Download - ELPS-TELPAS Proficiency Level Descriptors
ELPS-TELPAS Proficiency Level
Descriptors
Permission to copy the ELPS-TELPAS Proficiency Level Descriptors is hereby extended to Texas school officials and their agents for their exclusive use in determining the English language proficiency ratings of their limited English proficient students.
EL
PS
-TE
LP
AS
Pro
fici
ency
Lev
el D
escr
ipto
rs
Gra
des
K–1
2 L
iste
nin
g
Beg
inni
ng
Inte
rmed
iate
A
dvan
ced
Adv
ance
d H
igh
Beg
inni
ng E
nglis
h la
ngua
ge
lear
ners
(E
LLs)
hav
e lit
tle
or n
o ab
ility
to
unde
rsta
nd s
poke
n E
nglis
h us
ed in
aca
dem
ic a
nd
soci
al s
etti
ngs.
Inte
rmed
iate
ELL
s ha
ve t
he
abili
ty t
o un
ders
tand
sim
ple,
hi
gh-f
requ
ency
spo
ken
Eng
lish
used
in r
outi
ne a
cade
mic
and
so
cial
set
ting
s.
Adv
ance
d E
LLs
have
the
abi
lity
to u
nder
stan
d, w
ith
seco
nd
lang
uage
acq
uisi
tion
sup
port
, gr
ade-
appr
opri
ate
spok
en
Eng
lish
used
in a
cade
mic
and
so
cial
set
ting
s.
Adv
ance
d hi
gh E
LLs
have
the
ab
ility
to
unde
rsta
nd, w
ith
min
imal
sec
ond
lang
uage
ac
quis
itio
n su
ppor
t, g
rade
-ap
prop
riat
e sp
oken
Eng
lish
used
in
aca
dem
ic a
nd s
ocia
l set
ting
s.
Thes
e st
uden
ts:
• st
rugg
le t
o un
ders
tand
sim
ple
conv
ersa
tions
and
sim
ple
disc
ussi
ons
even
whe
n th
e to
pics
ar
e fa
mili
ar a
nd t
he s
peak
er u
ses
lingu
istic
sup
port
s (e
.g.,
visu
als,
sl
ower
spe
ech
and
othe
r ve
rbal
cu
es,
gest
ures
)
• st
rugg
le t
o id
entif
y an
d di
stin
guis
h in
divi
dual
wor
ds a
nd p
hras
es
durin
g so
cial
and
inst
ruct
iona
l in
tera
ctio
ns th
at h
ave
not
been
in
tent
iona
lly m
odifi
ed fo
r E
LLs
• m
ay n
ot s
eek
clar
ifica
tion
in
Eng
lish
whe
n fa
iling
to
com
preh
end
the
Eng
lish
they
hea
r;
freq
uent
ly r
emai
n si
lent
, w
atch
ing
othe
rs fo
r cu
es
Thes
e st
uden
ts:
• us
ually
und
erst
and
sim
ple
or
rout
ine
dire
ctio
ns,
as w
ell a
s sh
ort,
sim
ple
conv
ersa
tions
and
sho
rt,
sim
ple
disc
ussi
ons
on fa
mili
ar
topi
cs; w
hen
topi
cs a
re u
nfam
iliar
, re
quire
ext
ensi
ve li
ngui
stic
su
ppor
ts a
nd a
dapt
atio
ns (
e.g.
, vi
sual
s, s
low
er s
peec
h an
d ot
her
verb
al c
ues,
sim
plifi
ed la
ngua
ge,
gest
ures
, pr
etea
chin
g to
pre
view
or
bui
ld t
opic
-rel
ated
voc
abul
ary)
• of
ten
iden
tify
and
dist
ingu
ish
key
wor
ds a
nd p
hras
es n
eces
sary
to
unde
rsta
nd t
he g
ener
al m
eani
ng
(gis
t) d
urin
g so
cial
and
bas
ic
inst
ruct
iona
l int
erac
tions
that
hav
e no
t be
en in
tent
iona
lly m
odifi
ed fo
r E
LLs
• ha
ve t
he a
bilit
y to
see
k cl
arifi
catio
n in
Eng
lish
whe
n fa
iling
to
com
preh
end
the
Eng
lish
they
he
ar b
y re
quiri
ng/r
eque
stin
g th
e sp
eake
r to
rep
eat,
slow
dow
n, o
r re
phra
se s
peec
h
Thes
e st
uden
ts:
• us
ually
und
erst
and
long
er,
mor
e el
abor
ated
dire
ctio
ns,
conv
ersa
tions
, an
d di
scus
sion
s on
fa
mili
ar a
nd s
ome
unfa
mili
ar
topi
cs,
but
som
etim
es n
eed
proc
essi
ng t
ime
and
som
etim
es
depe
nd o
n vi
sual
s, v
erba
l cue
s,
and
gest
ures
to
supp
ort
unde
rsta
ndin
g
• un
ders
tand
mos
t m
ain
poin
ts,
mos
t im
port
ant
deta
ils,
and
som
e im
plic
it in
form
atio
n du
ring
soci
al
and
basi
c in
stru
ctio
nal i
nter
actio
ns
that
hav
e no
t be
en in
tent
iona
lly
mod
ified
for
ELL
s
• oc
casi
onal
ly r
equi
re/r
eque
st t
he
spea
ker
to r
epea
t, sl
ow d
own,
or
reph
rase
to c
larif
y th
e m
eani
ng o
f th
e E
nglis
h th
ey h
ear
Thes
e st
uden
ts:
• un
ders
tand
long
er,
elab
orat
ed
dire
ctio
ns,
conv
ersa
tions
, an
d di
scus
sion
s on
fam
iliar
and
un
fam
iliar
top
ics
with
onl
y oc
casi
onal
nee
d fo
r pr
oces
sing
tim
e an
d w
ith li
ttle
depe
nden
ce o
n vi
sual
s, v
erba
l cue
s, a
nd g
estu
res;
so
me
exce
ptio
ns w
hen
com
plex
ac
adem
ic o
r hi
ghly
spe
cial
ized
la
ngua
ge is
use
d
• un
ders
tand
mai
n po
ints
, im
port
ant
deta
ils,
and
impl
icit
info
rmat
ion
at
a le
vel n
early
com
para
ble
to n
ativ
e E
nglis
h-sp
eaki
ng p
eers
dur
ing
soci
al a
nd in
stru
ctio
nal
inte
ract
ions
• ra
rely
req
uire
/req
uest
the
spe
aker
to
rep
eat,
slow
dow
n, o
r re
phra
se
to c
larif
y th
e m
eani
ng o
f th
e E
nglis
h th
ey h
ear
EL
PS
-TE
LP
AS
Pro
fici
ency
Lev
el D
escr
ipto
rs
Gra
des
K–1
2 S
pea
kin
g
Beg
inni
ng
Inte
rmed
iate
A
dvan
ced
Adv
ance
d H
igh
Beg
inni
ng E
nglis
h la
ngua
ge
lear
ners
(E
LLs)
hav
e lit
tle
or n
o ab
ility
to
spea
k E
nglis
h in
ac
adem
ic a
nd s
ocia
l set
ting
s.
Inte
rmed
iate
ELL
s ha
ve t
he
abili
ty t
o sp
eak
in a
sim
ple
man
ner
usin
g E
nglis
h co
mm
only
he
ard
in r
outi
ne a
cade
mic
and
so
cial
set
ting
s.
Adv
ance
d E
LLs
have
the
abi
lity
to s
peak
usi
ng g
rade
-app
ropr
iate
E
nglis
h, w
ith
seco
nd la
ngua
ge
acqu
isit
ion
supp
ort,
in a
cade
mic
an
d so
cial
set
ting
s.
Adv
ance
d hi
gh E
LLs
have
the
ab
ility
to
spea
k us
ing
grad
e-ap
prop
riat
e E
nglis
h, w
ith
min
imal
se
cond
lang
uage
acq
uisi
tion
su
ppor
t, in
aca
dem
ic a
nd s
ocia
l se
ttin
gs.
Thes
e st
uden
ts:
• m
ainl
y sp
eak
usin
g si
ngle
wor
ds
and
shor
t ph
rase
s co
nsis
ting
of
rece
ntly
pra
ctic
ed, m
emor
ized
, or
hi
ghly
fam
iliar
mat
eria
l to
get
imm
edia
te n
eeds
met
; may
be
hesi
tant
to
spea
k an
d of
ten
give
up
in t
heir
atte
mpt
s to
co
mm
unic
ate
• sp
eak
usin
g a
very
lim
ited
bank
of
high
-fre
quen
cy,
high
-nee
d,
conc
rete
voc
abul
ary,
incl
udin
g ke
y w
ords
and
exp
ress
ions
nee
ded
for
basi
c co
mm
unic
atio
n in
aca
dem
ic
and
soci
al c
onte
xts
• la
ck t
he k
now
ledg
e of
Eng
lish
gram
mar
nec
essa
ry t
o co
nnec
t id
eas
and
spea
k in
sen
tenc
es; c
an
som
etim
es p
rodu
ce s
ente
nces
us
ing
rece
ntly
pra
ctic
ed,
mem
oriz
ed,
or h
ighl
y fa
mili
ar
mat
eria
l
• ex
hibi
t se
cond
lang
uage
ac
quis
ition
err
ors
that
may
hin
der
over
all c
omm
unic
atio
n, p
artic
ular
ly
whe
n tr
ying
to
conv
ey in
form
atio
n be
yond
mem
oriz
ed,
prac
ticed
, or
high
ly fa
mili
ar m
ater
ial
• ty
pica
lly u
se p
ronu
ncia
tion
that
si
gnifi
cant
ly in
hibi
ts
com
mun
icat
ion
Thes
e st
uden
ts:
• ar
e ab
le t
o ex
pres
s si
mpl
e,
orig
inal
mes
sage
s, s
peak
usi
ng
sent
ence
s, a
nd p
artic
ipat
e in
sho
rt
conv
ersa
tions
and
cla
ssro
om
inte
ract
ions
; may
hes
itate
fr
eque
ntly
and
for
long
per
iods
to
thin
k ab
out
how
to
com
mun
icat
e de
sire
d m
eani
ng
• sp
eak
sim
ply
usin
g ba
sic
voca
bula
ry n
eede
d in
eve
ryda
y so
cial
inte
ract
ions
and
rou
tine
acad
emic
con
text
s; ra
rely
hav
e vo
cabu
lary
to
spea
k in
det
ail
• ex
hibi
t an
em
ergi
ng a
war
enes
s of
E
nglis
h gr
amm
ar a
nd s
peak
usi
ng
mos
tly s
impl
e se
nten
ce s
truc
ture
s an
d si
mpl
e te
nses
; are
mos
t co
mfo
rtab
le s
peak
ing
in p
rese
nt
tens
e
• ex
hibi
t se
cond
lang
uage
ac
quis
ition
err
ors
that
may
hin
der
over
all c
omm
unic
atio
n w
hen
tryi
ng
to u
se c
ompl
ex o
r le
ss fa
mili
ar
Eng
lish
• us
e pr
onun
ciat
ion
that
can
usu
ally
be
und
erst
ood
by p
eopl
e ac
cust
omed
to
inte
ract
ing
with
E
LLs
Thes
e st
uden
ts:
• ar
e ab
le t
o pa
rtic
ipat
e co
mfo
rtab
ly
in m
ost
conv
ersa
tions
and
ac
adem
ic d
iscu
ssio
ns o
n fa
mili
ar
topi
cs,
with
som
e pa
uses
to
rest
ate,
rep
eat,
or s
earc
h fo
r w
ords
and
phr
ases
to c
larif
y m
eani
ng
• di
scus
s fa
mili
ar a
cade
mic
top
ics
usin
g co
nten
t-ba
sed
term
s an
d co
mm
on a
bstr
act v
ocab
ular
y; c
an
usua
lly s
peak
in s
ome
deta
il on
fa
mili
ar t
opic
s
• ha
ve a
gra
sp o
f ba
sic
gram
mar
fe
atur
es,
incl
udin
g a
basi
c ab
ility
to
nar
rate
and
des
crib
e in
pre
sent
, pa
st,
and
futu
re t
ense
s; h
ave
an
emer
ging
abi
lity
to u
se c
ompl
ex
sent
ence
s an
d co
mpl
ex g
ram
mar
fe
atur
es
• m
ake
erro
rs t
hat
inte
rfer
e so
mew
hat
with
com
mun
icat
ion
whe
n us
ing
com
plex
gra
mm
ar
stru
ctur
es,
long
sen
tenc
es,
and
less
fam
iliar
wor
ds a
nd
expr
essi
ons
• m
ay m
ispr
onou
nce
wor
ds,
but
use
pron
unci
atio
n th
at c
an u
sual
ly b
e un
ders
tood
by
peop
le n
ot
accu
stom
ed t
o in
tera
ctin
g w
ith
ELL
s
Thes
e st
uden
ts:
• ar
e ab
le t
o pa
rtic
ipat
e in
ext
ende
d di
scus
sion
s on
a v
arie
ty o
f so
cial
an
d gr
ade-
appr
opria
te a
cade
mic
to
pics
with
onl
y oc
casi
onal
di
srup
tions
, he
sita
tions
, or
pau
ses
• co
mm
unic
ate
effe
ctiv
ely
usin
g ab
stra
ct a
nd c
onte
nt-b
ased
vo
cabu
lary
dur
ing
clas
sroo
m
inst
ruct
iona
l tas
ks,
with
som
e ex
cept
ions
whe
n lo
w-f
requ
ency
or
acad
emic
ally
dem
andi
ng
voca
bula
ry is
nee
ded;
use
man
y of
the
sam
e id
iom
s an
d co
lloqu
ialis
ms
as t
heir
nativ
e E
nglis
h-sp
eaki
ng p
eers
• ca
n us
e E
nglis
h gr
amm
ar
stru
ctur
es a
nd c
ompl
ex s
ente
nces
to
nar
rate
and
des
crib
e at
a le
vel
near
ly c
ompa
rabl
e to
nat
ive
Eng
lish-
spea
king
pee
rs
• m
ake
few
sec
ond
lang
uage
ac
quis
ition
err
ors
that
inte
rfere
w
ith o
vera
ll co
mm
unic
atio
n
• m
ay m
ispr
onou
nce
wor
ds,
but
rare
ly u
se p
ronu
ncia
tion
that
in
terfe
res
with
ove
rall
com
mun
icat
ion
EL
PS
-TE
LP
AS
Pro
fici
ency
Lev
el D
escr
ipto
rs
Gra
des
K–1
Wri
tin
g
Beg
inni
ng
Inte
rmed
iate
A
dvan
ced
Adv
ance
d H
igh
Beg
inni
ng E
nglis
h la
ngua
ge
lear
ners
(E
LLs)
hav
e lit
tle
or n
o ab
ility
to
use
the
Eng
lish
lang
uage
to
build
fou
ndat
iona
l w
riti
ng s
kills
.
Inte
rmed
iate
ELL
s ha
ve a
lim
ited
ab
ility
to
use
the
Eng
lish
lang
uage
to
build
fou
ndat
iona
l w
riti
ng s
kills
.
Adv
ance
d E
LLs
have
the
abi
lity
to u
se t
he E
nglis
h la
ngua
ge t
o bu
ild, w
ith
seco
nd la
ngua
ge
acqu
isit
ion
supp
ort,
foun
dati
onal
w
riti
ng s
kills
.
Adv
ance
d hi
gh E
LLs
have
the
ab
ility
to
use
the
Eng
lish
lang
uage
to
build
, wit
h m
inim
al
seco
nd la
ngua
ge a
cqui
siti
on
supp
ort,
foun
dati
onal
wri
ting
sk
ills.
Thes
e st
uden
ts:
• ar
e un
able
to
use
Eng
lish
to
expl
ain
self-
gene
rate
d w
ritin
g (e
.g.,
stor
ies
they
hav
e cr
eate
d or
oth
er p
erso
nal e
xpre
ssio
ns),
in
clud
ing
emer
gent
form
s of
w
ritin
g (p
ictu
res,
lette
r-lik
e fo
rms,
m
ock
wor
ds,
scrib
blin
g, e
tc.)
• kn
ow t
oo li
ttle
Eng
lish
to
part
icip
ate
mea
ning
fully
in g
rade
-ap
prop
riate
sha
red
writ
ing
activ
ities
usi
ng t
he E
nglis
h la
ngua
ge
• ca
nnot
exp
ress
the
mse
lves
m
eani
ngfu
lly in
sel
f-ge
nera
ted,
co
nnec
ted
writ
ten
text
in E
nglis
h be
yond
the
leve
l of
high
-fre
quen
cy,
conc
rete
wor
ds,
phra
ses,
or
shor
t se
nten
ces
that
hav
e be
en r
ecen
tly
prac
ticed
/mem
oriz
ed *
• m
ay d
emon
stra
te li
ttle
or n
o aw
aren
ess
of E
nglis
h pr
int
conv
entio
ns
Thes
e st
uden
ts:
• kn
ow e
noug
h E
nglis
h to
exp
lain
br
iefly
and
sim
ply
self-
gene
rate
d w
ritin
g, in
clud
ing
emer
gent
form
s of
writ
ing,
as
long
as
the
topi
c is
hi
ghly
fam
iliar
and
con
cret
e an
d re
quire
s ve
ry h
igh-
freq
uenc
y E
nglis
h
• ca
n pa
rtic
ipat
e m
eani
ngfu
lly in
gr
ade-
appr
opria
te s
hare
d w
ritin
g ac
tiviti
es u
sing
the
Eng
lish
lang
uage
onl
y w
hen
the
writ
ing
topi
c is
hig
hly
fam
iliar
and
co
ncre
te a
nd r
equi
res
very
hig
h-fr
eque
ncy
Eng
lish
• ex
pres
s th
emse
lves
mea
ning
fully
in
sel
f-ge
nera
ted,
con
nect
ed
writ
ten
text
in E
nglis
h w
hen
thei
r w
ritin
g is
lim
ited
to s
hort
se
nten
ces
feat
urin
g si
mpl
e,
conc
rete
Eng
lish
used
fre
quen
tly
in c
lass
*
• fr
eque
ntly
exh
ibit
feat
ures
of
thei
r pr
imar
y la
ngua
ge w
hen
writ
ing
in
Eng
lish
(e.g
., pr
imar
y la
ngua
ge
wor
ds,
spel
ling
patte
rns,
wor
d or
der,
liter
al tr
ansl
atin
g) *
Thes
e st
uden
ts:
• us
e pr
edom
inan
tly g
rade
-ap
prop
riate
Eng
lish
to e
xpla
in,
in
som
e de
tail,
mos
t se
lf-ge
nera
ted
writ
ing,
incl
udin
g em
erge
nt fo
rms
of w
ritin
g
• ca
n pa
rtic
ipat
e m
eani
ngfu
lly,
with
se
cond
lang
uage
acq
uisi
tion
supp
ort,
in m
ost
grad
e-ap
prop
riate
sh
ared
writ
ing
activ
ities
usi
ng t
he
Eng
lish
lang
uage
• al
thou
gh s
econ
d la
ngua
ge
acqu
isiti
on s
uppo
rt is
nee
ded,
ha
ve a
n em
ergi
ng a
bilit
y to
ex
pres
s th
emse
lves
in s
elf-
gene
rate
d, c
onne
cted
writ
ten
text
in
Eng
lish
in a
gra
de-a
ppro
pria
te
man
ner
*
• oc
casi
onal
ly e
xhib
it se
cond
la
ngua
ge a
cqui
sitio
n er
rors
whe
n w
ritin
g in
Eng
lish
*
Thes
e st
uden
ts:
• us
e E
nglis
h at
a le
vel o
f co
mpl
exity
and
det
ail n
early
co
mpa
rabl
e to
tha
t of
nat
ive
Eng
lish-
spea
king
pee
rs w
hen
expl
aini
ng s
elf-
gene
rate
d w
ritin
g,
incl
udin
g em
erge
nt fo
rms
of
writ
ing
• ca
n pa
rtic
ipat
e m
eani
ngfu
lly in
m
ost
grad
e-ap
prop
riate
sha
red
writ
ing
activ
ities
usi
ng t
he E
nglis
h la
ngua
ge
• al
thou
gh m
inim
al s
econ
d la
ngua
ge a
cqui
sitio
n su
ppor
t m
ay
be n
eede
d, e
xpre
ss t
hem
selv
es in
se
lf-ge
nera
ted,
con
nect
ed w
ritte
n te
xt in
Eng
lish
in a
man
ner
near
ly
com
para
ble
to t
heir
nativ
e E
nglis
h-sp
eaki
ng p
eers
*
* Th
ese
desc
ript
ors
appl
y on
ly t
o st
uden
ts w
ho a
re a
t th
e de
velo
pmen
tal s
tage
of
gen
erat
ing
orig
inal
wri
tten
tex
t us
ing
a st
anda
rd
wri
ting
sys
tem
.
EL
PS
-TE
LP
AS
Pro
fici
ency
Lev
el D
escr
ipto
rs
Gra
des
2–1
2 W
riti
ng
Beg
inni
ng
Inte
rmed
iate
A
dvan
ced
Adv
ance
d H
igh
Beg
inni
ng E
nglis
h la
ngua
ge le
arne
rs
(ELL
s) la
ck t
he E
nglis
h vo
cabu
lary
and
gr
asp
of E
nglis
h la
ngua
ge s
truc
ture
s ne
cess
ary
to a
ddre
ss g
rade
-app
ropr
iate
w
riti
ng t
asks
mea
ning
fully
.
Inte
rmed
iate
ELL
s ha
ve e
noug
h E
nglis
h vo
cabu
lary
and
eno
ugh
gras
p of
Eng
lish
lang
uage
str
uctu
res
to a
ddre
ss g
rade
-ap
prop
riat
e w
riti
ng t
asks
in a
lim
ited
way
.
Adv
ance
d E
LLs
have
eno
ugh
Eng
lish
voca
bula
ry a
nd c
omm
and
of E
nglis
h la
ngua
ge s
truc
ture
s to
add
ress
gra
de-
appr
opri
ate
wri
ting
tas
ks, a
ltho
ugh
seco
nd la
ngua
ge a
cqui
siti
on s
uppo
rt is
ne
eded
.
Adv
ance
d hi
gh E
LLs
have
acq
uire
d th
e E
nglis
h vo
cabu
lary
and
com
man
d of
E
nglis
h la
ngua
ge s
truc
ture
s ne
cess
ary
to
addr
ess
grad
e-ap
prop
riat
e w
riti
ng t
asks
w
ith
min
imal
sec
ond
lang
uage
ac
quis
itio
n su
ppor
t.
Thes
e st
uden
ts:
• ha
ve li
ttle
or n
o ab
ility
to
use
the
Eng
lish
lang
uage
to
expr
ess
idea
s in
writ
ing
and
enga
ge m
eani
ngfu
lly in
gra
de-a
ppro
pria
te
writ
ing
assi
gnm
ents
in c
onte
nt a
rea
inst
ruct
ion
• la
ck t
he E
nglis
h ne
cess
ary
to d
evel
op o
r de
mon
stra
te e
lem
ents
of
grad
e-ap
prop
riate
writ
ing
(e.g
., fo
cus
and
cohe
renc
e, c
onve
ntio
ns,
orga
niza
tion,
vo
ice,
and
dev
elop
men
t of
idea
s) in
E
nglis
h
Typi
cal w
ritin
g fe
atur
es a
t thi
s le
vel:
• ab
ility
to
labe
l, lis
t, an
d co
py
• hi
gh-f
requ
ency
wor
ds/p
hras
es a
nd s
hort
, si
mpl
e se
nten
ces
(or
even
sho
rt
para
grap
hs)
base
d pr
imar
ily o
n re
cent
ly
prac
ticed
, mem
oriz
ed,
or h
ighl
y fa
mili
ar
mat
eria
l; th
is t
ype
of w
ritin
g m
ay b
e qu
ite
accu
rate
•
pres
ent
tens
e us
ed p
rimar
ily
• fr
eque
nt p
rimar
y la
ngua
ge fe
atur
es
(spe
lling
pat
tern
s, w
ord
orde
r, lit
eral
tr
ansl
atio
ns,
and
wor
ds f
rom
the
stu
dent
’s
prim
ary
lang
uage
) an
d ot
her
erro
rs
asso
ciat
ed w
ith s
econ
d la
ngua
ge
acqu
isiti
on m
ay s
igni
fican
tly h
inde
r or
pr
even
t un
ders
tand
ing,
eve
n fo
r in
divi
dual
s ac
cust
omed
to
the
writ
ing
of
ELL
s
Thes
e st
uden
ts:
• ha
ve a
lim
ited
abili
ty to
use
the
Eng
lish
lang
uage
to e
xpre
ss id
eas
in w
ritin
g an
d en
gage
mea
ning
fully
in g
rade
-app
ropr
iate
w
ritin
g as
sign
men
ts in
con
tent
are
a in
stru
ctio
n •
are
limite
d in
thei
r ab
ility
to d
evel
op o
r de
mon
stra
te e
lem
ents
of g
rade
-app
ropr
iate
w
ritin
g in
Eng
lish;
com
mun
icat
e be
st w
hen
topi
cs a
re h
ighl
y fa
mili
ar a
nd c
oncr
ete,
and
re
quire
sim
ple,
hig
h-fr
eque
ncy
Eng
lish
Typi
cal w
ritin
g fe
atur
es a
t thi
s le
vel:
• si
mpl
e, o
rigin
al m
essa
ges
cons
istin
g of
sh
ort,
sim
ple
sent
ence
s; fr
eque
nt
inac
cura
cies
occ
ur w
hen
crea
ting
or ta
king
ris
ks b
eyon
d fa
mili
ar E
nglis
h •
high
-fre
quen
cy v
ocab
ular
y; a
cade
mic
w
ritin
g of
ten
has
an o
ral t
one
• lo
osel
y co
nnec
ted
text
with
lim
ited
use
of
cohe
sive
dev
ices
or
repe
titiv
e us
e, w
hich
m
ay c
ause
gap
s in
mea
ning
•
repe
titio
n of
idea
s du
e to
lack
of v
ocab
ular
y an
d la
ngua
ge s
truc
ture
s •
pres
ent t
ense
use
d m
ost a
ccur
atel
y; s
impl
e fu
ture
and
pas
t ten
ses,
if a
ttem
pted
, are
us
ed in
cons
iste
ntly
or
with
freq
uent
in
accu
raci
es
• de
scrip
tions
, exp
lana
tions
, and
nar
ratio
ns
lack
ing
deta
il; d
iffic
ulty
exp
ress
ing
abst
ract
id
eas
• pr
imar
y la
ngua
ge fe
atur
es a
nd e
rror
s as
soci
ated
with
sec
ond
lang
uage
ac
quis
ition
may
be
freq
uent
•
som
e w
ritin
g m
ay b
e un
ders
tood
onl
y by
in
divi
dual
s ac
cust
omed
to th
e w
ritin
g of
E
LLs;
par
ts o
f the
writ
ing
may
be
hard
to
unde
rsta
nd e
ven
for
indi
vidu
als
accu
stom
ed
to th
e w
ritin
g of
ELL
s
Thes
e st
uden
ts:
• ar
e ab
le t
o us
e th
e E
nglis
h la
ngua
ge,
with
se
cond
lang
uage
acq
uisi
tion
supp
ort,
to
expr
ess
idea
s in
writ
ing
and
enga
ge
mea
ning
fully
in g
rade
-app
ropr
iate
writ
ing
assi
gnm
ents
in c
onte
nt a
rea
inst
ruct
ion
• kn
ow e
noug
h E
nglis
h to
be
able
to
deve
lop
or d
emon
stra
te e
lem
ents
of
grad
e-ap
prop
riate
writ
ing
in E
nglis
h,
alth
ough
sec
ond
lang
uage
acq
uisi
tion
supp
ort
is p
artic
ular
ly n
eede
d w
hen
topi
cs
are
abst
ract
, aca
dem
ical
ly c
halle
ngin
g, o
r un
fam
iliar
Typi
cal w
ritin
g fe
atur
es a
t thi
s le
vel:
• gr
asp
of b
asic
ver
bs,
tens
es,
gram
mar
fe
atur
es,
and
sent
ence
pat
tern
s; p
artia
l gr
asp
of m
ore
com
plex
ver
bs,
tens
es,
gram
mar
feat
ures
, an
d se
nten
ce p
atte
rns
• em
ergi
ng g
rade
-app
ropr
iate
voc
abul
ary;
ac
adem
ic w
ritin
g ha
s a
mor
e ac
adem
ic
tone
•
use
of a
var
iety
of
com
mon
coh
esiv
e de
vice
s, a
lthou
gh s
ome
redu
ndan
cy m
ay
occu
r •
narr
atio
ns,
expl
anat
ions
, an
d de
scrip
tions
de
velo
ped
in s
ome
deta
il w
ith e
mer
ging
cl
arity
; qua
lity
or q
uant
ity d
eclin
es w
hen
abst
ract
idea
s ar
e ex
pres
sed,
aca
dem
ic
dem
ands
are
hig
h, o
r lo
w-f
requ
ency
vo
cabu
lary
is r
equi
red
• oc
casi
onal
sec
ond
lang
uage
acq
uisi
tion
erro
rs
• co
mm
unic
atio
ns a
re u
sual
ly u
nder
stoo
d by
indi
vidu
als
not
accu
stom
ed t
o th
e w
ritin
g of
ELL
s
Thes
e st
uden
ts:
• ar
e ab
le t
o us
e th
e E
nglis
h la
ngua
ge,
with
m
inim
al s
econ
d la
ngua
ge a
cqui
sitio
n su
ppor
t, to
exp
ress
idea
s in
writ
ing
and
enga
ge m
eani
ngfu
lly in
gra
de-a
ppro
pria
te
writ
ing
assi
gnm
ents
in c
onte
nt a
rea
inst
ruct
ion
• kn
ow e
noug
h E
nglis
h to
be
able
to
deve
lop
or d
emon
stra
te,
with
min
imal
se
cond
lang
uage
acq
uisi
tion
supp
ort,
elem
ents
of
grad
e-ap
prop
riate
writ
ing
in E
nglis
h
Typi
cal w
ritin
g fe
atur
es a
t thi
s le
vel:
• ne
arly
com
para
ble
to w
ritin
g of
nat
ive
Eng
lish-
spea
king
pee
rs in
cla
rity
and
prec
isio
n w
ith r
egar
d to
Eng
lish
voca
bula
ry a
nd la
ngua
ge s
truc
ture
s, w
ith
occa
sion
al e
xcep
tions
whe
n w
ritin
g ab
out
acad
emic
ally
com
plex
idea
s, a
bstr
act
idea
s, o
r to
pics
req
uirin
g lo
w-f
requ
ency
vo
cabu
lary
•
occa
sion
al d
iffic
ulty
with
nat
ural
ness
of
phra
sing
and
exp
ress
ion
• er
rors
ass
ocia
ted
with
sec
ond
lang
uage
ac
quis
ition
are
min
or a
nd u
sual
ly li
mite
d to
low
-fre
quen
cy w
ords
and
str
uctu
res;
er
rors
rar
ely
inte
rfere
with
com
mun
icat
ion
EL
PS
-TE
LP
AS
Pro
fici
ency
Lev
el D
escr
ipto
rs
Gra
des
K–1
Rea
din
g
Beg
inni
ng
Inte
rmed
iate
A
dvan
ced
Adv
ance
d H
igh
Beg
inni
ng E
nglis
h la
ngua
ge
lear
ners
(E
LLs)
hav
e lit
tle
or n
o ab
ility
to
use
the
Eng
lish
lang
uage
to
bui
ld f
ound
atio
nal r
eadi
ng
skill
s.
Inte
rmed
iate
ELL
s ha
ve a
lim
ited
ab
ility
to
use
the
Eng
lish
lang
uage
to
bui
ld f
ound
atio
nal r
eadi
ng
skill
s.
Adv
ance
d E
LLs
have
the
abi
lity
to u
se t
he E
nglis
h la
ngua
ge, w
ith
seco
nd la
ngua
ge a
cqui
siti
on
supp
ort,
to b
uild
fou
ndat
iona
l re
adin
g sk
ills.
Adv
ance
d hi
gh E
LLs
have
the
ab
ility
to
use
the
Eng
lish
lang
uage
, wit
h m
inim
al s
econ
d la
ngua
ge a
cqui
siti
on s
uppo
rt, t
o bu
ild f
ound
atio
nal r
eadi
ng s
kills
.
Thes
e st
uden
ts:
• de
rive
little
or
no m
eani
ng f
rom
gr
ade-
appr
opria
te s
torie
s re
ad
alou
d in
Eng
lish,
unl
ess
the
stor
ies
are
– re
ad in
sho
rt “
chun
ks”
– co
ntro
lled
to in
clud
e th
e lit
tle
Eng
lish
they
kno
w s
uch
as
lang
uage
tha
t is
hig
h-fr
eque
ncy,
co
ncre
te,
and
rece
ntly
pra
ctic
ed
– ac
com
pani
ed b
y am
ple
visu
al
supp
orts
suc
h as
illu
stra
tions
, ge
stur
es,
pant
omim
e, a
nd
obje
cts
and
by li
ngui
stic
su
ppor
ts s
uch
as c
aref
ul
enun
ciat
ion
and
slow
er s
peec
h
• be
gin
to r
ecog
nize
and
und
erst
and
envi
ronm
enta
l prin
t in
Eng
lish
(e.g
., si
gns,
labe
led
item
s, n
ames
of
pee
rs,
logo
s)
• ha
ve d
iffic
ulty
dec
odin
g m
ost
grad
e-ap
prop
riate
Eng
lish
text
be
caus
e th
ey *
– un
ders
tand
the
mea
ning
of
very
fe
w w
ords
in E
nglis
h –
stru
ggle
sig
nific
antly
with
so
unds
in s
poke
n E
nglis
h w
ords
an
d w
ith s
ound
-sym
bol
rela
tions
hips
due
to
diffe
renc
es
betw
een
thei
r pr
imar
y la
ngua
ge
and
Eng
lish
Thes
e st
uden
ts:
• de
mon
stra
te li
mite
d co
mpr
ehen
sion
(ke
y w
ords
and
ge
nera
l mea
ning
) of
gra
de-
appr
opria
te s
torie
s re
ad a
loud
in
Eng
lish,
unl
ess
the
stor
ies
incl
ude
– pr
edic
tabl
e st
ory
lines
–
high
ly fa
mili
ar t
opic
s –
prim
arily
hig
h-fr
eque
ncy,
co
ncre
te v
ocab
ular
y –
shor
t, si
mpl
e se
nten
ces
– vi
sual
and
ling
uist
ic s
uppo
rts
• re
gula
rly r
ecog
nize
and
un
ders
tand
com
mon
en
viro
nmen
tal p
rint
in E
nglis
h (e
.g.,
sign
s, la
bele
d ite
ms,
nam
es
of p
eers
, lo
gos)
• ha
ve d
iffic
ulty
dec
odin
g gr
ade-
appr
opria
te E
nglis
h te
xt b
ecau
se
they
*
– un
ders
tand
the
mea
ning
of
only
th
ose
Eng
lish
wor
ds t
hey
hear
fr
eque
ntly
–
stru
ggle
with
som
e so
unds
in
Eng
lish
wor
ds a
nd s
ome
soun
d-sy
mbo
l rel
atio
nshi
ps d
ue t
o di
ffere
nces
bet
wee
n th
eir
prim
ary
lang
uage
and
Eng
lish
Thes
e st
uden
ts:
• de
mon
stra
te c
ompr
ehen
sion
of
mos
t m
ain
poin
ts a
nd m
ost
supp
ortin
g id
eas
in g
rade
-ap
prop
riate
sto
ries
read
alo
ud in
E
nglis
h, a
lthou
gh t
hey
may
stil
l de
pend
on
visu
al a
nd li
ngui
stic
su
ppor
ts t
o ga
in o
r co
nfirm
m
eani
ng
• re
cogn
ize
som
e ba
sic
Eng
lish
voca
bula
ry a
nd h
igh-
freq
uenc
y w
ords
in is
olat
ed p
rint
• w
ith s
econ
d la
ngua
ge a
cqui
sitio
n su
ppor
t, ar
e ab
le t
o de
code
mos
t gr
ade-
appr
opria
te E
nglis
h te
xt
beca
use
they
*
– un
ders
tand
the
mea
ning
of
mos
t gr
ade-
appr
opria
te E
nglis
h w
ords
–
have
littl
e di
fficu
lty w
ith E
nglis
h so
unds
and
sou
nd-s
ymbo
l re
latio
nshi
ps t
hat
resu
lt fr
om
diffe
renc
es b
etw
een
thei
r pr
imar
y la
ngua
ge a
nd E
nglis
h
Thes
e st
uden
ts:
• de
mon
stra
te,
with
min
imal
sec
ond
lang
uage
acq
uisi
tion
supp
ort
and
at a
leve
l nea
rly c
ompa
rabl
e to
na
tive
Eng
lish-
spea
king
pee
rs,
com
preh
ensi
on o
f m
ain
poin
ts a
nd
supp
ortin
g id
eas
(exp
licit
and
impl
icit)
in g
rade
-app
ropr
iate
st
orie
s re
ad a
loud
in E
nglis
h
• w
ith s
ome
exce
ptio
ns,
reco
gniz
e si
ght
voca
bula
ry a
nd h
igh-
freq
uenc
y w
ords
to
a de
gree
ne
arly
com
para
ble
to t
hat
of n
ativ
e E
nglis
h-sp
eaki
ng p
eers
• w
ith m
inim
al s
econ
d la
ngua
ge
acqu
isiti
on s
uppo
rt,
have
an
abili
ty
to d
ecod
e an
d un
ders
tand
gra
de-
appr
opria
te E
nglis
h te
xt a
t a
leve
l ne
arly
com
para
ble
to n
ativ
e E
nglis
h-sp
eaki
ng p
eers
*
* Th
e la
st d
escr
ipto
r ap
plie
s on
ly t
o st
uden
ts w
ho a
re a
t th
e de
velo
pmen
tal s
tage
of
deco
ding
wri
tten
tex
t (i.
e., t
hey
have
“cr
acke
d th
e co
de”
nece
ssar
y fo
r le
arni
ng t
o re
ad).
EL
PS
-TE
LPA
S P
rofi
cien
cy L
evel
Des
crip
tors
G
rad
es 2
–12
Rea
din
g
Begin
nin
g
Inte
rmedia
te
Adva
nced
Adva
nced H
igh
Beg
inn
ing
En
glis
h
lan
gu
age
lear
ner
s (E
LL
s) h
ave
littl
e o
r n
o a
bili
ty t
o r
ead
an
d
un
der
stan
d E
ng
lish
use
d in
ac
adem
ic a
nd
so
cial
co
nte
xts.
Inte
rmed
iate
EL
Ls
hav
e th
e ab
ility
to
rea
d a
nd
un
der
stan
d s
imp
le,
hig
h-f
req
uen
cy E
ng
lish
u
sed
in r
ou
tin
e ac
adem
ic a
nd
so
cial
co
nte
xts.
Ad
van
ced
EL
Ls
hav
e th
e ab
ility
to
re
ad a
nd
un
der
stan
d, w
ith
sec
on
d
lan
gu
age
acq
uis
itio
n s
up
po
rt,
gra
de-
app
rop
riat
e E
ng
lish
use
d in
ac
adem
ic a
nd
so
cial
co
nte
xts.
Ad
van
ced
hig
h E
LL
s h
ave
the
abili
ty t
o r
ead
an
d u
nd
erst
and
, w
ith
min
imal
sec
on
d la
ng
uag
e ac
qu
isit
ion
su
pp
ort
, gra
de
app
rop
riat
e E
ng
lish
use
d in
ac
adem
ic a
nd
so
cial
co
nte
xts.
Th
ese
stu
den
ts:
• re
ad a
nd u
nder
stan
d th
e ve
ry
limite
d re
cent
ly p
ract
iced
, m
emor
ized
, or
high
ly fa
mili
ar
Eng
lish
they
hav
e le
arne
d;
voca
bula
ry p
redo
min
antly
incl
udes
-
envi
ronm
enta
l prin
t -
som
e ve
ry h
igh-
freq
uenc
y w
ords
-
conc
rete
wor
ds th
at c
an b
e re
pres
ente
d by
pic
ture
s •
read
slo
wly
, wor
d by
wor
d •
have
a v
ery
limite
d se
nse
of
Eng
lish
lang
uage
str
uctu
res
• co
mpr
ehen
d pr
edom
inan
tly is
olat
ed
fam
iliar
wor
ds a
nd p
hras
es;
com
preh
end
som
e se
nten
ces
in
high
ly r
outin
e co
ntex
ts o
r re
cent
ly
prac
ticed
, hig
hly
fam
iliar
text
•
are
high
ly d
epen
dent
on
visu
als
and
prio
r kn
owle
dge
to d
eriv
e m
eani
ng
from
text
in E
nglis
h •
are
able
to a
pply
rea
ding
co
mpr
ehen
sion
ski
lls in
Eng
lish
only
whe
n re
adin
g te
xts
writ
ten
for
this
leve
l
Th
ese
stu
den
ts:
• re
ad a
nd u
nder
stan
d E
nglis
h vo
cabu
lary
on
a so
mew
hat w
ider
ra
nge
of to
pics
and
with
incr
ease
d de
pth;
voc
abul
ary
pred
omin
antly
in
clud
es
-ev
eryd
ay o
ral l
angu
age
-lit
eral
mea
ning
s of
com
mon
wor
ds
-ro
utin
e ac
adem
ic la
ngua
ge a
nd
term
s -
com
mon
ly u
sed
abst
ract
lang
uage
su
ch a
s te
rms
used
to d
escr
ibe
basi
c fe
elin
gs
• of
ten
read
slo
wly
and
in s
hort
ph
rase
s; m
ay r
e-re
ad to
cla
rify
mea
ning
•
have
a g
row
ing
unde
rsta
ndin
g of
ba
sic,
rou
tinel
y us
ed E
nglis
h la
ngua
ge s
truc
ture
s •
unde
rsta
nd s
impl
e se
nten
ces
in s
hort
, co
nnec
ted
text
s, b
ut a
re d
epen
dent
on
vis
ual c
ues,
topi
c fa
mili
arity
, prio
r kn
owle
dge,
pre
taug
ht to
pic-
rela
ted
voca
bula
ry, s
tory
pre
dict
abili
ty, a
nd
teac
her/
peer
ass
ista
nce
to s
usta
in
com
preh
ensi
on
• st
rugg
le to
inde
pend
ently
rea
d an
d un
ders
tand
gra
de-le
vel t
exts
•
are
able
to a
pply
bas
ic a
nd s
ome
high
er-o
rder
com
preh
ensi
on s
kills
w
hen
read
ing
text
s th
at a
re
lingu
istic
ally
acc
omm
odat
ed a
nd/o
r si
mpl
ified
for
this
leve
l
Th
ese
stu
den
ts:
• re
ad a
nd u
nder
stan
d, w
ith s
econ
d la
ngua
ge a
cqui
sitio
n su
ppor
t, a
varie
ty
of g
rade
-app
ropr
iate
Eng
lish
voca
bula
ry u
sed
in s
ocia
l and
ac
adem
ic c
onte
xts:
-
with
sec
ond
lang
uage
acq
uisi
tion
supp
ort,
read
and
und
erst
and
grad
e-ap
prop
riate
con
cret
e an
d ab
stra
ct v
ocab
ular
y, b
ut
have
diff
icul
ty w
ith le
ss c
omm
only
en
coun
tere
d w
ords
-
dem
onst
rate
an
emer
ging
abi
lity
to
unde
rsta
nd w
ords
and
phr
ases
be
yond
thei
r lit
eral
mea
ning
-
unde
rsta
nd m
ultip
le m
eani
ngs
of
com
mon
ly u
sed
wor
ds
• re
ad lo
nger
phr
ases
and
sim
ple
sent
ence
s fr
om fa
mili
ar te
xt w
ith
appr
opria
te r
ate
and
spee
d •
are
deve
lopi
ng s
kill
in u
sing
thei
r gr
owin
g fa
mili
arity
with
Eng
lish
lang
uage
str
uctu
res
to c
onst
ruct
m
eani
ng o
f gra
de-a
ppro
pria
te te
xt
• ar
e ab
le to
app
ly b
asic
and
hi
gher
-ord
er c
ompr
ehen
sion
ski
lls
whe
n re
adin
g gr
ade-
appr
opria
te te
xt,
but a
re s
till o
ccas
iona
lly d
epen
dent
on
visu
als,
teac
her/
peer
ass
ista
nce,
and
ot
her
lingu
istic
ally
acc
omm
odat
ed te
xt
feat
ures
to d
eter
min
e or
cla
rify
mea
ning
, par
ticul
arly
with
unf
amili
ar
topi
cs
Th
ese
stu
den
ts:
• re
ad a
nd u
nder
stan
d vo
cabu
lary
at a
le
vel n
early
com
para
ble
to th
at o
f th
eir
nativ
e E
nglis
h-sp
eaki
ng p
eers
, w
ith s
ome
exce
ptio
ns w
hen
low
-fre
quen
cy o
r sp
ecia
lized
vo
cabu
lary
is u
sed
• ge
nera
lly r
ead
grad
e-ap
prop
riate
, fa
mili
ar te
xt w
ith a
ppro
pria
te r
ate,
sp
eed,
into
natio
n, a
nd e
xpre
ssio
n •
are
able
to, a
t a le
vel n
early
co
mpa
rabl
e to
nat
ive
Eng
lish-
spea
king
pee
rs, u
se th
eir
fam
iliar
ity w
ith E
nglis
h la
ngua
ge
stru
ctur
es to
con
stru
ct m
eani
ng o
f gr
ade-
appr
opria
te te
xt
• ar
e ab
le to
app
ly, w
ith m
inim
al
seco
nd l
angu
age
acqu
isiti
on s
uppo
rt
and
at a
leve
l nea
rly c
ompa
rabl
e to
na
tive
Eng
lish-
spea
king
pee
rs, b
asic
an
d hi
gher
-ord
er c
ompr
ehen
sion
sk
ills
whe
n re
adin
g gr
ade-
appr
opria
te te
xt
