1. Listening KindergartenBeginning High Beginning Intermediate High Intermediate Advanced

Vocabulary1. Demonstrate

comprehension of grade- level vocabulary within familiar, basic questions and simple academic directions, supported by simplified speech, repetition, and visual or non-verbal cues.

1. Demonstrate comprehension of grade-level vocabulary within simple questions and academicinstruction, supported by repetition, visual and/or non-verbal cues.

1. Demonstrate comprehension of grade- level vocabulary within scaffolded conversations and academic instruction on familiar topics, with repetition and visual or non-verbal cues.

1. Demonstrate comprehension of grade- level vocabulary within most everyday conversations and academic instruction,with visual or non-verbal cues.

1. Demonstrate comprehension ofgrade-level vocabulary, with minimal support.

2. Demonstrate recognition of word structures withinfamiliar, simple speech to determine the meaning ofwords, when supported by simplified language,repetition, and visual or non-verbal cues.

2. Demonstrate recognition of word structures withinsimple questions and academic instruction todetermine the meaning of words, whensupported by repetition, visual and/or non-verbalcues.

2. Demonstrate recognition of word structures todetermine the meaning of words withinscaffolded conversations and academic instructionon familiar topics, with repetition and visual ornon-verbal support.

2. Demonstrate recognition of word structures todetermine the meaning of words within mosteveryday conversations and academic instruction,with occasional visual or non-verbal support.

2. Demonstrate recognition of word structures todetermine the meaning of words, with minimalsupport.

Pronunciation and Intonation Patterns3. Distinguish common

phonemes and phonemicpatterns in initial and final consonant sounds.

3. Distinguish phonemes and phonemic patternsin initial and final consonant sounds andshort vowel sounds.

3. Distinguish phonemes and phonemic patternsin initial and final positions and long vowelsounds.

3. Distinguish phonemes and phonemic patterns ininitial, medial, and final positions.

3. Distinguish phonemes and phonemic patternsincluding blends and digraphs in initial,medial, and final positions.

4. Distinguish intonationpatterns in familiar questions and statements.

4. Distinguish intonationpatterns that affect meaning in familiar questions, exclamations, and statements.

4. Distinguish intonationpatterns that affect meaning in less familiar questions, statements, and exclamations.

4. Distinguish intonationpatterns that affect meaning in questions, statements, exclamations, and commands.

4. Distinguish intonationpatterns and word stress that affect meaning in questions, statements, exclamations, and commands.

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

5. Respond appropriately to 5. Respond appropriately 5. Respond appropriately to 5. Respond appropriately to 5. Respond appropriatelysimple classroom to simple classroom classroom commands classroom commands to classroom commandscommands and commands and and instructions to and instructions to and instructions toinstructions to complete instructions to complete complete grade-level complete grade-level complete grade-levelgrade-level tasks grade-level tasks tasks containing tasks containing tasks with minimalcontaining modeled, one- containing modeled two- modeled directions, with directions, with visual or support.step directions, step directions, repetition and visual or non-verbal support.supported by visual supported by simplified non-verbal support.and/or non-verbal cues. speech, repetition, and

visual or non-verbalcues.

6. Respond appropriately toshort, simply-phrased questions about familiartopics, with support,including repetition and visual cues.

6. Respond appropriatelyto grade-level questions that contain simplelanguage structures,with support, including repetition and visual cues.

6. Respond appropriately toa variety of grade-level questions that havesimple languagestructures, with support, including repetition and visual cues.

6. Respond appropriately tograde-level questions that contain variedlanguage structures, withsupport, including visual cues.

6. Respond appropriatelyto a variety of questions that contain grade-levelvocabulary andlanguage structures, with minimal support.

Comprehension of Information Presented Orally7. Demonstrate listening 7.

comprehension ofcontent-related vocabulary about familiarinformation, presented with simplified speechand visual support.

Demonstrate listening comprehension of topicand details about familiar informationpresented, with simplified speech andvisual support.

7. Demonstrate listening comprehension of topic,details and main idea about familiar andunfamiliar information presented in normalspeech, with visual support.

7. Demonstrate listening comprehension offamiliar and unfamiliar content information in avariety of settings, with occasional support.

7. Demonstrate listening comprehension offamiliar and unfamiliar content information in avariety of settings, with minimal support.

Conversations and Discussions8. Demonstrate active

listening strategies aboutpersonal topics by attending to the speaker nonverbally, making eyecontact, and using appropriate gestures.

8. Demonstrate active listening strategies inroutine social and grade- level academic interactions byresponding appropriately, withsupport.

8. Demonstrate active listening strategies insocial and grade-level academic settings by asking on-topicquestions, with support.

8. Demonstrate active listening strategies insocial and grade-level academic settings by asking on-topicquestions, with occasional support.

8. Demonstrate active listening strategies byattending to the speaker and responding appropriately to deepenunderstanding, with minimal support.

2. Speaking KindergartenBeginning 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, when supported by repetition, visual, non-verbal and text support.

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

1. Use content-specific, grade-level vocabulary within academic discussions, with occasional visual and text support.

1. Use content-specific grade level 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 discussionsacademic 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, supported by discussions with visual,about familiar topics, with visual, non-verbal, and non-verbal and textvisual, non-verbal, and text support. support.text support.

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

visual, non-verbal, and non-verbal, and text text support.text support. support.

Beginning High Beginning Intermediate High Intermediate AdvancedGrammar

2. Speaking Kindergarten

4. Repeat correct word order in modeled short phrases, highly patterned statements, and questions, with repetition and visual and/or non- verbal cues.

4. Use correct word order in modeled short phrases, highly patterned statements, and questions, with repetition and visual and/or non- verbal cues.

4. Use correct word order in simple statements and questions, with visual and/or non-verbal support.

4. Use correct word order in simple statements and questions, withoccasional support.

4. Use correct word order in varied simple statements and questions, with minimal support.

5. Use subject-verb 5. Use subject-verb 5. Use simple sentences 5. Use sentences with 5. Use subject-verbagreement in highly agreement in simple and questions with subject-verb agreement, agreement, with minimalpatterned simple statements and subject-verb agreement, with occasional support. support.statements, with support. questions, with support. with support.

6. Use noun-pronoun 6. Use noun-pronoun 6. Use noun-pronoun 6. Use sentences with 6. Use personal noun andagreement in simple agreement in simple agreement in simple noun-pronoun pronoun agreement, withstatements, with visual statements and statements and agreement, with minimal support.support. questions, with visual questions, with support. occasional support.

support.7. Use present progressive 7. Use verb tenses within 7. Use verb tenses within 7. Use verb tenses to 7. Use verb tenses to

tense of common verbs simple statements and simple statements and indicate present, past, indicate present, past,within short phrases, questions to indicate questions to indicate and future events, with and future events, withhighly patterned present and future present, past, and future occasional support. minimal support.statements, and learned events, with modeling events, with modelingquestions, with modeling and visual support. and visual support.and visual support.

Pronunciation, Intonation8. Use comprehensible 8. Use comprehensible 8. Use comprehensible 8. Use comprehensible 8. Speak clearly enough to

pronunciation, pronunciation, pronunciation, pronunciation, be heard and understoodenunciation, intonation, enunciation, intonation, enunciation, intonation, enunciation, intonation, in a variety of settings,and fluency in grade- and fluency in grade-level and fluency in grade-level fluency, and verbal/non- using verbal and non-level oral language tasks, oral language tasks, such oral language tasks and verbal techniques in verbal techniques usefulusing words, phrases, as reciting sentences to presentations, with spontaneous situations in communication, withand simple sentences, retell a story, when modeling and support. and grade-level oral minimal support.when repeating after a repeating after a model. presentations, withmodel. modeling and occasional

support.

2. Speaking KindergartenBeginning High Beginning Intermediate High Intermediate Advanced

Personal Information9. Express personal

information and ideas, using short phrases and memorized patterns, with support such as modeled language, props, and visual cues.

10. Express opinions and feelings, using words, with support such as modeled vocabulary, props, and visual cues.

11. Express needs and wants, using words, with support such as modeled language, props, and visual cues.

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

10. Express opinions and feelings, using words, phrases, and memorized patterns, with support such as modeling, props, and visual cues.

11. Express needs and wants, using words, phrases, and memorized patterns, with support such as modeled language, props, and visual cues.

9. Express personal information and ideas, using sentences that include details, with support such as sentence frames and modeled presentations.

10. Express opinions and feelings, using simple modeled sentences, with support such as props and visual cues.

11. Express needs and wants, using simple modeled sentences, with support such as props and visual cues.

9. Express personal information and ideas in a variety of situations, with support such as modeling and prompting for additional detail.

10. Express opinions and feelings, using sentences that include reasons and/or details, with support such assentence stems, sentence frames, andvisual cues.

11. Express needs and wants, using sentences and providing details, with support such as sentence stems, sentence frames, and visual cues.

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

10. Express opinions and feelings, using sentences that include reasons and/or details, with minimal support.

11. Express needs and wants in a variety of situations, providing reasons and/or details, and using verbal and non-verbal techniques, with minimal support.

Beginning High Beginning Intermediate High Intermediate AdvancedAcademic Information

12. Explain grade-level academic procedures, using gestures, pictures, single words, and modeled phrases.

12. Explain grade-level academic procedures, using short phrases.

12. Explain grade-level two- step academic procedures, using simple sentences.

12. Explain grade-level multi- step academic procedures, using simple sentences.

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

13. Retell events, stories, 13. Retell events, stories, 13. Retell events, stories, 13. Retell the main idea and 13. Retell main ideas andand experiences, using and experiences, using and experiences, using details of events, stories, details of events, stories,gestures, pictures, single short phrases and simple sentences with and experiences, using and experiences, usingwords, and modeled modeled simple support. simple sentences, with grade-level language andphrases. sentences with support. 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 attributes and attributes andthings, using gestures, places, and things, using characteristics of people, characteristics of people, characteristics of people,pictures, and basic adjectives in phrases and places, and things, using places, and things, using places, and things, usingadjectives. modeled simple simple language simple language grade-level language and

sentences, with support. structures, with support. structures, with structures, with minimaloccasional support. support.

15. Express predictions of 15. Express predictions and 15. Express predictions, 15. Express predictions, 14. Express predictions,future events, using future events, using probability, and future probability, and future probability, and futuregestures, pictures, single phrases and modeled events, using simple events, using simple events, using grade-levelwords, and modeled simple sentences, with sentences, with support. sentences, with language and structures,phrases. support. occasional support. with minimal support.

16. Express cause-effect 16. Express cause-effect 16. Express cause-effect 16. Express cause-effect 16. Express cause-effectrelationships, using relationships, using relationships, using relationships, using relationships, usinggestures, pictures, single phrases and modeled simple sentences, simple sentences, appropriate signal words,words, and modeled simple sentences, including because and including because and with minimal support.phrases. including because, with if/then statements, with if/then statements, with

support. support. occasional support.

Beginning High Beginning Intermediate High Intermediate AdvancedConversations and Discussions

17. Use basic verbal and non-verbal communication techniques, including taking turns and eye contact, in short conversations and simple discussions.

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

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

17. Use verbal and non- verbal communication techniques, including appropriate register, to participate in grade-level academic discourse and large group discussions.

17. Use organization and delivery strategies to participate in conversations and grade- level academic discourse and discussions.

18. Repeat and ask modeledquestions to gain basic information.

18. Ask simple questions togain basic information and clarify academic content, with support of modeling.

18. Ask simple questions togain information and clarify academic content.

18. Ask questions to gaininformation and clarify academic content.

18. Ask a variety of questionsto gain information and clarify academic content.

3. Reading KindergartenBeginning High Beginning Intermediate High Intermediate Advanced

Connect Written Text and Spoken Language1. Match identical letters,

with support.1. Identify some uppercase

and lowercase letters, with cues and visual support.

1. Identify all uppercase and lowercase letters, with cues and visual support.

1. Identify all uppercase and lowercase letters, with occasional support.

1. Identify in isolation all upper and lower case letters, with minimal support.

2. Repeat letter sounds 2. Identify initial consonant 2. Identify initial and final 2. Identify letter sounds 2. Identify consonantincluding the sounds in sounds, with repetition consonant letter sounds, including short vowels in sounds and short vowelsthe student’s own name, and visual cues. with repetition and visual one syllable words, with in grade appropriatewith support. cues. repetition and visual words, with minimal

cues. support.3. Repeat rhyming words, 3. Distinguish between 3. Identify rhyming words in 3. Identify and produce 3. Produce rhyming words

with support. rhyming and non-rhyming a sentence or short rhyming words in a in a variety of contexts,words, with support. poem, with support. variety of contexts, with with minimal support.

occasional support.4. Recognize student’s own 4. Recognize student’s own 4. Identify known grade- 4. Identify grade-level high- 4. Read grade-level high-

first name, with support. first and last name, with level high-frequency frequency words in a frequency wordssupport. words. sentence. automatically.

Vocabulary and Symbols5. Recognize signs, labels 5. Recognize signs, 5. Use text and illustrations 5. Determine the meaning 5. Determine the meaning

and environmental print symbols, labels, and to identify meaning of of grade-level vocabulary of grade-level vocabularyby examining environmental print, with familiar words, with by repeated listening by repeated listening andillustrations, with support. support. support. and/or re-reading a re-reading a variety of

variety of texts, using texts, using contextcontext clues, and clues, and examiningexamining illustrations, illustrations, with minimalwith occasional support. support.

6. Use names and labels of 6. Identify and sort pictures 6. Sort grade-appropriate 6. Categorize grade-level 6. Demonstrate knowledgebasic concepts with of common words into words with or without words including basic of word relationships andsupport of pictures, basic categories such as pictures into categories antonyms and synonyms categories to determinegestures, actions, and colors, numbers, and with modeling. with support of pictures, the meaning of grade-modeling. letters with modeling. picture dictionaries, and level vocabulary with

modeling. visual support.7. No descriptor at this 7. No descriptor at this 7. Use word structure to 7. Use word structure to 7. Use word structure to

level. level. determine meanings of determine meanings of determine meanings ofwords, including the words, including words using grade-plural -s, with support of inflectional endings, with appropriate affixes, withpictures, gestures, support of pictures, support of pictures,actions, and modeling. gestures, actions, and gestures, actions, and

modeling. modeling.

3. Reading KindergartenBeginning High Beginning Intermediate High Intermediate Advanced

Comprehension of Informational and Literary Texts8. Identify a fact in

informational texts with support.

9. Identify the important events in patternedliterary texts with support.

10. Identify the characters in a familiar story with repeated reading and visual or non-verbal cues.

8. Identify important facts in informational texts with support.

9. Identify the important events and ideas in patterned literary texts with support.

10. Identify the characters in an unfamiliar story with support of visual or non- verbal cues.

8. Identify the topic in informational texts with support.

9. Identify the important events and ideas in literary texts with support.

10. Identify the characters and setting in an unfamiliar story with support of visual or non- verbal cues.

8. Identify the main idea and one to two supporting details in informational texts with occasional support.

9. Identify the important events and ideas in literary texts with support.

10. Identify characters, setting, and sequence of events (beginning, middle and end) with occasional support.

8. Identify the main idea and supporting details in informational texts with minimal support.

9. Identify the important events and ideas in literary texts with minimal support.

10. Identify characters, setting and sequence of events with minimal support.

Fluency11. Demonstrate

understanding of correct book positions and the front/back of a book, with support.

12. No descriptor for this level.

11. Demonstrate understanding of basic concepts of print, including looking atpages left to right and top to bottom, with support.

12. No descriptor for this level.

11. Demonstrate understanding of directionality of print by pointing to words (tracking) while reading, with support.

12. Recognize how periods guide expression, with support.

11. Demonstrate understanding that spaces indicate where words end and begin.

12. Recognize how end punctuation, including periods and question marks, guides expression.

11. Recognize that letters build words and words build sentences.

12. Recognize how end punctuation, including periods, question marks, and exclamation marks, guides expression.

Beginning High Beginning Intermediate High Intermediate AdvancedStrategies

13. Prepare for reading, including making connections to the text from prior knowledge, with support.

13. Prepare for reading, including making predictions and connections to the text from prior knowledge, by examining the text and illustrations, with support.

13. Prepare for reading, including sharing prior knowledge, and making predictions, using whole- group graphic organizers, with support.

13. Prepare for reading, including sharing prior knowledge and making predictions and connections to the text, using graphic organizers to make predictions, with occasional support.

13. Prepare for reading, including activating prior knowledge and making predictions, with minimal support.

14. During reading, 14. During reading, 14. During reading, 14. During reading, 14. During reading,demonstrate demonstrate demonstrate demonstrate demonstratecomprehension of text, comprehension of text, comprehension of text, comprehension of text, comprehension of text,including answering including giving short including making including recalling and including making,questions by making answers to questions or comments and asking discussing confirming, or adjustinggestures or pointing to indicating the need for relevant questions, with understanding, with predictions, with minimalshow understanding, with clarification, with support. support. minimal support. support.support.

15. Use resources to assist 15. Use resources to assist 15. Use resources to assist 15. Use resources to assist 15. Use resources to assistwith reading tasks, with reading tasks, with reading tasks, with reading tasks, with reading tasks,including environmental including environmental including environmental including environmental including environmentalprint and illustrated word print, word walls, and print, picture dictionaries, print, picture dictionaries, print, picture dictionaries,banks, with support. illustrated word banks, word walls, and word walls, and word walls, and

with support. illustrated word banks, illustrated word banks, illustrated word banks,with support. with occasional support. with minimal support.

16. Use text features, 16. Use text features, 16. Use text features, 16. Use text features, 16. Identify and use grade-including illustrations and including illustrations and including illustrations, including illustrations, appropriate text featuresphotographs, to make photographs, to make photographs, and labels, photographs, and labels, to facilitate under-meaning from text, with meaning from text, with to make meaning from to make meaning from standing of texts, withsupport. support. text, with support. text, with occasional minimal support.

support.

17. After reading,demonstrate understanding of the text,including responding tothe text by drawing, speaking, dramatizing, or writing, with support.

17. After reading,demonstrate understanding of the text,including answeringsimple questions, with support.

17. After reading,demonstrate understanding of the text,including describing whatthe text is about, with support.

17. After reading,demonstrate under- standing of the text,including describingdetails and what is directly stated in the text, using the text as a support.

17. After reading,demonstrate understanding of the text,including retelling a storyor summarizing the text as a support.

4. Writing KindergartenBeginning High Beginning Intermediate High Intermediate Advanced

Vocabulary1. Illustrate and labels

concrete nouns and pronouns, with support.

1. Use concrete age- appropriate nouns and pronouns in student- dictated and shared writing, with support.

1. Use concrete age- appropriate nouns and pronouns in student- dictated and shared writing, with support.

1. Use concrete age- appropriate nouns and pronouns in sentence frames, student-dictated and shared writing, with occasional support.

1. Use age-appropriate nouns and pronouns in sentence frames, student-dictated and shared writing, with minimal support.

2. Illustrate and labels verbs 2. Use verbs to express 2. Use verbs to express 2. Use verbs to express 2. Use age-appropriateto express action, with action or state of being action or state of being in action or state of being in verbs to express actionsupport. by drawing and labeling student-dictated and sentence frames, or state of being in

in student-dictated and shared writing, with student-dictated and sentence frames,shared writing, with support. shared writing, with student-dictated andsupport. occasional support. shared writing, with

minimal support.3. Illustrate and labels 3. Use articles and basic 3. Use articles and basic 3. Use articles and basic 3. Use age-appropriate

adjectives, with support. adjectives by drawing adjectives in student- adjectives in sentence articles and basicand labeling student- dictated and shared frames, student-dictated adjectives in sentencedictated and shared writing, with support. and shared writing, with frames, sentences andwriting, with support. occasional support. student-dictated or

shared writing, withminimal support.

4. Copy basic words to 4. Copy basic words to 4. Use basic words to 4. Use basic words to 4. Use age-appropriateindicate time, sequence, indicate time, sequence, indicate time, sequence, indicate time, sequence, words to indicateand location (i.e., before, and location in phrases and location in phrases and location in phrases direction, time, sequence,after, next, under, on) by (i.e., before the game, and sentence frames and sentence frames, and location in phraseslabeling and matching after school, next to the (i.e., ‘The dog ran _: with occasional support. and sentence stems andpictures, with support. box, under the table, on under the bed, around sentence frames, with

the desk) by labeling and the tree, behind the minimal support.matching pictures, with bush.’) by labeling andsupport. matching pictures, with

support.

Beginning High Beginning Intermediate High Intermediate AdvancedGrammar

4. Writing Kindergarten

5. Repeat correct word order in modeled short phrases, highly patterned statements, with support.

5. Repeat correct word order in modeled simple statements, with support.

5. Use correct word order in modeled simple statements using sentence stems and sentence frames, with support.

5. Use correct word order in simple statements using sentence stems and sentence frames, with occasional support.

5. Use correct word order in statements using sentence stems and sentence frames, with minimal support.

6. Repeat correct word 6. Repeat correct word 6. Use correct word order in 6. Use correct word order in 6. Use correct word order inorder in modeled basic order in basic questions, modeled basic questions basic questions using questions using sentencequestions, with support. with support. using sentence stems sentence stems and stems and sentence

and sentence frames, sentence frames, with frames, with minimalwith support. occasional support. support.

7. Recognize the use of 7. Recognize the use of 7. Recognize the correct 7. Demonstrate the use of 7. Use sentences withsubject-verb agreement subject-verb agreement use of subject-verb correct subject-verb correct subject-verbin highly patterned simple in highly patterned simple agreement in sentence agreement in sentence agreement in sentencestatements by drawing statements and sentence stems and sentence stems and sentence stems and sentenceand labeling, with frames by drawing and frames, with support. frames, with occasional frames, with minimalsupport. labeling, with support. support. support.

8. Recognize the use of 8. Recognize the use of 8. Recognize the correct 8. Demonstrate the use of 8. Use sentences withnoun-pronoun agreement noun-pronoun agreement use of noun-pronoun correct noun-pronoun correct noun-pronounin highly patterned simple in highly patterned simple agreement in sentence agreement in sentence agreement in sentencestatements by drawing statements and sentence stems and sentence stems and sentence stems and sentenceand labeling, with frames by drawing and frames, with support. frames, with occasional frames, with minimalsupport. labeling, with support. support. support.

9. Recognize verb tense to 9. Recognize verb tense to 9. Recognize verb tense to 9. Use verb tense to 9. Use verb tense toindicate present events in indicate present, past, indicate present, past, indicate present, past, indicate present, past,highly patterned simple and future events in and future events in and future events in and future events instatements, with support. simple statements and phrases and sentence phrases and sentence sentence stems and

phrases, with support. stems and sentence stems and sentence sentence frames, withframes, with support. frames, with occasional minimal support.

support.

Beginning High Beginning Intermediate High Intermediate AdvancedWriting Conventions

4. Writing Kindergarten

10. Demonstrate an understanding that shapes or pictures convey meaning, with support.

10. Write or copy some recognizable letters, with support.

10. Write or copy letters in groups to form words, with support.

10. Copy or write familiar words, with occasional support.

10. Write familiar words, with minimal support.

11. Identify periods in shared 11. Copy periods within 11. Use periods within 11. Use end punctuation 11. Use end punctuation in awriting activities, with dictated or shared shared writing or within shared writing or variety of writing activitiessupport. writing, with support. sentence frames, with sentence frames, with with minimal support.

support. occasional support.12. Identify capital letters in 12. Copy capital letters at the 12. Use capital letters at the 12. Use capitalization to 12. Use capital letters at the

names, with support. beginning of sentences in beginning of sentences begin sentences and beginning of sentencesshared writing activities, and names in shared names in shared writing and names with minimalwith support. writing, with support. and sentence frames, support.

with occasional support.13. Copy first name correctly, 13. Copy first and last 13. Write first and last 13. Write grade-level high- 13. Spell grade-level high-

with support. names, with support. names, words with frequency words and frequency words andinvented spelling, and correct initial consonants c-v-c words, with minimalphonetically regular high- of words, with occasional support.frequency words, with support.support.

Personal Information14. Express personal 14. Express personal 14. Complete sentence 14. Use sentence frames to 14. Express personal

information using information in dictated or frames to express express personal information and ideas,drawings, symbols, shared writing, with personal information and information and ideas, with minimal support.letters, or words, with support. ideas, with support. with occasional support.support.

15. Express opinions and 15. Express opinions and 15. Complete sentence 15. Use sentence frames to 15. Express opinions andfeelings using drawings, feelings in dictated or frames to express express opinions and feelings, with minimalsymbols, letters, or shared writing, with opinions and feelings, feelings, with occasional support.words, with support. support. with support. support.

Beginning High Beginning Intermediate High Intermediate AdvancedAcademic Information

4. Writing Kindergarten

16. Use shared writing or dictation to retell events, stories, and experiences using pictures, words, and modeled phrases.

16. Use shared writing or dictation to retell events, stories, and experiences using pictures, words, and/or short phrases.

16. Use shared writing or dictation to retell events, stories, and experiences using pictures, words, phrases, and simple guided sentences.

16. Use shared writing or dictation to retell events, stories, and experiences using pictures, phrases, and sentences with detail.

16. Use shared writing or dictation to retell events, stories, and experiences using details in a short paragraph with support.

17. Use shared writing or 17. Use shared writing or 17. Use shared writing or 17. Use shared writing or 17. Use shared writing ordictation to describe dictation to describe and dictation to describe and dictation to describe and dictation to writeattributes of people, compare attributes of compare attributes and compare attributes and descriptive words andplaces, and things using people, places, and characteristics of people, characteristics of people, other details to expandpictures, words, and things using pictures, places, and things using places, and things using and improve writing.modeled phrases. words, and adjectives in pictures, words, and pictures and adjectives in

short phrases. adjectives in phrases and phrases and sentencessimple guided sentences. with detail.

18. Use shared writing or 18. Use shared writing or 18. Use shared writing or 18. Use shared writing or 18. Use shared writing ordictation to express dictation to express dictation to express dictation to express dictation to expresspredictions and future predictions and future predictions and future predictions, probability, predictions, probability,events using pictures, events using pictures, events using pictures, and future events using and future events usingwords, and modeled words, and/or short words, phrases, and pictures, phrases, and details in a shortphrases. phrases. simple guided sentences. sentences with detail paragraph with support.