LAS Links Proﬁ ciency Levels and...

27Profi ciency Levels

LAS Links Profi ciency Levels and DescriptorsThe LAS Links Assessments measure language profi ciency within fi ve grade spans: K–1, 2–3, 4–5, 6–8, and 9–12. Within each grade span, a student can be assigned to one of fi ve profi ciency levels: Beginning, Early Intermediate, Intermediate, Profi cient, or Above Profi cient.

The following table provides the description of learners at each level of profi ciency:

Profi ciencyLevel 1

BEGINNINGA Level 1 student is beginning to develop receptive and productive uses of English in the school context, although comprehension may be demonstrated nonverbally or through the native language, rather than in English.

Profi ciencyLevel 2

EARLY INTERMEDIATEA Level 2 student is developing the ability to communicate in English within the school context. Errors impede basic communication and comprehension. Lexical, syntactic, phonological, and discourse features of English are emerging.

Profi ciencyLevel 3

INTERMEDIATEA Level 3 student is developing the ability to communicate effectively in English across a range of grade–level–appropriate language demands in the school context. Errors interfere with communication and comprehension. Repetition and negotiation are often needed. The student exhibits a limited range of lexical, syntactic, phonological, and discourse features when addressing new and familiar topics.

Profi ciencyLevel 4

PROFICIENTA Level 4 student communicates effectively in English across a range of grade–level–appropriate language demands in the school context, even though errors occur. The student exhibits productive and receptive control of lexical, syntactic, phonological, and discourse features when addressing new and familiar topics.

Profi ciencyLevel 5

ABOVE PROFICIENTA Level 5 student communicates effectively in English, with few if any errors, across a wide range of grade–level–appropriate language demands in the school context. The student commands a high degree of productive and receptive control of lexical, syntactic, phonological, and discourse features when addressing new and familiar topics.

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34 Profi ciency Level Descriptors

LA

S Li

nks

Pro

fi ci

ency

Lev

el D

escr

ipto

rs f

or G

rade

1

Spea

kin

gLi

sten

ing

Rea

din

gW

riti

ng

Ove

rall

5A

bo

ve

Pro

fi ci

ent

Abov

e Pr

ofi c

ient

stu

dent

s ty

pica

lly

prod

uce

sim

ple

sent

ence

s w

ith n

o gr

amm

atic

al e

rror

s w

hen

mak

ing

requ

ests

and

con

duct

ing

tran

sact

ions

in

the

clas

sroo

m, d

escr

ibin

g fa

mili

ar

soci

al s

ituat

ions

or a

pro

cess

. The

y te

ll a

sim

ple

stor

y w

ith n

ativ

e-lik

e vo

cabu

lary

and

gra

mm

ar a

ppro

pria

te

to th

e ag

e.

Abov

e Pr

ofi c

ient

stu

dent

s ty

pica

lly

reca

ll m

inor

det

ails

and

sta

ted

sequ

ence

of e

vent

s an

d de

term

ine

the

mai

n id

ea in

an

oral

sto

ry.

Abov

e Pr

ofi c

ient

stu

dent

s ty

pica

lly

iden

tify

less

-fre

quen

t rhy

min

g w

ords

, us

e co

ntex

t clu

es to

det

erm

ine

mea

ning

s of

wor

ds, r

ecal

l sub

tle

deta

ils a

nd d

eter

min

e se

quen

ce in

a

pass

age,

and

use

inte

rpre

tatio

n an

d in

fere

nce

to c

ompr

ehen

d a

stor

y.

Abov

e Pr

ofi c

ient

stu

dent

s ty

pica

lly

form

regu

lar p

lura

l nou

ns a

nd

poss

essi

ve p

rono

uns,

use

sen

tenc

e-en

ding

mar

ks in

an

excl

amat

ory

sent

ence

, diff

eren

tiate

bet

wee

n co

mpl

ete

sent

ence

s an

d fr

agm

ents

, an

d w

rite

a co

mpl

ete

sent

ence

to

desc

ribe

a pi

ctur

e or

to e

xpla

in a

pr

efer

ence

; com

mun

icat

ion

is c

lear

an

d co

mpl

ete,

thou

gh it

may

con

tain

m

inor

err

ors.

A le

vel 5

stu

dent

com

mun

icat

es

effe

ctiv

ely

in E

nglis

h, w

ith fe

w if

any

er

rors

, acr

oss

a w

ide

rang

e of

gra

de-

leve

l-ap

prop

riate

lang

uage

dem

ands

in

the

scho

ol c

onte

xt. T

he s

tude

nt

com

man

ds a

hig

h de

gree

of p

rodu

ctiv

e an

d re

cept

ive

cont

rol o

f lex

ical

, sy

ntac

tic, p

hono

logi

cal,

and

disc

ours

e fe

atur

es w

hen

addr

essi

ng n

ew a

nd

fam

iliar

topi

cs.

4Pr

ofi

cien

t

Profi

cie

nt s

tude

nts

typi

cally

pr

oduc

e si

mpl

e se

nten

ces

with

m

inor

err

ors

whe

n m

akin

g re

ques

ts

and

cond

uctin

g tr

ansa

ctio

ns in

the

clas

sroo

m, u

se a

ccur

ate

labe

ls fo

r le

ss-c

omm

on o

bjec

ts a

nd b

riefl y

de

scrib

e th

eir p

urpo

se, a

nd d

escr

ibe

scho

ol-r

elat

ed p

roce

sses

. The

y te

ll a

sim

ple

stor

y w

ith m

ostly

cor

rect

vo

cabu

lary

and

sim

ple

gram

mar

.

Profi

cie

nt s

tude

nts

typi

cally

fo

llow

sim

ple

oral

dire

ctio

ns b

y di

stin

guis

hing

the

loca

tion

of a

n ob

ject

in re

latio

n to

ano

ther

obj

ect,

reca

ll st

ated

det

ails

in a

n or

al s

tory

, an

d m

ake

sim

ple

infe

renc

es.

Profi

cie

nt s

tude

nts

typi

cally

di

scrim

inat

e be

twee

n be

ginn

ing

and

endi

ng s

ound

s, id

entif

y fr

eque

ntly

us

ed rh

ymin

g w

ords

, mat

ch w

ords

to

defi

niti

ons

or d

escr

iptio

ns, r

ecal

l ev

ents

in th

e st

ory

in a

pas

sage

read

al

oud,

and

read

sim

ple

sent

ence

s in

depe

nden

tly.

Profi

cie

nt s

tude

nts

typi

cally

use

co

rrec

t gra

mm

ar s

uch

as s

ingu

lar

noun

s, s

ubje

ct p

rono

uns,

sub

ject

/ver

b ag

reem

ent,

auxi

liary

ver

bs, a

nd fu

ture

te

nse;

use

writ

ing

conv

entio

ns s

uch

as c

apita

lizat

ion

and

sent

ence

-end

ing

mar

ks in

dec

lara

tive,

inte

rrog

ativ

e,

and

impe

rativ

e se

nten

ces;

and

iden

tify

stan

dard

sen

tenc

e st

ruct

ure.

A le

vel 4

stu

dent

com

mun

icat

es

effe

ctiv

ely

in E

nglis

h ac

ross

a ra

nge

of g

rade

-lev

el-a

ppro

pria

te la

ngua

ge

dem

ands

in th

e sc

hool

con

text

, eve

n th

ough

err

ors

occu

r. Th

e st

uden

t exh

ibits

pr

oduc

tive

and

rece

ptiv

e co

ntro

l of

lexi

cal,

synt

actic

, pho

nolo

gica

l, an

d di

scou

rse

feat

ures

whe

n ad

dres

sing

new

an

d fa

mili

ar to

pics

.

3In

term

edia

te

Inte

rmed

iate

stu

dent

s ty

pica

lly u

se

appr

opria

te w

ords

and

phr

ases

whe

n m

akin

g re

ques

ts a

nd c

ondu

ctin

g tr

ansa

ctio

ns in

soc

ial a

nd a

cade

mic

se

ttin

gs, p

rodu

ce a

ccur

ate

labe

ls

for c

omm

on o

bjec

ts a

nd d

escr

ibe

com

mon

func

tions

, and

pro

duce

se

nten

ces

with

err

ors

that

do

not

inte

rfer

e w

ith c

omm

unic

atio

n w

hen

desc

ribin

g so

cial

situ

atio

ns.

Inte

rmed

iate

stu

dent

s ty

pica

lly

follo

w s

impl

e or

al d

irect

ions

by

dist

ingu

ishi

ng b

etw

een

lett

ers,

w

ords

, sha

pes,

and

/or n

umbe

rs a

nd

dete

rmin

ing

desc

ribed

loca

tions

.

Inte

rmed

iate

stu

dent

s ty

pica

lly

iden

tify

endi

ng s

ound

s, d

ecod

e ba

sic

shor

t-vo

wel

wor

ds, a

nd m

atch

wor

ds

to p

ictu

res.

Inte

rmed

iate

stu

dent

s ty

pica

lly u

se

verb

s in

the

infi n

itive

and

des

crib

e a

pict

ure

or e

xpla

in a

pre

fere

nce

by

writ

ing

a si

mpl

e ph

rase

or s

ente

nce

that

may

con

tain

som

e gr

amm

atic

al

and/

or m

echa

nica

l err

ors

that

do

not

impe

de u

nder

stan

ding

.

A le

vel 3

stu

dent

is d

evel

opin

g th

e ab

ility

to

com

mun

icat

e ef

fect

ivel

y in

Eng

lish

acro

ss a

wid

e ra

nge

of g

rade

-lev

el-

appr

opria

te la

ngua

ge d

eman

ds in

the

scho

ol c

onte

xt. E

rror

s in

terf

ere

with

co

mm

unic

atio

n an

d co

mpr

ehen

sion

. Re

petit

ion

and

nego

tiatio

n ar

e of

ten

need

ed. T

he s

tude

nt e

xhib

its a

lim

ited

rang

e of

lexi

cal,

synt

actic

, pho

nolo

gica

l, an

d di

scou

rse

feat

ures

whe

n ad

dres

sing

ne

w a

nd fa

mili

ar to

pics

.

2Ea

rly

Inte

rmed

iate

Early

Inte

rmed

iate

stu

dent

s ty

pica

lly

use

voca

bula

ry fo

r com

mon

obj

ects

in

soc

ial a

nd a

cade

mic

situ

atio

ns,

prod

uce

wor

ds a

nd p

hras

es w

hen

desc

ribin

g so

cial

situ

atio

ns, a

nd u

se

basi

c vo

cabu

lary

and

sim

ple

phra

ses

or s

ente

nces

rela

ted

to a

seq

uenc

e of

pi

ctur

es a

bout

fam

iliar

set

tings

.

Early

Inte

rmed

iate

stu

dent

s ty

pica

lly

follo

w s

impl

e or

al d

irect

ions

us

ing

know

ledg

e of

eve

ryda

y ta

sks,

aca

dem

ic v

ocab

ular

y, a

nd

iden

tifi c

atio

n of

bas

ic s

hape

s, le

tter

s,

num

bers

, and

com

mon

loca

tions

.

Early

Inte

rmed

iate

stu

dent

s ty

pica

lly

iden

tify

capi

tal l

ette

rs a

nd lo

wer

case

le

tter

s in

isol

atio

n, id

entif

y fr

eque

ntly

us

ed b

egin

ning

sou

nds,

and

reca

ll im

port

ant d

etai

ls in

a te

xt p

assa

ge

read

alo

ud.

Early

Inte

rmed

iate

stu

dent

s ty

pica

lly

writ

e on

e or

mor

e w

ords

that

att

empt

to

des

crib

e a

pict

ure

or e

xpla

in a

pr

efer

ence

.

A le

vel 2

stu

dent

is d

evel

opin

g th

e ab

ility

to

com

mun

icat

e in

Eng

lish

with

in th

e sc

hool

con

text

. Err

ors

impe

de b

asic

co

mm

unic

atio

n an

d co

mpr

ehen

sion

. Le

xica

l, sy

ntac

tic, p

hono

logi

cal,

and

disc

ours

e fe

atur

es a

re e

mer

ging

.

1B

egin

nin

g

Begi

nnin

g st

uden

ts a

re b

egin

ning

to

dev

elop

rece

ptiv

e an

d pr

oduc

tive

skill

s in

Eng

lish.

Begi

nnin

g st

uden

ts a

re b

egin

ning

to

dev

elop

rece

ptiv

e an

d pr

oduc

tive

skill

s in

Eng

lish.

Begi

nnin

g st

uden

ts a

re b

egin

ning

to

dev

elop

rece

ptiv

e an

d pr

oduc

tive

skill

s in

Eng

lish.

Begi

nnin

g st

uden

ts a

re b

egin

ning

to

deve

lop

rece

ptiv

e an

d pr

oduc

tive

skill

s in

Eng

lish.

A Le

vel 1

stu

dent

is b

egin

ning

to d

evel

op

rece

ptiv

e an

d pr

oduc

tive

uses

of

Engl

ish

in th

e sc

hool

con

text

, alth

ough

co

mpr

ehen

sion

may

be

dem

onst

rate

d no

nver

bally

or t

hrou

gh th

e na

tive

lang

uage

, rat

her t

han

in E

nglis

h.


35Profi ciency Level Descriptors

Profi ciency Level DescriptorsLISTENING

GRADE 1

Above Profi cient students typically

• recall minor details in an oral story

• recall stated sequence of events in an oral story

• determine the main idea of an oral story

Profi cient students typically

• follow simple oral directions by distinguishing the location of an

object in relation to another object

• recall stated details in an oral story

• make simple inferences

Intermediate students typically

• follow simple oral directions by distinguishing between letters,

words, shapes, and/or numbers and determining described locations

Early Intermediate students typically

• follow simple oral directions using knowledge of everyday tasks,

academic vocabulary, identifi cation of basic shapes, letters, and

numbers, and common locations

Beginning students are beginning to develop receptive and productive skills in English.



Profi ciency Level DescriptorsSPEAKING

GRADE 1


• produce simple sentences with no grammatical errors when making

requests and conducting transactions in the classroom

• produce sentences with no errors when describing familiar social

situations

• produce complete sentences with only age-appropriate errors in

vocabulary and grammar that do not interfere with communication

when describing a process

• use accurate vocabulary and grammatically correct sentences to explain

a school-related process

• tell a simple story with native-like vocabulary and grammar appropriate

to the age


• produce simple sentences with errors that do not interfere with

communication when making requests and conducting transactions in

the classroom

• produce accurate labels for less-common objects in social situations

• use accurate vocabulary to describe the purpose of less-common

objects in social situations

• use appropriate words and phrases when describing a school-related

process; in the lower range of Profi cient, students use basic vocabulary

and simple phrases; in the upper range of Profi cient, students produce

complete sentences with errors in vocabulary and grammar that do not

interfere with communication

• tell a simple story with mostly correct vocabulary and simple grammar




• use appropriate words and phrases when conducting transactions

and making requests in social and academic settings

• produce accurate labels for common objects and describe common

functions

• produce sentences with errors that do not interfere with

communication when describing social situations


• use vocabulary for common objects in social and academic situations

• produce words and phrases when describing social situations

• use basic vocabulary and simple phrases or sentences related to a

sequence of pictures about familiar settings




Profi ciency Level DescriptorsREADING

GRADE 1


• identify less-frequent rhyming words

• use context clues to determine meanings of words

• recall subtle details and determine sequence in a passage

• use interpretation and inference to comprehend a story


• discriminate between beginning and ending sounds

• identify frequently-used rhyming words

• match words to defi nitions or descriptions

• recall events in the story in a passage read aloud

• read simple sentences independently


• identify ending sounds

• decode basic short-vowel words

• match words to pictures


• identify capital letters and lowercase letters in isolation

• identify frequently used beginning sounds

• recall important details in a text passage read aloud




Profi ciency Level DescriptorsWRITING

GRADE 1


• form regular plural nouns and possessive pronouns

• use sentence-ending marks in an exclamatory sentence

• differentiate between complete sentences and fragments

• write a complete sentence to describe a picture or to explain a

preference; communication is clear and complete, though it may

contain minor errors


• use correct grammar such as singular nouns, subject pronouns,

subject/verb agreement, modal auxiliary verb constructions, and

future tense

• use writing conventions such as capitalization and sentence-ending

marks in declarative, interrogative, and imperative sentences

• differentiate between standard and non-standard sentence structure


• use verbs in the infi nitive

• describe a picture or explain a preference by writing a simple phrase

or sentence that may contain some grammatical and/or mechanical

errors that do not impede understanding


• write one or more words that attempt to describe a picture or

explain a preference




LA

S Li

nks

Pro

fi ci

ency

Lev

el D

escr

ipto

rs f

or G

rade

s 2–

3

Spea

kin

gLi

sten

ing

Rea

din

gW

riti

ng

Ove

rall

5A

bo

ve

Pro

fi ci

ent

Abov

e Pr

ofi c

ient

stu

dent

s ty

pica

lly

prod

uce

sent

ence

s w

ith m

ore

soph

istic

ated

voc

abul

ary

and

with

out

erro

rs in

gra

mm

ar w

hen

prov

idin

g in

form

atio

n, d

escr

ibin

g so

cial

si

tuat

ions

, des

crib

ing

a m

ulti-

step

pr

oces

s, o

r exp

lain

ing

reas

onin

g.

Abov

e Pr

ofi c

ient

stu

dent

s ty

pica

lly

follo

w d

irect

ions

usi

ng a

cade

mic

vo

cabu

lary

.

Abov

e Pr

ofi c

ient

stu

dent

s ty

pica

lly

iden

tify

two-

sylla

ble

wor

ds a

nd

rhym

ing

wor

ds w

ritte

n w

ith d

igra

phs,

us

e co

mm

on m

ultip

le-m

eani

ng

wor

ds, d

eter

min

e st

ory

sequ

ence

an

d m

ain

idea

of fi

ctio

n an

d ac

adem

ic te

xts,

dra

w c

oncl

usio

ns

and

gene

raliz

atio

ns, a

nd u

se s

elf-

mon

itorin

g te

chni

que

to c

heck

for

unde

rsta

ndin

g.

Abov

e Pr

ofi c

ient

stu

dent

s ty

pica

lly u

se

verb

tens

e ag

reem

ent,

appr

opria

te

inde

fi nite

art

icle

s, p

unct

uatio

n in

da

tes.

The

y w

rite

fl uen

tly to

des

crib

e a

pict

ure

or to

exp

lain

a p

refe

renc

e;

com

mun

icat

ion

is c

lear

and

com

plet

e,

thou

gh it

may

con

tain

min

or e

rror

s.

A le

vel 5

stu

dent

com

mun

icat

es

effe

ctiv

ely

in E

nglis

h, w

ith fe

w if

any

er

rors

, acr

oss

a w

ide

rang

e of

gra

de-

leve

l-ap

prop

riate

lang

uage

dem

ands

in

the

scho

ol c

onte

xt. T

he s

tude

nt

com

man

ds a

hig

h de

gree

of p

rodu

ctiv

e an

d re

cept

ive

cont

rol o

f lex

ical

, sy

ntac

tic, p

hono

logi

cal,

and

disc

ours

e fe

atur

es w

hen

addr

essi

ng n

ew a

nd

fam

iliar

topi

cs.

4Pr

ofi

cien

t

Profi

cie

nt s

tude

nts

typi

cally

con

vers

e in

com

plet

e se

nten

ces

with

gra

mm

ar

and/

or v

ocab

ular

y er

rors

, pro

duce

ac

cura

te la

bels

for l

ess-

com

mon

ob

ject

s, p

rodu

ce g

ram

mat

ical

ly

corr

ect s

ente

nces

whe

n de

scrib

ing

soci

al s

ituat

ions

or a

mul

ti-st

ep

proc

ess

or e

xpla

inin

g re

ason

ing,

and

te

ll a

sim

ple

stor

y w

ith m

ostly

cor

rect

vo

cabu

lary

and

sim

ple

gram

mar

.

Profi

cie

nt s

tude

nts

typi

cally

follo

w

mor

e co

mpl

ex d

irect

ions

, rec

all s

ubtle

de

tails

in a

n or

al s

tory

, and

det

erm

ine

mai

n id

ea o

f an

oral

sto

ry.

Profi

cie

nt s

tude

nts

typi

cally

id

entif

y rh

ymin

g w

ords

writ

ten

with

di

phth

ongs

, ide

ntify

sho

rt a

nd lo

ng

vow

el s

ound

s an

d le

ss-f

requ

ent

endi

ng s

ound

s, id

entif

y sy

nony

ms

of

soci

al a

nd a

cade

mic

voc

abul

ary,

use

co

ntex

t clu

es to

det

erm

ine

mea

ning

, re

call

impl

icit

deta

ils, d

escr

ibe

a ch

arac

ter,

mak

e in

fere

nces

in

cont

ext,

and

tran

sfer

con

cept

s to

new

si

tuat

ions

.

Profi

cie

nt s

tude

nts

typi

cally

use

co

rrec

t bas

ic g

ram

mar

; use

writ

ing

conv

entio

ns s

uch

as c

apita

lizat

ion

and

basi

c pu

nctu

atio

n; d

iffer

entia

te

com

plet

e se

nten

ces

from

frag

men

ts

and

use

stan

dard

wor

d or

der;

an

d w

rite

a st

ory

usin

g co

mpl

ete

sent

ence

s w

ith a

ccur

ate

voca

bula

ry

and

ease

app

roac

hing

a n

ativ

e w

riter

; err

ors

do n

ot in

terf

ere

with

co

mm

unic

atio

n.

A le

vel 4

stu

dent

com

mun

icat

es

effe

ctiv

ely

in E

nglis

h ac

ross

a ra

nge

of g

rade

-lev

el-a

ppro

pria

te la

ngua

ge

dem

ands

in th

e sc

hool

con

text

, eve

n th

ough

err

ors

occu

r. Th

e st

uden

t exh

ibits

pr

oduc

tive

and

rece

ptiv

e co

ntro

l of

lexi

cal,

synt

actic

, pho

nolo

gica

l, an

d di

scou

rse

feat

ures

whe

n ad

dres

sing

new

an

d fa

mili

ar to

pics

.

3In

term

edia

te

Inte

rmed

iate

stu

dent

s ty

pica

lly u

se

appr

opria

te w

ords

and

phr

ases

whe

n ex

pres

sing

a p

refe

renc

e, a

skin

g qu

estio

ns, p

rovi

ding

info

rmat

ion

and

expl

anat

ions

, nam

ing

com

mon

ob

ject

s, a

nd d

escr

ibin

g co

mm

on

func

tions

; pro

duce

sen

tenc

es

with

err

ors

whe

n de

scrib

ing

soci

al

situ

atio

ns; a

nd te

ll a

sim

ple

stor

y w

ith

freq

uent

err

ors

that

inte

rfer

e w

ith

com

mun

icat

ion.

Inte

rmed

iate

stu

dent

s ty

pica

lly fo

llow

or

al d

irect

ions

usi

ng v

ocab

ular

y re

late

d to

hom

e/sc

hool

env

ironm

ent,

reca

ll st

ated

det

ails

in a

n or

al s

tory

, an

d m

ake

sim

ple

infe

renc

es.

Inte

rmed

iate

stu

dent

s ty

pica

lly

iden

tify

one-

sylla

ble

wor

ds a

nd

endi

ng s

ound

s, m

atch

wor

ds to

de

fi niti

ons

or d

escr

iptio

ns, r

ecal

l st

ated

det

ails

, and

det

erm

ine

a ch

arac

ter’s

feel

ing.

Inte

rmed

iate

stu

dent

s ty

pica

lly

use

auxi

liary

ver

b co

nstr

uctio

ns,

desc

ribe

or e

xpla

in w

ith s

impl

e ph

rase

s or

sen

tenc

es th

at m

ay c

onta

in

som

e er

rors

that

do

not i

mpe

de

unde

rsta

ndin

g; w

rite

sim

ple

sent

ence

s su

gges

ted

by a

ser

ies

of p

ictu

res

with

or

gani

zatio

nal,

gram

mat

ical

, syn

tact

ic,

and/

or m

echa

nica

l err

ors

that

lim

it co

mm

unic

atio

n.

A le

vel 3

stu

dent

is d

evel

opin

g th

e ab

ility

to

com

mun

icat

e ef

fect

ivel

y in

Eng

lish

acro

ss a

wid

e ra

nge

of g

rade

-lev

el-

appr

opria

te la

ngua

ge d

eman

ds in

the

scho

ol c

onte

xt. E

rror

s in

terf

ere

with

co

mm

unic

atio

n an

d co

mpr

ehen

sion

. Re

petit

ion

and

nego

tiatio

n ar

e of

ten

need

ed. T

he s

tude

nt e

xhib

its a

lim

ited

rang

e of

lexi

cal,

synt

actic

, pho

nolo

gica

l, an

d di

scou

rse

feat

ures

whe

n ad

dres

sing

ne

w a

nd fa

mili

ar to

pics

.

2Ea

rly

Inte

rmed

iate

Early

Inte

rmed

iate

stu

dent

s ty

pica

lly

use

voca

bula

ry fo

r com

mon

obj

ects

in

soc

ial a

nd a

cade

mic

situ

atio

ns,

prod

uce

wor

ds a

nd p

hras

es w

hen

desc

ribin

g so

cial

situ

atio

ns, a

nd u

se

basi

c vo

cabu

lary

and

sim

ple

phra

ses

or s

ente

nces

rela

ted

to a

seq

uenc

e of

pi

ctur

es a

bout

fam

iliar

set

tings

.

Early

Inte

rmed

iate

stu

dent

s ty

pica

lly

follo

w s

impl

e or

al d

irect

ions

and

id

entif

y hi

gh-f

requ

ency

voc

abul

ary

rela

ted

to h

ome/

scho

ol e

nviro

nmen

t.

Early

Inte

rmed

iate

stu

dent

s ty

pica

lly

iden

tify

begi

nnin

g so

unds

and

cl

assi

fy re

late

d ob

ject

s in

a g

roup

.

Early

Inte

rmed

iate

stu

dent

s ty

pica

lly

atte

mpt

to w

rite

to d

escr

ibe,

exp

lain

, co

mpa

re, o

r exp

ress

in s

impl

e ph

rase

s th

at c

onve

y m

eani

ng b

ut m

ay c

onta

in

erro

rs in

str

uctu

re, g

ram

mar

, wor

d ch

oice

, and

/or m

echa

nics

that

impe

de

com

mun

icat

ion.

A le

vel 2

stu

dent

is d

evel

opin

g th

e ab

ility

to c

omm

unic

ate

effe

ctiv

ely

in E

nglis

h w

ithin

the

scho

ol c

onte

xt.

Erro

rs im

pede

bas

ic c

omm

unic

atio

n an

d co

mpr

ehen

sion

. Lex

ical

, syn

tact

ic,

phon

olog

ical

, and

dis

cour

se fe

atur

es a

re

emer

ging

.

1B

egin

nin

g

Begi

nnin

g st

uden

ts a

re b

egin

ning

to

dev

elop

rece

ptiv

e an

d pr

oduc

tive

skill

s in

Eng

lish.

Begi

nnin

g st

uden

ts a

re b

egin

ning

to

dev

elop

rece

ptiv

e an

d pr

oduc

tive

skill

s in

Eng

lish.

Begi

nnin

g st

uden

ts a

re b

egin

ning

to

dev

elop

rece

ptiv

e an

d pr

oduc

tive

skill

s in

Eng

lish.

Begi

nnin

g st

uden

ts a

re b

egin

ning

to

deve

lop

rece

ptiv

e an

d pr

oduc

tive

skill

s in

Eng

lish.

A Le

vel 1

stu

dent

is b

egin

ning

to d

evel

op

rece

ptiv

e an

d pr

oduc

tive

uses

of

Engl

ish

in th

e sc

hool

con

text

, alth

ough

co

mpr

ehen

sion

may

be

dem

onst

rate

d no

nver

bally

or t

hrou

gh th

e na

tive

lang

uage

, rat

her t

han

in E

nglis

h.




GRADES 2–3


• follow directions using academic vocabulary


• follow more complex directions

• recall subtle details in an oral story

• determine main idea of an oral story


• follow oral directions using vocabulary related to home/school

environment

• recall stated details in an oral story

• make simple inferences


• follow simple oral directions

• identify high-frequency vocabulary related to home/school

environment





GRADES 2–3


• produce sentences with more sophisticated vocabulary and without

errors in grammar when providing information, describing social

situations, describing a multi-step process, or explaining reasoning


• in the lower range of Profi cient, converse in complete sentences with

frequent grammar and/or vocabulary errors

• in the upper range of Profi cient, converse in complete sentences with

minimal grammatical errors

• produce accurate labels for less-common objects in social and

academic situations

• use accurate vocabulary to describe the purpose of common objects

in social situations

• produce grammatically correct sentences when describing social

situations

• in the lower range of Profi cient, use words and phrases when

describing a multi-step process

• in the upper range of Profi cient, produce complete sentences

with errors in vocabulary and grammar that do not interfere with

communication when describing a multi-step process or explaining

reasoning

• tell a simple story with mostly correct vocabulary and simple

grammar


• use appropriate words and phrases when expressing a preference,

asking questions and conducting transactions, providing information,

and making requests in social and academic settings




functions

• produce sentences with errors that do not interfere with

communication when describing social situations

• use basic vocabulary and simple phrases to explain reasoning and

process

• tell a simple story with frequent errors in grammar and vocabulary

that interfere with communication


• use vocabulary for common objects in social and academic situations


• use basic vocabulary and simple phrases or sentences related to a

sequence of pictures about familiar settings





GRADES 2–3


• identify two-syllable words and rhyming words written with digraphs

• use common multiple-meaning words

• determine sequence in a story

• determine main idea of fi ction and academic texts

• draw conclusions and generalizations

• use self-monitoring technique to check for understanding


• identify rhyming words written with diphthongs

• identify short and long vowel sounds and less-frequent ending sounds

• identify synonyms of social and academic vocabulary

• use context clues to determine a word’s meaning

• recall implicit details

• describe a character

• make inferences with strong context support

• transfer concepts learned to new situations


• identify one-syllable words and ending sounds

• match words to defi nitions or descriptions

• recall stated details

• determine a character’s feeling




• identify beginning sounds

• classify related objects in a group





GRADES 2–3


• use verb tense agreement and appropriate indefi nite articles

• use punctuation in dates

• write fl uently to describe a picture or to explain a preference;

communication is clear and complete, though it may contain

minor errors


• use correct grammar such as subject/verb agreement with regular and

irregular verbs, pronouns, plural nouns, and articles

• use writing conventions such as capitalization, end punctuation, and

commas in a series

• differentiate complete sentences from fragments and use standard

word order

• write a story suggested by a series of pictures using complete sentences

with accurate vocabulary and ease approaching a native writer; errors

do not interfere with communication


• use auxiliary verb constructions

• describe a picture or explain a preference by writing simple phrases

or sentences that may contain some errors that do not impede

understanding

• write simple sentences suggested by a series of pictures with

organizational, grammatical, syntactic, and/or mechanical errors that

limit communication




• attempt to describe a picture or explain a preference by writing

words, phrases, or simple sentences that may contain some errors

that impede understanding

• attempt to write to describe, explain, compare, or express in

simple phrases that convey meaning but may contain errors in

structure, grammar, word choice, and/or mechanics that impede

communication



48 Profi ciency Level DescriptorsL

AS

Link

s P

rofi

cien

cy L

evel

Des

crip

tors

for

Gra

des

4–5

Spea

kin

gLi

sten

ing

Rea

din

gW

riti

ng

Ove

rall

5A

bo

ve

Pro

fi ci

ent

Abov

e Pr

ofi c

ient

stu

dent

s ty

pica

lly

prod

uce

sent

ence

s w

ith m

ore

soph

istic

ated

voc

abul

ary

and

with

out g

ram

mar

err

ors

whe

n pr

ovid

ing

info

rmat

ion,

des

crib

ing

soci

al s

ituat

ions

, ask

ing

ques

tions

, ex

pres

sing

opi

nion

s, e

xpla

inin

g pr

oces

ses,

con

duct

ing

tran

sact

ions

, gi

ving

dire

ctio

ns a

nd d

escr

ibin

g lo

catio

n; th

ey u

se p

reci

se v

ocab

ular

y to

iden

tify

and

desc

ribe

obje

cts.

Abov

e Pr

ofi c

ient

stu

dent

s ty

pica

lly

follo

w d

irect

ions

usi

ng p

hras

al v

erbs

, re

call

subt

le d

etai

ls in

a c

lass

room

di

scus

sion

, a c

lass

less

on, o

r an

oral

st

ory,

and

det

erm

ine

key

info

rmat

ion

to s

umm

ariz

e a

task

.

Abov

e Pr

ofi c

ient

stu

dent

s ty

pica

lly

divi

de w

ords

into

syl

labl

es, u

se

know

ledg

e of

low

-fre

quen

cy a

ffi x

es

to d

eter

min

e w

ord

mea

ning

, ide

ntify

rh

ymin

g w

ords

and

low

-fre

quen

cy

syno

nym

s an

d an

tony

ms,

use

pr

edic

tion

to re

ad fl

uent

ly, d

eter

min

e st

ory

sequ

ence

and

mai

n id

ea, a

nd

use

self-

mon

itorin

g te

chni

que

to

chec

k fo

r und

erst

andi

ng.

Abov

e Pr

ofi c

ient

stu

dent

s ty

pica

lly u

se

irreg

ular

plu

rals

, app

ropr

iate

art

icle

s,

and

com

mas

in a

dat

e; d

iffer

entia

te

com

plet

e se

nten

ces

from

run-

ons.

Th

ey w

rite

fl uen

tly to

des

crib

e a

pict

ure

or to

exp

lain

a p

refe

renc

e;

com

mun

icat

ion

is c

lear

and

com

plet

e,

thou

gh it

may

con

tain

min

or e

rror

s in

m

echa

nics

.

A le

vel 5

stu

dent

com

mun

icat

es

effe

ctiv

ely

in E

nglis

h, w

ith fe

w if

any

er

rors

, acr

oss

a w

ide

rang

e of

gra

de-

leve

l-ap

prop

riate

lang

uage

dem

ands

in

the

scho

ol c

onte

xt. T

he s

tude

nt

com

man

ds a

hig

h de

gree

of p

rodu

ctiv

e an

d re

cept

ive

cont

rol o

f lex

ical

, sy

ntac

tic, p

hono

logi

cal,

and

disc

ours

e fe

atur

es w

hen

addr

essi

ng n

ew a

nd

fam

iliar

topi

cs.

4Pr

ofi

cien

t

Profi

cie

nt s

tude

nts

typi

cally

pro

duce

co

mpl

ete

sent

ence

s w

ith m

inor

er

rors

in g

ram

mar

/voc

abul

ary

whe

n pr

ovid

ing

info

rmat

ion,

ask

ing

ques

tions

, exp

lain

ing

a pr

oces

s,

and

expr

essi

ng a

n op

inio

n, p

rodu

ce

accu

rate

labe

ls fo

r les

s-co

mm

on

obje

cts

and

desc

ribe

the

purp

ose

of

com

mon

obj

ects

, and

tell

a si

mpl

e st

ory

with

mos

tly c

orre

ct v

ocab

ular

y an

d si

mpl

e gr

amm

ar.

Profi

cie

nt s

tude

nts

typi

cally

follo

w

mul

ti-st

ep d

irect

ions

usi

ng a

cade

mic

vo

cabu

lary

, rec

all s

tate

d de

tails

in

a cl

assr

oom

dis

cuss

ion

and

a cl

ass

less

on, i

dent

ify s

eque

nce

of s

teps

, an

d de

term

ine

mai

n id

ea o

f a c

lass

le

sson

.

Profi

cie

nt s

tude

nts

typi

cally

use

kn

owle

dge

of lo

wer

-fre

quen

cy a

ffi x

es

to d

eter

min

e w

ord

mea

ning

; ide

ntify

sy

nony

ms;

use

con

text

clu

es to

de

term

ine

mea

ning

; rea

d fo

r spe

cifi c

in

form

atio

n in

a c

hart

, tab

le, o

r di

agra

m; r

ecal

l im

plic

it de

tails

; inf

er

info

rmat

ion

and

draw

con

clus

ions

; an

d de

term

ine

the

orga

niza

tiona

l st

ruct

ure

of a

pas

sage

.

Profi

cie

nt s

tude

nts

typi

cally

use

ve

rb te

nse

agre

emen

t and

obj

ect

pron

ouns

; use

cap

italiz

atio

n an

d ba

sic

punc

tuat

ion;

diff

eren

tiate

co

mpl

ete

sent

ence

s fr

om fr

agm

ents

; co

rrec

tly p

lace

adj

ectiv

es a

nd a

dver

bs

in s

ente

nces

; writ

e us

ing

com

plet

e se

nten

ces

with

acc

urat

e vo

cabu

lary

an

d ea

se a

ppro

achi

ng a

nat

ive

writ

er; e

rror

s do

not

inte

rfer

e w

ith

com

mun

icat

ion.

A le

vel 4

stu

dent

com

mun

icat

es

effe

ctiv

ely

in E

nglis

h ac

ross

a ra

nge

of g

rade

-lev

el-a

ppro

pria

te la

ngua

ge

dem

ands

in th

e sc

hool

con

text

, eve

n th

ough

err

ors

occu

r. Th

e st

uden

t exh

ibits

pr

oduc

tive

and

rece

ptiv

e co

ntro

l of

lexi

cal,

synt

actic

, pho

nolo

gica

l, an

d di

scou

rse

feat

ures

whe

n ad

dres

sing

new

an

d fa

mili

ar to

pics

.

3In

term

edia

te

Inte

rmed

iate

stu

dent

s ty

pica

lly u

se

appr

opria

te w

ords

and

phr

ases

whe

n pr

ovid

ing

info

rmat

ion,

con

duct

ing

tran

sact

ions

, giv

ing

dire

ctio

ns, a

nd

desc

ribin

g lo

catio

n; p

rodu

ce a

ccur

ate

labe

ls fo

r com

mon

obj

ects

and

fu

nctio

ns; p

rodu

ce s

ente

nces

with

so

me

erro

rs w

hen

desc

ribin

g so

cial

si

tuat

ions

, and

tell

a si

mpl

e st

ory

with

freq

uent

err

ors

in g

ram

mar

and

vo

cabu

lary

.

Inte

rmed

iate

stu

dent

s ty

pica

lly fo

llow

or

al d

irect

ions

usi

ng b

asic

aca

dem

ic

voca

bula

ry a

nd in

terp

ret s

peci

fi c

voca

bula

ry w

ithin

a s

choo

l set

ting.

Inte

rmed

iate

stu

dent

s ty

pica

lly

divi

de u

nfam

iliar

wor

ds in

to a

ffi x

and

ro

ot w

ord,

use

kno

wle

dge

of h

igh-

freq

uenc

y af

fi xes

to d

eter

min

e w

ord

mea

ning

, and

reca

ll st

ated

det

ails

.

Inte

rmed

iate

stu

dent

s ty

pica

lly u

se

corr

ect b

asic

gra

mm

ar; u

se s

tand

ard

wor

d or

der;

des

crib

e or

exp

lain

with

si

mpl

e ph

rase

s or

sen

tenc

es th

at

may

con

tain

som

e er

rors

that

do

not i

mpe

de u

nder

stan

ding

; writ

e si

mpl

e se

nten

ces

sugg

este

d by

a

serie

s of

pic

ture

s w

ith o

rgan

izat

iona

l, gr

amm

atic

al, s

ynta

ctic

, and

/or

mec

hani

cal e

rror

s th

at li

mit

com

mun

icat

ion.

A le

vel 3

stu

dent

is d

evel

opin

g th

e ab

ility

to

com

mun

icat

e ef

fect

ivel

y in

Eng

lish

acro

ss a

wid

e ra

nge

of g

rade

-lev

el-

appr

opria

te la

ngua

ge d

eman

ds in

the

scho

ol c

onte

xt. E

rror

s in

terf

ere

with

co

mm

unic

atio

n an

d co

mpr

ehen

sion

. Re

petit

ion

and

nego

tiatio

n ar

e of

ten

need

ed. T

he s

tude

nt e

xhib

its a

lim

ited

rang

e of

lexi

cal,

synt

actic

, pho

nolo

gica

l, an

d di

scou

rse

feat

ures

whe

n ad

dres

sing

ne

w a

nd fa

mili

ar to

pics

.

2Ea

rly

Inte

rmed

iate

Early

Inte

rmed

iate

stu

dent

s ty

pica

lly

iden

tify

very

com

mon

obj

ects

in

soci

al s

ituat

ions

and

des

crib

e th

eir

func

tion

in s

impl

e ph

rase

s, p

rodu

ce

wor

ds a

nd p

hras

es w

hen

desc

ribin

g so

cial

situ

atio

ns, a

nd u

se b

asic

vo

cabu

lary

and

sim

ple

phra

ses

rela

ted

to a

seq

uenc

e of

pic

ture

s ab

out f

amili

ar s

ettin

gs.

Early

Inte

rmed

iate

stu

dent

s ty

pica

lly

reca

ll im

port

ant b

asic

det

ails

in a

n or

al s

tory

.

Early

Inte

rmed

iate

stu

dent

s ty

pica

lly

divi

de h

igh-

freq

uenc

y w

ords

into

affi

x

and

root

wor

d.

Early

Inte

rmed

iate

stu

dent

s ty

pica

lly

atte

mpt

to w

rite

to d

escr

ibe,

exp

lain

, co

mpa

re, o

r exp

ress

in s

impl

e ph

rase

s th

at c

onve

y m

eani

ng b

ut m

ay c

onta

in

erro

rs in

str

uctu

re, g

ram

mar

, wor

d ch

oice

, and

/or m

echa

nics

that

impe

de

com

mun

icat

ion.

A le

vel 2

stu

dent

is d

evel

opin

g th

e ab

ility

to c

omm

unic

ate

effe

ctiv

ely

in E

nglis

h w

ithin

the

scho

ol c

onte

xt.

Erro

rs im

pede

bas

ic c

omm

unic

atio

n an

d co

mpr

ehen

sion

. Lex

ical

, syn

tact

ic,

phon

olog

ical

, and

dis

cour

se fe

atur

es a

re

emer

ging

.

1B

egin

nin

g

Begi

nnin

g st

uden

ts a

re b

egin

ning

to

dev

elop

rece

ptiv

e an

d pr

oduc

tive

skill

s in

Eng

lish.

Begi

nnin

g st

uden

ts a

re b

egin

ning

to

dev

elop

rece

ptiv

e an

d pr

oduc

tive

skill

s in

Eng

lish.

Begi

nnin

g st

uden

ts a

re b

egin

ning

to

dev

elop

rece

ptiv

e an

d pr

oduc

tive

skill

s in

Eng

lish.

Begi

nnin

g st

uden

ts a

re b

egin

ning

to

deve

lop

rece

ptiv

e an

d pr

oduc

tive

skill

s in

Eng

lish.

A Le

vel 1

stu

dent

is b

egin

ning

to d

evel

op

rece

ptiv

e an

d pr

oduc

tive

uses

of

Engl

ish

in th

e sc

hool

con

text

, alth

ough

co

mpr

ehen

sion

may

be

dem

onst

rate

d no

nver

bally

or t

hrou

gh th

e na

tive

lang

uage

, rat

her t

han

in E

nglis

h.




GRADES 4–5


• follow directions using phrasal verbs

• recall subtle details in a classroom discussion, a class lesson, or an

oral story

• determine key information to summarize a task


• follow multi-step directions using academic vocabulary

• recall stated details in a classroom discussion and a class lesson

• identify sequence of steps

• determine main idea of a class lesson


• follow oral directions using basic academic vocabulary

• interpret specifi c vocabulary within a school setting


• recall important basic details in an oral story





GRADES 4–5



error in grammar when providing information, describing social

situations, asking questions, expressing an opinion, explaining a

process in a social situation, and conducting transactions

• produce sophisticated vocabulary to identify and describe academic

objects

• use complex sentence structure and accurate vocabulary when giving

directions and describing location

• use simple sentences with errors in vocabulary and grammar that do

not interfere with communication when explaining a process in an

academic situation


• produce complete sentences with errors in grammar and/or vocabulary

that do not interfere with communication when providing information,

asking questions, explaining a process in a social situation, and

expressing an opinion

• in the lower range of Profi cient, produce sentences with errors in

vocabulary and grammar when conducting transactions

• in the upper range of Profi cient, produce sentences without error in

vocabulary and grammar when conducting transactions

• produce accurate labels for less-common objects in social and academic

situations and describe the purpose of common objects in social

situations

• produce grammatically correct sentences when describing social

situations





• use appropriate words and phrases when providing information and

conducting transactions in social and academic settings


functions

• produce sentences with errors in vocabulary and grammar that do

not interfere with communication when describing social situations

• use words and phrases when giving directions and describing

location



• identify very common objects in social situations and describe their

function in simple phrases


• use basic vocabulary and simple phrases related to a sequence of

pictures about familiar settings





GRADES 4–5


• divide words into syllables

• use knowledge of low-frequency affi xes to determine word meaning

• identify rhyming words

• identify low-frequency synonyms and antonyms of social and academic

vocabulary

• use prediction in context to read fl uently

• determine the sequence in a reading selection

• determine main idea in fi ction and academic texts



• use knowledge of lower-frequency affi xes to determine word meaning

• identify synonyms of high-frequency social and academic vocabulary

• use context clues to determine less common meanings of words

• read for specifi c information in a chart, table, or diagram

• recall implicit details in an informational passage and in a story

• infer information and draw conclusions in fi ction and academic texts

• determine the organizational structure of a passage


• divide unfamiliar words into affi x and root word

• use knowledge of high-frequency affi xes to determine word meaning

• recall stated details




• divide high-frequency words into affi x and root word





GRADES 4–5


• use irregular plurals and appropriate articles

• use commas in a date

• differentiate complete sentences from run-ons


communication is clear and complete, though it may contain minor

errors in mechanics


• use verb tense agreement

• use object pronouns in a complex sentence

• use writing conventions such as capitalization, appropriate end

punctuation, commas in a series, and apostrophes in contractions and

possessives

• differentiate complete sentences from fragments

• correctly place adjectives and adverbs in sentences

• write to describe, explain, compare, persuade, or express, using

complete sentences with accurate vocabulary and ease approaching

a native writer; errors do not interfere with communication


• use correct grammar such as subject/verb agreement and auxiliary verb

constructions, appropriate indefi nite articles, object and possessive

pronouns in a simple sentence, and coordinating conjunctions

• use standard word order



understanding





limit communication








communication




AS

Link

s P

rofi

cien

cy L

evel

Des

crip

tors

for

Gra

des

6–8

Spea

kin

gLi

sten

ing

Rea

din

gW

riti

ng

Ove

rall

5A

bo

ve

Pro

fi ci

ent

Abov

e Pr

ofi c

ient

stu

dent

s ty

pica

lly

prod

uce

sent

ence

s w

ith s

ophi

stic

ated

vo

cabu

lary

and

with

out g

ram

mar

er

rors

whe

n ex

pres

sing

an

opin

ion,

pr

ovid

ing

info

rmat

ion,

con

duct

ing

tran

sact

ions

, or m

akin

g re

ques

ts;

prod

uce

prec

ise

voca

bula

ry w

hen

iden

tifyi

ng a

nd d

escr

ibin

g ob

ject

s;

use

com

plex

sen

tenc

e st

ruct

ure

and

accu

rate

voc

abul

ary

whe

n ex

plai

ning

a

proc

ess.

Abov

e Pr

ofi c

ient

stu

dent

s ty

pica

lly

follo

w d

irect

ions

usi

ng p

hras

al

verb

s, re

call

subt

le d

etai

ls fr

om a

cl

assr

oom

dis

cuss

ion

or a

leng

thy

oral

sto

ry, d

eter

min

e ke

y in

form

atio

n to

sum

mar

ize

a ta

sk, a

nd d

raw

co

nclu

sion

s ab

out a

cha

ract

er in

an

oral

sto

ry.

Abov

e Pr

ofi c

ient

stu

dent

s ty

pica

lly

divi

de w

ords

into

syl

labl

es, u

se

know

ledg

e of

low

-fre

quen

cy a

ffi x

es

to d

eter

min

e w

ord

mea

ning

, ide

ntify

rh

ymin

g w

ords

, syn

onym

s, a

nd

anto

nym

s, in

terp

ret l

ow-f

requ

ency

id

iom

s, u

se p

redi

ctio

n to

read

fl u

ently

, rec

all s

ubtle

det

ails

, ide

ntify

au

thor

’s p

urpo

se a

nd e

xpla

in a

utho

r’s

tech

niqu

es, a

nd in

terp

ret m

etap

hor

in p

oetr

y.

Abov

e Pr

ofi c

ient

stu

dent

s ty

pica

lly fo

rm ir

regu

lar p

lura

ls,

use

subj

ect/

verb

agr

eem

ent w

ith

inde

fi nite

pro

noun

s, u

se a

ppro

pria

te

prep

ositi

ons,

diff

eren

tiate

com

plet

e se

nten

ces

from

run-

ons,

and

writ

e fl u

ently

to d

escr

ibe

a pi

ctur

e or

exp

lain

a

pref

eren

ce; c

omm

unic

atio

n is

cle

ar

and

com

plet

e, th

ough

it m

ay c

onta

in

min

or e

rror

s.

A le

vel 5

stu

dent

com

mun

icat

es

effe

ctiv

ely

in E

nglis

h, w

ith fe

w if

any

er

rors

, acr

oss

a w

ide

rang

e of

gra

de-

leve

l-ap

prop

riate

lang

uage

dem

ands

in

the

scho

ol c

onte

xt. T

he s

tude

nt

com

man

ds a

hig

h de

gree

of p

rodu

ctiv

e an

d re

cept

ive

cont

rol o

f lex

ical

, sy

ntac

tic, p

hono

logi

cal,

and

disc

ours

e fe

atur

es w

hen

addr

essi

ng n

ew a

nd

fam

iliar

topi

cs.

4Pr

ofi

cien

t

Profi

cie

nt s

tude

nts

typi

cally

pr

oduc

e se

nten

ces

with

min

or

erro

rs w

hen

expr

essi

ng a

n op

inio

n,

prov

idin

g in

form

atio

n, c

ondu

ctin

g a

tran

sact

ion,

mak

ing

a re

ques

t, ex

plai

ning

a p

roce

ss, g

ivin

g di

rect

ions

, and

des

crib

ing

loca

tions

an

d so

cial

situ

atio

ns; u

se a

ccur

ate

labe

ls fo

r com

mon

obj

ects

; and

tell

a si

mpl

e st

ory

with

mos

tly c

orre

ct

voca

bula

ry a

nd g

ram

mar

.

Profi

cie

nt s

tude

nts

typi

cally

de

term

ine

mai

n id

ea o

f a c

lass

room

di

scus

sion

, inf

er d

irect

ions

from

st

atem

ents

, and

infe

r sim

ple

conc

lusi

ons

from

an

oral

sto

ry.

Profi

cie

nt s

tude

nts

typi

cally

use

kn

owle

dge

of lo

wer

-fre

quen

cy

prefi

xes

to d

eter

min

e w

ord

mea

ning

; in

terp

ret l

ower

-fre

quen

cy id

iom

s;

reca

ll st

ated

and

impl

icit

deta

ils in

a

varie

ty o

f gen

res;

read

for s

peci

fi c

info

rmat

ion

in a

cha

rt, t

able

, or

diag

ram

; det

erm

ine

mai

n id

ea in

fi c

tion

and

acad

emic

text

s; a

nd

iden

tify

char

acte

r tra

its.

Profi

cie

nt s

tude

nts

typi

cally

use

ver

b te

nse

agre

emen

t and

sub

ordi

natin

g co

njun

ctio

ns; u

se c

apita

lizat

ion

and

basi

c pu

nctu

atio

n; c

orre

ctly

pla

ce

adje

ctiv

es a

nd a

dver

bs; d

iffer

entia

te

com

plet

e se

nten

ces

from

frag

men

ts;

writ

e w

ith c

ompl

ete

sent

ence

s,

accu

rate

voc

abul

ary,

and

eas

e ap

proa

chin

g a

nativ

e w

riter

; err

ors

do

not i

nter

fere

with

com

mun

icat

ion.

A le

vel 4

stu

dent

com

mun

icat

es

effe

ctiv

ely

in E

nglis

h ac

ross

a ra

nge

of g

rade

-lev

el-a

ppro

pria

te la

ngua

ge

dem

ands

in th

e sc

hool

con

text

, eve

n th

ough

err

ors

occu

r. Th

e st

uden

t exh

ibits

pr

oduc

tive

and

rece

ptiv

e co

ntro

l of

lexi

cal,

synt

actic

, pho

nolo

gica

l, an

d di

scou

rse

feat

ures

whe

n ad

dres

sing

new

an

d fa

mili

ar to

pics

.

3In

term

edia

te

Inte

rmed

iate

stu

dent

s ty

pica

lly u

se

appr

opria

te w

ords

and

phr

ases

w

hen

expr

essi

ng a

n op

inio

n,

prov

idin

g in

form

atio

n, c

ondu

ctin

g a

tran

sact

ion,

or d

escr

ibin

g co

mm

on

func

tions

; pro

duce

sen

tenc

es

with

som

e er

rors

whe

n de

scrib

ing

com

mon

soc

ial s

ituat

ions

; and

tell

a si

mpl

e st

ory

with

freq

uent

gra

mm

ar

and/

or v

ocab

ular

y er

rors

that

in

terf

ere

with

com

mun

icat

ion.

Inte

rmed

iate

stu

dent

s ty

pica

lly fo

llow

m

ulti-

step

dire

ctio

ns u

sing

aca

dem

ic

voca

bula

ry a

nd re

call

stat

ed d

etai

ls

in a

cla

ssro

om d

iscu

ssio

n or

a s

hort

or

al s

tory

.

Inte

rmed

iate

stu

dent

s ty

pica

lly d

ivid

e w

ords

into

affi

x a

nd ro

ot w

ord,

use

kn

owle

dge

of h

igh-

freq

uenc

y af

fi xes

to

det

erm

ine

wor

d m

eani

ng, a

nd

iden

tify

syno

nym

s of

hig

h-fr

eque

ncy

soci

al a

nd a

cade

mic

voc

abul

ary.

Inte

rmed

iate

stu

dent

s ty

pica

lly u

se

basi

c gr

amm

ar; d

escr

ibe

a pi

ctur

e or

exp

lain

a p

refe

renc

e by

writ

ing

sim

ple

phra

ses

or s

ente

nces

that

m

ay c

onta

in s

ome

erro

rs th

at d

o no

t im

pede

und

erst

andi

ng; a

nd w

rite

sim

ple

sent

ence

s su

gges

ted

by a

se

ries

of p

ictu

res

with

org

aniz

atio

nal,

gram

mat

ical

, syn

tact

ic, a

nd/o

r m

echa

nica

l err

ors

that

lim

it co

mm

unic

atio

n.

A le

vel 3

stu

dent

is d

evel

opin

g th

e ab

ility

to

com

mun

icat

e ef

fect

ivel

y in

Eng

lish

acro

ss a

wid

e ra

nge

of g

rade

-lev

el-

appr

opria

te la

ngua

ge d

eman

ds in

the

scho

ol c

onte

xt. E

rror

s in

terf

ere

with

co

mm

unic

atio

n an

d co

mpr

ehen

sion

. Re

petit

ion

and

nego

tiatio

n ar

e of

ten

need

ed. T

he s

tude

nt e

xhib

its a

lim

ited

rang

e of

lexi

cal,

synt

actic

, pho

nolo

gica

l, an

d di

scou

rse

feat

ures

whe

n ad

dres

sing

ne

w a

nd fa

mili

ar to

pics

.

2Ea

rly

Inte

rmed

iate

Early

Inte

rmed

iate

stu

dent

s ty

pica

lly

prod

uce

wor

ds a

nd p

hras

es w

hen

desc

ribin

g so

cial

situ

atio

ns a

nd g

ivin

g di

rect

ions

, use

sim

ple

sent

ence

s w

ith

erro

rs in

gra

mm

ar a

nd v

ocab

ular

y th

at in

terf

ere

with

com

mun

icat

ion

whe

n de

scrib

ing

loca

tion,

and

use

ba

sic

voca

bula

ry a

nd s

impl

e ph

rase

s re

late

d to

a s

eque

nce

of p

ictu

res

abou

t fam

iliar

set

tings

.

Early

Inte

rmed

iate

stu

dent

s ty

pica

lly

reca

ll im

port

ant b

asic

det

ails

in a

cl

assr

oom

dis

cuss

ion.

Early

Inte

rmed

iate

stu

dent

s ty

pica

lly

inte

rpre

t hig

h-fr

eque

ncy

idio

ms.

Early

Inte

rmed

iate

stu

dent

s ty

pica

lly

atte

mpt

to w

rite

to d

escr

ibe,

exp

lain

, co

mpa

re, o

r exp

ress

in s

impl

e ph

rase

s th

at c

onve

y m

eani

ng b

ut m

ay c

onta

in

erro

rs in

str

uctu

re, g

ram

mar

, wor

d ch

oice

, and

/or m

echa

nics

that

impe

de

com

mun

icat

ion.

A le

vel 2

stu

dent

is d

evel

opin

g th

e ab

ility

to c

omm

unic

ate

effe

ctiv

ely

in E

nglis

h w

ithin

the

scho

ol c

onte

xt.

Erro

rs im

pede

bas

ic c

omm

unic

atio

n an

d co

mpr

ehen

sion

. Lex

ical

, syn

tact

ic,

phon

olog

ical

, and

dis

cour

se fe

atur

es a

re

emer

ging

.

1B

egin

nin

g

Begi

nnin

g st

uden

ts a

re b

egin

ning

to

dev

elop

rece

ptiv

e an

d pr

oduc

tive

skill

s in

Eng

lish.

Begi

nnin

g st

uden

ts a

re b

egin

ning

to

dev

elop

rece

ptiv

e an

d pr

oduc

tive

skill

s in

Eng

lish.

Begi

nnin

g st

uden

ts a

re b

egin

ning

to

dev

elop

rece

ptiv

e an

d pr

oduc

tive

skill

s in

Eng

lish.

Begi

nnin

g st

uden

ts a

re b

egin

ning

to

deve

lop

rece

ptiv

e an

d pr

oduc

tive

skill

s in

Eng

lish.

A Le

vel 1

stu

dent

is b

egin

ning

to d

evel

op

rece

ptiv

e an

d pr

oduc

tive

uses

of

Engl

ish

in th

e sc

hool

con

text

, alth

ough

co

mpr

ehen

sion

may

be

dem

onst

rate

d no

nver

bally

or t

hrou

gh th

e na

tive

lang

uage

, rat

her t

han

in E

nglis

h.




GRADES 6–8


• follow directions using phrasal verbs

• recall subtle details from a classroom discussion or a lengthy oral

story


• draw conclusions about a character in an oral story


• determine main idea of a classroom discussion

• infer directions from statements

• infer simple conclusions from an oral story


• follow multi-step directions using academic vocabulary

• recall stated details in a classroom discussion or a short oral story


• recall important basic details in a classroom discussion





GRADES 6–8



error in grammar when expressing an opinion, providing information,

conducting transactions, making requests, describing less common

social situations, or describing an academic process

• produce sophisticated vocabulary when identifying and describing

objects in academic and social situations

• use complex sentence structure and accurate vocabulary when

explaining a process



that do not interfere with communication when expressing an opinion,

providing information, conducting a transaction, making a request,

explaining a process in an academic content area, describing less-

common social situations, giving directions, and describing location


functions in academic situations

• produce sentences without errors in vocabulary and grammar when

describing common social situations and activities

• use words and phrases when describing an academic process

• in the lower range of Profi cient, use words and phrases when

explaining a process

• in the upper range of Profi cient, use simple sentences with errors in


when explaining a process





• use appropriate words and phrases when expressing an opinion,

providing information, conducting a transaction in social and

academic settings, or describing common functions


not interfere with communication when describing common social

situations




• produce words and phrases when describing social situations and

giving directions

• use simple sentences with errors in grammar and vocabulary that

interfere with communication when describing location







GRADES 6–8





• identify synonyms and antonyms of low-frequency social and academic

vocabulary

• interpret low-frequency idioms


• recall subtle details in a variety of genres

• identify author’s purpose and explain author’s techniques

• interpret metaphor in poetry


• use knowledge of lower-frequency prefi xes to determine word meaning

• interpret lower-frequency idioms

• recall stated and implicit details in a variety of genres

• read for specifi c information in a chart, table, or diagram


• identify character traits


• divide words into affi x and root word






• interpret high-frequency idioms





GRADES 6–8


• form irregular plurals

• use subject/verb agreement with indefi nite pronouns

• use appropriate prepositions

• differentiate complete sentences from run-ons

• write fl uently to describe a picture or explain a preference;

communication is clear and complete, though it may contain minor

errors


• use correct grammar such as verb tense agreement, appropriate

prepositions in common expressions, and subordinating conjunctions

• use appropriate articles and adverbs

• use writing conventions such as capitalization, appropriate end

punctuation, commas in a series, and apostrophes in contractions and

possessives

• identify standard subject-verb-object order


• differentiate complete sentences from fragments





• use subject/verb agreement and auxiliary verb constructions and

coordinating conjunctions



understanding





limit communication








communication




AS

Link

s P

rofi

cien

cy L

evel

Des

crip

tors

for

Gra

des

9–12

Spea

kin

gLi

sten

ing

Rea

din

gW

riti

ng

Ove

rall

5A

bo

ve

Pro

fi ci

ent

Abov

e Pr

ofi c

ient

stu

dent

s ty

pica

lly

prod

uce

sent

ence

s w

ith s

ophi

stic

ated

vo

cabu

lary

and

with

out g

ram

mar

er

rors

whe

n ex

pres

sing

a p

refe

renc

e,

cond

uctin

g tr

ansa

ctio

ns, g

ivin

g di

rect

ions

, and

des

crib

ing

a lo

catio

n,

proc

ess,

or s

ocia

l situ

atio

n; u

se

prec

ise

voca

bula

ry to

iden

tify

and

desc

ribe

obje

cts;

and

tell

a st

ory

usin

g ac

cura

te v

ocab

ular

y an

d gr

amm

ar.

Abov

e Pr

ofi c

ient

stu

dent

s ty

pica

lly

inte

rpre

t mor

e co

mpl

ex g

ram

mar

an

d ac

adem

ic v

ocab

ular

y to

follo

w

com

plex

inst

ruct

ions

, use

con

text

cl

ues

to in

terp

ret n

ew v

ocab

ular

y,

and

draw

con

clus

ions

abo

ut a

ch

arac

ter i

n an

ora

l sto

ry.

Abov

e Pr

ofi c

ient

stu

dent

s ty

pica

lly

divi

de w

ords

into

syl

labl

es, u

se

know

ledg

e of

low

-fre

quen

cy a

ffi x

es

to d

eter

min

e w

ord

mea

ning

, ide

ntify

rh

ymin

g w

ords

, syn

onym

s, a

nd

anto

nym

s, in

terp

ret l

ow-f

requ

ency

id

iom

s, u

se p

redi

ctio

n to

read

fl ue

ntly

, in

fer i

nfor

mat

ion

from

cha

lleng

ing

text

s, e

xpla

in a

utho

r’s te

chni

ques

, an

d us

e se

lf-m

onito

ring

tech

niqu

e.

Abov

e Pr

ofi c

ient

stu

dent

s ty

pica

lly

form

irre

gula

r plu

rals

, diff

eren

tiate

co

mpl

ete

decl

arat

ive

and

impe

rativ

e se

nten

ces

from

run-

ons

and

com

plex

fr

agm

ents

, and

writ

e fl u

ently

to

desc

ribe

a pi

ctur

e or

to e

xpla

in a

pr

efer

ence

; com

mun

icat

ion

is c

lear

an

d co

mpl

ete,

thou

gh it

may

con

tain

m

inor

err

ors.

A le

vel 5

stu

dent

com

mun

icat

es

effe

ctiv

ely

in E

nglis

h, w

ith fe

w if

any

er

rors

, acr

oss

a w

ide

rang

e of

gra

de-

leve

l-ap

prop

riate

lang

uage

dem

ands

in

the

scho

ol c

onte

xt. T

he s

tude

nt

com

man

ds a

hig

h de

gree

of p

rodu

ctiv

e an

d re

cept

ive

cont

rol o

f lex

ical

, sy

ntac

tic, p

hono

logi

cal,

and

disc

ours

e fe

atur

es w

hen

addr

essi

ng n

ew a

nd

fam

iliar

topi

cs.

4Pr

ofi

cien

t

Profi

cie

nt s

tude

nts

typi

cally

pro

duce

co

mpl

ete

sent

ence

s w

ith m

inor

er

rors

in g

ram

mar

/voc

abul

ary

whe

n ex

pres

sing

and

exp

lain

ing

a pr

efer

ence

, con

duct

ing

tran

sact

ions

, an

d de

scrib

ing

a lo

catio

n, p

roce

ss,

or p

erso

nal e

xper

ienc

e; u

se a

ccur

ate

voca

bula

ry w

hen

desc

ribin

g th

e pu

rpos

e of

com

mon

obj

ects

; and

te

ll a

stor

y w

ith m

ostly

cor

rect

vo

cabu

lary

and

gra

mm

ar.

Profi

cie

nt s

tude

nts

typi

cally

reca

ll su

btle

det

ails

from

a c

lass

room

di

scus

sion

, int

erpr

et id

iom

atic

ex

pres

sion

s an

d co

mpl

ex a

cade

mic

vo

cabu

lary

con

cept

s, a

nd d

eter

min

e ke

y in

form

atio

n to

sum

mar

ize

a ta

sk.

Profi

cie

nt s

tude

nts

typi

cally

use

kn

owle

dge

of lo

wer

-fre

quen

cy

affi x

es to

det

erm

ine

wor

d m

eani

ng,

inte

rpre

t hig

h-fr

eque

ncy

idio

ms

and

fi gur

ativ

e ex

pres

sion

s, d

eter

min

e m

ain

idea

, inf

er in

form

atio

n, d

raw

co

nclu

sion

s, id

entif

y ch

arac

ter t

raits

, fo

llow

inst

ruct

ions

to fi

ll ou

t a fo

rm,

and

dete

rmin

e th

e or

gani

zatio

n of

a p

assa

ge a

nd th

e pu

rpos

e of

a

docu

men

t.

Profi

cie

nt s

tude

nts

typi

cally

use

tens

e ag

reem

ent a

nd a

uxili

ary

verb

s; u

se

capi

taliz

atio

n an

d ba

sic

punc

tuat

ion;

di

ffer

entia

te c

ompl

ete

decl

arat

ive

sent

ence

s fr

om fr

agm

ents

; cor

rect

ly

plac

e ad

ject

ives

and

adv

erbs

; and

w

rite

usin

g co

mpl

ete

sent

ence

s w

ith a

ccur

ate

voca

bula

ry a

nd e

ase

appr

oach

ing

a na

tive

writ

er; e

rror

s do

no

t int

erfe

re w

ith c

omm

unic

atio

n.

A le

vel 4

stu

dent

com

mun

icat

es

effe

ctiv

ely

in E

nglis

h ac

ross

a ra

nge

of g

rade

-lev

el-a

ppro

pria

te la

ngua

ge

dem

ands

in th

e sc

hool

con

text

, eve

n th

ough

err

ors

occu

r. Th

e st

uden

t exh

ibits

pr

oduc

tive

and

rece

ptiv

e co

ntro

l of

lexi

cal,

synt

actic

, pho

nolo

gica

l, an

d di

scou

rse

feat

ures

whe

n ad

dres

sing

new

an

d fa

mili

ar to

pics

.

3In

term

edia

te

Inte

rmed

iate

stu

dent

s ty

pica

lly u

se

appr

opria

te w

ords

and

phr

ases

whe

n pr

ovid

ing

info

rmat

ion,

exp

ress

ing

a pr

efer

ence

, con

duct

ing

a tr

ansa

ctio

n,

and

desc

ribin

g pe

rson

al e

xper

ienc

e;

prod

uce

sent

ence

s w

ith e

rror

s w

hen

desc

ribin

g so

cial

situ

atio

ns, o

r giv

ing

dire

ctio

ns; a

nd te

ll a

sim

ple

stor

y w

ith g

ram

mar

/voc

abul

ary

erro

rs th

at

inte

rfer

e w

ith c

omm

unic

atio

n.

Inte

rmed

iate

stu

dent

s ty

pica

lly

inte

rpre

t sim

ple

acad

emic

voc

abul

ary

and

reca

ll st

ated

det

ails

in a

cl

assr

oom

dis

cuss

ion

or a

n or

al s

tory

.

Inte

rmed

iate

stu

dent

s ty

pica

lly u

se

know

ledg

e of

hig

h-fr

eque

ncy

affi x

es

to d

eter

min

e w

ord

mea

ning

, ide

ntify

sy

nony

ms

of h

igh-

freq

uenc

y so

cial

an

d ac

adem

ic v

ocab

ular

y, a

nd re

call

stat

ed a

nd im

plic

it de

tails

in a

sim

ple

narr

ativ

e.

Inte

rmed

iate

stu

dent

s ty

pica

lly u

se

corr

ect b

asic

gra

mm

ar; u

se c

orre

ct

wor

d or

der i

n qu

estio

ns; d

escr

ibe

or e

xpla

in w

ith s

impl

e ph

rase

s or

se

nten

ces

that

may

con

tain

err

ors

that

do

not i

mpe

de u

nder

stan

ding

; w

rite

sim

ple

sent

ence

s su

gges

ted

by a

se

ries

of p

ictu

res

with

org

aniz

atio

nal,

gram

mat

ical

, syn

tact

ic, a

nd/o

r m

echa

nica

l err

ors

that

lim

it co

mm

unic

atio

n.

A le

vel 3

stu

dent

is d

evel

opin

g th

e ab

ility

to

com

mun

icat

e ef

fect

ivel

y in

Eng

lish

acro

ss a

wid

e ra

nge

of g

rade

-lev

el-

appr

opria

te la

ngua

ge d

eman

ds in

the

scho

ol c

onte

xt. E

rror

s in

terf

ere

with

co

mm

unic

atio

n an

d co

mpr

ehen

sion

. Re

petit

ion

and

nego

tiatio

n ar

e of

ten

need

ed. T

he s

tude

nt e

xhib

its a

lim

ited

rang

e of

lexi

cal,

synt

actic

, pho

nolo

gica

l, an

d di

scou

rse

feat

ures

whe

n ad

dres

sing

ne

w a

nd fa

mili

ar to

pics

.

2Ea

rly

Inte

rmed

iate

Early

Inte

rmed

iate

stu

dent

s ty

pica

lly

prod

uce

wor

ds a

nd p

hras

es w

hen

desc

ribin

g so

cial

situ

atio

ns, u

se

wor

ds a

nd p

hras

es w

hen

givi

ng

dire

ctio

ns, a

nd u

se b

asic

voc

abul

ary

and

sim

ple

phra

ses

whe

n ex

plai

ning

pe

rson

al p

refe

renc

es o

r des

crib

ing

a se

quen

ce o

f pic

ture

s ab

out f

amili

ar

sett

ings

.

Early

Inte

rmed

iate

stu

dent

s ty

pica

lly

follo

w m

ulti-

step

dire

ctio

ns.

Early

Inte

rmed

iate

stu

dent

s ty

pica

lly

divi

de w

ords

into

affi

x a

nd ro

ot w

ord.

Early

Inte

rmed

iate

stu

dent

s ty

pica

lly

atte

mpt

to w

rite

to d

escr

ibe,

exp

lain

, co

mpa

re, o

r exp

ress

in s

impl

e ph

rase

s th

at c

onve

y m

eani

ng b

ut m

ay c

onta

in

erro

rs in

str

uctu

re, g

ram

mar

, wor

d ch

oice

, and

/or m

echa

nics

that

impe

de

com

mun

icat

ion.

A le

vel 2

stu

dent

is d

evel

opin

g th

e ab

ility

to c

omm

unic

ate

effe

ctiv

ely

in E

nglis

h w

ithin

the

scho

ol c

onte

xt.

Erro

rs im

pede

bas

ic c

omm

unic

atio

n an

d co

mpr

ehen

sion

. Lex

ical

, syn

tact

ic,

phon

olog

ical

, and

dis

cour

se fe

atur

es a

re

emer

ging

.

1B

egin

nin

g

Begi

nnin

g st

uden

ts a

re b

egin

ning

to

dev

elop

rece

ptiv

e an

d pr

oduc

tive

skill

s in

Eng

lish.

Begi

nnin

g st

uden

ts a

re b

egin

ning

to

dev

elop

rece

ptiv

e an

d pr

oduc

tive

skill

s in

Eng

lish.

Begi

nnin

g st

uden

ts a

re b

egin

ning

to

dev

elop

rece

ptiv

e an

d pr

oduc

tive

skill

s in

Eng

lish.

Begi

nnin

g st

uden

ts a

re b

egin

ning

to

deve

lop

rece

ptiv

e an

d pr

oduc

tive

skill

s in

Eng

lish.

A Le

vel 1

stu

dent

is b

egin

ning

to d

evel

op

rece

ptiv

e an

d pr

oduc

tive

uses

of

Engl

ish

in th

e sc

hool

con

text

, alth

ough

co

mpr

ehen

sion

may

be

dem

onst

rate

d no

nver

bally

or t

hrou

gh th

e na

tive

lang

uage

, rat

her t

han

in E

nglis

h.




GRADES 9–12


• interpret more complex grammar and academic vocabulary to follow

complex instructions

• use context clues to interpret new vocabulary

• draw conclusions about a character in an oral story


• recall subtle details from a classroom discussion

• interpret complex academic vocabulary and concepts

• interpret idiomatic expressions



• interpret simple academic vocabulary

• recall stated details in a classroom discussion or an oral story


• follow multi-step directions





GRADES 9–12



error in grammar when expressing a preference and conducting

transactions

• produce sophisticated vocabulary when identifying and describing

objects in academic and social situations

• speak in grammatically correct sentences when describing social

situations

• use complex sentence structure and accurate vocabulary when giving

directions and describing location or process

• tell a simple story using accurate vocabulary and correct grammar



that do not interfere with communication when expressing a

preference, conducting transactions, or describing location and process

in an academic situation

• produce accurate labels for less-common objects in social and academic

situations

• use accurate vocabulary when describing the purpose of common

objects in social situations

• in the lower range of Profi cient, use simple sentences with errors in


when describing personal experiences

• in the upper range of Profi cient, use simple sentences without error in

vocabulary and grammar when describing personal experiences

• use complex sentence structure and accurate vocabulary when

explaining reasons for preferences

• tell a simple story with mostly correct vocabulary and grammar




• use appropriate words and phrases when providing information,

expressing a preference, conducting a transaction, describing

location, and describing personal experiences


functions in academic situations


not interfere with communication when describing social situations,

giving directions, or explaining reasons for preferences





• use words and phrases when giving directions

• use basic vocabulary and simple phrases when explaining personal

preferences







GRADES 9–12





• identify synonyms and antonyms of low-frequency social and academic

vocabulary

• interpret low-frequency idioms


• infer information from challenging fi ction and academic texts

• explain author techniques



• use knowledge of lower-frequency affi xes to determine word meaning

• interpret high-frequency idioms

• use context clues to interpret fi gurative expressions


• infer information and draw conclusions

• identify character traits

• follow instructions to fi ll out a form

• determine the organization of a passage

• determine the purpose of workplace documents






• recall stated and implicit details in a simple narrative


• divide words into affi x and root word





GRADES 9–12


• form irregular plurals

• differentiate complete declarative sentences from run-ons and complex

fragments

• differentiate complete imperative sentences from fragments


communication is clear and complete, though it may contain

minor errors


• use tense agreement, appropriate modal auxiliary verbs and adverbs,

object pronouns, and prepositions

• use writing conventions such as capitalization, commas in series, and

apostrophes in contractions and possessives

• differentiate complete declarative sentences from fragments

• use tag question form






• use correct grammar such as subject/verb agreement and auxiliary verb

constructions, subordinating conjunctions, and intensive pronouns

• use correct word order in questions



understanding





limit communication








communication



LAS Links Proﬁ ciency Levels and...

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