grade-level academic discourse and small- group discussions.

19. Ask modeled complex questions to gain basic information and clarify academic content.

18. Use verbal and non- verbal communication techniques, including register, in grade-level academic discourse and large-group discussions.

19. Ask complex questions to gain information and clarify academic content.

18. Use organization and delivery strategies to participate in conversations and academic discourse and discussions.

19. Ask a variety of questions to gain information, clarify academic content, and participate in discussions.

3. Reading Grade 4-5Beginning High Beginning Intermediate High Intermediate Advanced

Connect Written Text and Spoken Language1. Identify letters and

corresponding sounds, with support.

2. Read basic high- frequency words, with support.

Vocabulary and Symbols

1. Apply phonics to decode words with consonant and vowel patterns, including words with blends and long vowel patterns, with support.

2. Read grade-level high- frequency words, with support.

1. Apply phonics to decode words with consonant and vowel patterns, including blends,digraphs and diphthongs, with support.

2. Read grade-level high- frequency words in a sentence, with support.

1. Apply phonetic skills to decode words and break words into familiar parts, with minimal support.

2. Read grade-level high- frequency words in a sentence, with occasional support.

1. Use a variety of phonetic skills to read unfamiliar words, with minimal support.

2. Read and comprehends grade-level high- frequency-words automatically, with minimal support.

3. Determine the meaning of new vocabulary andenvironmental print by examining illustrationsand using text features, with support.

3. Determine the meaning of basic vocabulary, withsupport.

3. Determine the meanings of grade-levelvocabulary, including re- reading and usingcontext clues, with support.

3. Determine the meaningof grade-level vocabulary by re-reading, usingcontext clues, and usingtext features, with occasional support.

3. Develop and apply new vocabulary from a varietyof texts using strategies, such as re-reading,context clues, text features and dictionaries,with minimal support.

4. Demonstrate knowledge 4. Classify and categorize 4. Identify and explain 4. Identify and explain 4. Demonstrate knowledgeof word relationships and increasingly complex antonyms and synonyms, relationships between of word relationships andcategories by sorting vocabulary into sets and with support. and among vocabulary, categories to determinevocabulary into sets and groups, with support. with occasional support. the meaning of grade-groups, with support. level vocabulary, with

minimal support.5. Use word structure to 5. Use word structure to 5. Use word structure to 5. Use word structure to 5. Use word structure to

determine meanings of determine meanings of determine meanings of determine meanings of determine meanings ofwords, including basic words, including words, including grade- words, including grade- words, including grade-compound words and inflectional endings, appropriate appropriate appropriateinflectional endings, with contractions and prefixes/suffixes and prefixes/suffixes, prefixes/suffixes,support. compound words, with root/base words, with root/base words, and root/base words, and

support. support. inflectional endings, with inflectional endings, withoccasional support. minimal support.

6. Demonstrate 6. Demonstrate 6. Demonstrate 6. Demonstrate 6. Use context to determinecomprehension of comprehension of comprehension of comprehension of the meanings of idiomsmultiple-meaning words, homophones and common idioms, idioms, figurative and figurative language,with support. multiple-meaning words, homophones and grade- language, and grade- with minimal support.

with support. level multiple-meaning level multiple-meaningwords, with support. words, with occasional

support.

Beginning High Beginning Intermediate High Intermediate AdvancedComprehension of Informational and Literary Texts

7. Identify simple authentic text, including stories, menus, letters, articles, etc., with support.

7. Identify the different purposes of text such as narratives, articles, letters, etc., with support.

7. Identify the author’s purpose of text, with support.

7. Identify, analyze and explain the author’s purpose of text, with occasional support.

7. Identify, analyze and explain the author’s purpose of text, with minimal support.

8. Identify important facts in 8. Identify the topic and 8. Identify and explain the 8. Identify, explain, and 8. Summarize the text or asimplified informational important facts in main idea and factual paraphrase the main idea portion of the text, withtext, support. simplified informational supporting details in and factual supporting minimal support.

text, with support. modified informational details in informationaltext, with support. text, with occasional

support.9. Identify elements of 9. Identify and explain the 9. Identify and explain 9. Identify and explain 9. Identify and distinguish

familiar narrative texts, elements of a familiar elements of an unfamiliar relationships between literary elements amongincluding characters, narrative text, including narrative text, including and among characters, narrative texts, withsetting, and events, with the problem, the solution, plot elements, with setting, and events of minimal support.support. and the sequence of support. unfamiliar narrative text,

events, with support. with occasional support.10. Identify important ideas 10. Identify the main idea or 10. Identify and explain main 10. Identify and explain 10. Identify and explain

in modified literary texts, message in modified ideas and universal universal themes across universal themes acrosswith support. literary text, with support. themes in modified multiple literary texts, multiple literary texts,

literary text, with support. with occasional support. with minimal support.11. Follow simple one-step 11. Follow written directions 11. Follow written multi-step 11. Follow written multi-step 11. Follow written multi-step

written directions, with and prompts given one directions and prompts, directions and directions andvisual cues. step at a time, with with simple language procedures, with procedures, with minimal

simple language structures and modeling occasional support. support.structures and modeling or visual cues.or visual cues.

Beginning High Beginning Intermediate High Intermediate AdvancedFluency

12. Recognize word order in simple sentence patterns.

12. Demonstrate understanding of how word order affects meaning in simple affirmative and negative sentences.

12. Demonstrate understanding of how word order affects meaning in simple and compound sentences, and questions.

12. Demonstrate understanding of how word order affects meaning in compound and complex sentences, and questions.

12. Demonstrate understanding of how word order affects meaning in a variety of sentences and questions.

13. Imitate the use of end 13. Use end punctuation to 13. Use end punctuation and 13. Use punctuation cues to 13. Use punctuation cues topunctuation to convey convey meaning and commas to guide guide meaning and guide meaning andmeaning and expression, expression, with support. meaning and expression, expression, including expression, with minimalwith support. with support. commas, and quotation support.

marks, with occasionalsupport.

14. Imitate the rhythm of 14. Imitate the rhythm of 14. Read with appropriate 14. Read with appropriate 14. Read grade-level textspeech in short familiar speech in familiar text pace, phrasing, pace, phrasing, expressively withphrases, with modeling. when reading orally. intonation and rhythm of intonation and rhythm of appropriate pace,

speech, with familiar text speech with familiar text. phrasing, intonation andand modeling. rhythm of speech.

Beginning High Beginning Intermediate High Intermediate AdvancedStrategies15. Prepare for reading

(including surveying and previewing the text, making connections and predictions) by answering simple questions using non-verbal responses, familiar words and phrases, with support.

16. Demonstrate comprehension of simplified text about familiar content during reading by using non- verbal or simple verbal responses.

17. Use resources to assist with reading tasks, including environmental print, word walls, picture dictionaries, and illustrated word banks, with support.

15. Prepare for reading (including surveying and previewing the text and making connections and predictions) by answering simple questions about the topic and illustrations, using modeled sentence frames and illustrations.

16. Demonstrate comprehension of simplified text during reading, including using modeled sentence frames or graphicorganizers to periodically summarize.

17. Use resources to assist with reading tasks, including environmental print, word walls, picture dictionaries, and illustrated word banks, with support.

15. Prepare for reading (including surveying and previewing the text and making connections and predictions) by making comments and asking questions about the text, with support.

16. Demonstrate comprehension of modified text during reading, including confirming and adjusting predictions, or askingand answering questions about the text, with support.

17. Use resources to assist with reading tasks, including environmental print, word walls, word banks, picture dictionaries, and textbook glossaries, with support.

15. Prepare for reading (including surveying and previewing the text and making connections and predictions) by answering and asking questions and making comments about the text, with occasional support.

16. Demonstrate comprehension of grade- appropriate text during reading, including confirming or adjusting predictions, with occasional support.

17. Use grade-appropriate resources to determine meaning of unknown words, with occasional support.

15. Prepare for reading (including surveying and previewing the text and making connections and predictions) by answering and asking questions and making comments about the text, with minimal support.

16. Demonstrate comprehension of grade- appropriate text during reading, including periodically paraphrasing important ideas or information, with minimal support.

17. Use grade-appropriate resources to determine the meanings of words, with minimal support.

18. Use text features, including illustrations, photographs, titles, and labels, to make meaning from text, with support.

19. After reading, respond to modified text using non- verbal and simple verbal responses, with support.

18. Use text features, including bold print, font size, captions, and headings, to make meaning from text, with support.

19. After reading, respond to modified text, including using modeled sentence frames, with support.

18. Use text features, including tables of contents, graphs, and charts/tables, to make meaning from text, with support.

19. After reading, respond to modified text, including making comments and asking questions, with support.

18. Use grade-appropriate text features, including print features, graphicand informational aids, to make meaning from text,with occasional support.

19. After reading, respond to grade-level text, including explaining responses and asking questions using more complex language and extended discourse, with occasional support.

18. Identify and use grade- appropriate text features to facilitate understanding of texts, with minimal support.

19. After reading, respond to grade-level text, including explaining responses and asking questions using more complex language and extended discourse, with minimal support.

4. Writing Grade 4-5Beginning High Beginning Intermediate High Intermediate Advanced

Vocabulary1. Use grade-level content

nouns and subject pronouns by drawing and labeling, with support.

1. Use grade-level singular and plural nouns and subject pronouns in phrases and sentence frames, with support.

1. Use grade-level vocabulary, including possessive and demonstrative pronouns, in sentences, with support.

1. Use precise grade-level vocabulary, including relative pronouns, in paragraphs, with occasional support.

1. Use precise vocabulary, including abstract nouns, with minimal support.

2. Express action or state of 2. Incorporate verbs and 2. Incorporate grade-level 2. Incorporate a variety of 2. Incorporate a variety ofbeing by drawing and helping verbs to express verbs and helping verbs grade-level verbs and vivid verbs, with minimallabeling, with support. action or state of being in in sentences, with helping verbs in support.

phrases and sentence support. paragraphs, withframes, with support. occasional support.

3. Use adjectives by 3. Use articles and grade- 3. Use articles and grade- 3. Use articles and vivid 3. Use articles and vividdrawing and labeling, level adjectives in level adjectives and grade-level adjectives grade-level adjectiveswith support. phrases and sentence adverbs in sentences, and adverbs in and adverbs, with

frames, with support. with support. paragraphs, with minimal support.occasional support.

4. Use basic words to 4. Use basic words to 4. Use grade-level words to 4. Use precise grade-level 4. Use precise grade-levelindicate time, sequence, indicate direction, time, indicate direction, time, words to indicate words to indicateand location by drawing sequence, and location in sequence, and location in direction, time, sequence, direction, time, sequence,and labeling picture phrases and sentence sentences, with support. and location in and location, withstories, with support. frames, with support. paragraphs, with minimal support.

occasional support.5. Use basic phrasal verbs 5. Use basic phrasal verbs 5. Use idioms and multiple- 5. Use idioms, figurative 5. Use idioms and figurative

by matching pictures to in sentence frames, with meaning words in expressions, and language to clarify,text, with support. support. sentences to clarify, multiple-meaning words extend or elaborate on

extend or elaborate on in paragraphs to clarify, ideas, with minimalideas, with support. extend or elaborate on support.

ideas, with occasionalsupport.

Beginning High Beginning Intermediate High Intermediate AdvancedGrammar

4. Writing Grade 4-5

6. Use correct word order in modeled short phrases and highly patterned statements andquestions, with support.

6. Use correct word order to form modeled simple statements andquestions, with support.

6. Use correct word order in simple and compound statements andquestions, with support.

6. Use correct word order in simple, compound, and complex sentences, with occasional support.

6. Compose simple, compound, and complex sentences using independent and dependent clauses, transitions, and conjunctions to connect ideas, with minimal support.

7. Use noun-pronoun 7. Use noun-pronoun 7. Use noun-pronoun 7. Use noun-pronoun 7. Use noun-pronounagreement in highly agreement in simple agreement in simple and agreement in simple, agreement whenpatterned simple statements and compound statements compound, and complex composing in a variety ofstatements, with support. questions, with support. and questions, with statements and modes, with minimal

support. questions, with support.occasional support.

8. Use subject-verb 8. Use subject-verb 8. Use subject-verb 8. Use subject-verb 8. Use subject-verbagreement in highly agreement in simple agreement in simple and agreement in simple, agreement whenpatterned simple statements and compound statements compound, and complex composing in a variety ofstatements, with support questions, with support and questions, with statements and modes, with minimal

support. questions, with support.occasional support.

9. Use present and present 9. Use past, present, future, 9. Use past, present, future, 9. Use past, present, future, 9. Use consistent andprogressive tenses of and progressive verb and progressive verb progressive, and appropriate verb forms tocommon verbs in highly tenses of common verbs tenses of regular and conditional verb forms of compose a variety ofpatterned simple in phrases and sentence common irregular verbs regular and irregular texts using active andstatements, with support frames. in simple and compound verbs in simple, passive voices, with

statements and compound, and complex minimal support.questions, with support. statements and

questions, withoccasional support.

10. Use simple transitional 10. Use simple transitional 10. Use grade-level 10. Use grade-level 10. Use a variety of grade-words and phrases to words and phrases to transitional words and transitional words and level transitions withincompose highly compose sentences and phrases to create a phrases within and and among sentences topatterned sentences and questions, with support. cohesive and logical among sentences to create cohesive andquestions, with support. message among create cohesive and logical messages, with

sentences, with support. logical messages, with minimal support.occasional support.

4. Writing Grade 4-5Beginning High Beginning Intermediate High Intermediate Advanced

Writing Conventions11. Use correct end

punctuation, with support.

12. Use correct capitalization to begin sentences and names, with support.

11. Use correct end punctuation and apostrophes, with support.

12. Use correct capitalization to begin sentences, names, and the pronoun I, with support.

11. Use correct end punctuation, apostrophes, and commas, with support.

12. Use correct capitalization to begin sentences and identify proper nouns, with support.

11. Use correct grade-level punctuation, including colons, underlining, and quotation marks, with occasional support.

12. Use correct capitalization in titles and direct quotations, with support.

11. Use correct grade-level punctuation consistently, with minimal support.

12. Use correct grade-level capitalizationconsistently, with minimal support.

13. Spell high-frequency words and pattern words, with support.

Personal Information14. Express personal

information with limited command of grade-level vocabulary and language structures, using single words, short phrases, modeled sentence patterns, and/or illustrations, with support.

15. Express ideas, opinions and feelings with limited command of grade-level vocabulary and language structures, using single words, short phrases, modeled sentence patterns and/or illustrations, with support.

13 Spell high-frequency words and grade-level content words, with support.

14. Express personal information with basic command of grade-level vocabulary and language structures, using simple sentences or a short paragraph addressing topic, audience, and purpose, with support.

15. Express ideas, opinions and feelings with basic command of grade-level vocabulary and language structures, using simple sentences or a short paragraph, with support.

13. Spell high-frequency words, grade-levelcontent words, and words with common affixes, withsupport.

14. Using the writing process, express personal information with adequate command of grade-level vocabulary and language structures, in paragraphs or short essays, using organizational structures, including topic with details, audience, and purpose, with support.

15. Using the writing process, express ideas, opinions and feelings with adequate commandof grade-level vocabulary and language structures, in paragraphs or short essays, using organizational structures, including relevant reasons, with support.

13. Spell grade-level words, including multi-syllabic words with complex spelling patterns, with occasional support.

14. Using the writing process, express personal information with extensive command of grade-level vocabulary and language structures, using organizationalstructures, including topic with details, audience,and purpose, withoccasional support.

15. Using the writing process, express ideas, opinions and feelings with extensive commandof grade-level vocabulary and language structures, using organizational structures, including relevant reasons, with occasional support.

13. Apply conventionalgrade-level spelling, with minimal support.

14. Using the writing process, express personal information, using comprehensive grade-level vocabulary and language structures, using organizationalstructures, including topic with details, audience,and purpose, withminimal support.

15. Using the writing process, express ideas, opinions and feelings, with comprehensive topical grade-level vocabulary and language structures, using organizational structures, including significant andrelevant reasons to agree or disagree with an idea,with minimal support.

Beginning High Beginning Intermediate High Intermediate AdvancedAcademic Information16. Explain grade-level

academic procedures with limited command ofvocabulary and language structures, using single words, short phrases, and/or illustrations, with support.

17. Compose narrative text with limited command of vocabulary and language structures, using single words, short phrases, and/or illustrations, with support.

18. Report observations and describe attributes of people, places, and things with limited command of grade-levelvocabulary and language structures, usingadjectives in singlewords, short phrases, modeled sentence patterns, and illustrations, with support.

19. Express predictions and future events with limited command of grade-level vocabulary and language structures, using single words, short phrases, modeled sentence patterns, and illustrations, with support.

16. Explain grade-level academic procedures with basic command ofvocabulary and language structures, using simple sentences, with support.

17. Compose narrative text with basic command of vocabulary and language structures, using simple sentences, with support.

18. Report observations and describe, compare, and contrasts attributes of people, places, and things with basic command of grade-levelvocabulary and language structures, using adjectives in phrases and signal words withinsimple sentences, with support.

19. Express predictions and future events with basic command of grade-level vocabulary and language structures, using phrases and simple sentences, with support.

16. Explain grade-level two- step academic procedures with adequate command ofvocabulary and language structures, using simpleand compoundsentences, with support.

17. Compose narrative text with adequate command of vocabulary and language structures, using details within simple and compound sentences, with support.

18. Report observations and describe, compare, and contrasts attributes and characteristics of people, places, and things with adequate command of grade-level vocabulary and language structures, using transition words and phrases, signal words, and details in sentences, with support.

19. Express predictions, probability, and future events with adequate command of grade-level vocabulary and language structures, using appropriate verb forms, with support.

16. Explain grade-level multi- step academic procedures withextensive vocabulary and command of language structures, using complex sentences, with occasional support.

17. Compose narrative text with extensive vocabulary and command oflanguage structures, using details within complex sentences, with occasional support.

18. Report observations and describe, compare, and contrasts attributes and characteristics of people, places, and things with extensive command of grade-level vocabulary and language structures, using transition words and phrases, signal words, sensory details, and images, with occasional support.

19. Express predictions, probability, and future events with extensive command of grade-level vocabulary and language structures, with occasional support.

16. Explain grade-level multi- step academic procedures using comprehensive vocabulary and complex language structures, with minimal support.

17. Compose narrative text with comprehensive vocabulary and appropriate language structures, using details within complex language structures, with minimal support.

18. Report observations and describe, compare, and contrasts by using purposeful imagery, sensory details, active verbs, colorful adjectives, transition words and phrases, signal words, and comprehensive command of language structures, with minimal support.

19. Express predictions, probability, and future events using comprehensive grade- level vocabulary and language structures, with minimal support.

20. Express cause-effect relationships with limited command of grade-level vocabulary and language structures, using single words, phrases, illustrations, and modeled sentence patterns, with support.

21. Summarize short passages of speech or text about familiar topics, with limited command of grade-level vocabulary and language structures, using single words, phrases, illustrations, and modeled sentence patterns, with support.

20. Express cause-effect relationships with basic command of grade-level vocabulary and language structures, using signal words within simple sentences, with support.

21. Summarize short passages of speech or text about familiar topics, with basic command of grade-level vocabulary and language structures, using phrases and simple sentences, with support.

20. Express cause-effect relationships with adequate command of grade-level vocabulary and language structures, using signal words, with support.

21. Summarize or paraphrase speech ortext about content-related topics, with adequatecommand of grade-level vocabulary and languagestructures, with support.

20. Express cause-effect relationships with extensive command of grade-level vocabulary and language structures, using signal words and phrases, with occasional support.

21. Summarize and paraphrase speech ortext about content-related topics, with extensivecommand of grade-level vocabulary and languagestructures, with occasional support.

20. Express cause-effect relationships using comprehensive grade- level vocabulary and language structures, including appropriate signal words and phrases, with minimal support.

21. Summarize and paraphrase information from various sources about content-related topics, with comprehensive command of grade-levelvocabulary and language structures, minimalsupport.