Oregon English Language Proficiency Standards READING GRADE KINDERGARTEN WORD ANALYSIS AND FLUENCY 1. CCG (K-12): Analyze words, recognize words, and learn to read grade level text fluently across the subject areas (similar to 1996 “Recognize, pronounce…words in text by using phonics”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Foundations s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. They implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently respond in more complex sustain conversation, and negotiate using
y stages show no verbal and respond using phrases sentences with more detail respond with detail in appropriate discourse, c
n responses while in later and simple sentences, using newly acquired compound and complex varied grammatical e i c
i stages one or two word which include a subject vocabulary to experiment sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students and form messages. (The participate using more use conventions for r
P Students respond in single show basic errors in brown bear lived with his extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is family in the forest.) standard grammar with language. (Would you may include subject or a brown. He is eating.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. (bear, they find food there?) summer?) brown) 1 Holds a book the correct Repeats words and points Points to the appropriate Identifies the front cover, Tells the location of the Identify the front cover, way with the cover facing to appropriate prompt locations when prompted. back cover, and title page front cover, back cover, back cover, and title page the child, right side up. (e.g., the “front cover”, For example, when the of a book using short and title page of a book. of a book. the “back cover” and the teacher asks, “Where is phrases and sentences. Fluency approximates that “title page”) after the the front cover?” points to of non-ELL peers. teacher models the words appropriate location. and points to the correct response. 2 Points to appropriate Repeats words and points Demonstrates the Shows how fingertips or Follows the words read Follow words read aloud response (e.g., “top”, to correct response (e.g., understanding of the eyes, or both, can follow with eyes or fingertip, or from left to right and from “bottom”, “left”, and “top”, “bottom”, “left”, concept “word” by words from left to right both, with a book read top to bottom of the page. “right” of page) after and “right” of page). showing individual words and top to bottom on a aloud, and teacher teacher models the word on a page in a book. page. assistance. and points to correct locations. READING GRADE KINDERGARTEN WORD ANALYSIS AND FLUENCY (cont.)
Page 1 Oregon English Language Proficiency Standards Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Locates individual words Identifies letters together Repeats the word Recognizes a sentence as Explains that sentences Recognize that sentences in the classroom or books by verbally saying “sentence” and points out a group of words that are made up of separate in print are made up of by pointing or gesturing “word”, or indicates the each word in a sentence express a complete idea, words orally and in separate words. after teacher modeling and understanding of word by after teacher modeling and with teacher assistance. writing. Fluency guidance. simple words or nonverbal guidance. approximates that of non- responses. ELL peers.
4 Matches letters of the Identifies alphabet letters Explains that letters Orally identifies Distinguishes between Distinguish letters from alphabet, using nonverbal by name, at teacher together make words individual letters in a written letters and words. words. responses. request. using short phrases or word. Fluency approximates that simple sentences. of non-ELL peers.
5 Indicates recognition of Recognizes and names Recognizes and names Recognizes and names Recognizes and names Recognize and name all some upper or lower case 30% of upper and lower 60% of upper and lower 75% of the upper and 90% of upper and lower upper and lower case letters by responding case letters, either by case letters. lower case letters. case letters. letters. nonverbally when they are using one-word answers named. or nonverbal responses. Phonemic Awareness 1 Attempts to listen and Repeats simple sentences Recognizes a word within Listens to a spoken Listens to a spoken Listen to spoken sentences figure out the sounds of the teacher says. a spoken sentence and sentence and recognizes sentence and recognizes and recognize individual sentences the teacher is verbalizes it. 50% of the individual 75% of the individual words in a sentence. saying. words in that sentence. words in that sentence. 2 Gestures as to what sound Uses single words or Explains the alphabetic Responds to questions Responds with more Understand that the comes first, medial and phrases to respond to the principle using short about the alphabetic complex phrases and sequence of letters in a last in familiar word when alphabetic principle. phrases or sentences. principle, using restating sentences in explaining written word represents listening to an oral CVC and paraphrasing. the alphabetic principle. the sequence of sounds (consonant-vowel- Fluency approximates that (phonemes) in a spoken consonant) word. of non-ELL peers. word (alphabetic principle). 3 Listens to lists of rhyming Repeats rhyming words Identifies words that Makes a list of words that Given a spoken word, Given a spoken word, words as the teacher reads from a book read orally. rhyme from a list of words rhyme, with teacher produces another word produce another word that them. read aloud. Indicates by modeling and guidance. that rhymes with it with rhymes with it. using short phrases and 75% accuracy. sentences.
Page 2 Oregon English Language Proficiency Standards READING GRADE KINDERGARTEN WORD ANALYSIS AND FLUENCY (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 4 Listens to one-syllable Identifies where words Listens to and repeats Listens to and repeats Listens to and repeats Listen to one-syllable words. begin using nonverbal one-syllable words, then one-syllable words, then one-syllable words, then words and tell the responses or simple states the sounds with states the sound at the identifies the beginning beginning and ending phrases when questioned. which the word begins beginning or end. and ending sound. sounds. and ends. Fluency approximates that of non-ELL peers. 5 Demonstrates Demonstrates if the words Indicates if the words are Identifies the two that are Identifies the one that is Given oral sets like “pan, understanding of “same” are the same or different the same or different by the same by using more different, given an oral pan, pen,” identify the and “different” using by using nonverbal responding with short complex phrases and trio of words with one first two as being the same nonverbal responses, responses or simple phrases or sentences, sentences given an oral different. Fluency and the third as different. given a pair of letters or words, given oral pairs of given oral pairs of words. trio of words with one approximates that of non- pictures. words. different and two the ELL peers. same. 6 Identifies oral word sets Says the words slowly, Indicates whether the Identifies if the medial Given oral sets like “sat, Given oral sets like “sat, that are the same by and repeats the medial medial sound is the same sound is the same or cap, run”, identifies the cap, run,” identify the first responding with gestures, sound in each word, given or different, using simple different using more first two as sharing the two as sharing a same pictures or pointing, two words. phrases and sentences, complex phrases and same medial sound. sound. indicating the same or given two words. sentences, given two Fluency approximates that different. words. of non-ELL peers. 7 Orally repeats the sounds Orally repeats sounds and Orally repeats sounds and Orally repeats sounds and Orally blends the first two Orally blend two to three the teacher models. is able to draw out the is able to blend first two is able to blend the first sounds of a word together. spoken sounds into sound of the first letter sounds together after two sounds with teacher After teacher modeling, recognizable words with teacher modeling. teacher modeling. guidance. attempts to add on third (e.g., /a/t/ = at; /c/a/t/ = sound. cat). 8 Orally repeats a single Repeats a word slowly to Independently repeats a Breaks a single syllable Breaks a single syllable Orally segment single syllable spoken aloud. hear each sound with one-syllable word spoken (CVC word) into the first (CVC word) spoken word syllable spoken words into teacher modeling and slowly, producing each sound component. into its first two sound their components (e.g., guided practice. sound. components. cat = /c/a/t/).
Page 3 Oregon English Language Proficiency Standards READING GRADE KINDERGARTEN WORD ANALYSIS AND FLUENCY (cont.) Decoding and Word Recognition Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 1 Indicates by gestures or States if the sounds will Chooses to substitute a Shows what letter is Verbalizes the sounds, Understand that as letters pointing that they have change in the second letter and states what different, given two words given a CVC word. Upon of words change, so do the same or different word or not, given a CVC sound change will be with only one letter change of a letter in that the sounds (alphabetic letters, when shown pairs word, and writes it again made, with teacher difference between the word, articulates the principle). of words that are the same with either one letter modeling and guidance, two words. sound change. or different. substitution to the word, given a CVC word, with or none. possible changes for the first, middle or ending sound. 2 Listens to words of Learns 25% of the one-to- Learns the sounds of the Learns 50% of the one-to- Learns 75% of the one-to- Learn most one-to-one English language, trying one letter/sound English language and one letter/sound one letter/sound letter sound to make sense of the new correspondences. some of the one-to-one correspondences. correspondences. correspondences. sounds. letter/sound correspondences. 3 Recognizes letters in one- States letter sounds in Says sounds of letters States first two letter Blends first two sounds to Blend sounds to read one- syllable decodable words. one-syllable decodable quickly enough to begin sounds of words, then is decode first part of one- syllable decodable words. words, in isolation, e.g., blending. able to produce these syllable decodable words. /d/ /o/ /g/. letter sounds together rapidly. 4 Identifies some sight Repeats sight words and Responds to questions Shows ability to recognize Recognizes some sight Recognize some words by words and common words common words with given using words words known by sight by words and common words sight, including a few very following the teacher classmates. common to the classroom circling, writing, or by reading those that are common ones (e.g., a, the, modeling. Identification words, (e.g., “Can you reading the words. found. I, my, you, is, are). may be made by gestures, find the word “the” in this pictures or pointing. sentence?”).
Page 4 Oregon English Language Proficiency Standards READING GRADE KINDERGARTEN LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT 2. CCG (K-12): Listen to, read, and understand a wide variety of informational and narrative (story) text across the subject areas at school and on own, applying comprehension strategies as needed. s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Foundations s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. They implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently respond in more complex sustain conversation, and negotiate using
y stages show no verbal and respond using phrases sentences with more detail respond with detail in appropriate discourse, c
n responses while in later and simple sentences, using newly acquired compound and complex varied grammatical e i c
i stages one or two word which include a subject vocabulary to experiment sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students and form messages. (The participate using more use conventions for r
P Students respond in single show basic errors in brown bear lived with his extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is family in the forest.) standard grammar with language. (Would you may include subject or a brown. He is eating.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. (bear, they find food there?) summer?) brown) 1 Listens to a wide variety Listens to a wide variety Listens to a wide variety Listens to a wide variety Listens and responds to a Listen to and experience a of children’s literature. of children’s literature. of children’s literature in of children’s literature in wide variety of children’s wide variety of children’s Responds to literature Responds with single English and responds to English and responds to literature. Fluency literature including through gestures, words or phrases. Uses questions and questions and conducts approximates that of non- alphabet books, drawings and actions. key words and nonverbal conversations by using conversations using more ELL peers. informational stories, responses when short phrases and complex phrases and classic and contemporary participating. sentences. sentences. literature, and nursery rhymes. 2 Listens to make sense of Demonstrates literal Demonstrates literal Demonstrates inferential Demonstrates literal and Demonstrate literal and the sounds of the language listening comprehension listening comprehension listening comprehension inferential listening inferential listening as discussions are held. of simple texts by using of simple texts by using through discussions of comprehension through comprehension of more single word or short short phrases and complex text using discussions of more complex text through phrases in discussions. sentences in discussions. phrases and sentences. complex text. Fluency discussions. approximates that of non- ELL peers.
Page 5 Oregon English Language Proficiency Standards READING GRADE KINDERGARTEN VOCABULARY 3. CCG (K-12): Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and content clues; verify the meaning of new words; and use those words accurately across the subject areas (similar to 1996 “…know the meaning of words in text by using...language structure, contextual clues, and visual clues”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension of increased comprehension comprehension of general consistent comprehension general and implied Foundations s
e general meaning; gain of general meaning and meaning and increased of general meaning and meaning, including D
l familiarity with the some specific meaning. comprehension of specific good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine meaning. They respond in implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently more complex sentences sustain conversation, and negotiate using
y stages show no verbal and respond using phrases with more detail using respond with detail in appropriate discourse, c
n responses while in later and simple sentences, newly acquired vocabulary compound and complex varied grammatical e i c
i stages one or two word which include a subject to experiment and form sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students messages. (The brown participate using more use conventions for formal r
P Students respond in single show basic errors in bear lived with his family extensive vocabulary, use and informal language. words and phrases, which speech. (The bear is in the forest.) standard grammar with (Would you like me to may include subject or a brown. He is eating.) few random errors. (Can bring pictures of the bear predicate. Many speech bears live in the forest if that I saw last summer?) errors are observed. (bear, they find food there?) brown) 1 Listens to understand, Understands new Understands, learns and Understands, learns and Understands, learns, and Understand, learn, and use learns and uses new vocabulary that is uses new vocabulary that uses new vocabulary that uses new vocabulary, new vocabulary that is vocabulary that is introduced and taught is introduced and taught is introduced and taught introduced and taught introduced and taught introduced and taught directly through orally directly through orally directly through orally directly through orally directly through orally directly through orally read stories and read stories and read stories and read stories and read stories and read stories and informational text. informational text. informational text. informational text. informational text. informational text. Responds with single Responds to questions and Responds to questions and Fluency approximates that Responds to new words or phrases. carries on conversations carries on conversations of non-ELL peers. vocabulary through Participates by repeating using short phrases and using more complex gestures, drawings and key words and familiar sentences. phrases and sentences. actions. phrases and by using nonverbal responses.
Page 6 Oregon English Language Proficiency Standards READING GRADE KINDERGARTEN VOCABULARY (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Listens to make sense of Learns some vocabulary Learns whole selections Learns vocabulary of Develops vocabulary by Develop vocabulary by new sounds and words by listening to selections of familiar text read aloud familiar selections. Able listening to practicing and listening and discussing heard when selections are read aloud repeatedly. repeatedly. to learn word meanings discussing conceptually both familiar and read aloud. and enter into discussions challenging selections conceptually challenging of familiar selections. read aloud. selections read aloud.
3 Identifies and sorts Identifies and sorts Identifies and sorts Identifies and sorts Identifies and sorts Identify and sort common common pictures/words common pictures/words common pictures/words common pictures/words common pictures/words pictures/words into basic into basic categories such into basic categories. into basic categories. into basic categories using into basic categories. categories (e.g., colors, as colors, shapes, and Responds to questions Responds to questions and more complex phrases Fluency approximates that shapes, foods). food, by gestures, with gestures, key words, conversations in short and sentences. of non-ELL peers. drawings, and actions. or familiar phrases. phrases and sentences.
4 Responds to common Describes common Describes common Describes common Describes common Describe common objects objects and events in both objects and events in both objects and events in both objects and events in both objects and events in both and events in both general general (ball) and specific general and specific general and specific general and specific general and specific (ball) and specific language (large red baall language with single language with short language, using more language. Fluency language (large red ball with stripes), through words or phrases. phrases and sentences. complex phrases and approximates that of non- with stripes). gestures, drawings, or sentences. ELL peers. actions.
Page 7 Oregon English Language Proficiency Standards READING GRADE KINDERGARTEN READ TO PERFORM A TASK 4. CCG (K-12): Find, understand, and use specific information in a variety of texts across the subject areas to perform a task (similar to 1996 “Locate information”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension of increased comprehension comprehension of general consistent comprehension general and implied Foundations s
e general meaning; gain of general meaning and meaning and increased of general meaning and meaning, including D
l familiarity with the some specific meaning. comprehension of specific good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine meaning. They respond in implied meaning. They language. Students e
L patterns of English. Early expressions independently more complex sentences sustain conversation, initiate and negotiate
y stages show no verbal and respond using phrases with more detail using respond with detail in using appropriate c
n responses while in later and simple sentences, newly acquired vocabulary compound and complex discourse, varied e i c
i stages one or two word which include a subject to experiment and form sentences, actively grammatical structures f
o responses are expected. and predicate. Students messages. (The brown participate using more and vocabulary, use r
P Students respond in single show basic errors in bear lived with his family extensive vocabulary, use conventions for formal words and phrases, which speech. (The bear is in the forest.) standard grammar with and informal language. may include subject or a brown. He is eating.) few random errors. (Can (Would you like me to predicate. Many speech bears live in the forest if bring pictures of the errors are observed. (bear, they find food there?) bear that I saw last brown) summer?) 1 Learns that the “title” is Learns how to find the Identifies the title and Responds to identifying Identifies the title and Locate the title and the the name of a book and location of the title and author of a familiar book the title and author of a name of the author of an name of the author of a that the word “author” is author on books, with with short phrases or familiar book with more unfamiliar book. book. the name of the person teacher guidance. sentences. complex phrases. Fluency approximates who wrote the book. Responds with single that of non-ELL peers. words, short phrases, or nonverbal means. 2 Listens to new words that Responds to everyday Shows familiarity with Recognizes everyday print Talks about everyday Recognize and name everyday print such print by nonverbally everyday print. Responds by identifying with correct print. Fluency demonstrate familiarity as signs, notices, labels, pointing out various kinds with short phrases or name. Demonstrates approximates that of with everyday print such newspaper, and of print, or identifying sentences. familiarity by responding non-ELL peers. as signs, notices, labels, informational books. with single words or to its identification with newspapers, and phrases. more complex phrases and informational books. sentences.
Page 8 Oregon English Language Proficiency Standards READING GRADE KINDERGARTEN INFORMATIONAL TEXT: DEMONSTRATE GENERAL UNDERSTANDING 5. CCG (K-12): Demonstrate general understanding of grade-level informational text across the subject areas (similar to 1996 “Demonstrate literal comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension of increased comprehension comprehension of general consistent comprehension general and implied Foundations s
e general meaning; gain of general meaning and meaning and increased of general meaning and meaning, including D
l familiarity with the some specific meaning. comprehension of specific good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine meaning. They respond in implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently more complex sentences sustain conversation, and negotiate using
y stages show no verbal and respond using phrases with more detail using respond with detail in appropriate discourse, c
n responses while in later and simple sentences, newly acquired vocabulary compound and complex varied grammatical e i c
i stages one or two word which include a subject to experiment and form sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students messages. (The brown participate using more use conventions for formal r
P Students respond in single show basic errors in bear lived with his family extensive vocabulary, use and informal language. words and phrases, which speech. (The bear is in the forest.) standard grammar with (Would you like me to may include subject or a brown. He is eating.) few random errors. (Can bring pictures of the bear predicate. Many speech bears live in the forest if that I saw last summer?) errors are observed. (bear, they find food there?) brown) 1 Listens to questions and Answers simple questions Answers simple questions Answers simple questions Answers simple questions Correctly answer simple attempts to respond about a text read aloud about a text read aloud and about a text read aloud by about a text read aloud. questions about a text read through gestures, with nonverbal responses, responds with short using more complex Fluency approximates that aloud. drawings, and actions. single words or phrases. phrases and sentences. phrases and sentences. of non-ELL peers.
Page 9 Oregon English Language Proficiency Standards READING GRADE KINDERGARTEN INFORMATIONAL TEXT: DEVELOP AN INTERPRETATION 6. CCG (K-12): Develop an interpretation of grade-level informational text across the subject areas (similar to 1996 “Demonstrate inferential comprehension). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension comprehension of general consistent comprehension general and implied Foundations s
e of general meaning; gain of general meaning and meaning and increased of general meaning and meaning, including D
l familiarity with the some specific meaning. comprehension of specific good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine meaning. They respond in implied meaning. They language. Students initiate e
L patterns of English. expressions independently more complex sentences with sustain conversation, and negotiate using
y Early stages show no and respond using phrases more detail using newly respond with detail in appropriate discourse, c
n verbal responses while and simple sentences, acquired vocabulary to compound and complex varied grammatical e i c
i in later stages one or two which include a subject experiment and form sentences, actively structures and vocabulary, f
o word responses are and predicate. Students messages. (The brown bear participate using more use conventions for r
P expected. Students show basic errors in lived with his family in the extensive vocabulary, use formal and informal respond in single words speech. (The bear is forest.) standard grammar with language. (Would you and phrases, which may brown. He is eating.) few random errors. (Can like me to bring pictures include subject or a bears live in the forest if of the bear that I saw last predicate. Many speech they find food there?) summer?) errors are observed. (bear, brown) 1 Uses pictures to make Uses pictures to make Uses both pictures and Uses pictures and portions Uses pictures or portions Use pictures or portions sense of the new sense of text. portions of the text to make of the text to make simple of the text to make of the text to make language. sense of the text. predictions about the text. predictions about the text. predictions about the The student responds with Fluency approximates that text. more complex phrases of non-ELL peers. and sentences. 2 Listens to simple text. Connects information in Connects information in Connects information in Connects information in Connect the Observes teacher- simple text to life simple text to life experiences. text to life experiences text to life experiences. information in text to modeling connection to experiences. Responds Responds with phrases and using more complex Fluency approximates that life experiences. life experiences. with words and simple sentences. phrases and sentences. of non-ELL peers. Responses may be phrases. nonverbal.
Page 10 Oregon English Language Proficiency Standards LITERATURE GRADE KINDERGARTEN LISTEN TO AND READ LITERARY TEXT 7. CCG (K-12): Listen to text and read text to make connections and respond to a wide variety of literature of varying complexity. s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension of increased comprehension good comprehension of consistent comprehension general and implied Foundations s
e general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the sounds, some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v rhythms and patterns of They use routine of specific meaning. implied meaning. They language. Students initiate e
L English. Early stages show expressions independently They respond in more sustain conversation, and negotiate using
y no verbal responses while in and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n later stages one or two word and simple sentences, more detail using newly compound and complex varied grammatical e i c
i responses are expected. which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o Students respond in single and predicate. Students experiment and form participate using more use conventions for r
P words and phrases, which show basic errors in messages. (The brown extensive vocabulary, use formal and informal may include subject or a speech. (The bear is bear lived with his family standard grammar with language. (Would you predicate. Many speech brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures errors are observed. (bear, bears live in the forest if of the bear that I saw last brown) they find food there?) summer?) 1 Listens to stories based on Listens, makes Listens, makes Listens, makes Listens, makes Listen, make well-known characters, connections, and responds connections, and responds connections, and responds connections, and responds connections, and themes, plots, and settings. to stories based on well- to stories based on well- to stories based on well- to stories based on well- respond to stories based Responds through gestures, known characters, themes, known characters, themes, known characters, themes, known characters, themes, on well-known actions and drawings. plots and settings, using plots and settings, using plots and settings, using plots and settings. characters, themes, single words or phrases. short phrases and more complex phrases Fluency approximates that plots, and settings. sentences. and sentences. of non-ELL peers. 2 Listens to teacher name book Repeats book titles and Understands that a book Answers the question Answers the questions Name some book titles titles and authors. authors with teacher title is the name of a book “What is the title of this “What is the title of this and authors. modeling. and the author is the name book?” correctly. book?” and “Who is the of the person who wrote author of this book?” the book. correctly.
3 Listens to simple literary Attempts to discuss Demonstrates listening Demonstrates listening Demonstrates listening Demonstrate listening text. Responses may be simple text by using comprehension of more comprehension of more comprehension of more comprehension of more nonverbal. single word or phrases. complex literary text complex literary text complex literary text in complex literary text using short phrases and using more complex discussions. Fluency through discussions. sentences in discussions. phrases and sentences in approximates that of non- discussions. ELL peers.
Page 11 Oregon English Language Proficiency Standards LITERATURE GRADE KINDERGARTEN LITERARY TEXT: DEMONSTRATE GENERAL UNDERSTANDING 8. CCG (K-12): Demonstrate general understanding of grade-level literary text (similar to 1996 “Demonstrate literal comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension of increased comprehension comprehension of general consistent general and implied Foundations s
e general meaning; gain of general meaning and meaning and increased comprehension of meaning, including D
l familiarity with the sounds, some specific meaning. comprehension of specific general meaning and idiomatic and figurative e
v rhythms and patterns of They use routine meaning. They respond in good understanding of language. Students initiate e
L English. Early stages show expressions independently more complex sentences implied meaning. They and negotiate using
y no verbal responses while in and respond using phrases with more detail using sustain conversation, appropriate discourse, c
n later stages one or two word and simple sentences, newly acquired vocabulary respond with detail in varied grammatical e i c
i responses are expected. which include a subject to experiment and form compound and complex structures and vocabulary, f
o Students respond in single and predicate. Students messages. (The brown bear sentences, actively use conventions for r
P words and phrases, which show basic errors in lived with his family in the participate using more formal and informal may include subject or a speech. (The bear is forest.) extensive vocabulary, language. (Would you predicate. Many speech brown. He is eating.) use standard grammar like me to bring pictures errors are observed. (bear, with few random errors. of the bear that I saw last brown) (Can bears live in the summer?) forest if they find food there?) 1 Listens to stories. Identifies general events Tells what the events of a Tells at least two events Tells three or more events Tell the sequence of of a story as part of a story are independently. of a story in sequence. of a story in sequence. events in a story. group with teacher Uses short phrases or assistance. sentences. 2 Listens to questions and Answers simple questions Answers correctly simple Answers correctly Answers simple questions Correctly answer answers about a simple text about a text read aloud questions about a text read simple questions about about a text read aloud. simple questions about read aloud. with nonverbal responses, aloud and responds with a text read aloud by Fluency approximates that stories read aloud. single words and/or short phrases and sentences. using more complex of non-ELL peers. phrases. phrases and sentences. 3 Listens to stories. Retells, reenacts, Retells, reenacts, dramatizes Retells, reenacts, Retells, reenacts, Retell, reenact, dramatizes or draws or draws stories or parts of dramatizes, or draws dramatizes, or draws dramatize, or draw stories or parts of stories stories using labels, short stories or parts of the stories or parts of the stories or parts of using nonverbal phrases or sentences. stories using labels, stories. Fluency stories. responses, key words, and more complex phrases, approximates that of non- familiar phrases. or sentences. ELL peers.
Page 12 Oregon English Language Proficiency Standards LITERATURE GRADE KINDERGARTEN LITERARY TEXT: DEVELOP AN INTERPRETATION 9. CCG (K-12): Develop an interpretation of grade-level literary text (similar to 1996 “Analyze the author’s ideas…and make supported interpretations of the selection”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate minimal Students demonstrate Students demonstrate Students demonstrate Students comprehend English i r
c comprehension of general increased comprehension of good comprehension of consistent comprehension general and implied Language Arts s
e meaning; gain familiarity with general meaning and some general meaning and of general meaning and meaning, including Foundations D
l the sounds, rhythms and specific meaning. They use increased comprehension good understanding of idiomatic and figurative e
v patterns of English. Early routine expressions of specific meaning. implied meaning. They language. Students initiate e
L stages show no verbal independently and respond They respond in more sustain conversation, and negotiate using
y responses while in later stages using phrases and simple complex sentences with respond with detail in appropriate discourse, c
n one or two word responses are sentences, which include a more detail using newly compound and complex varied grammatical e i c
i expected. Students respond in subject and predicate. acquired vocabulary to sentences, actively structures and vocabulary, f
o single words and phrases, Students show basic errors experiment and form participate using more use conventions for formal r
P which may include subject or a in speech. (The bear is messages. (The brown extensive vocabulary, use and informal language. predicate. Many speech errors brown. He is eating.) bear lived with his family standard grammar with (Would you like me to are observed. (bear, brown) in the forest.) few random errors. (Can bring pictures of the bear bears live in the forest if that I saw last summer?) they find food there?) 1 Listens to simple text. Connects events in simple Connects events in simple Connects events in text to Connects events in text to Connect events Observes teacher making text to life experiences. texts to life experiences. life experiences, using life experiences. Fluency in text to life connection to life experiences. Responds with words and Responds with phrases more complex phrases approximates that of non- experiences. Responses may be nonverbal. simple phrases. and sentences. and sentences. ELL peers. 2 Observes pictures used to make Uses pictures to make Uses pictures or portions Uses pictures or portions Uses pictures or portions of Make predictions predictions about simple text. predictions about the text of the text to make of the text to make the text to make predictions based on with nonverbal responses, predictions about the text predictions about the text about the text. Fluency illustrations or single words, or simple with short phrases and using more complex approximates that of non- portions of the phrases. sentences. phrases and sentences. ELL peers. story.
Page 13 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE KINDERGARTEN SPEAKING 1. CCG (K-12): Communicate supported ideas across the subject areas using oral, visual, written, and multi-media forms in ways appropriate to topic, context, audience, and purpose (1996 Ideas and Content); organize oral, visual, written, and multi-media presentations in clear sequence, making connections and transitions among ideas and elements (1996 Organization); use language appropriate to topic, context, audience, and purpose (1996 Language); and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other nonverbal techniques (1996 Delivery). Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient s
r Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language Arts o t minimal comprehension of increased comprehension comprehension of general consistent comprehension general and implied Foundations p i
r general meaning; gain of general meaning and meaning and increased of general meaning and meaning, including c s familiarity with the some specific meaning. comprehension of specific good understanding of idiomatic and figurative e D
sounds, rhythms and They use routine meaning. They respond in implied meaning. They language. Students initiate l
e patterns of English. Early expressions independently more complex sentences sustain conversation, and negotiate using v e stages show no verbal and respond using phrases with more detail using respond with detail in appropriate discourse, L
y responses while in later and simple sentences, newly acquired vocabulary compound and complex varied grammatical c
n stages one or two word which include a subject to experiment and form sentences, actively structures and vocabulary, e i
c responses are expected. and predicate. Students messages. (The brown participate using more use conventions for formal i f Students respond in single show basic errors in bear lived with his family extensive vocabulary, use and informal language. o r words and phrases, which speech. (The bear is in the forest.) standard grammar with (Would you like me to P may include subject or a brown. He is eating.) few random errors. (Can bring pictures of the bear predicate. Many speech bears live in the forest if that I saw last summer?) errors are observed. (bear, they find food there?) brown) 1 Listens to teacher and Recites short poems, Produces short phrases or Produces phrases or Recites short poems, Recite short poems, peers, recites short poems, rhymes, and songs by sentences contained in sentences contained in rhymes, and songs. rhymes, and songs. rhymes and songs. orally producing a few key familiar short poems, familiar short poems, Fluency approximates that Responses may be phrases or words with rhymes and songs. rhymes, and songs. of non-ELL peers. nonverbal. peers and/or teacher. 2 Listens to stories and tries Dramatizes stories or parts Dramatizes stories or parts Retells or dramatizes Retells, reenacts, or Retell, reenact, or to make sense of the new of stories using key words, of stories using short stories or parts of stories dramatizes stories or parts dramatize stories or sounds of the English familiar phrases, and phrases and sentences. using more complex of stories. Fluency parts of stories. language. actions. phrases and sentences. approximates that of non- ELL peers.
Page 14 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE KINDERGARTEN SPEAKING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Observes peers showing Brings a prop to school. Shows and tells using Shows and tells using Shows and tells with Show and tell using and telling using props. Stands before class of short phrases, simple more complex phrases and props. Fluency props. peers to show the object. sentences and using props. sentences, using props. approximates that of non- May share using simple ELL peers. words. 4 Observes peers and Shares information and Shares information and Shares information and Shares information and Share information and teacher sharing ideas, using gestures, ideas, speaking in short ideas, speaking in phrases ideas, speaking in ideas, speaking in information and ideas. drawings, and actions. phrases and sentences. and sentences. sentences. Fluency complete, coherent approximates that of non- sentences. ELL peers. 5 Listens to other peers and Describes people, places, Describes people, places, Describes people, places, Describes people, places, Describe people, places, teacher describe people, things, locations, and things, locations, and things, locations and things, locations and things (e.g., size, color, places, things, locations actions using single words actions using phrases or actions using phrases and actions. Fluency and shape), locations, and actions. Responses or simple phrases. sentences. sentences. approximates that of non- and actions. may be nonverbal. ELL peers. 6 Listens to an experience or Begins to tell an Tells an experience or Tells an experience or Tells an experience or Tell an experience or story told in a logical experience or story by story in a logical sequence story in a logical sequence story in a logical sequence. story in a logical sequence. using single words or using simple phrases or using phrases and Fluency approximates that sequence. simple phrases. sentences. sentences. of non-ELL peers.
7 Attempts to reproduce Reproduces more sounds Speaks audibly 25% of the Speaks audibly 50% of the Speaks audibly most of the Speak audibly. some sounds of the and words of the English time. time. time. English language. language.
8 Observes other peers Looks at listeners. Speaks and rarely looks at Speaks and occasionally Looks at listeners some of Look at listeners most looking at listeners. listeners. looks at listeners. the time. of the time.
Page 15 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE KINDERGARTEN LISTENING 1. CCG (K-12): Listen critically and respond appropriately to oral communication across the subject areas. Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient s
r Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts o t minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Foundations p i
r of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including c s familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e D
sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate l
e patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using v e stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, L
y responses while in later and simple sentences, more detail using newly compound and complex varied grammatical c
n stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, e i
c responses are expected. and predicate. Students experiment and form participate using more use conventions for i f Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal o r words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you like P may include subject or a brown. He is eating.) in the forest.) few random errors. (Can me to bring pictures of predicate. Many speech bears live in the forest if the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Looks at speaker in an Recognizes speaker’s Follows oral instructions, Listens, follows oral Approximates listening Listen when others are attempt to make sense of purpose, listens to simple responds to speaker, directions, responds to time span of other peers. speaking. the sounds of the new stories, demonstrates participates in group verbal and nonverbal Focuses on the speaker. language. comprehension through discussions, understands clues, restates a set of participation, more complex speech but directions, contributes demonstrates some still relies on some orally in group understanding of social repetition. discussions. speech using repetition. 2 Demonstrates Imitates teacher modeling Follows one-step oral Listens to speaker and Follows one-step Understand and follow comprehension through and class responses when directions with a larger responds with more direction given orally. one- and two-step oral actions. Uses visual cues an oral direction is given vocabulary of English complex phrases and Does this independently. directions. (e.g., dotted line with (e.g., “Sit down, please”, words. increased listening time. scissors means to cut, “Line up”). pencil picture indicating to write with a pencil).
Page 16 Oregon English Language Proficiency Standards WRITING GRADE KINDERGARTEN WRITING STRATEGIES
1. CCG (K-12): Pre-write, draft, revise, edit, and publish across the subject areas. Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient s
r Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts o t minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Foundations p i
r of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including c s familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e D
sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate l
e patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using v e stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, L
y responses while in later and simple sentences, more detail using newly compound and complex varied grammatical c
n stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, e i
c responses are expected. and predicate. Students experiment and form participate using more use conventions for i f Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal o r words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you P may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Participates in group Participates in group Engages in group Engages in group Discusses ideas to include Discuss ideas to include in discussions by listening, discussions using words discussions using phrases discussions using more in story. Fluency a story. pointing, nodding and and phrases. and simple sentences. complex language. approximates that of non- chasing. ELL peers.
Page 17 Oregon English Language Proficiency Standards WRITING GRADE KINDERGARTEN WRITING STRATEGIES 2. CCG (K-12): Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest (1996 “Convey clear, focused main ideas…”); organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs (1996 “Structure information in clear sequence…”); and use precise words and fluent sentence structures that support meaning (1996 “Sentence Structure”). Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient s
r Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts o t minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Foundations p i
r of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including c s familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e D
sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate l
e patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using v e stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, L
y responses while in later and simple sentences, more detail using newly compound and complex varied grammatical c
n stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, e i
c responses are expected. and predicate. Students experiment and form participate using more use conventions for i f Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal o r words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you P may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Writing represents Writing shows more fine Writes letters. Writes in a consistent Uses letter strings and Write by moving from left controlled scribbling. motor control; includes direction. symbols. Writes moving to right and from top to circular scribbling. from left to right. bottom. 2 Writing represents Writing shows more fine Copies letters from Copies uppercase and Writes most uppercase Independently write many controlled scribbling. motor control. Writing environmental print. lowercase letters with and lowercase letters uppercase and lowercase includes circular assistance from independently. letters. scribbling. environmental print. 3 Recognizes name in Selects own name from a Copies or traces own Attempts to write name, Writes first name using Write first name, first isolation. group of three. name. may have reversals and capitals and lowercase names of friends, and spelling errors. letters. Attempts friends’ begin learning to write names using capital and own last name, using lower case letters. capital and lower case letters.
Page 18 Oregon English Language Proficiency Standards WRITING GRADE KINDERGARTEN WRITING STRATEGIES (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 4 Writes with controlled Writes using mostly Traces and/or copies Attempts to write upper Writes dictated letters Write most letters and scribbling moving from left capital letters. capital and lower case and lower case letters and words with 75% some words when they to right. letters from independently. accuracy. are dictated. environmental print. 5 Listens and observes others Writes letters to represent Writes beginning letter Uses accurate letters to Writes some consonant- Write some consonant- speaking and writing. words. Makes print to to represent beginning convey beginning and vowel- consonant words vowel-consonant words speech connection. sound of word. final sounds. by using beginning such as man, cat, and sound and ending sound. run (demonstrating the alphabetic principle). 6 Uses pictures to convey Writes random letters to Writes letter strings or Uses increasingly accurate Attempts words and Write (unconventionally) ideas. label pictures. copies environmental letter strings to convey phrases that are familiar to express own meaning. print to label pictures. message. in writing (e.g., “I love Attempts to read own you.”). writing.
7 Copies very short stories, Copies/repeats simple Repeats simple stories, Retells familiar stories Dictates story from Produce or dictate poems and songs. stories, poems and songs poems, and songs from memory. personal experience with writing that with group. independently. some language errors. approximates natural or story language.
Page 19 Oregon English Language Proficiency Standards WRITING GRADE KINDERGARTEN CONVENTIONS 3. CCG (K-12): Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas (similar to 1996 “Use correct spelling, grammar, punctuation, capitalization….”). Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient s
r Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language o t minimal comprehension of increased comprehension of comprehension of general consistent comprehension general and implied Arts Foundations p i
r general meaning; gain general meaning and some meaning and increased of general meaning and meaning, including c s familiarity with the specific meaning. They use comprehension of specific good understanding of idiomatic and figurative e D
sounds, rhythms and routine expressions meaning. They respond in implied meaning. They language. Students initiate l
e patterns of English. Early independently and respond more complex sentences sustain conversation, and negotiate using v e stages show no verbal using phrases and simple with more detail using respond with detail in appropriate discourse, L
y responses while in later sentences, which include a newly acquired vocabulary compound and complex varied grammatical c
n stages one or two word subject and predicate. to experiment and form sentences, actively structures and vocabulary, e i
c responses are expected. Students show basic errors messages. (The brown bear participate using more use conventions for formal i f Students respond in single in speech. (The bear is lived with his family in the extensive vocabulary, use and informal language. o r words and phrases, which brown. He is eating.) forest.) standard grammar with (Would you like me to P may include subject or a few random errors. (Can bring pictures of the bear predicate. Many speech bears live in the forest if that I saw last summer?) errors are observed. (bear, they find food there?) brown) 1 Listens and observes Writes appropriate letter Represents words by Writes words using Writes simple words Use phonemic others writing letters when hearing the sound of beginning and/or ending invented spelling. The correctly. awareness and letter associated with sounds. the letter. sounds. writer approximates the knowledge to spell correct spelling. independently.
2 Listens and observes Writes letters or symbols to Understands that words are Writes by using initial Spells correctly familiar Spell some others speaking and represent words. made of letters and sounds. and/or ending consonants. consonant-vowel- conventionally- writing. Uses random letters to consonant words. spelled consonant- convey words. vowel-consonant words. Handwriting 1 Includes circular Traces copies or attempts to Traces and copies upper and Writes name with correct Copies text from board Write uppercase and scribbling as fine motor draw independently the lowercase letters. upper and lowercase using approximately the lowercase letters of skills develop. basic shapes. letters, closely correct shape and the alphabet approximating correct placement of upper and independently, shape and placement of lowercase letters. closely letters. approximating the correct shape and placement of the letters.
Page 20 Oregon English Language Proficiency Standards WRITING GRADE KINDERGARTEN WRITING APPLICATIONS 4. CCG (K-12): Write narrative, expository, and persuasive texts, using a variety of written forms (e.g., journals, essays, short stories, poems, research reports, research papers, business and technical writing) to express ideas appropriate to audience and purpose across the subject areas (1996 Modes/Forms). Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient s
r Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts o t minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Foundations p i
r of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including c s familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e D
sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate l
e patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using v e stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, L
y responses while in later and simple sentences, more detail using newly compound and complex varied grammatical c
n stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, e i
c responses are expected. and predicate. Students experiment and form participate using more use conventions for i f Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal o r words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you P may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Listens and observes Draws a simple picture Draws a scene, character Draws pictures in Draws a picture and Write (unconventionally) others speaking and like a stick person or a or event from a read- sequence of beginning, dictates a sentence telling brief stories that use drawing. house. aloud in class. middle and end, with about the picture. drawings to support simple words and labels. meaning and that label objects and places.
Expository Writing 1 Listens and observes Participates in language Sequences cards that Draws a picture or selects Draws a sequence to show Write (unconventionally) others speaking and experience activities by explain before/after or a a photo and dictates a or explain an idea or event simple messages or drawing. drawing, matching, acting process (e.g., bird, nest, descriptive word or and labels with simple directions for a specific out or using photographs. egg, and baby bird). sentence. words or sentences. reason—or for a specific person or specific people.
Page 21 Oregon English Language Proficiency Standards READING GRADE 1 WORD ANALYSIS AND FLUENCY 1. CCG (K-12): Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas (similar to 1996 “Recognize, pronounce…words in text by using phonics”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension of increased comprehension comprehension of general consistent comprehension general and implied Foundations s
e general meaning; gain of general meaning and meaning and increased of general meaning and meaning, including D
l familiarity with the some specific meaning. comprehension of specific good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine meaning. They respond in implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently more complex sentences sustain conversation, and negotiate using
y stages show no verbal and respond using phrases with more detail using respond with detail in appropriate discourse, c
n responses while in later and simple sentences, newly acquired vocabulary compound and complex varied grammatical e i c
i stages one or two word which include a subject to experiment and form sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students messages. (The brown participate using more use conventions for formal r
P Students respond in single show basic errors in bear lived with his family extensive vocabulary, use and informal language. words and phrases, which speech. (The bear is in the forest.) standard grammar with (Would you like me to may include subject or a brown. He is eating.) few random errors. (Can bring pictures of the bear predicate. Many speech bears live in the forest if that I saw last summer?) errors are observed. (bear, they find food there?) brown) 1 Recites alphabet through Recognizes letters of Names all letters, capital Recognizes that groups of Recognizes that groups of Identify letters, words, songs, chants, and rhymes. alphabet by pointing and lower case, when letters make words. words make sentences. and sentences. and/or matching capital presented with letters or and lower case letters. pictures. 2 Recognizes own name in Recognizes environmental Recognizes familiar names Tracks printed words in Matches oral words to Match oral words to print. print. of objects and people with simple phrases and printed words with and printed words. pictures, or visual aid. sentences with and without without pictures. pictures. 3 Forms capital letters using Identifies capital letters at Identifies capital letters at Identifies capital letters at Recognizes that sentences Recognize that body gestures. the beginning of sentences beginning of sentences, the beginning of start with capital letters sentences start with and periods using gestures. periods, and question sentences, periods, and end with punctuation capital letters and end marks. question marks, and (e.g., periods, question with punctuation such as exclamation points. marks and exclamation periods, question marks, points). and exclamation points.
Page 22 Oregon English Language Proficiency Standards READING GRADE 1 WORD ANALYSIS AND FLUENCY (cont.) Phonemic Awareness Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 1 Matches rhyming pictures. Verbally matches rhyming States another word that States a series of rhyming Creates and states a series Create and state a series pictures. rhymes with a given word words for a given word of rhyming words. of rhyming words with visual aid. prompt with or without a including consonant visual aid. blends (e.g., flat, slat).
2 Distinguishes initial Distinguishes orally the Distinguishes orally the Distinguishes orally Listens and distinguishes Listen and distinguish sounds of words using initial sounds of single final sounds in single between initial sounds and initial, medial, and final initial, medial, and final gestures with visual and syllable words with syllable words. final sounds in single sounds in single syllable sounds in single-syllable auditory prompts. prompts. syllable words. words. words. 3 Recognizes short vowel Sorts short consonant- Recognizes long vowel Sorts long vowel words Begins to listen and Listen and distinguish sound. vowel-consonant (CVC) sounds. into vowel sound groups distinguishes long and long and short vowel words into vowel sound with and without visual short vowel sounds in sounds in stated single- groups using picture prompts. stated single syllable syllable words (e.g., prompts. words. bit/bite). 4 Listens and counts the Listens and counts the Listens and counts the Listens and counts the Listens and counts the Listen and count the number of syllables in a number of syllables in a number of sounds in number of sounds in number of syllables in a number of sounds in a word by clapping with word by clapping and/or vowel-consonant (VC) and consonant-vowel- word. syllable; count the teachers guidance. other gestures. consonant-vowel (CV) consonant (CVC) words. number of syllables in a words. word. 5 Points to picture words Blends orally two spoken Blends orally two spoken Blends orally three spoken Blends orally two to four Orally blend two to four that are orally blended by phonemes into phonemes into phonemes into spoken phonemes into spoken phonemes teacher. recognizable words with recognizable words with recognizable words with recognizable words with (sounds) into teacher’s support. prompts. prompts. prompts. recognizable words (e.g., /c/a/t/ = cat; /f/l/a/t/ = flat). 6 Identifies pictures with a Distinguishes orally the Recognizes orally and Distinguishes between Segments orally single Orally segment single given initial sound through initial sounds of single produces components of initial and final sounds in syllable spoken words into syllable spoken words gestures. syllable words with single syllable words. single syllable words. their components. into their components prompts. (e.g., cat = /c/a/t; splat = /s/p/l/a/t; rich = /r/i/ch. 7 None available. Adds target sounds to Adds and deletes target Adds, deletes and changes Adds, deletes, or changes Add, delete, or change change words. sounds to change words sounds to change words target sounds to change target sounds to change P + an = pan, with teacher with teacher support. with teacher support. words independently. words (e.g., change cow support. to how; pan to an).
Page 23 Oregon English Language Proficiency Standards READING GRADE 1 WORD ANALYSIS AND FLUENCY (cont.) Decoding and Word Recognition Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 1 Identifies and matches Generates all single Blends consonant-vowel- Generates the sounds of Generates the sounds of Generate the sounds from printed letters to sounds consonants, long and short consonant (CVC) words. consonant blends and long vowel patterns and all the letters and letter presented by teacher. vowel sounds. blends into recognizable blends into recognizable patterns, including words. words. consonant blends and long- and short-vowel patterns, and blend those sounds into recognizable words. 2 Demonstrates orally letter- Uses letter-sound Uses letter-sound Uses letter-sound Uses letter-sound Use letter-sound sound correspondence. correspondence correspondence correspondence correspondence correspondence knowledge to sound out knowledge to sound out knowledge to sound out knowledge to sound out knowledge to sound out simple short known known words. unknown words. May simple short unknown unknown words. words. include use of visual words. May include use of prompts. visual prompts. 3 Identifies letter-sounds in Identifies r-controlled Reads r-controlled letter- Reads simple known r- Uses knowledge of vowel Use knowledge of vowel picture words. letter-sounds and vowel sounds in simple words. controlled and vowel digraphs and r-controlled digraphs and r-controlled digraphs in picture words. digraph words. letter-sound associations letter-sound associations to read words. to read words (e.g., ea in beat, and ea in ear). 4 Uses picture clues to form Uses picture clues to read Recognizes and identifies Manipulates words to Reads compound words Read compound words compound words. simple compound words. the base words of simple form contractions and and contractions. and contractions. contractions. compound words. 5 Matches picture to root Reads a simple root word. Reads a simple root word Reads simple root words Reads simple root words Read inflectional forms word. with inflectional endings with inflectional endings with inflectional forms (e.g., -s, -ed, -ing) and (e.g., -s) using visual (e.g., -s, -ed) using visual (e.g., -s, -es, -ed, -ing). root words (e.g., look, prompts. prompts. looked, looking). 6 Sorts words by word Sorts and reads Sorts and reads common Reads a familiar word Reads an unfamiliar word Read common word patterns using visual consonant-vowel- long vowel pattern words with common word with common word patterns (e.g., -ite, -ate in prompts. consonant (CVC) word using visual prompts. patterns. patterns. words such as gate, late, patterns (e.g., cat, hat, bit, kite, and bite). sit) using visual prompts.
Page 24 Oregon English Language Proficiency Standards READING GRADE 1 WORD ANALYSIS AND FLUENCY (cont.) Decoding and Word Recognition (cont) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 7 Recites familiar regular Recites familiar irregular Reads familiar irregular Reads related irregular Reads a common irregular Read common irregular sight words. sight words. sight words (e.g., the, sight words (e.g., could, sight word with some sight words accurately and have, of). would, should). accuracy. fluently (e.g., the, have, said, come, give, of). 8 Recites familiar rhymes, Reads word by word. Reads by phrases. Reads with expression Reads naturally with some Read aloud grade-level poems, chants and songs. and understands comprehension. text with accuracy and significance of question comprehension in a mark. manner that sounds like natural speech, using cues of punctuation to assist. 9 Choral reads unpracticed Reads aloud-unpracticed Reads aloud-unpracticed Reads aloud-unpracticed Reads aloud-unpracticed By the end of the first grade level material. grade level text at a target grade level text at a target grade level text at a target grade level text at a target grade, read aloud- rate of 5 to 20 words per rate of 10 to 30 words per rate of 20 to 40 words per rate of 30 to 50 words per unpracticed grade-level minute. minute. minute. minute. text at a target rate of 40- 60 wcpm (words correct per minute). 10 Recites familiar rhymes, Choral reads familiar Choral reads unfamiliar Reads short familiar Reads grade level text Read or demonstrate poems, chants and songs. practiced text. unpracticed text. passages independently. independently most of the progress toward reading at time. an independent and instructional reading level appropriate to grade level.
Page 25 Oregon English Language Proficiency Standards READING GRADE 1 LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT 2. CCG (K-12): Listen to, read, and understand a wide variety of informational and narrative (story) text across the subject areas at school and on own, applying comprehension strategies as needed. s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Foundations s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using
y stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n responses while in later and simple sentences, more detail using newly compound and complex varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Listens to familiar stories Chorally reads familiar Listens to, reads, and Listens to, reads grade Listens to, reads, and Listen to, read, and or text. stories, text or poetry. understands narrative, level texts, children’s understands a wide understand a wide variety informational text using newspapers, children’s variety of grade level of grade-level picture clues and or visual magazines. informational and or informational and organizers. narrative text. narrative (story) text including children’s magazines and newspapers, dictionaries, other reference materials, online information, classic and contemporary literature, and poetry.
Page 26 Oregon English Language Proficiency Standards READING GRADE 1 LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Demonstrates literal Using picture cues retells Responds to inferential Responds to literal and Demonstrates literal and Demonstrate literal and listening comprehension or answers questions about questions about a familiar inferential questions of inferential listening inferential listening by sequencing pictures of stories using single words/ story with short phrases simple unfamiliar text comprehension of comprehension of more story (e.g., beginning, phrases. and sentences. using more complex unfamiliar text through complex text through middle and end). sentence structure. discussions. discussions.
3 Uses pictures to preview Uses pictures to monitor Uses visual cues to self- Uses context clues to self- Self-corrects when using Monitor own reading story and/or attach understanding during correct with teacher correct. Uses context clues phonics, word meaning and self-correct when an meaning to print. shared reading. support. to self-correct with teacher and visual cues with incorrectly identified support. teacher support. word does not fit with cues provided by the letters in the word or the context surrounding the word. 4 Uses story pictures to Identifies words and Identifies words and Identifies difficulties Notices difficulties in Notice when difficulties identify difficulties of phrases not understood in phrases not understood in encountered in short understanding longer are encountered in understanding through short familiar passage of longer familiar passages of unfamiliar text. unfamiliar text. understanding text. gestures. Uses gestures text. text. (hand raising, pointing) when difficulties are encountered in understanding text.
Page 27 Oregon English Language Proficiency Standards READING GRADE 1 VOCABULARY 3. CCG (K-12): Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge or word origins, word relationships, and context clues; verify the meaning of news words; and use those new words accurately across the subject areas (similar to 1996 “…know the meaning of words in text by using...language structure, contextual clues, and visual clues”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension comprehension of general consistent general and implied Foundations s
e of general meaning; gain of general meaning and meaning and increased comprehension of meaning, including D
l familiarity with the some specific meaning. comprehension of specific general meaning and idiomatic and figurative e
v sounds, rhythms and They use routine meaning. They respond in good understanding of language. Students initiate e
L patterns of English. Early expressions independently more complex sentences implied meaning. They and negotiate using
y stages show no verbal and respond using phrases with more detail using sustain conversation, appropriate discourse, c
n responses while in later and simple sentences, newly acquired vocabulary respond with detail in varied grammatical e i c
i stages one or two word which include a subject to experiment and form compound and complex structures and vocabulary, f
o responses are expected. and predicate. Students messages. (The brown sentences, actively use conventions for formal r
P Students respond in show basic errors in bear lived with his family participate using more and informal language. single words and phrases, speech. (The bear is in the forest.) extensive vocabulary, use (Would you like me to which may include brown. He is eating.) standard grammar with bring pictures of the bear subject or a predicate. few random errors. (Can that I saw last summer?) Many speech errors are bears live in the forest if observed. (bear, brown) they find food there?) 1 Choral reads stories and Understands and learns Understands, learns, and Uses knowledge of Understands and uses new Understand, learn, and informational text. vocabulary through uses new vocabulary of language structure, and vocabulary that is taught use new vocabulary that graphs, charts, diagrams familiar text through visual context clues to learn through clues. Orally reads is introduced and taught and pictures. cues. new vocabulary. stories and informational directly through orally- text. read stories and informational text as well as student-read stories and informational text.
Page 28 Oregon English Language Proficiency Standards READING GRADE 1 VOCABULARY (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Develops vocabulary by Develops vocabulary by Develops vocabulary by Develops vocabulary by Develops vocabulary by Develop vocabulary by listening to familiar listening to simple familiar listening and discussing listening and discussing listening and discussing listening and discussing literary text and text and discussing simple or modified text simple or modified short short conceptually both familiar and demonstrates by familiar words and phrases using short phrases or conceptually text using challenging selections in conceptually challenging drawings or actions with with teacher support. sentences with teacher more complex phrases small-guided groups. selections read aloud. teacher support. support. and sentences with teacher support. 3 Sorts pictures by concrete Sorts words with pictures Classifies words in simple Classifies words by Classifies categories of Classify categories of classifications (e.g., by concrete classifications semantic categories (e.g., inflectional endings (e.g., simple words (e.g., colors, words (e.g., concrete foods, animals, toys). (e.g., foods, animals). plural/singular). -s, -es, -ed, -ing). numbers, shapes, animals). collections of animals, foods, toys).
4 None available None available None available Uses prior knowledge to Looks for known words Use context to understand understand word meaning and picture clues to word and sentence and sentence meaning determine meaning. meanings. from non-print features, illustrations, graphs, and maps.
Page 29 Oregon English Language Proficiency Standards READING GRADE 1 READ TO PERFORM A TASK 4. CCG (K-12): Find, understand, and use specific information in a variety of texts across the subject areas to perform a task (similar to 1996 “Locate information”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension comprehension of general consistent comprehension general and implied Foundations s
e of general meaning; gain of general meaning and meaning and increased of general meaning and meaning, including D
l familiarity with the some specific meaning. comprehension of specific good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine meaning. They respond in implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently more complex sentences sustain conversation, and negotiate using
y stages show no verbal and respond using phrases with more detail using respond with detail in appropriate discourse, c
n responses while in later and simple sentences, newly acquired vocabulary compound and complex varied grammatical e i c
i stages one or two word which include a subject to experiment and form sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students messages. (The brown participate using more use conventions for formal r
P Students respond in show basic errors in bear lived with his family extensive vocabulary, use and informal language. single words and phrases, speech. (The bear is in the forest.) standard grammar with (Would you like me to which may include brown. He is eating.) few random errors. (Can bring pictures of the bear subject or a predicate. bears live in the forest if that I saw last summer?) Many speech errors are they find food there?) observed. (bear, brown) 1 Recognizes Reads one word signs or Reads familiar one and two Reads directions, signs Reads familiar written Read written directions, environmental print (e.g., directions with picture word directions and signs. and captions. directions, signs, captions, signs, captions, warning McDonald’s) signs, high clues. and informational books. labels, and informational interest words. books.
2 Locates title on the front Locates title and author on Locates title, author, and Locates table of contents Locates the title, name of Locate the title, name of cover by pointing. front cover of familiar illustrator on cover using in familiar books with author, name of illustrator, author, name of books using gestures. familiar books. teacher support. and table of contents. illustrator, and table of contents.
3 Alphabetizes three Alphabetizes three words Alphabetizes groups of up Alphabetizes groups of Alphabetizes a list of Alphabetize a list of pictures by beginning by first letter with teacher to five words by first letter up to five words with words independently. words by the first letter. letter sounds with teacher support. with teacher support. teacher support. support.
Page 30 Oregon English Language Proficiency Standards READING GRADE 1 READ TO PERFORM A TASK (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 4 Reads picture direction Reads and understands Reads and understands Reads and understands Reads and understands Read and understand (ex. arrow). one word direction with simple one word simple two or three word simple one-step written simple one-step written pictures. directions. directions with pictures. instructions. instructions.
5 Obtains information from Obtains information from Uses simple picture graph Uses symbols from graphs Obtains information using Obtain information from drawings, photos and drawings, photos and to obtain information. and maps to obtain graphs, charts, diagrams print illustrations. pictures. pictures. information. and maps.
6 Listens to examples of Identifies features of Identifies features of Sorts examples of Sorts examples of Identify text that uses narrative and narrative text with teacher informational text with informational and informational and sequence or other logical informational text. support. teacher support. narrative text. narrative text. order (e.g., explain how informational text is different from a story).
Page 31 Oregon English Language Proficiency Standards READING GRADE 1 INFORMATIONAL TEXT: DEMONSTRATE GENERAL UNDERSTANDING 5. CCG (K-12): Demonstrate general understanding of grade-level informational text across the subject areas (similar to 1996 “Demonstrate literal comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension of increased comprehension comprehension of general consistent comprehension general and implied Foundations s
e general meaning; gain of general meaning and meaning and increased of general meaning and meaning, including D
l familiarity with the some specific meaning. comprehension of specific good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine meaning. They respond in implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently more complex sentences sustain conversation, and negotiate using
y stages show no verbal and respond using phrases with more detail using respond with detail in appropriate discourse, c
n responses while in later and simple sentences, newly acquired vocabulary compound and complex varied grammatical e i c
i stages one or two word which include a subject to experiment and form sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students messages. (The brown participate using more use conventions for formal r
P Students respond in single show basic errors in bear lived with his family extensive vocabulary, use and informal language. words and phrases, which speech. (The bear is in the forest.) standard grammar with (Would you like me to may include subject or a brown. He is eating.) few random errors. (Can bring pictures of the bear predicate. Many speech bears live in the forest if that I saw last summer?) errors are observed. (bear, they find food there?) brown) 1 Draws pictures or uses Uses single words or short Demonstrates new Recalls facts from Describes new information Describe new gestures to convey phrases and pictures to knowledge from simple informational text with gained from text in own information gained from message. convey message with known text using short teacher support. words. text in own words. teacher support. phrases or sentences and illustrations with teacher support.
2 Draws picture to show Draws pictures and labels Answers simple oral or Answers simple written Answers simple written Answer simple written understanding of simple to show understanding of written comprehension comprehension questions comprehension questions. comprehension oral comprehension simple oral comprehension questions with teacher using phrases, sentences, questions based on questions (e.g., character, questions (e.g., character, support. and/or visual organizers material read. setting) with teacher setting). with teacher support. support.
Page 32 Oregon English Language Proficiency Standards READING GRADE 1 INFORMATIONAL TEXT: DEVELOP AN INTERPRETATION 6. CCG (K-12): Develop an interpretation of grade-level informational text across the subject areas (similar to 1996 “Demonstrate inferential comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Foundations s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. They implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently respond in more complex sustain conversation, and negotiate using
y stages show no verbal and respond using phrases sentences with more detail respond with detail in appropriate discourse, c
n responses while in later and simple sentences, using newly acquired compound and complex varied grammatical e i c
i stages one or two word which include a subject vocabulary to experiment sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students and form messages. (The participate using more use conventions for r
P Students respond in single show basic errors in brown bear lived with his extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is family in the forest.) standard grammar with language. (Would you may include subject or a brown. He is eating.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. (bear, they find food there?) summer?) brown) 1 Listens to a variety of Uses pictures or drawings Expresses prior Connects prior knowledge Makes connections and Make connections and informational text. to express prior knowledge through to text with teacher discusses prior knowledge discuss prior knowledge knowledge of topic. language, experience, and support. of topics in informational of topics in informational activities. text. texts 2 Shows “what if” changes Answers how, why, and Answers how, why, and Discusses how, why, and Discusses how, why, and Discuss how, why, and to informational topics what if questions with one what if questions with what if questions on what if questions on new what-if questions in through pictures, gestures, or two words and/or short phrases or sentences known topics with teacher topics with teacher sharing informational and actions with teacher nonverbal responses with on known topic with support. support. texts. support. teacher support. teacher support.
Page 33 Oregon English Language Proficiency Standards LITERATURE GRADE 1 LISTEN TO AND READ LITERARY TEXT 7. CCG (K-12): Listen to text and read text to make connections and respond to a wide variety of literature of varying complexity. s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Foundations s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. They implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently respond in more complex sustain conversation, and negotiate using
y stages show no verbal and respond using phrases sentences with more detail respond with detail in appropriate discourse, c
n responses while in later and simple sentences, using newly acquired compound and complex varied grammatical e i c
i stages one or two word which include a subject vocabulary to experiment sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students and form messages. (The participate using more use conventions for r
P Students respond in single show basic errors in brown bear lived with his extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is family in the forest.) standard grammar with language. (Would you may include subject or a brown. He is eating.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. (bear, they find food there?) summer?) brown) 1 Listens to simple stories Listens to, reads, and Listens to, reads, and Listens to, reads, makes Reads, discusses, Listen to text and read text from a variety of responds to a variety of responds to a variety of connections between text, connects, and responds to to make connections and informational and children’s literature using children’s literature using and responds to a variety a wide variety of respond to a wide variety narrative text. key words or phrases with simple phrases and of children’s literature children’s literature from of significant works of teacher support. sentences with teacher using more complex a variety of cultures and children’s literature— support. phrases and sentences time periods with teacher including poetry, fiction, with teacher support. support. non-fiction, and drama— from a variety of cultures and time periods. 2 Demonstrates Demonstrates Demonstrates Demonstrates Demonstrates Demonstrate literal and comprehension through comprehension through comprehension of simple understanding through comprehension of more inferential listening pictures, drawings, and pictures, and single word literary text through simple guided discussions. complex literature through comprehension of more gestures. answers. simple phrases, sentences, discussions. complex literary text and visual organizers. through discussions.
Page 34 Oregon English Language Proficiency Standards LITERATURE GRADE 1 LITERARY TEXT: DEMONSTRATE GENERAL UNDERSTANDING 8. CCG (K-12): Demonstrate general understanding of grade-level literary text (similar to 1996 “Demonstrate literal comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Foundations s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. They implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently respond in more complex sustain conversation, and negotiate using
y stages show no verbal and respond using phrases sentences with more detail respond with detail in appropriate discourse, c
n responses while in later and simple sentences, using newly acquired compound and complex varied grammatical e i c
i stages one or two word which include a subject vocabulary to experiment sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students and form messages. (The participate using more use conventions for r
P Students respond in single show basic errors in brown bear lived with his extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is family in the forest.) standard grammar with language. (Would you may include subject or a brown. He is eating.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. (bear, they find food there?) summer?) brown) 1 Draws an illustration that Identifies favorite books, Identifies orally favorite Recognizes the role of Describes the roles of Describe the roles of corresponds with a author, and illustrator books, author and author and illustrator with authors and illustrators. authors and illustrators. familiar story. through pictures. illustrator. teacher support.
2 Draws a picture of Draws and labels favorite Retells favorite story Talks and writes about Recollects, talks, and Recollect, talk, and write favorite book. parts of a book. through drawings and/ or books with teacher writes about familiar about books read during actions. support. books. the school year. 3 Retells main events of Retells main events of Retells beginning, middle, Recalls story facts and Sequences and identifies Retell the main events of story with pictures with story with labels and and end of story using details using more specific events within the the story describing the teacher support. pictures with teacher short phrases and complex phrases and text. beginning, the middle, and support. sentences with teacher sentences with teacher the end. support. support. 4 Sequences beginning, Sequences beginning, Sequences beginning, Sequences beginning, Sequences the events in Sequence the events in the middle and ending of middle and ending of middle and ending of middle and ending of a the story. story. story through pictures or story through pictures or story through pictures and story through pictures and acting out. acting out. labels. labels.
Page 35 Oregon English Language Proficiency Standards LITERATURE GRADE 1 LITERARY TEXT: DEVELOP AN INTERPRETATION 9. CCG (K-12): Develop an interpretation of grade-level literary text (similar to 1996 “Analyze the author’s ideas…and make supported interpretations of the selection”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Foundations s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. They implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently respond in more complex sustain conversation, and negotiate using
y stages show no verbal and respond using phrases sentences with more detail respond with detail in appropriate discourse, c
n responses while in later and simple sentences, using newly acquired compound and complex varied grammatical e i c
i stages one or two word which include a subject vocabulary to experiment sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students and form messages. (The participate using more use conventions for r
P Students respond in single show basic errors in brown bear lived with his extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is family in the forest.) standard grammar with language. (Would you may include subject or a brown. He is eating.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. (bear, they find food there?) summer?) brown) 1 Uses pictures or drawings Relates prior knowledge Relates prior knowledge Relates prior knowledge Relates prior knowledge Relate prior knowledge to to relate prior knowledge of story through pictures, to the story using webs to the story with teacher to the story through the story. to story. labels, and language and other graphic support. discussions and/or written experience activities with organizers with teacher response. teacher support. support. 2 Predicts what will happen Predicts simple future Predicts simple future Predicts and justifies what Predicts and justifies what Predict and justify what next in a story by using outcomes or actions outcomes using text and will happen next in the will happen next through will happen next in pictures, drawings, or through pictures and illustrations with teacher stories through simple small or large group stories. gestures with teacher labels with teacher support. guided discussion. discussions. support. support. 3 Sequences beginning, Sequences beginning, Sequences main events of Sequences main events of Sequences events and Sequence the events in the middle and end of story middle, and end of story a story through graphic a story using more supporting details. story. through pictures or acting through pictures and organizers. complex phrases and out. labels. sentences.
Page 36 Oregon English Language Proficiency Standards LITERATURE GRADE 1 LITERARY TEXT: EXAMINE CONTENT AND STRUCTURE 10. CCG (K-12): Examine content and structure of grade-level literary text (similar to 1996 “Evaluate how the form of a literary work and the use of literary devices contribute to the work’s message and impact”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Foundations s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. They implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently respond in more complex sustain conversation, and negotiate using
y stages show no verbal and respond using phrases sentences with more detail respond with detail in appropriate discourse, c
n responses while in later and simple sentences, using newly acquired compound and complex varied grammatical e i c
i stages one or two word which include a subject vocabulary to experiment sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students and form messages. (The participate using more use conventions for r
P Students respond in single show basic errors in brown bear lived with his extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is family in the forest.) standard grammar with language. (Would you may include subject or a brown. He is eating.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. (bear, they find food there?) summer?) brown) 1 Draws realistic and Sorts realistic and fantasy Distinguishes between Uses graphic organizers to Distinguishes fantasy Distinguish fantasy from fantasy pictures. pictures with teacher fact and fantasy by using compare and contrast from realistic text with realistic text. support. visual clues (i.e., photos, realistic text and fantasy teacher support. graphs, and charts). Sorts (e.g., Venn diagrams). and classifies familiar Sorts and classifies literature as fantasy or familiar literature as realistic text with teacher fantasy or realistic text. support.
Page 37 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 1 SPEAKING 1. CCG (K-12): Communicate supported ideas across the subject areas, using oral, visual, written, and multi-media forms in ways appropriate to topic, context, audience, and purpose (1996 Ideas and Content); organize oral, visual, written, and multi-media presentations in clear sequence, making connections and transitions among ideas and elements (1996 Organization); and use language appropriate to topic, context, audience, and purpose (1996 Language). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension of increased comprehension comprehension of general consistent comprehension general and implied Foundations s
e general meaning; gain of general meaning and meaning and increased of general meaning and meaning, including D
l familiarity with the some specific meaning. comprehension of specific good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine meaning. They respond in implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently more complex sentences sustain conversation, and negotiate using
y stages show no verbal and respond using phrases with more detail using respond with detail in appropriate discourse, c
n responses while in later and simple sentences, newly acquired vocabulary compound and complex varied grammatical e i c
i stages one or two word which include a subject to experiment and form sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students messages. (The brown participate using more use conventions for formal r
P Students respond in single show basic errors in bear lived with his family extensive vocabulary, use and informal language. words and phrases, which speech. (The bear is in the forest.) standard grammar with (Would you like me to may include subject or a brown. He is eating.) few random errors. (Can bring pictures of the bear predicate. Many speech bears live in the forest if that I saw last summer?) errors are observed. (bear, they find food there?) brown) 1 Gesturing to pictures. Identifies verbally Recites simple familiar Recites a familiar story Recites a familiar story, Recite poems, rhymes, Identifies rhyming words rhyming picture pairs. rhymes, chants, and/or with picture prompts. poem, rhyme, or song songs, and stories. with picture prompts using songs. without prompts. gestures or nonverbal communication.
2 Responds to topic through Responds with single Responds to questions Stays on topic when Begins to stay on topic Stay on topic when gestures, drawings, and words or phrases about about topic with visual speaking with prompting, when speaking without speaking. actions. topic. organizers. visual or oral. prompts.
Page 38 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 1 SPEAKING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Identifies who, what, Responds with single Responds with short Retells familiar story using Retells stories using basic Retell stories using where questions about words or phrases about phrases or sentences using questions, visual or story grammar and relating basic story grammar familiar stories, using story. visual organizers to gestures by answering the sequence of story and relating the nonverbal response. sequence story. who, what, when, where, events by answering who, sequence of story why, and how. what, when, why, and how events by answering questions. who, what, when, where, why, and how questions. 4 None Available. Demonstrates an important Responds with single Responds to questions Responds to questions Relate an important life event or personal words or phrases about an about personal life about life experiences life event or personal experience using gestures, important life event or experiences by using short using more complex experience in a simple drawings, or actions. personal experience. phrases or sentences. phrases and sentences. sequence.
5 Acts out descriptive words Uses simple descriptive Responds to questions Uses more complex Begins to use descriptive With guidance, use for people, places, things, words to describe common about people, places, phrases and sentences to words when speaking descriptive words and events with teacher or familiar people, places, things, and events using describe people, places, about people, places, when speaking about support. things, and events, with short descriptive phrases things, and events, with things, and events, with people, places, things, teacher support and visual or sentences using visual teacher support. teacher support and and events. organizers. organizers, with teacher prompting. support.
Page 39 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 1 SPEAKING 2. CCG (K-12): Demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other nonverbal techniques (1996 Delivery). TESOL: 1 and 2 s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Foundations s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using
y stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n responses while in later and simple sentences, more detail using newly compound and complex varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Speaks a few words or Makes oneself understood Makes oneself understood Makes oneself understood Demonstrates an Speak clearly. sentences by using some when speaking, but may when speaking by using when speaking by using understanding of English phonemes and have some inconsistent consistent standard consistent standard idiomatic expressions rudimentary English use of standard English English grammatical English grammatical (e.g., “Give me a hand”) grammatical forms (e.g., grammatical forms and forms and sounds; forms, sounds, intonation, by responding to such single words or phrases). sounds (e.g., plurals, however, some rules may pitch, and modulation, but expressions and using simple past tense, not be followed (e.g., may make random errors. them appropriately. pronouns such as he or third-person singular, she). male and female pronouns). 2 Looks at listeners. Looks at listeners. Looks at listeners. Looks at listeners. Looks at listeners. Look at listeners.
Page 40 Oregon English Language Proficiency Standards WRITING GRADE 1 PLANNING, EVALUATION, AND REVISION 1. CCG (K-12): Pre-write, draft, revise, edit, and publish across the subject areas. s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Foundations s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. They implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently respond in more complex sustain conversation, and negotiate using
y stages show no verbal and respond using phrases sentences with more detail respond with detail in appropriate discourse, c
n responses while in later and simple sentences, using newly acquired compound and complex varied grammatical e i c
i stages one or two word which include a subject vocabulary to experiment sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students and form messages. (The participate using more use conventions for r
P Students respond in single show basic errors in brown bear lived with his extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is family in the forest.) standard grammar with language. (Would you may include subject or a brown. He is eating.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. (bear, they find food there?) summer?) brown) 1 Listens to a story with Identifies and practices 1- Answers yes/no questions Creates a self-generated 1- Using visual cues student With guidance, discuss visual cues. The student 3 key vocabulary words from a story. 3 word statement (not retells story to peers or ideas and select a focus selects a focus using with assistance. grammatically correct). teacher using present and when writing. nonverbal response past tense. (painting/drawing).
2 Creates a storyboard by Adds 1-3 key words to a Responds to teacher Writes a 1-3 word Tells or rereads self- With assistance, compose drawing a series of storyboard. feedback in order to add statement for each picture generated story to teacher fairly readable first drafts pictures and sequencing detail and meaning to a (not grammatically or peers making using some parts of the them with teacher support. story. correct). corrections where needed. writing process such as planning, drafting, rereading for meaning, and some self-correction.
Page 41 Oregon English Language Proficiency Standards WRITING GRADE 1 WRITING 2. CCG (K-12): Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest (1996 “Convey clear, focused main ideas…”); organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs (1996 “Structure information in clear sequence…”); and use precise words and fluent sentence structures that support meaning (1996 “Sentence Structure”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Foundations s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. They implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently respond in more complex sustain conversation, and negotiate using
y stages show no verbal and respond using phrases sentences with more detail respond with detail in appropriate discourse, c
n responses while in later and simple sentences, using newly acquired compound and complex varied grammatical e i c
i stages one or two word which include a subject vocabulary to experiment sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students and form messages. (The participate using more use conventions for r
P Students respond in single show basic errors in brown bear lived with his extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is family in the forest.) standard grammar with language. (Would you may include subject or a brown. He is eating.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. (bear, they find food there?) summer?) brown) 1 Participates using visual Discusses focus and Generates 1-3 word Rereads self-generated Rereads self-generated With assistance, write for in class-generated model vocabulary with teacher sentences (not writing in order to writing to teacher or different purposes and to a to demonstrate writing support. grammatically correct), generate more details and peers, with teacher specific audience or purpose (style), with with teacher support further ideas, with teacher support. person. teacher support. student. support. 2 Participates in group Uses a graphic organizer Sequences self-generated Rereads self-generated Rereads self-generated Develop an idea with an activity where teacher and to delineate beginning, sentences to create story and begins to writing, clearly identifiable beginning, students discuss middle and end, with beginning, middle and identify beginning, middle identifying beginning, middle and end. beginning, middle and end teacher support. end. and end. middle and end. of story.
Page 42 Oregon English Language Proficiency Standards WRITING GRADE 1 WRITING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Listens and participates in Generates meaningful Underlines or identifies Adds descriptive words to Verbally shares self Use descriptive words group discussion, descriptive words with descriptive words that already created sentences generated descriptive when writing. narrations or stories where teacher support. have been added to with teacher support. words and begins to use descriptive words are teacher created sentences. descriptive words when generated and reinforced. writing. 4 Writes familiar or Writes phrases or simple Writes in simple Reads sentences to teacher Shares with teacher and Write in complete commonly used words or sentences. sentences. and/or peers. peers sentences to see if sentences and distinguish phrases. they make sense. whether simple sentences are incomplete or fail to make sense.
Page 43 Oregon English Language Proficiency Standards WRITING GRADE 1 WRITING CONVENTIONS 3. CCG (K-12): Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas (similar to 1996 “Use correct spelling, grammar, punctuation, capitalization….”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Foundations s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. They implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently respond in more complex sustain conversation, and negotiate using
y stages show no verbal and respond using phrases sentences with more detail respond with detail in appropriate discourse, c
n responses while in later and simple sentences, using newly acquired compound and complex varied grammatical e i c
i stages one or two word which include a subject vocabulary to experiment sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students and form messages. (The participate using more use conventions for r
P Students respond in single show basic errors in brown bear lived with his extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is family in the forest.) standard grammar with language. (Would you like may include subject or a brown. He is eating.) few random errors. (Can me to bring pictures of the predicate. Many speech bears live in the forest if bear that I saw last errors are observed. (bear, they find food there?) summer?) brown) 1 Underlines words in the Demonstrates limited Demonstrates consistent Demonstrates greater Attempts to combine short Spell correctly three- and sentence. knowledge of English knowledge of English knowledge of short vowel vowels and/or word four-letter short vowel alphabet (e.g., recognizes alphabet. Matches sounds, combines families and consonants. words (can, will). names of letters in own beginning and ending consonants with vowels to name) during face-to-face letters to picture. produce written interactions. phonemes. Demonstrates awareness of word families. 2 Participates in teacher- Demonstrates knowledge Demonstrates knowledge Combines consonants Begins to combine Use spelling/phonics- modeled spelling of most of the English of short vowel sounds. with vowels to produce consonants and short based knowledge to spell activities. alphabet. Matches written phonemes. vowels in word families to independently when beginning letter to picture Demonstrates awareness produce words. necessary. or object. of word families. 3 Participates in teacher- Demonstrates knowledge Consistently demonstrates Combines consonants and Combines consonants and Show spelling modeled spelling of the entire English knowledge of short vowel short vowels to write short vowels to write consciousness or corrections. alphabet. Matches sounds. small words. small words. sensitivity to conventional beginning and ending spelling. sounds to pictures.
Page 44 Oregon English Language Proficiency Standards WRITING GRADE 1 CONVENTIONS (cont.) Grammar Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 1 Discriminates between Uses orally singular and Uses orally singular and Uses written singular and Writes singular and plural Identify and correctly singular and plural nouns plural nouns. plural nouns. plural nouns. nouns with limited write singular and plural receptively. success. nouns (cat/cats). 2 Demonstrates knowledge Demonstrates knowledge Demonstrates knowledge Demonstrates knowledge of Demonstrates knowledge Identify and correctly of English pronouns. (I, of the difference between of the difference between the difference between he of the difference between write simple possessive you, he, she, we, they) I and my. my and mine. and his. she and her/hers. pronouns (my/mine, his/hers). Punctuation 1 Begins to form periods, Writes simple sentences Demonstrates Demonstrates Demonstrates Correctly use periods (I question marks and involving nouns and verbs understanding of the understanding of the understanding of the like my dog.), exclamation exclamation points when and/or adjectives. function and placement of function and placement of function and placement of points (Help!), and asked, but may not a period in a sentence. the exclamation point and the question mark and question marks (Do you understand their function. how it differs from a period how it differs from a like to play ball?) at the in a sentence. period and an exclamation end of sentences. point in a sentence. Capitalization 1 Demonstrates a limited Recognizes the difference Writes simple sentences Capitalizes the first word of Capitalizes the first word Capitalize the first word understanding that a between upper case and involving nouns and verbs a sentence. of a sentence and the of a sentence, names of sentence is a single lower case letters. and/or adjectives. names of people. people, and the pronoun I. thought involving a Capitalizes own name. person, place or thing and an action or description of that person, place or thing. Handwriting 1 Traces letters correctly. Begins to form letters. Forms letters legibly and Understands that each word Understands that a Print legibly and space begins to combine letters is made up of a combination sentence is a singular letters, words, and to write words. of letters and is separate thought involving a sentences appropriately. from other words in a person, place or thing and sentence. Forms letters an action and or legibly and combines letters description of that person, to write words. place or thing. Prints legibly and begins to space letters, words and sentences appropriately.
Page 45 Oregon English Language Proficiency Standards WRITING GRADE 1 WRITING APPLICATIONS 4. CCG (K-12): Write narrative, expository, and persuasive texts, and use a variety of written forms (including journals, essays, short stories, poems, research reports, research papers, business and technical writing) to express ideas appropriate to audience and purpose across the subject areas (1996 Modes/Forms). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Foundations s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using
y stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n responses while in later and simple sentences, more detail using newly compound and complex varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) Narrative Writing 1 Draws a picture that Draws a picture or Describes verbally an Writes stories that Writes stories that Write brief stories that correlates with teacher pictures to tell a story and experience. describe an experience describe an experience. describe an experience. narrative. adds 1-3 word using limited vocabulary. descriptions. Expository Writing 1 Draws a picture that Draws a picture or Generates new vocabulary Adds more detail to story Writes simple expository Write simple expository correlates with teacher pictures to tell a story and with teacher support. by creating new descriptions with teacher descriptions of a real narrative. adds 1-3 word vocabulary with support. object, person, place, or descriptions. assistance. event using words that help the reader to see, feel, smell, taste, and hear what is being described. 2 Participates in group Performs task when asked Reads simple directions to States 1-step directions Writes simple directions. Write simple directions. lesson where simple to follow simple 1-step teacher/peers who during modeled writing directions are acted out directions. perform the actions for activity. and modeled. reinforcement.
Page 46 Oregon English Language Proficiency Standards READING GRADE 2 DECODING AND WORD RECOGNITION 1. CCG (K-12): Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas (similar to 1996 “Recognize, pronounce…words in text by using phonics”). Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts
s minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Foundations r o
t of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including p
i familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative r c
s sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using D
l stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, e v
e responses while in later and simple sentences, more detail using newly compound and complex varied grammatical L
stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, y
c responses are expected. and predicate. Students experiment and form participate using more use conventions for n e
i Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal c i
f words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you o
r may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures P predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Demonstrates initial print Listens to spoken words Recognizes printed words Blends sounds to read Reads multi-syllabic Read regular multi- awareness (directionality, and recognizes individual and phrases from one-syllable decodable words with teacher syllabic words. sequencing, one-to-one letters. previously learned words. support. correspondence). materials. 2 Recognizes that print is Distinguishes letters from Recognizes and names all Identifies most one-to-one Uses letter-sound Use letter-sound spoken words written words and letters from uppercase and lower-case letter-sound correspondence and correspondence down and has meaning non-letters. letters. correspondences. contextual clues to sound knowledge to sound out (alphabetic principle). out unknown words. unknown words. 3 Recognizes that as letters Recognizes and identifies Recognizes “word Reads common word Recognizes and uses Recognize and use of words change, so do (either verbally or families” with spelling patterns that have spelling knowledge of spelling knowledge of spelling the sounds (alphabetic nonverbally) a few very rules and phonemes that patterns unique to English patterns when reading patterns (such as principle). common sight words. are consistent with those (e.g., silent e patterns with teacher support. cut/cutting, of student’s other such as –ite, -ate in words slide/sliding, and the language. such as gate, late, kite and vowel sound “oy” in boy) bite). when reading.
Page 47 Oregon English Language Proficiency Standards READING GRADE 2 DECODING AND WORD RECOGNITION (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 4 Recognizes and identifies Recognizes and identifies Identifies the number of Applies knowledge of Applies knowledge of Apply knowledge of basic number of syllables in a number of syllables in a syllables in single- and basic syllabication rules basic syllabication rules syllabication rules when word of one or two word in choral reading or multiple-syllable words to commonly used words. when reading (e.g., reading (e.g., vowel- syllables in choral reading in read-aloud songs, read to the student. vowel-consonant; vowel- consonant-vowel = su/per, or in read-aloud songs, poems and/or chants. consonant/consonant with vowel- poems and/or chants. teacher support. consonant/consonant - vowel = sup/per). 5 Recognizes the difference Uses singular and plural Identifies and correctly Identifies and correctly Recognizes and correctly Recognize and correctly between singular and forms of everyday uses regular plurals (e.g., uses regular plurals (e.g., reads and uses regular read and use regular plural in read-aloud songs, classroom objects and -s, -es, -ies). -s, -es, -ies) and irregular plurals; recognizes and plurals (e.g., -s, -es, -ies) poems, chants, books, and activities. plurals (e.g., fly/flies, correctly reads a few and irregular plurals (e.g., in oral presentations. wife/wives). common irregular plurals fly/flies, wife/wives). (e.g. “feet”) with teacher support. 6 Recognizes that words can Identifies, either by Recognizes common Recognizes common Recognizes common Recognize common be abbreviated. pointing or with short, abbreviations for abbreviations for days of abbreviations for abbreviations (e.g., Jan., one- to two-word “honorifics” (e.g., Mr., the week and months of measurement terms (e.g., Sun., Mr., St.). responses where the Mrs., Dr.). the year. ft., lb.) and for common abbreviations are in a street types (e.g., St., print sample. Ave., Dr., Blvd.). 7 Mimics intonation of Uses appropriate Uses natural phrasing, Develops fluency in oral Reads aloud predictable Read aloud grade-level words or simple phrases. intonations and rhythms expressive interpretation, reading of predictable text text fluently and text fluently and while participating in flow and pace when orally using natural phrasing, accurately with accurately with choral readings (e.g., reading familiar text. expressive interpretation, appropriate intonation and appropriate intonation and patterned stories, rhymes, flow, and pace. expression using cues of expression using cues of and songs). punctuation to assist with punctuation to assist. teacher support.
Page 48 Oregon English Language Proficiency Standards READING GRADE 2 DECODING AND WORD RECOGNITION (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 8 Engages in choral reading Participates in choral Reads aloud familiar, Reads aloud familiar text Reads aloud new and/or By the end of the second with appropriate verbal reading at near-average predictable text with with minimal self- familiar text at a target grade, read aloud and/or nonverbal rate of speed (e.g., minimal self- correction/re-reading of rate of 60-80 words unpracticed grade-level participation. patterned stories, rhymes, correction/re-reading of words or phrases with a correct per minute with text at a target rate of 90- and songs). words or phrases. target rate of 40-60 words teacher support. 100 wcpm (words correct correct per minute. per minute). 9 Listens to familiar material Listens to material, read- Reads an increasing Reads and demonstrates Reads or demonstrates Read or demonstrate with pictures that are read alouds using some number of familiar progress toward reading progress toward reading progress toward reading at aloud. pictures and read English words familiar texts at an independent and an independent and keywords or phrases. independently. independently. instructional reading level instructional reading level with teacher support. appropriate to grade level.
Page 49 Oregon English Language Proficiency Standards READING GRADE 2 LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT 2. CCG (K-12): Listen to, read, and understand a wide variety of informational and narrative (story) text across the subject areas at school and on own, applying comprehension strategies as needed. TESOL s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Foundations s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using
y stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n responses while in later and simple sentences, more detail using newly compound and complex varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Responds to stories read Draws pictures from Draws and labels pictures Relates text to own Describes relationships None available aloud, using physical student’s own experience using key words or experience. between text and own actions and other means related to a story or topic phrases related to a story experience. of nonverbal (e.g., a trip.) topic of own experience. communication (e.g., matching objects, pointing to an answer, drawing pictures).
Page 50 Oregon English Language Proficiency Standards READING GRADE 2 LISTEN TO AND READ INFORMATIONALAND NARRTIVE TEXT (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Listens to a wide variety of Listens to a wide variety Listens to and Listens to and Listens to, reads, and Listen to, read, and narrative and informational of narrative and demonstrates demonstrates demonstrates understand a wide variety text from a variety of time informational text from a understanding (e.g., via understanding (in oral or understanding of a wide of grade-level periods and cultures, variety of time periods group discussion or written form) of a wide variety of grade-level informational and including predictable books, and cultures, including illustration) of a wide variety of narrative and informational and narrative (story) text nursery rhymes, and alphabet predictable books, variety of narrative and informational text from a narrative (story) text, including children’s books. informational stories, informational text from a variety of time periods including children’s magazines and classic and contemporary variety of time periods and cultures, including magazines and newspapers, dictionaries, literature, nursery and cultures, including children’s magazines and newspapers, dictionaries, other reference materials, rhymes, and alphabet predictable books, newspapers, other reference materials, online information, books and responds to informational stories, informational stories, online information, classic and contemporary factual questions using a classic and contemporary classic and contemporary classic and contemporary literature, and poetry. word or phrase. literature, nursery literature, poetry, and literature, and poetry, rhymes, and alphabet dictionaries. with teacher support. books. 3 Answers literal Demonstrates literal and Identifies cause and Identifies cause and Demonstrates literal, Demonstrate literal, comprehension questions inferential effect relationships, effect relationships, inferential, and inferential, and evaluative (using pictures, gestures or comprehension of stories evaluates information, evaluates information, evaluative listening listening comprehension other nonverbal means) about read by the teacher using and forms conclusions and forms conclusions comprehension of more of more complex text familiar stories read by the simple phrases. (using phrases and/or (using sentences) based complex text through through interpretive teacher. simple sentences) based on text read in small interpretive discussions discussions. on predictable text read groups. with teacher support. as shared and/or choral reading. 4 Demonstrates understanding Answers simple Makes simple predictions Compares similar stories Draws upon a variety of Draw upon a variety of of simple questions about a questions and/or makes and/or asks simple or similar versions of the comprehension strategies comprehension strategies text read aloud, via gestures, predictions about a text questions about a familiar same story from different as needed (e.g., as needed (e.g., pictures, or other nonverbal read aloud using pictures text read by the student. sources. generating and generating and means. and context clues. responding to essential responding to essential questions, making questions, making predictions, comparing predictions, comparing information from several information from several sources) with teacher sources). support.
Page 51 Oregon English Language Proficiency Standards READING GRADE 2 LISTEN TO AND READ INFORMATIONALAND NARRTIVE TEXT (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 5 None available Uses picture clues when Uses picture clues and Uses picture clues, Uses context clues Reread sentences when meaning is not clear. context clues when context clues, and/or and/or rereads meaning is not clear. meaning is not clear. rereads sentences when sentences when meaning is not clear. meaning is not clear. 6 Selects appropriate reading Reads simple reading Reads an increasing Reads aloud an increasing Chooses and reads Read voluntarily for materials with assistance. materials for own interest. number of English words number of English words material independently interest and own purposes. for interest and own for interest and own for personal and purposes. purposes. voluntary reading.
Page 52 Oregon English Language Proficiency Standards READING GRADE 2 VOCABULARY 3. CCG (K-12): Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas (similar to 1996 “…know the meaning of words in text by using...language structure, contextual clues, and visual clues”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Foundations s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using
y stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n responses while in later and simple sentences, more detail using newly compound and complex varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 None available Demonstrates Demonstrates Demonstrates Demonstrates None available internalization of simple internalization of English internalization of English internalization of English vocabulary with an word choice by usage, and word choice by grammar, usage, and word appropriate action. recognizing and recognizing and choice by recognizing and correcting some errors correcting some errors correcting some errors when reading aloud. when reading aloud. when speaking or reading aloud. 2 Demonstrates Demonstrates Demonstrates Uses new vocabulary that Understands, learns, and Understand, learn, and use understanding of simple understanding of new understanding of new is introduced and taught uses new vocabulary that new vocabulary that is words using gestures or vocabulary words using vocabulary words using directly through stories, is introduced and taught introduced and taught other nonverbal graphs, charts, tables or simple phrases and and informational text. directly through stories, directly through stories, communication. other visuals. sentences. informational text, and informational text, and instruction with teacher instruction. support.
Page 53 Oregon English Language Proficiency Standards READING GRADE 2 VOCABULARY (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Develops vocabulary Develops vocabulary Develops vocabulary Applies knowledge of Develops vocabulary by Develop vocabulary by directly related to the related to space and time related to familiar content-related listening to and discussing listening to and discussing classroom environment by listening to text read concepts by listening to vocabulary to discussions both familiar and both familiar and and to students’ personal aloud by the teacher. and talking about text and reading. conceptually challenging conceptually challenging life experiences by shared by the teacher or selections read aloud with selections read aloud. listening to familiar read with a group. teacher support. selections read aloud. 4 Demonstrates Identifies simple Recognizes simple Understands common Understands and explains Know and explain understanding of simple antonyms and synonyms antonyms and synonyms antonyms and synonyms common antonyms and common antonyms and antonyms using gestures, in familiar stories (e.g., in stories or games. with teacher support. synonyms with teacher synonyms. pictures or other nonverbal blend/mix; big/little; support. communication. good/bad). 5 Identifies a few compound Uses knowledge of Uses contextual clues, Uses contextual clues, Uses knowledge of Use knowledge of words taught directly familiar words to identify illustrations, and illustrations, and individual words in individual words in through stories read aloud a few compound words knowledge of individual knowledge of individual unknown compound unknown compound using gestures or other taught directly through words to recognize words to predict meaning words to predict their words to predict their nonverbal communication. stories read aloud. compound words. of unknown compound meaning with teacher meaning (daydream). words. support. 6 Identifies known words Identifies known words Recognizes simple Knows the meaning of Knows the meaning of Know the meaning of using gestures, pictures or within new words using prefixes and suffixes simple prefixes and simple prefixes (word simple prefixes (word other nonverbal pictures or context clues. when attached to known suffixes (e.g., over-, un-, parts added at the parts added at the communication. vocabulary (e.g., remove, -ing, -ly). beginning of words such beginning of words such jumping). as un-) and suffixes (word as un-) and suffixes (word parts added at the end of parts added at the end of words such words such as -ful). as -ful) with teacher support. 7 Demonstrates Uses pictures and/or Uses pictures and/or Uses pictures, context Uses pictures and/or Use context to identify understanding of the context clues to answer context clues to identify clues, and/or background context clues to identify simple multiple-meaning meanings of a few familiar simple questions about the the meanings of words. information provided by simple multiple-meaning words (change, duck). words using gestures meanings of words. teacher to identify simple words. and/or other nonverbal multiple-meaning words. communication.
Page 54 Oregon English Language Proficiency Standards READING GRADE 2 VOCABULARY (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 8 Determines meanings of Determines meanings of Locates information using Locates words and their Determines meanings of Determine meanings of words by using a picture words by using student’s pictographs, diagrams, or definitions in a classroom- words by using a words by using a dictionary. own created dictionary or other visual displays of or teacher-created dictionary or glossary dictionary or glossary. a picture dictionary. information or student’s dictionary. with teacher support. own created dictionary.
Page 55 Oregon English Language Proficiency Standards READING GRADE 2 READ TO PERFORM A TASK 4. CCG (K-12): Find, understand, and use specific information in a variety of texts across the subject areas to perform a task (similar to 1996 “Locate information”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Foundations s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using
y stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n responses while in later and simple sentences, more detail using newly compound and complex varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Understands purpose of Identifies basic text Points out basic text Reads and uses basic text Locates and uses text Use titles, tables of basic text features such as features such as title, table features such as title, table features such as title, table features such as title, table contents, and chapter title, table of contents and of contents, and chapter of contents, and chapter of contents, and chapter of contents, chapter headings to locate chapter headings. headings. headings while reading headings to locate headings, diagrams and information in text. orally in small group. information. index to locate information with teacher support. 2 None available. None available. Locates information on Locates information using Locates and interprets Interpret information familiar topics using diagrams, charts and information using from diagrams, charts, and diagrams, charts and tables. diagrams, charts, tables graphs. tables. and graphs with teacher support. 3 Alphabetizes simple Alphabetizes words using Alphabetizes a brief list of Alphabetizes a list of Alphabetizes a list of Alphabetize a list of words using first letter. first letter. content area words using words found in familiar words to the second letter. words to the second letter. the first letter. texts to the second letter. 4 Understands and follows Understands and follows Understands and follows Understands and follows Understands and follows Follow two-step written simple one-step directions simple two-step directions simple two-step directions simple two-step directions two-step directions for instructions. for classroom activities. of classroom related of classroom related of classroom and work- classroom-related activities. activities. related activities. activities and work- related activities.
Page 56 Oregon English Language Proficiency Standards READING GRADE 2 INFORMATIONAL TEXT: DEMONSTRATE GENERAL UNDERSTANDING 5. CCG (K-12): Demonstrate general understanding of grade-level informational text across the subject areas (similar to 1996 “Demonstrate literal comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Foundations s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using
y stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n responses while in later and simple sentences, more detail using newly compound and complex varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Listens to a story and Responds to informational Uses expanded Reads informational texts Reads informational texts Read informational texts responds by answering texts by answering factual vocabulary and for answers to specific for answers to specific for answers to specific factual comprehension comprehension questions, descriptive words for questions. questions or for specific questions or for specific questions using pictures, using simple sentences. written responses to purposes. purposes. or one- or two-word simple informational responses. texts. 2 Listens to a story and Responds to informational Uses expanded Reads informational texts Recalls facts and details Recall facts and details in responds by recalling texts by recalling facts vocabulary and and recalls facts and in the text to clarify and the text to clarify and facts using pictures, and details to clarify descriptive words for details in the text to organize ideas. organize ideas. charts, graphs, tables ideas, using patterned written responses to clarify ideas. or other nonverbal sentences. simple informational resources. texts.
Page 57 Oregon English Language Proficiency Standards READING GRADE 2 INFORMATIONAL TEXT: DEVELOP AN INTERPRETATION 6. CCG (K-12): Develop an interpretation of grade-level informational text across the subject areas (similar to 1996 “Demonstrate inferential comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Foundations s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using
y stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n responses while in later and simple sentences, more detail using newly compound and complex varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Responds to questions Responds to questions Reads and uses simple Reads and uses simple Poses possible answers to Pose possible answers to about stories read aloud, about stories read aloud sentences to respond to sentences to respond to how, why, and what-if how, why, and what -if using physical actions and by answering who, what, who, what, where, why who, what, where, how questions with teacher questions. other means of nonverbal where questions using questions. and why questions. support. communication (e.g., one- or two-word matching objects, pointing responses. to an answer, drawing pictures). 2 Connects familiar stories Connects familiar Connects information in Connects the information Connects the information Connect the information to life experiences using informational text to life text to life experiences in text to life experiences, in text to life experiences, in text to life experiences, native language for experiences. and text. text and world. text and world. text, and world. support.
Page 58 Oregon English Language Proficiency Standards READING GRADE 2 INFORMATIONAL TEXT: EXAMINE CONTENT AND STRUCTURE 7. CCG (K-12): Examine content and structure of grade-level informational text across the subject areas (similar to 1996 “Demonstrate evaluative comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension of increased comprehension good comprehension of consistent comprehension general and implied Foundations s
e general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students e
L patterns of English. Early expressions They respond in more sustain conversation, initiate and negotiate
y stages show no verbal independently and complex sentences with respond with detail in using appropriate c
n responses while in later respond using phrases more detail using newly compound and complex discourse, varied e i c
i stages one or two word and simple sentences, acquired vocabulary to sentences, actively grammatical structures f
o responses are expected. which include a subject experiment and form participate using more and vocabulary, use r
P Students respond in single and predicate. Students messages. (The brown extensive vocabulary, use conventions for formal words and phrases, which show basic errors in bear lived with his standard grammar with and informal language. may include subject or a speech. (The bear is family in the forest.) few random errors. (Can (Would you like me to predicate. Many speech brown. He is eating.) bears live in the forest if bring pictures of the errors are observed. (bear, they find food there?) bear that I saw last brown) summer?) 1 Identifies same or Compares information Compares information of Compares and contrasts Connects and compares Connect and compare different characteristics of presented in charts or at least two brief information presented in information across information across common objects using graphs. passages. charts, tables, or graphs. selections. selections. nonverbal resources.
Page 59 Oregon English Language Proficiency Standards LITERATURE GRADE 2 LISTEN TO AND READ LITERARY TEXT 8. CCG (K-12): Listen to text and read text to make connections and respond to a wide variety of literature of varying complexity. s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Foundations s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using
y stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n responses while in later and simple sentences, more detail using newly compound and complex varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Listens for the rhythm of Recognizes and imitates Reads simple poetry and Reads short poems and Describes the elements of None available songs, poems, and chants the rhythm of songs, responds to factual orally identifies the basic poetry (e.g., rhythm, during choral reading poems, and chants during comprehension questions elements (e.g., rhythm rhyme, alliteration). time. choral reading time. using simple sentences. and rhyme). 2 Listens to simple stories Listens to poetry, drama, Reads and uses simple Reads and uses sentences Makes connections and Listen to text and read text from a variety of cultures myths and fairy tales from sentences to respond to to respond to a variety of responds to a variety of to make connections and and time periods. a variety of cultures and comprehension questions works including fiction, children’s poetry, drama, respond to a wide variety time periods. taken from poetry, drama, non-fiction, poetry, fiction and non-fiction of significant works of and stories from a variety drama, from a variety of from a variety of cultures children’s literature— of cultures. cultures and time periods. and time periods. including poetry, fiction, non-fiction, and drama— from a variety of cultures and time periods.
Page 60 Oregon English Language Proficiency Standards LITERATURE GRADE 2 LISTEN TO AND READ LITERARY TEXT (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Writes captions of words Uses the contents of a Draws inferences from Identifies the main ideas Demonstrates literal, Demonstrate literal, or phrases for drawings familiar story to draw stories read aloud using and uses them to draw inferential and evaluative inferential, and evaluative related to a story. logical inference during the content of stories read inferences about a text listening comprehension listening comprehension teacher led discussions, and uses simple phrases and uses sentences to of more complex literary of more complex literary and uses simple words or or sentences to communicate the text through interpretive text through interpretive phrases to communicate communicate the inferences made. discussions with teacher discussions. inferences made. inferences made. support.
Page 61 Oregon English Language Proficiency Standards LITERATURE GRADE 2 LITERARY TEXT: DEMONSTRATE GENERAL UNDERSTANDING 9. CCG (K-12): Demonstrate general understanding of grade-level literary text (similar to 1996 “Demonstrate literal comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Foundations s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using
y stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n responses while in later and simple sentences, more detail using newly compound and complex varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Identifies the basic Identifies orally the basic Retells or paraphrases a Reads and responds to Retells the sequence of Retell the sequence of the sequences of events in sequence of text read to brief story (three or four stories by restating facts the story. story. stories read to them, using them using key words or complete sentences) sequentially. pictures or other visuals. phrases. observing appropriate sequence. 2 Draws pictures related to Identifies orally setting Retells or paraphrases Retells stories in greater Identifies and describes Identify and describe the a work of literature and characters using events or characters from detail including the plot, setting, and plot, setting, and identifying setting and simple sentences and familiar stories read by characters, setting, and character(s) in the story. character(s) in the story. characters. vocabulary. the teacher. plot.
Page 62 Oregon English Language Proficiency Standards LITERATURE GRADE 2 LITERARY TEXT: DEVELOP AN INTERPRETATION 10. CCG (K-12): Develop an interpretation of grade-level literary text (similar to 1996 “Analyze the author’s ideas…and make supported interpretations of the selection”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Foundations s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using
y stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n responses while in later and simple sentences, more detail using newly compound and complex varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Identifies the basic Identifies the basic Retells a brief story (three Reads and responds to Makes and confirms Make and confirm sequences of events in sequence of text read to or four complete stories by restating facts predictions about what predictions about what stories read to them, and them and makes sentences) observing sequentially; makes will happen next with will happen next. makes predictions using predictions using key appropriate sequence and predictions and confirms teacher support. pictures or other visuals. words or phrases. makes predictions about them. what will happen. 2 Identifies cause and effect Identifies cause and effect Retells a brief story (three Reads and responds to Describes cause and effect Describe cause-and-effect of known everyday events of known events using or four complete stories by describing of specific events. of specific events. using pictures or other one or two words or sentences) describing cause and effect of visuals. phrases. cause and effect of known specific events. events.
Page 63 Oregon English Language Proficiency Standards LITERATURE GRADE 2 LITERARY TEXT: EXAMINE CONTENT AND STRUCTURE 11. CCG (K-12): Examine content and structure of grade-level literary text (similar to 1996 “Evaluate how the form of a literary work and the use of literary devices contribute to the work’s message and impact”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Foundations s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using
y stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n responses while in later and simple sentences, more detail using newly compound and complex varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown)
1 Draws pictures of familiar Compares similarities in Compares and contrasts Compares and contrasts Connects and compares Connect and compare characters displaying characters in simple using explicit descriptions similarities in characters similarities in characters similarities in characters character traits. literary texts using of major characters in using descriptions of and events across stories. and events across stories. pictures or verbal familiar texts. major characters across descriptions. stories. 2 Recognizes rhyming Recognizes rhyming Recognizes rhyme and Recognizes rhyme, Recognizes the use of Recognize the use of words when given a word words in a familiar poem. alliteration in a familiar alliteration and rhythm in rhyme, rhythm, and rhyme, rhythm, and bank. poem. a poem. alliteration (using words alliteration (using words with repeating consonant with repeating consonant sounds) by a poet, and sounds) by a poet, and discuss its use. discuss its use. 3 Observes dramatizations Takes part in creative Takes part in creative Takes part in creative Takes part in creative Take part in creative and/or oral presentations. responses to familiar texts responses to familiar texts responses to familiar responses to texts such as responses to texts such as such as dramatizations in such as dramatizations. texts such as dramatizations and oral dramatizations and oral a nonverbal role. dramatizations and oral presentations. presentations. presentations.
Page 64 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 2 SPEAKING 1. CCG (K-12): Communicate supported ideas across the subject areas using oral, visual, written, and multi-media forms in ways appropriate to topic, context, audience, and purpose (1996 ideas and content); organize oral, visual, written, and multi-media presentations in clear sequence, making connections and transitions among ideas and elements (1996 Organization); and use language appropriate to topic, context, audience, and purpose (1996 Language). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Foundations s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using
y stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n responses while in later and simple sentences, more detail using newly compound and complex varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 None available Produces simple Produces vocabulary, Uses more complex Uses appropriate None available vocabulary (single words phrases, and simple vocabulary and sentences vocabulary and sentences or short phrases) to sentences to communicate to communicate needs and to communicate needs and communicate basic needs basic needs in social and expresses ideas in a wider expresses ideas in a wide in social and academic academic settings. variety of social and variety of social and settings (e.g., locations, academic settings (e.g., academic settings, (e.g., greetings, classroom small group and small group and objects). classroom discussions). classroom discussions and mediation of conflicts) with some teacher support. 2 Listens to a story and Retells simple stories Retells familiar stories Retells stories including Tells stories in own words Retell stories in own responds to questions by using drawings, words or through both nonverbal information to answer including characters, words including using appropriate phrases. responses and simple who, what, where, when, setting and plot with characters, setting, and gestures, expressions, and phrases. why and how questions teacher’s support. plot. illustrative objects. regarding characters, setting, and plot.
Page 65 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 2 SPEAKING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Listens to a whole group Listens to a whole group Restates a whole group Relates and sequences an Relates in sequence an Tell experiences in logical experience and sequences experience and sequences experience and sequences individual experience individual experience in order events through nonverbal events through nonverbal events through short through short phrases and greater detail using responses. responses and one or two- phrases and simple simple sentences using complex sentences. word responses. sentences with support. basic words such as first, second, next, last, with support. 4 Listens to short Listens to short Listens to a short Presents on a familiar Reports on a topic with With guidance, report on presentations modeled by presentations on a familiar presentation on a familiar topic and provides some supportive facts and a topic with supportive a teacher or peer and topic and responds subject and restates the details with support with details with teacher facts and details. identifies the topic nonverbally and/or with topic with support. teacher support. support and guidance. through nonverbal or one to two words/phrases. one/two word responses. 5 None available None available Listens to a presentation Organizes a presentation Organizes presentations With guidance, organize on a familiar subject and with a topic and some to maintain a clear focus presentations to maintain identifies the simple topic supporting details with with teacher support and a clear focus. using one to two-word teacher support. guidance. responses/phrases.
Page 66 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 2 SPEAKING 2. CCG (K-12): Demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other nonverbal techniques (1996 Delivery). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Foundations s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using
y stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n responses while in later and simple sentences, more detail using newly compound and complex varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Uses independently Communicates orally Participates in social Participates and initiates Negotiates and initiates None available common social greetings basic needs (e.g., "May I conversations with peers more extended social social conversations by and simple repetitive get a drink?"). and adults on familiar conversations with peers questioning, restating, phrases (e.g., "Thank topics by asking and and adults on unfamiliar soliciting information and you.", "You're answering questions and topics by asking and paraphrasing. welcome."). soliciting information. answering questions, restating and soliciting information. 2 Speaks with rudimentary Speaks clearly in phrases, Speaks clearly using Speaks clearly using Speaks clearly and Speak clearly and at an English words or phrases. but may have some consistent standard consistent standard comprehensibly using appropriate pace for the inconsistent use of English grammatical English grammatical standard English type of communication standard English forms and sounds, forms, sounds, intonation, grammatical forms, (e.g., informal discussion, grammatical forms and although some rules may pitch, and modulation, but sounds, intonation, pitch report to class). sounds (e.g., plurals, not be in evidence (e.g., may have random errors. and modulation. simple past tense, third person singular, pronouns [he/she]). male and female pronouns).
Page 67 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 2 LISTENING 1. CCG (K-12): Listen critically and respond appropriately across the subject areas. s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Foundations s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using
y stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n responses while in later and simple sentences, more detail using newly compound and complex varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Listens when others are Listens to stories/ Listens to stories/ Listens to stories/ Listens to Determine the purposes of speaking. information on familiar information on familiar information on familiar stories/information on listening (e.g., to obtain topics and identifies key topics and identifies key topics and orally identifies new topics and identifies information, to solve concepts using details and concepts using key details and concepts key details and concepts problems, for enjoyment). nonverbal responses. both verbal and nonverbal with some contextual with some contextual responses. clues. clues.
2 Demonstrates Demonstrates Demonstrates Asks for clarification and Asks for clarification and Ask for clarification and comprehension of comprehension of comprehension of explanation of simple explanation of stories and explanation of stories and stories/information and stories/information and stories/information and stories. ideas with teacher ideas responds nonverbally by responds nonverbally by responds verbally or support. pointing, moving, pointing, moving, nonverbally. Begins to matching, drawing and matching, drawing, ask for clarification. appropriate classroom labeling, classifying, gestures. categorizing and gestures using pictures, objects and realia.
Page 68 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 2 LISTENING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Recites familiar rhymes, Retells familiar stories Retells stories and talks Retells stories, events, and Retells and paraphrases Retell in own words songs, and simple stories. and short conversations about school related messages demonstrating events in greater detail, information that has been by using appropriate activities using expanded comprehension by using using more extended shared orally by others. gestures, expressions and vocabulary, descriptive expanded vocabulary, vocabulary. illustrations or simple words, and paraphrases. descriptive words and sentences. appropriate sequencing. 4 Responds to simple one- Responds to one or two- Restates and executes Responds and executes Gives and follows three- Give and follow three-and step direction for daily step directions about multi-step oral directions multi-step oral directions and four-step oral four-step oral directions. routines/directions using common routines, using for familiar tasks given for daily routines and directions for daily gestures, pointing, gestures, pointing, model and contextual academic tasks with some routines and familiar drawings or other means drawings or other means clues. repetition and variation of academic tasks. of nonverbal of rate. communication given nonverbal communication model and contextual given model and clues. contextual clues.
Page 69 Oregon English Language Proficiency Standards WRITING GRADE 2 PLANNING, EVALUATION, AND REVISION 1. CCG (K-12): Pre-write, draft, revise, edit, and publish across the subject areas. s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Foundations s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using
y stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n responses while in later and simple sentences, more detail using newly compound and complex varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Draws pictures about key Contributes orally one or Uses class generated Independently creates list Creates a list of ideas for Create a list of ideas for ideas for group writing. two word ideas for class- brainstorm about key of ideas for writing given writing given some writing. Draws on own first generated list. Draws ideas for group writing contextual support. Uses contextual support. Draws language to help support pictures and copies words given models and combination of single on own first language to brainstorm process given from class generated contextual support. Lists words and phrases and help support brainstorm models and contextual brainstorm about key ideas using one or two pictures to demonstrate process. support. ideas for group writing. words (e.g., graphic ideas. Draws on own first Draws on own first organizer, such as a list or language to help support language to help support word web). Draws on own brainstorm process. brainstorm process. first language to help support brainstorm process. 2 Listens to teacher-directed Responds orally with one Reflects on a class- Reflects on a piece of Reflects (with guidance) None available reflection of story written or two words to teacher generated story using whole group and on own writing and the by teacher. questions about writing, questions in a checklist independent writing using writing of peers through such as, “Did we have a for revising and editing questions in a checklist peer and teacher main idea?” Teacher or while working in small for revising and editing, conferencing. class writes story. Teacher groups/partners. while working in small guides class is use of groups/partners. checklist for revising and editing.
Page 70 Oregon English Language Proficiency Standards WRITING GRADE 2 PLANNING, EVALUATION, AND REVISION (cont). Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Listens to a teacher- Participates in group Identifies main idea of a Writes a simple story in a Writes a story, beginning Use additional parts of modeled story in which a writing activity where group-generated story with group, using an editing to use basic editing skills, the writing process “think out loud” strategy is brainstorming is used to support. Participates in checklist. Evaluates a and participates in peer such as drafting, used. choose topic. teacher guided use of group-generated story. and teacher conferencing revising and checklist for revising and with teacher support. conferencing. editing. 4 Sequences a familiar story Sequences a familiar story Sequences an experience- Sequences and adds details Revises original drafts to None available using pictures. using pictures and generated story written by to an experience-generated improve sequence and sentences. whole class (school related story written by whole provides more descriptive or personal experiences) class or written detail with assistance. while working in small independently while groups or with partners. working in small groups or with partners. 5 Sequences a familiar story Adds one or two Revises teacher or group Revises original drafts to Sequences and adds details With assistance, revise with teacher support using descriptive words to generated draft to improve improve sequence and to an original draft with original drafts to pictures and words or teacher or group-generated sequence and provides provides more descriptive teacher support while improve sequence and phrases. story. more descriptive detail. detail with teacher working with a peer or in provide more support. small groups. descriptive detail
Page 71 Oregon English Language Proficiency Standards WRITING GRADE 2 PLANNING, EVALUATION, AND REVISION (cont). Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 6 Recognizes the Identifies orally errors and Proofreads an experience- Proofreads an experience- Proofreads one’s own None available proofreading process as makes corrections in generated story written by generated story written by writing, as well as that of teacher guides class in writing conventions, such whole class while whole class or written others, using, for proofreading simple as capitals and periods in working in small groups independently while example, an editing sentences using a a two-three sentences or with partners. working in small groups checklist or list of rules simplified checklist. paragraph in teacher- or with partners. with teacher support. directed whole class activity. 7 Participates in the Identifies orally the use of Identifies orally and in Uses a checklist to Uses a checklist to With guidance, proofread proofreading process as simple conventions such writing the use of simple proofread a group- proofread an independent one’s own writing, as well teacher guides class in as capitals and periods in conventions such as generated story. story with teacher as that of others, using, for proofreading simple group writing. capitals and periods in support. example, an editing sentences. group writing. checklist or list of rules
Page 72 Oregon English Language Proficiency Standards WRITING GRADE 2 WRITING 2. CCG (K-12): Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest (1996 “Convey clear, focused main ideas…”); organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs (1996 “Structure information in clear sequence…”); and use precise words and fluent sentence structures that support meaning (1996 “Sentence Structure”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Foundations s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using
y stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n responses while in later and simple sentences, more detail using newly compound and complex varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Recognizes pictures that Responds verbally or Works with partners or in Generates lists of ideas Determines important With guidance, make belong or do not belong to nonverbally to yes/no or small groups to decide if that support a central ideas for inclusion in reasonable judgments a central theme. either/or questions to ideas support or do not topic with teacher written composition with about what to include in decide whether or not support a central theme support. teacher support. written compositions. ideas belong to a central when given a list of theme when given picture simple sentences. prompt. 2 Groups pictures that Groups and labels pictures Groups phrases or Generates and groups Groups related ideas to Group related ideas to belong to a central theme, that belong to a central sentences that belong to a phrases or sentences that maintain a consistent maintain a consistent given models. theme, given models. central theme, given belong to a central theme focus. focus. models. with a partner. 3 Points to the beginning of Participates with the class Completes a paragraph Completes a paragraph Develops an idea with an Develop an idea with an a book, the middle of the to sequence a simple frame with introductory frame with introductory introductory sentence, introductory sentence, book and the end of the introductory sentence and sentence, supporting sentence, supporting supporting sentence(s), supporting sentence(s), book, (e.g., engage in two supporting sentences. sentences and a sentences and a and a concluding sentence and a concluding preview activities). concluding sentence using concluding sentence using with a graphic organizer. sentence. a word bank of key nouns common verbs, high and verbs. Uses transition frequency modifiers. words (first, then, next, Transition words: later, last). after, that, finally, also. Page 73 Oregon English Language Proficiency Standards WRITING GRADE 2 WRITING (cont). Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 4 Sequences three events in Identifies orally three Writes and sequences Writes and sequences Sequences three events Sequence three or more order using pictures. events in sequential order simple sentences about detailed sentences about with teacher providing events. given contextual support familiar events with events from familiar contextual support and and familiar topics. teacher guidance and in experiences and stories background information. small groups. with teacher guidance and in small groups. 5 Identifies and recognizes Produces orally one or Uses descriptive words Uses descriptive words Uses descriptive words Select and use descriptive concrete descriptive words two adjectives for familiar when writing simple when writing detailed when writing detailed words when writing. used for familiar surroundings or sentences with teacher sentences with teacher sentences with teacher surroundings or environment (e.g., Jason generated and class generated and class providing contextual environment (e.g., Jason is is tall) with teacher generated word banks. generated word banks. support and background tall) with teacher providing word banks. information. providing visual cues and models. 6 Orally completes Matches actions or Matches complete Matches a complete Distinguishes between Distinguish between sentences about familiar pictures with simple sentence (when given a sentence (when given a complete and incomplete complete (When Tom hit routines with one word. sentences with teacher choice between complete choice between complete sentences with teacher the ball, he was proud.) i.e. Raise your ____. providing contextual clues and incomplete sentences) and incomplete sentences) support. and incomplete sentences “hand” with teacher and gestures. to match the picture with to match the picture. (When Tom hit the ball). providing visual cues. teacher providing contextual clues and pictures. 7 Recognizes word order for Reorganizes familiar Uses correct word order Uses correct word order Uses correct word order Use correct word order in commonly used words into two-three in simple written in detailed written in complex written written sentences. statements in the word phrases (e.g., Very, sentences with teacher sentences with teacher sentences with teacher classroom. book, big Very big providing contextual providing contextual providing contextual book). support and background support and background support and background information. information. information.
Page 74 Oregon English Language Proficiency Standards WRITING GRADE 2 RESEARCH REPORT WRITING 3. CCG (K-12): Investigate topics of interest and importance across the subject areas, selecting appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materials (see Writing Applications-Expository Writing: Research Reports). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension of increased comprehension good comprehension of consistent comprehension general and implied Foundations s
e general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students e
L patterns of English. Early expressions They respond in more sustain conversation, initiate and negotiate
y stages show no verbal independently and complex sentences with respond with detail in using appropriate c
n responses while in later respond using phrases and more detail using newly compound and complex discourse, varied e i c
i stages one or two word simple sentences, which acquired vocabulary to sentences, actively grammatical structures f
o responses are expected. include a subject and experiment and form participate using more and vocabulary, use r
P Students respond in single predicate. Students show messages. (The brown extensive vocabulary, use conventions for formal words and phrases, which basic errors in speech. bear lived with his family standard grammar with and informal language. may include subject or a (The bear is brown. He is in the forest.) few random errors. (Can (Would you like me to predicate. Many speech eating.) bears live in the forest if bring pictures of the errors are observed. (bear, they find food there?) bear that I saw last brown) summer?) Reports 1 Recognizes common Identifies common Responds to yes/no or Understands the purposes Understands the purposes Understand the purposes classroom reference classroom reference either/or questions about of various reference of various reference of various reference materials (e.g., bilingual materials (e.g., bilingual the purpose of common materials (e.g., bilingual materials (e.g., bilingual materials (e.g., dicti dictionaries, dictionaries, classroom reference dictionaries, dictionaries, encyclopedias, atlas). encyclopedias, atlas). materials (e.g., bilingual encyclopedia, atlas) with encyclopedia, atlas). dictionaries, teacher support. encyclopedias, atlas). 2 With teacher providing Identifies orally simple With teacher providing With teacher providing With teacher providing Find ideas for writing in simple pictures or books, pictures or books. language appropriate language appropriate contextual support and pictures and/or boo onary, points to pictures that Produces simple books and pictures about books and pictures about background information, encyclopedia, atlas).ks depicts key concepts and sentences about the a specific theme/topic, a specific theme/topic, finds ideas for writing in vocabulary. Draws on books/pictures. Draws on generates ideas with generates ideas with pictures and/or books. own first language own first language partners and small groups. partners. Draws on own Draws on own first resources to help support resources to help support Draws on own first first language resources to language resources to help brainstorm process. brainstorm process. language resources to help help support brainstorm support brainstorm support brainstorm process. process. process.
Page 75 Oregon English Language Proficiency Standards WRITING GRADE 2 WRITING APPLICATIONS 4. CCG (K-12): Write narrative, expository, and persuasive texts, using a variety of written forms (including journals, essays, short stories, poems, research reports, research papers, business and technical writing) to express ideas appropriate to audience and purpose across the subject areas (1996 Modes/Forms). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Foundations s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using
y stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n responses while in later and simple sentences, more detail using newly compound and complex varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Copies words posted and Writes simple sentences Produces independently Uses the writing process Writes short narratives None available commonly used in the using key words posted more complex sentences to write short paragraphs that describe the setting, classroom. and commonly used in the that may or may not that maintain a consistent character, objects, and classroom (e.g., labels, include consistent use of focus. events. numbers, names, days of standard grammatical the week, and months forms. (e.g., “Today is Tuesday”)). 2 Writes a few words or Writes one to two simple Uses the writing process Uses the writing process Uses the writing process None available phrases about an event or sentences (e.g., “I went to to independently write to write short paragraphs to write clear and character from a story the park”). short paragraphs of at that maintain a consistent coherent sentences and read by the teacher using least three sentences focus. paragraphs that maintain a a teacher provided word following a model. consistent focus. bank. Narrative Writing 1 Writes a few words or Writes simple sentences Writes short narrative Writes short narratives Writes short narratives Write brief narratives phrases about an event or about events or characters stories from personal from personal experiences from personal experiences based on personal character from a story from familiar stories read experiences that include that include elements of with teacher support. experiences: read by the teacher using by the teacher. the elements of setting setting, character and a teacher provided word and character. events. bank. Page 76 Oregon English Language Proficiency Standards Writing GRADE 2 WRITING APPLICATIONS (cont.) Narrative Writing (cont) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Moves through a Moves through a logical Moves through a logical Moves through a logical Moves through a logical Move through a logical sequence of events using sequence of events using sequence of events using sequence of events using sequence of events with sequence of events. pictures. phrases or simple simple sentences. more complex sentences. teacher support. sentences using pictures. Expository Writing 1 Writes words to describe Writes simple phrases to Writes simple sentences Writes more complex Writes a brief description Write a brief description familiar object, person, describe familiar object, about a familiar object, sentences about a familiar of a familiar object, of a familiar object, place, or event. person, place, or event. person, place, or event. object, person, place, or person, place, or event person, place, or event: event. with teacher support. 2 Draws a picture to Writes simple phrases to Writes simple sentences Writes more complex Develops a main idea with Develop a main idea. develop a main idea. develop a main idea. to develop a main idea. sentences to develop a teacher support. main idea. 3 Draws pictures to develop Writes simple phrases to Writes simple sentences Writes more complex Uses details to support the Use details to support the details to support a main develop details that to develop details that sentences to develop main idea with teacher main idea. idea. support a main idea. support a main idea. details that support a main support. idea. 4 Follows the teacher’s Brainstorms ideas for Writes a friendly letter of Writes a friendly letter Writes a friendly letter Write a friendly letter guided process of how to content/ideas to include in a few sentences complete complete with date, complete with the date, complete with the date, write a friendly letter. a friendly letter. with date, greeting, greeting, body, closing salutation (greeting, such salutation (greeting, such closing and signature and signature using more as Dear Mr. Smith), body, as Dear Mr. Smith), body, using a letter frame. complex sentences. closing, and signature closing, and signature. with teacher support. 5 Draws or labels pictures Writes one or two-word Writes instructions that Writes instructions that Writes instructions that Write instructions that to illustrate commonly commonly used illustrate one or two-steps. illustrate two or more illustrate multiple steps illustrate multiple steps. used commands. commands or instructions. steps. with teacher support. 6 Draws pictures that depict Writes a phrase or simple Writes simple sentences Uses complex vocabulary Writes a paragraph for With organizational help, information about a sentence about a content appropriate for language and sentences appropriate brief informational reports begin writing brief content area topic. area topic generated from arts and other content for language arts and with teacher support with informative reports. group work. areas (e.g., math, science, other content areas (e.g., organizational help. social studies). math, science, social studies).
Page 77 Oregon English Language Proficiency Standards WRITING GRADE 2 WRITING CONVENTIONS 5. CCG (K-12): Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas (similar to 1996 “Use correct spelling, grammar, punctuation, capitalization….”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension of increased comprehension comprehension of general consistent comprehension general and implied Foundations s
e general meaning; gain of general meaning and meaning and increased of general meaning and meaning, including D
l familiarity with the some specific meaning. comprehension of specific good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine meaning. They respond in implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently more complex sentences sustain conversation, and negotiate using
y stages show no verbal and respond using phrases with more detail using respond with detail in appropriate discourse, c
n responses while in later and simple sentences, newly acquired vocabulary compound and complex varied grammatical e i c
i stages one or two word which include a subject to experiment and form sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students messages. (The brown participate using more use conventions for formal r
P Students respond in single show basic errors in bear lived with his family extensive vocabulary, use and informal language. words and phrases, which speech. (The bear is in the forest.) standard grammar with (Would you like me to may include subject or a brown. He is eating.) few random errors. (Can bring pictures of the bear predicate. Many speech bears live in the forest if that I saw last summer?) errors are observed. (bear, they find food there?) brown) Spelling 1 Spells correctly some Spells correctly commonly Spells frequently used Spells frequently used, Spells correctly words Spell correctly words familiar and commonly used words. regular and some irregular irregular words correctly which are used frequently which are used used words. words correctly. (e.g., was, were, says, said, but do not fit common frequently but do not fit who, what, why) with spelling patterns. common spelling teacher support. patterns such as was, were, says, said, who, what, and why. 2 Differentiates between Spells correctly words Spells correctly words Spells correctly words Spells correctly words Spell correctly words short and long vowel with long vowel sounds. with short and long vowel with short and long vowel with short and long vowel with short and long sounds. sounds and some sounds and consonant sounds, r-controlled vowel sounds (a, e, i, o, consonant blends. blend patterns. vowels and consonant u), r-controlled vowels blend patterns. (ar, er, ir, or, ur), and consonant-blend patterns (bl, dr, st).
Page 78 Oregon English Language Proficiency Standards WRITING GRADE 2 WRITING CONVENTIONS (cont.) Spelling (cont) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Spells correctly previously Spells correctly previously Spells correctly previously Spells correctly previously Spells correctly previously Spell correctly studied words and spelling studied words and spelling studied words and spelling studied words and spelling studied words and spelling previously studied patterns in own writing. patterns in own writing. patterns in own writing. patterns in own writing. patterns in own writing. words and spelling patterns in own writing. 4 Represents all sounds in a Represents all sounds in Represents all sounds in Represents all sounds in Represents all sounds in a Represent all sounds in familiar word. commonly used words. words previously studied. words previously studied word when spelling a word when spelling when spelling independently. independently. independently. Grammar 1 Identifies and writes Identifies, writes and uses Identifies and correctly Identifies and correctly Identifies and correctly Identify and correctly familiar nouns. familiar and known nouns. writes nouns and writes nouns and verbs. writes various parts of write various parts of commonly used verbs. speech, including nouns speech, including nouns and verbs. (words that name people, places, or things) and verbs (words that express action or help make a statement). 2 Understands the concept Identifies commonly used Identifies and writes Identifies and writes a few Identifies and correctly Identify and correctly of a contraction contractions. commonly used contractions. writes a few contractions. write a few contractions contractions. (isn’t, can’t) Punctuation 1 Uses commas in items in a Uses commas in dates and Uses commas in the Uses commas in the Uses commas in the Use commas in the series. items in a series. greeting and closure of a greeting and closure of a greeting and closure of a greeting (Dear Eric,) letter, with dates and items letter and with dates and letter and with dates and and closure of a letter in a series with teacher items in a series with items in a series with (Love, or Your Friend,) support. teacher support. teacher support. and with dates (July 14, 2003) and items in a series (Ethan, Emma, and Jennifer).
Page 79 Oregon English Language Proficiency Standards WRITING GRADE 2 WRITING CONVENTIONS (cont.) Capitalization Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 1 Capitalizes own name and Capitalizes proper names Capitalizes proper nouns, Capitalizes proper nouns, Capitalizes all proper Capitalize all proper the names of familiar and words at the beginning words at the beginning of words at the beginning of nouns, words at the nouns (names of persons. of sentences. sentences, months and sentences, months and beginning of sentences and specific people or days of the week. days of the week and greetings, months and things, such as Emma, initials of people. days of the week, and Oregon, Jeep), words titles and initials of people. at the beginning of sentences and greetings, months and days of the week, and titles (Dr., Mr., Mrs., Miss) and initials of people. 2 Edits for capital letters in Edits writing for capital Edits writing for some Edits writing for basic Edits writing for None available own name and the names letters. conventions (e.g., capital conventions (e.g., capital punctuation, capitalization, of familiar persons. letters and periods). letters and periods) and and spelling with teacher makes some corrections. support. Handwriting 1 Forms letters correctly and Forms letters correctly and Forms letters correctly and Forms letters correctly and Forms letters correctly and Form letters correctly spaces words and spaces words and spaces words and spaces words and spaces words and and space words and sentences properly so that sentences properly so that sentences properly so that sentences properly so that sentences properly so that sentences properly so another person can read another person can read another person can read another person can read another person can read that another person can printing easily. printing easily. printing easily. printing easily. printing easily. read printing easily.
Page 80 Oregon English Language Proficiency Standards READING GRADE 3 DECODING AND WORD RECOGNITION 1. CCG (K-12): Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas (similar to 1996 “Recognize, pronounce…words in text by using phonics). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts p i
r minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards c
s of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including e
D familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative
l
e sounds, rhythms and They use routine of specific meaning. They implied meaning. They language. Students initiate v
e patterns of English. Early expressions independently respond in more complex sustain conversation, and negotiate using L
stages show no verbal and respond using phrases sentences with more detail respond with detail in appropriate discourse, y
c responses while in later and simple sentences, using newly acquired compound and complex varied grammatical n
e stages one or two word which include a subject vocabulary to experiment sentences, actively structures and vocabulary, i c
i responses are expected. and predicate. Students and form messages. (The participate using more use conventions for f
o Students respond in single show basic errors in brown bear lived with his extensive vocabulary, use formal and informal r
P words and phrases, which speech. (The bear is family in the forest.) standard grammar with language. (Would you may include subject or a brown. He is eating.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. (bear, they find food there?) summer?) brown) 1 Demonstrates print Identifies high frequency Recognizes printed words Blends sounds to read Reads phonetically regular Read regular words with awareness (directionality, letters and spoken words. and phrases from phonetically regular one- words. several syllables. sequencing, one-to-one previously learned syllable decodable words. correspondence). materials. 2 Recognizes and Recognizes words and Identifies most one-to-one Interacts and decodes Uses letter-sound Use letter-sound produces phonemes phrases from previously letter-sound independently a variety of correspondence and correspondence learned materials. correspondences. simplified print. structural analysis in knowledge and structural (sounds) that are like context to sound out analysis to decode words. phonemes students unknown words. hear and produce in their primary language. 3 Recognizes and locates Recognizes and locates Classifies words by Identifies words within a Knows and uses word Know and use more identical words. identical word parts. sorting them into groups passage that have similar patterns (e.g., –ight) when complex word patterns with similar spelling spelling patterns. reading to decode when reading (e.g., -ight) patterns. unfamiliar words. to decode unfamiliar words.
Page 81 Oregon English Language Proficiency Standards READING GRADE 3 DECODING AND WORD RECOGNITION (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 4 Mimics intonation of Participates in choral Uses natural phrasing, Develops fluency in oral Reads aloud predictable Read aloud grade-level words or simple phrases. readings with appropriate expressive interpretation, readings using natural text fluently and narrative (story) text and intonations and rhythms flow and pace when orally phrasing, expressive accurately with expository (information) (e.g., patterned stories, reading familiar text. interpretation, flow, and appropriate intonation and text fluently and rhymes, and songs). pace. expression using cues of accurately with punctuation to assist. appropriate pacing, change in voice, and expression. 5 Engages in choral Participates in choral Reads aloud familiar, Reads aloud familiar, Reads aloud predictable Read aloud unpracticed readings with appropriate readings at near-average predictable text with predictable text with and/or familiar text at a grade-level text at a target verbal and/or nonverbal rate of speed (e.g., minimal self- minimal self- target rate of 70-90 words rate of 110-120 wcpm participation. patterned stories, rhymes, correction/re-reading of correction/re-reading of correct per minute. (words correct per and songs). words or phrases after words or phrases after minute). repeated practice. repeated practice. 6 Listens to read-alouds. Listens to read-alouds. Participates in shared-to- Participates in reading of Reads or demonstrates Read or demonstrate guided reading of some materials near to scope progress toward reading at progress toward reading at materials near to scope and difficulty of that an independent and an independent and and difficulty of that being read by non-ELL instructional reading level instructional reading level being read by non-ELL peers. appropriate to grade level. appropriate to grade level. peers.
Page 82 Oregon English Language Proficiency Standards READING GRADE 3 LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT 2. CCG (K-12): Listen to, read, and understand a wide variety of informational and narrative (story) text across the subject areas at school and on own, applying comprehension strategies as needed. s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts p i
r minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards c
s of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including e
D familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative
l
e sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate v
e patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using L
stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, y
c responses while in later and simple sentences, more detail using newly compound and complex varied grammatical n
e stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, i c
i responses are expected. and predicate. Students experiment and form participate using more use conventions for f
o Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal r
P words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Listens to a wide variety Listens to a wide variety Listens to and Listens to, reads, and Listens to, reads, and Listen to, read, and of narrative and of narrative and demonstrates demonstrates demonstrates understand a wide variety informational text from a informational text from a understanding (e.g., via understanding (in oral or understanding (in oral or of grade-level variety of time periods variety of time periods group discussion or written form) of a wide written form) of a wide informational and and cultures, including and cultures, including illustration) of a wide variety of narrative and variety of near-grade- narrative (story) text predictable books, nursery predictable books, variety of narrative and informational text from a level narrative and including children’s rhymes, and alphabet informational stories, informational text from a variety of time periods informational text from a magazines and books. classic and contemporary variety of time periods and cultures, including variety of time periods newspapers, dictionaries, literature, nursery rhymes, and cultures, including children’s magazines and and cultures, including other reference materials, and alphabet books. predictable books, newspapers, informational children’s magazines and online information, classic informational stories, stories, classic and newspapers, informational and contemporary classic and contemporary contemporary literature, stories, classic and literature, and poetry. literature, nursery rhymes, poetry, and dictionaries. contemporary literature, and alphabet books. poetry, dictionaries and online information.
Page 83 Oregon English Language Proficiency Standards READING GRADE 3 LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Uses pictures, gestures or Uses simple phrases to Uses phrases and/or Uses sentences to Uses sentences to Demonstrate listening other nonverbal means to demonstrate simple sentences to demonstrate demonstrate comprehension of more demonstrate comprehension by demonstrate comprehension based on comprehension based on complex text through comprehension of familiar retelling a story read by comprehension from text read or shared. increasingly complex text discussions. texts. the teacher using visual predictable text read as read aloud. supports. shared and/or choral reading. 3 Uses gestures, pictures or Answers literal Asks and answers simple Draws upon a variety of Compares similar stories Draw upon a variety of other nonverbal means to comprehension questions questions and/or makes comprehension strategies or similar versions of the comprehension strategies answer literal and/or makes predictions simple predictions about a as needed (e.g., generating same story from different as needed (e.g., generating comprehension questions about a text read aloud. familiar text. Uses picture and responding to sources. Uses picture and responding to about a text read aloud. clues when meaning is not essential questions, clues, context clues, essential questions, clear. making predictions, and/or rereads sentences making predictions, and comparing information when meaning is not comparing information from several sources). clear. from several sources). Uses context clues and/or Reread sentences when rereads sentences when meaning is not clear. meaning is not clear. 4 Uses illustrations, prior Begins to recognize words Uses contextual clues and Uses context clues to Identifies words that are Point to or clearly identify knowledge and language and phrases using context illustrations to determine determine meanings of causing comprehension specific words or patterns to bring meaning clues and illustrations by meanings of unfamiliar unfamiliar words. difficulties and uses wordings that are causing to text. interacting with a variety words. strategies to correct with comprehension difficulties of samples of familiar appropriate contextual and use strategies to print as part of a group. clues. correct. 5 Selects appropriate Selects reading materials Chooses to read and/or Selects reading materials Chooses and reads Read longer selections reading materials with for enjoyment. look at reading material for enjoyment and material for personal and books independently. assistance. when presented with information. reading similar in scope opportunities to select and difficulty to that being from a variety of read by non-ELL peers. classroom activities.
Page 84 Oregon English Language Proficiency Standards READING GRADE 3 VOCABULARY 3. CCG (K-12): Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas (similar to 1996 “…know the meaning of words in text by using...language structure, contextual clues, and visual clues”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts p i
r minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards c
s of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including e
D familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative
l
e sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate v
e patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using L
stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, y
c responses while in later and simple sentences, more detail using newly compound and complex varied grammatical n
e stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, i c
i responses are expected. and predicate. Students experiment and form participate using more use conventions for f
o Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal r
P words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Demonstrates, Demonstrates Demonstrates Uses contextual clues and Uses contextual clues and Understand, learn, and understanding of simple understanding of new understanding of new illustrations illustrations use new vocabulary that is words taught directly vocabulary words taught vocabulary words taught independently to independently to introduced and taught through stories read aloud directly through stories through literature and determine meanings of determine meanings of directly through literacy by the teacher, using and informational text informational text using words in familiar, student- words in student-read text, informational text, gestures or other read aloud by the teacher, simple phrases. read text. text. and instruction. nonverbal using one- or two-word communication. phrases. 2 Develops vocabulary Develops vocabulary Develops vocabulary Develops vocabulary by Develops vocabulary by Develop vocabulary by directly related to the related to space and time related to familiar listening to and talking listening to and discussing listening and discussing classroom environment by listening to text read concepts by listening to about familiar, student- student-read text. both familiar and and to students’ personal aloud by the teacher. and talking about text read text. conceptually challenging life experiences by shared by the teacher or selections read aloud. listening to familiar read with a group. selections read aloud.
Page 85 Oregon English Language Proficiency Standards READING GRADE 3 VOCABULARY (cont) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Demonstrates Demonstrates Demonstrates Uses contextual clues and Uses contextual clues and Determine the meanings understanding of simple understanding of some understanding of some illustrations illustrations of words using knowledge antonyms taught directly common antonyms common synonyms in independently to independently to of antonyms, synonyms, through stories read aloud presented orally by the material presented both determine meanings of determine meanings of homophones, and by the teacher using teacher (e.g., big/little) orally and in written form synonyms and antonyms synonyms, antonyms, homographs. gestures or other using one- or two-word by the teacher (e.g., in familiar, student-read homophones and nonverbal phrases. small/little) using simple text. homographs in student- communication. phrases. read text. 4 Categorizes familiar Identifies categories and Uses contextual clues and Uses contextual clues and Uses contextual clues and Categorize words by words into one of two makes relationships illustrations to categorize illustrations to categorize illustrations to categorize their relationships (e.g., categories (e.g., living/not among familiar words words by their words by their words by their dog/mammal, living) using gestures, using single words or relationships. relationships. relationships. animal/living things). illustrations or other short phrases. nonverbal communication. 5 Uses pictures, context Uses pictures, context Uses pictures, context Uses pictures, context Uses context clues and/or Use sentence and word clues, and/or background clues, and/or background clues, and/or background clues, and/or background background information context to find the information provided by information provided by information provided by information to identify the to identify the meaning of meaning of unknown the teacher to identify the teacher to identify the the teacher to identify the meaning of unfamiliar unfamiliar words. words. familiar words using meaning of familiar meaning of unfamiliar words. gestures or other words. words. nonverbal communication. 6 None available None available Identifies words with the Constructs new words by Constructs and defines Infer word meanings same root with the teacher combining familiar roots new words by combining from taught roots, prefixes providing contextual with prefixes/suffixes familiar roots with (e.g., un-, re-, pre-, bi-, support; infers the with the teacher providing prefixes/suffixes. mis-, dis-), and suffixes meaning of prefixes and contextual support; infers (e.g., -er, -est, -ful). suffixes in familiar words. the meaning of prefixes and suffixes in familiar words. 7 Uses pictures to Locates the meaning of Locates words and their Locates words, definitions Uses a dictionary or Use a dictionary or categorize words and words using pictographs, definitions in a classroom, and syllabication in a glossary to learn the glossary to learn the make a student dictionary. diagrams, or other visual student- or teacher- student-made or teacher- meaning and other meaning and other displays. created dictionary. made dictionary or features of unknown features of unknown glossary. words. words.
Page 86 Oregon English Language Proficiency Standards READING GRADE 3 READ TO PERFORM A TASK 4. CCG (K-12): Find, understand, and use specific information in a variety of texts across the subject areas to perform a task (similar to 1996 “Locate information”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts p i
r minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards c
s of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including e
D familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative
l
e sounds, rhythms and They use routine of specific meaning. They implied meaning. They language. Students initiate v
e patterns of English. Early expressions independently respond in more complex sustain conversation, and negotiate using L
stages show no verbal and respond using phrases sentences with more detail respond with detail in appropriate discourse, y
c responses while in later and simple sentences, using newly acquired compound and complex varied grammatical n
e stages one or two word which include a subject vocabulary to experiment sentences, actively structures and vocabulary, i c
i responses are expected. and predicate. Students and form messages. (The participate using more use conventions for f
o Students respond in single show basic errors in brown bear lived with his extensive vocabulary, use formal and informal r
P words and phrases, which speech. (The bear is family in the forest.) standard grammar with language. (Would you may include subject or a brown. He is eating.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. (bear, they find food there?) summer?) brown) 1 Understands and follows Understands and follows Identifies written Reads familiar written Finds key information in Read written directions, simple one-step directions simple two-step directions directions, signs, captions, directions, signs, captions, signs, captions, warning signs, captions, warning for classroom or work- of classroom or work- and warning labels with warning labels, and labels and informational labels, and informational related activities. Relates related activities. contextual support. informational text with books with contextual books. the simple verbal direction teacher and contextual support. with the written direction. support. 2 Uses gestures or other Locates information using Reads and identifies basic Locates information using Uses titles, tables of Use titles, tables of nonverbal actions to pictographs and diagrams. text features such as title, titles, tables of contents, contents, chapter contents, chapter locate information using table of contents and chapter headings, headings, illustrations, headings, illustrations, simple illustrations. chapter headings to locate illustrations, captions, captions, glossaries, and captions, glossaries, and information. glossaries, and indexes indexes to locate indexes to locate with the teacher providing information in text with information in text. contextual clues. contextual and teacher support.
Page 87 Oregon English Language Proficiency Standards READING GRADE 3 READ TO PERFORM A TASK (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Uses gestures or other Uses one- or two-word Uses contextual clues and Uses contextual clues and Interprets the meaning of Interpret information nonverbal actions to phrases to locate and illustrations to locate illustrations to locate and diagrams, charts, and from diagrams, charts, and locate information on identify information on information from describe information from graphs with contextual graphs. class-created diagrams, class-created diagrams, diagrams, graphs, and diagrams, charts, and support. charts, or graphs. charts, or graphs. charts. graphs. 4 Sequences printed Supplies a missing letter Recognizes basic familiar Alphabetizes a list of Alphabetizes a list of Alphabetize a list of alphabet. in an alphabetic sequence. words and places them in words to the first letter. words to the second letter. words to the third letter. alphabetic order. 5 Uses gestures or other Locates information using Locates information using Locates information using Uses dictionaries, Use dictionaries, nonverbal actions to illustrated reference dictionaries, dictionaries, encyclopedias, CD- encyclopedias, CD ROMs, identify the different materials. encyclopedias, CD- encyclopedias, CD- ROMs, and the Internet to and Internet to locate sources of information ROMs, and the Internet. ROMs, and the Internet locate information. information. (e.g., globe, map, CD- with teacher support. ROM).
6 Understands and follows Reads a simple two-step Reads and follows some Reads and follows multi- Follows multiple-step Follow simple multiple- simple one-step modeled direction that uses familiar familiar multi-step step written directions in a written instructions to step written instructions and written directions for key words or phrases for a directions for classroom- classroom activity or complete an activity or (e.g., how to assemble a classroom and game classroom or game related related activities. game. play a game. product or play a board related activities. activity. game).
Page 88 Oregon English Language Proficiency Standards READING COMPREHENSION GRADE 3 Informational Text: Demonstrate General Understanding 5. CCG (K-12): Demonstrate general understanding of grade-level informational text across the subject areas (similar to 1996 “Demonstrate literal comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts p i
r minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards c
s of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including e
D familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative
l
e sounds, rhythms and They use routine of specific meaning. They implied meaning. They language. Students initiate v
e patterns of English. Early expressions independently respond in more complex sustain conversation, and negotiate using L
stages show no verbal and respond using phrases sentences with more detail respond with detail in appropriate discourse, y
c responses while in later and simple sentences, using newly acquired compound and complex varied grammatical n
e stages one or two word which include a subject vocabulary to experiment sentences, actively structures and vocabulary, i c
i responses are expected. and predicate. Students and form messages. (The participate using more use conventions for f
o Students respond in single show basic errors in brown bear lived with his extensive vocabulary, use formal and informal r
P words and phrases, which speech. (The bear is family in the forest.) standard grammar with language. (Would you may include subject or a brown. He is eating.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. (bear, they find food there?) summer?) brown) 1 Uses gestures, pictures Uses illustrations and key Retells main ideas from Retells main ideas and Summarizes main ideas in Summarize major points and other nonverbal words to identify some informational text on a some important details in sequence from an from informational text. means to show major points from familiar topic using short sequence from informational text. comprehension. informational text on a phrases and sentences. informational text. familiar topic. 2 Follows along the reading Answers simple literal Uses the structure of the Uses information from the Demonstrates Demonstrate of an illustrated text. comprehension questions informational text to find text, including diagrams, comprehension by comprehension by about main ideas, using answers to simple graphs, and illustrations, answering questions about identifying answers to single words or short questions. to answer questions. the text. questions about the text. phrases.
Page 89 Oregon English Language Proficiency Standards READING COMPREHENSION GRADE 3 Informational Text: Demonstrate General Understanding (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Follows along during the Uses illustrations, and Identifies main ideas and Distinguishes the main Distinguishes the main Distinguish the main idea reading of an illustrated single words or short important details using idea within a familiar idea within a familiar and supporting details in text. phrases to identify the graphic organizers. structure (reading journal, structure (reading journal, informational text. main idea. KWL chart, concept KWL chart, concept map). Identifies map). Identifies supporting details. supporting details. 4 Responds to pictures and Identifies significant Locates significant Identifies significant Determines significant Determine significant illustrations which identify information using graphic information in a text with information, problems information, including information from the text, significant information. and nonverbal cues to teacher support. and solutions presented in problems and solutions. including problems and explain the text. a text with teacher solutions. support.
Page 90 Oregon English Language Proficiency Standards READING COMPREHENSION GRADE 3 Informational Text: Develop an Interpretation 6. CCG (K-12): Develop an interpretation of grade-level informational text across the subject areas (similar to 1996 “Demonstrate inferential comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o
t Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts p i minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards r c
s of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including e familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative D
l sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
v patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using e
L stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse,
y responses while in later and simple sentences, more detail using newly compound and complex varied grammatical c
n stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, e i
c responses are expected. and predicate. Students experiment and form participate using more use conventions for i f
o Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal r words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you P may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Listens to questions and Participates in developing Predicts facts or outcomes Seeks specific Develops a KWL chart Pose possible answers to answers about a chart with prior based on teacher-modeled information from a text before reading; seeks how, why, and what -if information in an knowledge and student questions; with guidance, using a KWL chart or answers in the text; questions. illustrated informational questions about a topic; develops a KWL chart. other graphic organizer; responds to how, why, text. with guidance, responds with guidance and/or in a what-if questions based to guided reading group, responds to how, on information in the text, questions. why, what-if questions. independently or with a partner. 2 Attends to illustrations in Uses pictures, gestures, Identifies the topic; with Identifies the topic or Relates personal Connect the information a text; with guidance, words and short phrases guidance, identifies a main idea; identifies a experiences, world events, in text to life experiences, identifies the topic. to relate personal similar topic or idea in a similar topic or idea in insights or ideas with text, and world. experiences to the text. familiar story or event. another text or life those in a text. experiences.
Page 91 Oregon English Language Proficiency Standards READING COMPREHENSION GRADE 3 Informational Text: Examine Content and Structure 7. CCG (K-12): Examine content and structure of grade-level informational text across the subject areas (similar to 1996 “Demonstrate evaluative comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o
t Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts p i minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards r c
s of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including e familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative D
l sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
v patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using e
L stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse,
y responses while in later and simple sentences, more detail using newly compound and complex varied grammatical c
n stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, e i
c responses are expected. and predicate. Students experiment and form participate using more use conventions for i f
o Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal r words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you P may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Identifies informational Participates in group Connects and compares Participates in group Connects and compares Connect and compare text with the same content activities, such as information across activities, such as information across information across by using illustrations. listening, illustrating, selections using graphic listening, illustrating, selections by writing, selections. using key words and organizers, charts and/or discussing, to identify Venn diagram, T chart or phrases to identify similar Venn diagram or other similar information across other graphic organizer. ideas in two illustrated graphic organizer. selections. selections on a given topic.
Page 92 Oregon English Language Proficiency Standards LITERARY ANALYSIS GRADE 3 Listen to and Read Literary Text 8. CCG (K-12): Listen to text and read text to make connections and respond to a wide variety of literature of varying complexity. s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o
t Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts p i minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards r c
s of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including e familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative D
l sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
v patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using e
L stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse,
y responses while in later and simple sentences, more detail using newly compound and complex varied grammatical c
n stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, e i
c responses are expected. and predicate. Students experiment and form participate using more use conventions for i f
o Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal r words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you P may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Listens to a variety of Participates in shared Listens to text and makes Listens to and reads text Listens to text and reads Listen to text and read types of literature. reading of a variety of connections and responds to make connections and text to make connections text to make connections types of literature. to group activities such as responds to literature, and responds to a variety and respond to a wide illustrations and story through formats such as of children’s literature— variety of significant boards. reading journals and including poetry, fiction, works of children’s graphic organizers. non-fiction, and drama— literature—including from a variety of cultures poetry, fiction, non- and time periods, using fiction, and drama—from formats such as reading a variety of cultures and journals and graphic time periods. organizers. 2 Demonstrates literal Demonstrates literal Demonstrates literal Demonstrates inferential Demonstrates evaluative Demonstrate literal, listening comprehension listening comprehension comprehension by comprehension with listening comprehension; inferential, and evaluative by viewing visual aids by using single words and retelling the main teacher guidance and with teacher support, or listening comprehension provided by the teacher. short phrases. events/ideas in sequence support. cooperative learning of more complex literary using simple sentences activities, makes text through interpretive and/or illustrations. inferences. discussions.
Page 93 Oregon English Language Proficiency Standards LITERARY ANALYSIS GRADE 3 Literary Text: Demonstrate General Understanding 9. CCG (K-12): Demonstrate general understanding of grade-level literary text (similar to 1996 “Demonstrate literal comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o
t Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts p i minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards r c
s of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including e familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative D
l sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
v patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using e
L stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse,
y responses while in later and simple sentences, more detail using newly compound and complex varied grammatical c
n stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, e i
c responses are expected. and predicate. Students experiment and form participate using more use conventions for i f
o Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal r words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you P may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Uses pictures to follow a Retells the story using Retells the story Retells the story including Retells the sequence of Retell the sequence of the story line. visuals and words. identifying beginning, most major events. the story with teacher story. middle and end using probing. phrases and short sentences. 2 Identifies main characters Uses single words and Identifies problem and Identifies problem and Identifies and describes Identify and describe the in a story using short phrases to name and solution; identifies and solution; identifies and the plot, setting, and plot, setting, and illustrations. describe the main describes the characters describes the characters character(s) in the story, character(s) in the story. characters and identify the and setting (time and and setting (time and using familiar format setting. place) with teacher place) with support. (reading journal, graphic guidance. organizers).
Page 94 Oregon English Language Proficiency Standards LITERARY ANALYSIS GRADE 3 Literary Text: Develop an Interpretation 10. CCG (K-12): Develop an interpretation of grade-level literary text (similar to 1996 “Analyze the author’s ideas…and make supported interpretations of the selection”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o
t Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts p i minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards r c
s of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including e familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative D
l sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
v patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using e
L stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse,
y responses while in later and simple sentences, more detail using newly compound and complex varied grammatical c
n stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, e i
c responses are expected. and predicate. Students experiment and form participate using more use conventions for i f
o Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal r words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you P may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Observes sequential Observes sequential Makes predictions about a Predicts what will happen Makes and supports Make and confirm pictures to predict what pictures and story based on the text, next; checks the text to predictions; with support, predictions about what will happen next. illustrates/labels what will illustrations and verify the prediction in a checks the text to will happen next. happen next. background knowledge in teacher guided activity. confirm. a teacher guided activity. 2 Dramatizes situations Participates in choral Responds to teacher Responds to questions Describes cause-and- Describe cause-and-effect based on the concept of reading of poems and questions about cause- about cause-and-effect in effect of specific events of specific events. cause-and-effect. picture books that are and-effect (what an unfamiliar story based with some guidance. based on the concept of happened and why did it on illustrations and cause-and-effect. happen) in a familiar information in the text. Responds to teacher story. questions about literal comprehension (what happened).
Page 95 Oregon English Language Proficiency Standards LITERARY ANALYSIS GRADE 3 LITERARY TEXT: EXAMINE CONTENT AND STRUCTURE 11. CCG (K-12): Examine content and structure of grade-level literary text (similar to 1996 “Evaluate how the form of a literary work and the use of literary devices contribute to the work’s message and impact”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o
t Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts p i minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards r c
s of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including e familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative D
l sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
v patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using e
L stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse,
y responses while in later and simple sentences, more detail using newly compound and complex varied grammatical c
n stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, e i
c responses are expected. and predicate. Students experiment and form participate using more use conventions for i f
o Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal r words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you P may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Recognizes the same Recognizes similarities in Connects and compares Connects and compares Connects and compares Connect and compare character in more than characters and/or events characters and events in a similarities in characters similarities in characters similarities in characters one story based on in two stories based on new story and a familiar and events in a new story and events across stories. and events across stories. illustrations. illustrations and simple story in a teacher directed and familiar stories with text. activity. teacher guidance. 2 Listens to and participates Use movement to Identifies rhyming words Identifies rhyming words Recognizes the use of Recognize the use of in active listening poems highlight rhythm and and rhythm in familiar and rhythm in poems. rhyme, rhythm, and rhyme, rhythm, and that have motions read rhyme in oral poems with teacher alliteration (using words alliteration (using words aloud by a proficient presentations (keep steady guidance. with repeating consonant with repeating consonant English speaker. beat, perform rhythm of sounds) by a poet. sounds) by a poet, and words or phrases); discuss its use. participate in choral readings of poetry. 3 Watches and takes part in Participates in choral Acts out a story or event Creates a dramatization or Takes part in Take part in creative oral presentation (e.g., readings of poems, based on a text oral presentation based on dramatization or oral responses to texts such as echoing, choral speaking). rhymes, and stories. individually or with a a text with teacher presentation based on a dramatizations and oral group. assistance. text with guidance. presentations.
Page 96 Oregon English Language Proficiency Standards SPEAKING GRADE 3 FOCUS AND ORGANIZATION 1. CCG (K-12): Communicate supported ideas across the subject areas using oral, visual, written, and multi-media forms in ways appropriate to topic, context, audience, and purpose (1996 Ideas and Content); organize oral, visual, written, and multi-media presentations in clear sequence, making connections and transitions among ideas and elements (1996 Organization); and use language appropriate to topic, context, audience, and purpose (1996 Language). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using
y stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n responses while in later and simple sentences, more detail using newly compound and complex varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you like may include subject or a brown. He is eating.) in the forest.) few random errors. (Can me to bring pictures of predicate. Many speech bears live in the forest if the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Responds through Responds with one or two Organizes ideas in a Lists major points using Sequences main points With guidance, organize drawings and actions. words and familiar simple chronological limited academic using some academic ideas sequentially or phrases. order on a familiar topic; language; uses phrases language. around major points of uses visual aids and short and sentences to express information. phrases. main ideas on a familiar topic. 2 Uses drawings or other Identifies details about Identifies main idea and Tells a story using simple Tells a story that has a Provide a beginning, visual aids to sequence events or experiences in details in phrases and sentences. central idea and middle, and end, events. sequence using single short sentences using a supporting details. including concrete details words, short phrases and visual organizer. that develop a central visual aids. idea. 3 Uses a picture or drawing Uses gestures and more Uses illustrations to Uses props (e.g., objects, Chooses props (e.g., With assistance, clarify to illustrate a topic. than one drawing or present ideas in sequence. pictures, charts) to show a objects, pictures, charts, and enhance oral picture to help main idea following a diagrams) to show main presentations through the explain/describe the topic. familiar structure with ideas with guidance. use of appropriate props guidance. (e.g., objects, pictures, charts).
Page 97 Oregon English Language Proficiency Standards SPEAKING GRADE 3 FOCUS AND ORGANIZATION (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 4 Listens to oral Communicates meaning Uses phrases and short Uses phrases and short Uses appropriate Use clear and specific presentations that have a through facial expressions sentences to communicate sentences including some academic vocabulary vocabulary to variety of purpose and and gestures as well as about a topic. vocabulary specific to the along with facial communicate and, with tone. simple words and short topic. expressions and gestures assistance, establish the phrases. to communicate the tone. central ideas.
Page 98 Oregon English Language Proficiency Standards SPEAKING GRADE 3 DELIVERY 2. CCG (K-12): Demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other nonverbal techniques (1996 Delivery). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts p i
r minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards c
s of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including e
D familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative
l
e sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate v
e patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using L
stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, y
c responses while in later and simple sentences, more detail using newly compound and complex varied grammatical n
e stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, i c
i responses are expected. and predicate. Students experiment and form participate using more use conventions for f
o Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal r
P words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you like may include subject or a brown. He is eating.) in the forest.) few random errors. (Can me to bring pictures of predicate. Many speech bears live in the forest if the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Listens to speakers who Uses appropriate Uses appropriate Practices intonation to Practices intonation to Use appropriate intonation are using appropriate intonation in phrases and intonation for questions emphasize certain words emphasize important and vocal patterns to intonation and vocal sentences, including and statements. or phrases in a sentence. ideas. emphasize important patterns in a variety of questions. points. situations. 2 Looks toward speaker. Looks toward speaker; Looks toward the Looks toward audience Looks toward the Maintain good eye contact responds with appropriate audience some of the time most of the time while audience while speaking. while speaking. facial expression. while speaking. speaking.
Page 99 Oregon English Language Proficiency Standards SPEAKING GRADE 3 ANALYSIS 3. CCG (K-12): Evaluate the significance and accuracy of information and ideas presented in written, oral, visual, and multi-media communications across the subject areas (1996 Analysis). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using
y stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n responses while in later and simple sentences, more detail using newly compound and complex varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you like may include subject or a brown. He is eating.) in the forest.) few random errors. (Can me to bring pictures of predicate. Many speech bears live in the forest if the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Listens to a variety of Listens to a variety of Identifies key words that Recognizes statements of Compares/contrasts the Distinguish between the speakers. speakers. Responds with indicate opinion from opinion and compares speaker’s opinions to speaker’s opinions and drawings and simple previously introduced list them to facts. facts. verifiable facts. phrases. of words.
Page 100 Oregon English Language Proficiency Standards SPEAKING GRADE 3 LISTENING 1. CCG (K-12): Listen critically and respond appropriately across the subject areas. s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts p i
r minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards c
s of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including e
D familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative
l
e sounds, rhythms and They use routine of specific meaning. They implied meaning. They language. Students initiate v
e patterns of English. Early expressions independently respond in more complex sustain conversation, and negotiate using L
stages show no verbal and respond using phrases sentences with more detail respond with detail in appropriate discourse, y
c responses while in later and simple sentences, using newly acquired compound and complex varied grammatical n
e stages one or two word which include a subject vocabulary to experiment sentences, actively structures and vocabulary, i c
i responses are expected. and predicate. Students and form messages. (The participate using more use conventions for f
o Students respond in single show basic errors in brown bear lived with his extensive vocabulary, use formal and informal r
P words and phrases, which speech. (The bear is family in the forest.) standard grammar with language. (Would you like may include subject or a brown. He is eating.) few random errors. (Can me to bring pictures of the predicate. Many speech bears live in the forest if bear that I saw last errors are observed. (bear, they find food there?) summer?) brown) 1 Listens to a speaker. Retells what a speaker Retells what a speaker Retells what a speaker Retells by a speaker and Retell in own words and said using pictures, single said using sentences. said using both compound states the speaker’s main explain what has been said words or short phrases. sentences. ideas using content by a speaker. appropriate vocabulary. 2 Identifies a speaker’s Uses pictures, gestures, Identifies prior Identifies a speaker’s Compares and contrasts Connect and relate prior topic using pictures or words and short phrases to experiences that relate to ideas and similar ideas prior experiences with experiences, insights, and gestures. relate personal speaking topic using using graphic organizers those of a speaker using ideas to those of a speaker experiences to the gestures and words. for comparison. graphic organizers. (e.g., through mapping, speaker’s topic. Identifies graphic organization). a prior experience that relates to a speaker’s topic using pictures or gestures.
Page 101 Oregon English Language Proficiency Standards SPEAKING GRADE 3 LISTENING (cont) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Uses gestures and actions Answers social questions Responds to social Responds to social and Answers social questions Answer questions to respond to questions with single words or short questions using short academic questions; completely and with completely and with he/she understands. phrases. phrases and sentences. includes more information elaboration; answers appropriate elaboration. when questioned about academic questions using details (e.g., uses content appropriate academic language when vocabulary and some prompted by the teacher). detail. 4 Connects objects with the Identifies word patterns. Identifies word patterns Identifies word patterns, Identifies the sound Identify the sound sounds they make; and repeated sounds. repeated sounds and elements of literary elements of literary participates in choral rhymes. language, including language, including reading of poems and rhymes, repeated sounds, rhymes, repeated sounds, familiar stories. and instances of naming and instances of naming something by using a something by using a sound associated with it sound associated with it (such as hiss or buzz). (such as hiss or buzz).
Page 102 Oregon English Language Proficiency Standards WRITING GRADE 3 WRITING STRATEGIES
1. CCG (K-12): Pre-write, draft, revise, edit, and publish across the subject areas. s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using
y stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n responses while in later and simple sentences, more detail using newly compound and complex varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you like may include subject or a brown. He is eating.) in the forest.) few random errors. (Can me to bring pictures of the predicate. Many speech bears live in the forest if bear that I saw last errors are observed. (bear, they find food there?) summer?) brown) 1 Participates in classroom Draws from classroom Finds ideas for writing Finds ideas for writing Finds ideas for writing Find ideas for writing content area experiences content area experiences stories and descriptions stories and descriptions stories from sources, stories and descriptions and in developing as a source for ideas for through content area through content area including conversations, through various sources, organizers that will writing stories with experiences, illustrations, experiences, illustrations, books, magazines, including conversations outline stories. guidance. and the Internet with text, and the Internet. textbooks, the Internet, with others, and in books, guidance. Uses text as a and content area magazines, textbooks, or source of ideas. experiences such as on the Internet. science inquire. 2 Understands what is Participates in Uses phrases and short Brainstorms, lists, and Brainstorms, lists, and Discuss ideas for writing, taking place during brainstorming ideas for sentences to participate in shares ideas for writing in shares ideas for writing. use diagrams and charts to brainstorming activities writing about a given brainstorming with a a variety of group settings Uses graphic organizers. develop ideas, and make a while teacher uses topic using words and group. Begins to use (partners, small or large list or notebook of ideas. illustrations, gestures, to phrases. simple graphic organizers groups). help the beginner speaker. (web, list) to display Uses simple graphic ideas. organizers.
Page 103 Oregon English Language Proficiency Standards WRITING GRADE 3 WRITING STRATEGIES (cont.)
Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Participates in group pre- Participates in pre-writing Plans writing using simple Uses all aspects of the Uses all aspects of the With some guidance, use writing experiences. and drafting simple graphic organizers. writing process (except writing process in the all aspects of the writing Copies the initial compositions on a given Checks punctuation and editing) to produce simple context of a structure process (e.g., prewriting, organizer. familiar topic. initial capitalization. compositions and reports, provided by the teacher to drafting, conferencing, with step-by-step teacher produce compositions and revising, editing) in support. reports. producing compositions and reports. 4 Dictates work and phrase Uses student version of Uses student version of Uses student version of Uses student version of Use a scoring guide to to teacher; copies correct the scoring guide to the scoring guide to the scoring guide to the scoring guide to review, evaluate, and version. review writing for review for organization. review for ideas and review writing for revise writing for meaning conventions with teacher content with teacher meaning and clarity; and clarity. support. support. evaluates and makes revisions. 5 Arranges or corrects the Revises a student- Revises a student- Identifies changes that Makes simple revisions to With assistance, revise order of a series of authored story for authored story for focus could improve focus and improve focus and writing for others to read pictures to tell a story in progression of ideas from from teacher feedback. progression of ideas in progression of ideas based improving the focus and an order that makes sense. teacher feedback. writing from teacher on feedback from teacher progression of ideas. feedback. and/or peers. 6 Adds ending punctuation Participates in class Uses a simplified Participates in class Uses an editing checklist With guidance, proofread to simple sentences. proofreading, checking checklist to edit a piece proofreading, focusing on to proofread with teacher one’s own writing, as well only one element or rule focusing on one area with more than one area of the support. as that of others, using, for at a time. the class or in a group. editing checklist. example, an editing checklist or list of rules. 7 Displays illustrated story Listens to and participates Participates in group Uses academic language Presents and discusses Present and discuss own with peer. Responds (using words or short activities where own or in group activities where own writing with other writing with other nonverbally (i.e., smile, phrases) in structured others’ writing is shared; own or others’ writing is students in structured students, and respond clap) to others’ writing. group activities where using phrases and short shared; offers suggestions sharing activity, and helpfully to other students present and sentences, compliments, and compliments, and responds helpfully to students’ compositions. discusses his/her own or and asks/answers asks/answers questions other students’ others’ writing, answer questions. about the writing. compositions. Uses questions, and receive appropriate academic feedback. language.
Page 104 Oregon English Language Proficiency Standards WRITING GRADE 3 FOCUS AND ORGANIZATION 2. CCG (K-12): Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest (1996 “Convey clear, focused main ideas…”); organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs (1996 “Structure information in clear sequence…”); and use precise words and fluent sentence structures that support meaning (1996 Sentence Structure). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using
y stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n responses while in later and simple sentences, more detail using newly compound and complex varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you like may include subject or a brown. He is eating.) in the forest.) few random errors. (Can me to bring pictures of the predicate. Many speech bears live in the forest if bear that I saw last errors are observed. (bear, they find food there?) summer?) brown) 1 Observes/attends to a Participates in an Participates in an Writes for a specific Writes for a specific Write appropriately for class writing activity, interactive writing project, interactive writing project, audience and/or purpose audience and/or purpose. purpose and audience. writing for a specific to produce a letter or story to produce a letter or story with teacher support. audience or purpose; for a specific audience, for a specific audience. copies the finished contributing single words product. or short phrases. 2 Views illustrations and Participates in group Brainstorms details about Uses a graphic organizer Uses a graphic organizer Create a single paragraph copies the caption. activities listing and/or a main idea in a guided to order a list of facts or to develop a main idea with a topic sentence, categorizing ideas or facts group activity. Uses a details, to compose and facts or details; writes simple supporting facts pertaining to a given graphic organizer to order sentences about a topic or a paragraph with a and details, and a topic. the information to be main idea. Uses the beginning, middle, and concluding sentence. included in group- sentences to form a simple end. composed paragraph. paragraph. 3 Dramatizes action verbs Uses high frequency Participates in large- Revises own or other’s Uses a classroom word Use vivid adjectives and with teacher support. adjectives to describe an group, teacher-guided writing, adding adjectives bank, or list of synonyms action verbs. illustration. description writing and/or working with a partner or to add adjectives and word-substitution in a group. action verbs to own activities. writing.
Page 105 Oregon English Language Proficiency Standards WRITING GRADE 3 FOCUS AND ORGANIZATION (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 4 Listens to stories that Listens and attends to Uses a given pattern or Creates similes or other Elaborates descriptions Begin to elaborate incorporate figurative stories and group structure to create figurative expressions and incorporates descriptions and language. activities in which figurative language as a using a given pattern or a figurative wording in own incorporate figurative figurative language is group. structure. writing with teacher wording in own writing. used according to an support. established pattern. 5 Identifies ending Participates in interactive Writes simple sentences Uses simple statements, Uses statements, Write correctly complete punctuation marks (i.e. writing activities, writing of statement, command, questions, commands and questions, commands and sentences of statement, period, question mark, statements, commands, question, and exclamations in writing. exclamations in writing. command, question, or and exclamation point). questions and exclamation. exclamation. exclamations.
Page 106 Oregon English Language Proficiency Standards WRITING GRADE 3 WRITING CONVENTIONS 3. CCG (K-12): Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas (similar to 1996 “Use correct spelling, grammar, punctuation, capitalization….”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students e
L patterns of English. Early expressions They respond in more sustain conversation, initiate and negotiate
y stages show no verbal independently and complex sentences with respond with detail in using appropriate c
n responses while in later respond using phrases more detail using newly compound and complex discourse, varied e i c
i stages one or two word and simple sentences, acquired vocabulary to sentences, actively grammatical structures f
o responses are expected. which include a subject experiment and form participate using more and vocabulary, use r
P Students respond in and predicate. Students messages. (The brown extensive vocabulary, use conventions for formal single words and phrases, show basic errors in bear lived with his family standard grammar with and informal language. which may include speech. (The bear is in the forest.) few random errors. (Can (Would you like me to subject or a predicate. brown. He is eating.) bears live in the forest if bring pictures of the Many speech errors are they find food there?) bear that I saw last observed. (bear, brown) summer?) Spelling 1 Copies one-syllable and Copies and pronounces Spells correctly one- Spells correctly one- Spells correctly one- Spell correctly repeats consonant-vowel- one-syllable words that syllable words that have syllable words that have syllable words that have one-syllable words that consonant (CVC) words. have blends or a silent blends. blends and common sight blends and common sight have blends (play, blend) letter. words. words that have a silent or a silent letter (walk); letter.
Page 107 Oregon English Language Proficiency Standards WRITING GRADE 3 WRITING CONVENTIONS (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Copies and repeats Participates in group Practices forming Uses the most common Spells common Contractions (isn’t, contractions. writing activities where contractions with teacher contractions in writing contractions correctly. aren’t, can’t); common contractions are support. (i.e. isn’t, aren’t, can’t, included. I’m, don’t). 3 Copies phrases that Writes simple sentences Uses common compound Uses the most common Uses correctly common Compounds; include compound words. using preselected words in group writing compound words (e.g. compound words in compound words (i.e. and teacher directed into, something, nothing, writing. snowman, bookmark). lessons. anything) in writing. 4 Labels illustrations with Copies and illustrates Demonstrates spelling Participates in teacher- Uses correctly common Common spelling “y to ies” pluralization words with “y to ies” patterns awareness of directed and/or group spelling in high frequency patterns (qu-, changing with teacher support. pluralization. common (i.e. “qu”, “y to writing activities where words. win to winning, and ies” pluralization) in focus is on common changing the ending of a group writing activities. spelling patterns. word from –y to –ies to make a plural, such as berry/berries); and 5 Practices and illustrates Practices and illustrates Practices using only the Uses some of the most Uses the most common Common homophones homophones with teacher homophones. most common common homophones in homophones in writing. (words that sound the support. homophones (i.e. to, two; writing. same but have different there, their; here and spellings, such as hear) in a guided activity. hair/hare). 6 Copies high frequency Applies sound- letter Participates in group Uses spelling patterns in Spells correctly familiar Spell correctly previously classroom words. correspondence to activities focusing on invented spelling. Spells words. studied words and invented spelling. word families. Spells some sight words spelling patterns in own some sight words correctly. writing. correctly. 7 Spells own name Uses invented spelling. Recognizes correct Uses spelling reference Detects most spelling Notice when words are correctly; copies spelling of high material to check familiar errors in own writing; not correct, and use a environmental print frequency sight words. words, and high uses spelling reference variety of strategies to correctly. frequency words. material to correct. correct (e.g., word lists, dictionary).
Page 108 Oregon English Language Proficiency Standards WRITING GRADE 3 CONVENTIONS (cont.) Grammar Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 1 Copies group writing to Practices subject/verb Writes simple sentences Uses subjects and verbs Uses subjects and verbs Use subjects and verbs practice correct subject agreement in group with subject/verb that are in agreement. that are in agreement, that are in agreement (we and verb agreement. writing activities or agreement. Practices including collective are instead of we is). directed writing. subject/verb agreement nouns. with collective nouns in guided group writing. 2 Labels illustrations or Uses present tense in Uses past, present, and Uses correct tenses in Uses verb forms correctly Correctly use past (he action verbs. group writing activities. future tenses in independent writing. in context. talked), present (he talks), group/guided writing and future (he will talk) activities. verb tenses. 3 Labels illustrations with Uses pronouns and Uses pronouns and Uses pronouns, Uses correctly pronouns, Correctly use pronouns common adjectives common adjectives compound nouns in adjectives, and compound adjectives, familiar (it, him, her), adjectives (colors, number, and (colors, number, size) in writing. nouns correctly in writing. compound nouns, and (yellow flower, three size). group/guided writing articles. brown dogs), compound activities. nouns (football, snowflakes), and articles (a, an, the). 4 Copies labels on Identifies singular Writes simple sentences Uses singular possessive Uses and identifies Identify and correctly illustrations that show possessive nouns in using singular possessive in writing in group singular possessive nouns. write singular possessive singular possessive nouns. writing. nouns in group guided activities and identifies nouns (dog’s tail). (i.e. a girl and a book activities. singular possessive nouns. the girl’s book). Punctuation 1 Copies a simple date Writes the date in a Uses commas for items in Uses commas correctly Uses commas in dates and Use commas in dates (On sentence or address. (i.e. sentence, uses commas a series in group/guided when writing the date. for items in a series. Uses June 24, 2003, she’ll be Today is Thursday, July for items in a series. writing activities. Writes Begins to use commas in commas in locations and nine.), locations (Salem, 10, 2003.). a simple date sentence. a series in writing. Writes unfamiliar addresses. Oregon), and addresses own address correctly. (421 Coral Way, Miami, FL), and for items in a series (beans, corn, cucumbers, and squash). 2 Practices placing Copies simple sentences Inserts quotation marks in Inserts quotation marks in Approximates correct use Approximate correct use quotation marks around that include quotation text to show that someone text to show that someone of quotation marks to of quotation marks to phrases. marks (i.e. Tom says, is speaking in group is speaking. show that someone is show that someone is “hi”). guided activity. speaking. speaking (“You may go home now,” she said.).
Page 109 Oregon English Language Proficiency Standards WRITING GRADE 3 WRITING CONVENTIONS (cont.) Capitalization Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 1 Copies geographical Begins to use capitals Uses capitalization of Uses capitalization of Uses correct capitalization Capitalize correctly names and holidays with teacher support. familiar geographical familiar geographical for familiar geographical geographical names, correctly. names and holidays in names and holidays in names, holidays, and holidays, and special simple sentences. own writing. special events. events (We always celebrate Memorial Day by gathering at the Rose Garden in Portland, Oregon). Handwriting 1 Copies legibly. Writes legibly, leaving Writes legibly in cursive Writes legibly in cursive Writes legibly in cursive Write legibly in cursive space between letters in a and manuscript, leaving and manuscript, leaving and manuscript, leaving and manuscript, leaving word and words in a space between letters in a space between letters in a space between letters in a space between letters in a sentence. word, words in a word, words in a word, words in a word, words in a sentence, sentence, and between sentence, and between sentence, and between and between words and words and the edges of words and the edges of words and the edges of the edges of the paper. the paper by end of the the paper by end of the the paper by end of the school year. school year. school year.
Page 110 Oregon English Language Proficiency Standards WRITING GRADE 3 WRITING MODES 4. CCG (K-12): Write narrative, expository, and persuasive texts, and use a variety of written forms (e.g., journals, essays, short stories, poems, research reports, research papers, business and technical writing) to express ideas appropriate to audience and purpose across the subject areas (1996 Modes/Forms). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students e
L patterns of English. Early expressions They respond in more sustain conversation, initiate and negotiate
y stages show no verbal independently and complex sentences with respond with detail in using appropriate c
n responses while in later respond using phrases more detail using newly compound and complex discourse, varied e i c
i stages one or two word and simple sentences, acquired vocabulary to sentences, actively grammatical structures f
o responses are expected. which include a subject experiment and form participate using more and vocabulary, use r
P Students respond in and predicate. Students messages. (The brown extensive vocabulary, use conventions for formal single words and phrases, show basic errors in bear lived with his family standard grammar with and informal language. which may include speech. (The bear is in the forest.) few random errors. (Can (Would you like me to subject or a predicate. brown. He is eating.) bears live in the forest if bring pictures of the bear Many speech errors are they find food there?) that I saw last summer?) observed. (bear, brown) 1 Uses pictures to tell about Develops a narrative Writes a personal Writes a personal Writes a personal Personal Narrative a personal experience. about a shared experience narrative using simple narrative relating events narrative; includes with guidance or in a sentences. in sequence, with a few details. group. details and descriptive words. 2 Tells a story with Participates in group to Writes a fictional story Writes a fictional story Writes a fictional Fictional Narrative pictures. develop a fiction story. using simple sentences. using some details and a narrative, including (Imaginative) few descriptive words. descriptions and details. 3 Uses captions and Uses pictures, words and Writes simple sentences Develops main ideas on a Writes an expository Expository drawings to show short phrases to about a given nonfiction given nonfiction topic composition about a information. participate in group topic. using limited academic given topic; develops writing activities to language, details and main ideas; includes develop a simple descriptions. some supporting details expository paragraph. using academic language.
Page 111 Oregon English Language Proficiency Standards WRITING GRADE 3 WRITING MODES (cont.) Narrative Writing Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 1 Draws and labels the Participates in teacher- Uses pictures and simple Provides a context for Provides a context for Write narratives: setting for a story or directed group writing sentences to provide action in a narrative with action in a narrative with Provide a context within event. describing time and/or context. teacher support. teacher support. which an action takes place. place. 2 Uses drawings to convey Participates in teacher- Writes details about one Begins to include details Includes important details Include well-chosen important details. directed group writing to idea or aspect of the plot about main aspects of a to develop the plot. details to develop the develop important details of a story in a group or plot in own writing. plot. about a main idea, guided writing activity. through pictures, words, and simple phrases. 3 Illustrates some incident Participates in group Uses simple sentences to Shares how the selected Gives a simple With some guidance, from the narrative. discussions or activities tell about the part of a incident is similar to explanation of why a provide insight into why sharing what they story that was something in his/her own selected incident is the selected incident is remember most about a memorable. experience in guided memorable with teacher memorable. story, using single words, writing. support. short phrases or pictures. Expository Writing 1 Draws a picture to show Participates in a guided Writes simple sentences Writes a descriptive piece Writes a descriptive piece Write descriptive pieces people, places, things, or group activity to develop to describe a main idea about a main idea with about a main idea; uses about people, places, experiences. simple description of a with teacher support. teacher support. appropriate academic things, or experiences: main idea (people, places, language. Develop a unified main things, or experiences). idea. (Suggested length— 100 words.) 2 Uses drawings to show a Uses pictures, words and Writes important details Uses details to support Uses details to support Use details to support the main idea. short phrases to list about a main idea; uses main ideas on a given the main idea; uses main idea. details that support a simple sentences. topic using academic academic language. main idea in a guided, language, details and teacher-directed activity. descriptions. 3 Draws a thank-you note; Uses single words, short Writes simple letters, Writes letters, thank-you Writes letters, thank-you Write letters, thank-you copies an invitation. phrases and/or pictures, thank-you notes, and notes, and invitations; notes and invitations notes, and invitations: to participate in a teacher- invitations; uses simple uses simple and more using appropriate With assistance, guided group activity, sentences. complex sentence vocabulary. determine the knowledge writing a thank-you note structure. and interests of the or invitation. audience and establish a purpose and context.
Page 112 Oregon English Language Proficiency Standards WRITING GRADE 3 WRITING MODES (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 4 Copies the date onto a Uses single words, short Uses a template to write a Writes letters, and thank- Writes letters, thank-you Include the date, proper picture drawn as a thank- phrases and/or pictures to letter, thank-you note, or you notes; includes date, notes and invitations salutation, body, closing, you note; signs the participate in teacher- invitation; includes date, salutation, body and using date, proper and signature. picture. guided, group writing of a salutation, body, closing signature. salutation, body, closing, thank-you note, letter, or and signature. and signature. invitation. 5 Draws a picture about a Participates in teacher- Participates in writing Selects and uses Selects and uses Write brief reports: given topic based on directed activity using about a given topic, using observations and observations and Include observations and observations (watching two or more sources to information from two or information from two or information from two or information from two or experiment, picture book, locate and list more sources in teacher- more sources to write a more sources to write a more sources. demonstration). information on a given guided activity. brief report. brief report. topic using key words and sentences. 6 Illustrates the topic. Participates in a directed Selects an illustration or Creates an illustration, or Uses diagrams, charts, or Use diagrams, charts, or group activity, selects or diagram or chart to develops a simple illustrations that support illustrations that are develops a diagram, chart support the text with diagram or chart to the text. appropriate to the text. or illustration, appropriate teacher support. support the text with to a given topic. teacher support. 7 Draws a picture to Uses words or short Writes simple sentences Writes about the meaning Writes a brief response to Write brief responses to express his/her own phrases to participate in about the content of a of a text using vocabulary literary text; includes literary text: Include what understanding of the group writing about the text. from the text. main ideas. Uses the text is about. content. content of a text. appropriate vocabulary. 8 Responds to text through Uses a prescribed Uses a prescribed Locates examples from Writes a brief personal Include personal response gestures or illustrations. sentence pattern to sentence pattern to the text that support response to a text. to text supported by express personal opinion express personal opinion student’s personal Includes examples from reasons. about or reaction to the about or reaction to the reaction with teacher the text, and/or other text; gives reason for text; gives reason for support. information to support opinion or reaction in a opinion or reaction. opinion. group, teacher-guided activity.
Page 113 Oregon English Language Proficiency Standards WRITING GRADE 3 WRITING STRATEGIES 5. CCG (K-12): Investigate topics of interest and importance across the subject areas, selecting appropriate media sources and using effective research processes, and demonstrating ethical use of resources and materials (see Writing Applications-Expository Writing: Research Reports). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students e
L patterns of English. Early expressions They respond in more sustain conversation, initiate and negotiate
y stages show no verbal independently and complex sentences with respond with detail in using appropriate c
n responses while in later respond using phrases more detail using newly compound and complex discourse, varied e i c
i stages one or two word and simple sentences, acquired vocabulary to sentences, actively grammatical structures f
o responses are expected. which include a subject experiment and form participate using more and vocabulary, use r
P Students respond in and predicate. Students messages. (The brown extensive vocabulary, use conventions for formal single words and phrases, show basic errors in bear lived with his family standard grammar with and informal language. which may include speech. (The bear is in the forest.) few random errors. (Can (Would you like me to subject or a predicate. brown. He is eating.) bears live in the forest if bring pictures of the Many speech errors are they find food there?) bear that I saw last observed. (bear, brown) summer?) 1 Arranges and locates Locates information on a Gathers information Uses table of contents or Uses index, table of Research Report Writing words in alphabetical given topic using about a topic from index to find information contents or alphabetical Understand the structure order. Locates items in a illustrated materials. various illustrated printed with teacher support. order to locate and organization of picture dictionary. resources. Locates a Locates words or topics information in a various reference given topic in a table of in a dictionary or dictionary, encyclopedia, materials (e.g., dictionary, contents. Uses encyclopedia. or other reference book. thesaurus, atlas, alphabetical order to Uses links within a encyclopedia, CD ROM, locate words in a website or CD-ROM to and online sources). dictionary. locate information.
Page 114 Oregon English Language Proficiency Standards READING GRADE 4 DECODING AND WORD RECOGNITION 1. CCG (K-12): Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas (similar to 1996 “Recognize, pronounce…words in text by using phonics”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using
y stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n responses while in later and simple sentences, more detail using newly compound and complex varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Reads familiar English Reads words in familiar Reads familiar and Reads aloud narrative Reads aloud narrative text Read aloud grade-level phonemes and simple texts aloud with unfamiliar text aloud texts (near grade-level) with effective pacing, narrative text and words with graphic intonation and expression. using acceptable pacing, with appropriate pacing, intonation and expression. informational text fluently support. intonation and expression. intonation and expression. and accurately with effective pacing, intonation, and expression; by the end of fourth grade, read aloud unpracticed grade-level text at a rate of 115-140 wcpm (words correct per minute). 2 Reads basic familiar Reads complete sentences Demonstrates progress Demonstrates progress Demonstrates progress Read or demonstrate words in text. in basic unfamiliar text. toward reading more toward reading at an toward reading at an progress toward reading at complex or longer instructional reading level independent reading level an independent and passages. near grade-level. near grade-level. instructional reading level appropriate to grade level.
Page 115 Oregon English Language Proficiency Standards READING GRADE 4 LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT 2. CCG (K-12): Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own,* applying comprehension strategies as needed. Skills to Support Standards: (For the purpose of noting key skills that support classroom instruction of the standards). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using
y stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n responses while in later and simple sentences, more detail using newly compound and complex varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you like may include subject or a brown. He is eating.) in the forest.) few random errors. (Can me to bring pictures of predicate. Many speech bears live in the forest if the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Listens to simple stories. Listens to, reads and Listens to, reads and Listens to, reads and Listens to, reads, and Listen to, read, and retells simple stories. retells simple stories from understands a variety of understands text from a understand a wide variety Demonstrates a variety of informational informational and wide variety of of informational and comprehension by using and narrative text. narrative text, including informational and narrative text, including drawings, words, or literature, poetry, narrative text, including classic and contemporary phrases. magazines, newspapers, classic and contemporary literature, poetry, reference materials, and literature, poetry, magazines, newspapers, online information with magazines, newspapers, reference materials, and teacher support. reference materials, and online information. online information with teacher support.
Page 116 Oregon English Language Proficiency Standards READING GRADE 4 LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Listens to familiar text Listens to and reads text Makes personal Applies knowledge of Makes connections to Make connections to text, and makes personal and makes personal connections to text and essential concepts to text, within text, and within text, and among connections. connections. compares to other texts. make connections to text, among texts across the texts across the subject and among texts across subject areas with teacher areas. subject areas. support. 3 None available Demonstrates listening Demonstrates listening Demonstrates listening Demonstrates listening Demonstrate listening comprehension of some comprehension of simple comprehension of near comprehension of near comprehension of more familiar text across the text through class and/or grade-level through grade-level through class complex text through subject areas. small group discussions teacher led small group and/or small group class and/or small group across the subject areas. interpretive discussions interpretive discussions interpretive discussions across the subject areas. across the subject areas. across the subject areas. 4 None available Matches reading for Matches reading for full Matches reading to locate Matches reading to Match reading to purpose personal enjoyment (e.g., comprehension (e.g., information (e.g., preview purpose—location of —location of information, preview title, pictures, preview heading, locates table of content/index, information, full full comprehension, and predict makes relevant information) with skim, look for bold print) comprehension, and personal enjoyment. connections) with teacher teacher support. with teacher support. personal enjoyment. support. 5 Understands and draws Understands and draws Understands and draws Understands and draws Understands and draws Understand and draw upon a variety of upon a variety of upon a variety of upon a variety of upon a variety of upon a variety of comprehension strategies comprehension strategies comprehension strategies comprehension strategies comprehension strategies comprehension strategies as needed—responding to as needed— responding as needed— self- as needed—re-reading, as needed—re-reading, as needed—re-reading, simple questions, using to questions. correcting, summarizing, self-correcting, self-correcting, self-correcting, drawings, words, or class discussions, summarizing, class summarizing, class and summarizing, class and phrases. responding to questions, discussions, responding to group guided discussions, group discussions, making logical essential questions, responding to essential generating and responding predictions with teacher making predictions, and questions, making to essential questions, support. comparing information predictions, and making predictions, and provided by teacher. comparing information comparing information from several sources with from several sources. teacher support. 6 Matches difficult words to Identifies difficult words Identifies different words Identifies difficult words Identifies difficult words Clearly identify specific visuals with teacher or phrases. or phrases and asks for or phrases and uses or phrases and uses words or wordings that support. assistance. external sources to strategies to demonstrate are causing demonstrate comprehension with comprehension comprehension (e.g., teacher support. difficulties and use using a dictionary or strategies to correct. thesaurus).
Page 117 Oregon English Language Proficiency Standards READING GRADE 4 VOCABULARY 3. CCG (K-12): Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas (similar to 1996 “…know the meaning of words in text by using...language structure, contextual clues, and visual clues”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using
y stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n responses while in later and simple sentences, more detail using newly compound and complex varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you like may include subject or a brown. He is eating.) in the forest.) few random errors. (Can me to bring pictures of predicate. Many speech bears live in the forest if the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Repeats new vocabulary Understands pre-taught Understands and uses pre- Understands and uses pre- Understands, learns and Understand, learn, and use from simple text and vocabulary from simple taught vocabulary from taught vocabulary through uses new vocabulary from new vocabulary that is graphics. literary text. simple literary and literary and informational informational text, literary introduced and taught content-related text. text. text and instruction across directly through the subject areas with informational text, literary teacher support. text, and instruction across the subject areas. 2 Develops survival Develops simple Develops vocabulary by Develops vocabulary by Develops vocabulary by Develop vocabulary by vocabulary. vocabulary by listening to listening to familiar and listening and discussing listening and discussing listening to and discussing familiar selections read conceptually simple both familiar and both familiar and both familiar and aloud with significant selections read aloud conceptually simple conceptually challenging conceptually challenging graphic support. across the subject areas. selections read aloud selections read aloud selections read aloud across subject areas. across the subject areas, across the subject areas. with teacher and graphic support.
Page 118 Oregon English Language Proficiency Standards READING GRADE 4 VOCABULARY (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Determines meaning of Determines meaning of Determines meaning of Determines meaning of Determines meaning of Determine meanings of words by using graphic words from familiar familiar words using words using simple words using contextual words using contextual clues. situations read aloud from simple contextual and contextual clues. and structural clues, with and structural clues. simple sentences and graphic clues. graphic and/or teacher graphic clues. support. 4 None available Demonstrates meaning of Compares multiple Interprets words with Distinguishes and Distinguish and interpret multiple meanings of meanings of words in multiple meanings in interprets words with words with multiple familiar words using simple text by using literature and text across multiple meanings (i.e., meanings (i.e., quarter) by gestures and graphics. context clues with teacher subject areas with teacher watch, mean, plant) by using context clues. support. support. using context clues with teacher support. 5 Recognizes basic Recognizes familiar Recognizes words that Recognizes words that Understands and explains Apply knowledge of antonyms. synonyms and antonyms. have synonyms, have synonyms, frequently used synonyms, antonyms, antonyms, and antonyms, and synonyms, antonyms, and homographs, and idioms homographs. homographs in literature homographs in literature to determine the meaning texts and content areas. texts and content areas. of words and phrases. 6 Identifies root words used Uses knowledge of root Recognizes and uses root Recognizes and uses root Uses root words to Use knowledge of root in various nouns and words to change common words of familiar words of common words determine meaning of words to determine the verbs (i.e. walk, walking, words (i.e. happy to common words to to determine meaning unknown words with meaning of unknown girl, girls). unhappy, happier). determine meaning with with teacher support. teacher support. words within a passage teacher support. (nation, national, nationality). 7 None available None available None available None available Uses common roots and Use common roots (meter word parts derived from = measure) and word Greek and Latin to parts (therm = heat) analyze the meanings of derived from Greek and complex words with Latin, and use this teacher support. knowledge to analyze the meaning of complex words (thermometer).
Page 119 Oregon English Language Proficiency Standards READING GRADE 4 READ TO PERFORM A TASK 4. CCG (K-12): Find, understand, and use specific information in a variety of texts across the subject areas to perform a task (similar to 1996 “Locate information”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using
y stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n responses while in later and simple sentences, more detail using newly compound and complex varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Reads simple text Reads text supported by Reads textbooks, Reads textbooks, Reads textbooks, Read textbooks, supported by pictures, pictures, photographs, and biographical sketches, biographical sketches, biographical sketches, biographical sketches, photographs, and illustrations with teacher letters, diaries, directions, letters, diaries, directions, letters, diaries, directions, letters, diaries, directions, illustrations with teacher support. procedures, and procedures, and procedures, catalogs, procedures, catalogs, support. magazines with teacher magazines with teacher magazines, and magazines, and support. support. informational books with informational books. teacher support. 2 Reads and identifies text Reads and identifies basic Reads and locates text Identifies the function of Locates information in Locate information in features such as title, table text features such as title, features with teacher text features with teacher titles, tables of contents, titles, tables of contents, of contents, and chapter table of contents, and support, such as titles, support, such as titles, chapter headings, chapter headings, headings with teacher chapter headings to find table of contents, chapter table of contents, illustrations, captions, illustrations, captions, support. information without headings, illustrations, illustrations, indexes, and glossaries, indexes, glossaries, indexes, teacher support. captions, glossaries, glossaries to find graphs, charts, diagrams, graphs, charts, diagrams, indexes, graphs, charts, information and aid and tables to aid and tables to aid diagrams, and tables to understanding of more understanding of grade- understanding of grade- aid understanding of complex text. level text with teacher level text. simple texts. support.
Page 120 Oregon English Language Proficiency Standards READING GRADE 4 READ TO PERFORM A TASK (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Identifies the factual Reads simple reference Identifies the differences Finds specific content Finds information in Find information in components of simple materials with teacher among some reference related information about specialized materials specialized materials (e.g., informational materials support. materials with teacher content-related in atlases, (e.g., atlas, magazines, atlas, magazine, catalog). using nonverbal support. magazines, and catalogs catalogs) with teacher communication (pointing, with teacher support. support. drawing, labeling). Observes pictures and features in reference materials. 4 Categorizes words or Categorizes simple Identifies structural Selects and organizes Uses structural features Use structural features pictures and name sentences under correct features found in structural features, found in informational found in informational categories. headings. informational text. provided by teacher, in a text to strengthen text (e.g., headings and given informational text. comprehension with subheadings,) to teacher support. strengthen comprehension.
Page 121 Oregon English Language Proficiency Standards READING GRADE 4 INFORMATIONAL TEXT: DEMONSTRATE GENERAL UNDERSTANDING 5. CCG (K-12): Demonstrate general understanding of grade-level informational text across the subject areas (similar to 1996 “Demonstrate literal comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using
y stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n responses while in later and simple sentences, more detail using newly compound and complex varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you like may include subject or a brown. He is eating.) in the forest.) few random errors. (Can me to bring pictures of predicate. Many speech bears live in the forest if the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Sequences a story using Summarizes the main Describes the sequence of Summarizes sequence of Identifies and/or Identify and/or summarize pictures and key words. ideas of informational events and main ideas of events, main ideas, summarizes sequence of sequence of events, main text. informational text. supporting details, and events, main ideas, facts, ideas, facts, supporting facts of informational text supporting details, and details, and opinions in with teacher support. opinions of informational informational and and practical selections practical selections. with teacher support. 2 Identifies two key facts of Identifies two or more key Identifies key facts and Identifies key facts and Identifies key facts and Identify key facts and a simple story on familiar facts of a simple story on information of two simple information after reading information after reading information after reading topics read aloud using familiar topics using stories or articles on two passages or articles two passages or articles two passages or articles pictures, graphs, charts, pictures, and/or tables. topics using graphs, on the same topic on the same topic with on the same topic. and/or key words. pictures, charts and tables. containing tables, charts teacher support. and graphs.
Page 122 Oregon English Language Proficiency Standards READING GRADE 4 INFORMATIONAL TEXT: DEVELOP AN INTERPRETATION 6. CCG (K-12): Develop an interpretation of grade-level informational text across the subject areas (similar to 1996 “Demonstrate inferential comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using
y stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n responses while in later and simple sentences, more detail using newly compound and complex varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you like may include subject or a brown. He is eating.) in the forest.) few random errors. (Can me to bring pictures of predicate. Many speech bears live in the forest if the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Makes predictions about Makes predictions about Makes predictions about Makes and confirms Makes and confirms Make and confirm familiar or simple familiar informational text familiar informational text predictions about predictions about text by predictions about text by informational text including titles and including titles, topic informational text using prior knowledge using prior knowledge and including graphics. illustrations. sentences and important including illustrations, and ideas presented in the ideas presented in the text words. titles, topic sentences and text itself, including itself, including important words. illustrations, titles, topic illustrations, titles, topic sentences, and important sentences, and important words with teacher words. support.
Page 123 Oregon English Language Proficiency Standards READING GRADE 4 INFORMATIONAL TEXT: DEVELOP AN INTERPRETATION (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Identifies facts in familiar Identifies facts in familiar Differentiates fact and Locates facts to support Draws inferences or Draw inferences or text, Reads to them using simple text. opinion in familiar text. them from the text, given conclusions about an conclusions about an key words and graphics. simple inferences or author’s meaning author’s meaning conclusions. supported by facts and supported by facts and events from the text with events from the text. teacher support. 3 Predicts the main idea Identifies headings and Identifies topic sentences Identifies facts in a text Identifies the main idea of Identify the main idea of a from title words and key words in simple text. in paragraphs. and establishes their a passage when it is not passage when it is not graphics. importance with teacher explicitly stated with explicitly stated. support. teacher support.
Page 124 Oregon English Language Proficiency Standards READING GRADE 4 INFORMATIONAL TEXT: EXAMINE CONTENT AND STRUCTURE 7. CCG (K-12): Examine content and structure of grade-level informational text across the subject areas (similar to 1996 “Demonstrate evaluative comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using
y stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n responses while in later and simple sentences, more detail using newly compound and complex varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 None available Gives opinions about Gives opinions about Determines the author’s Determines the author’s Determine the author’s author’s purpose in author’s purpose in purpose with teacher purpose, and relates it to purpose, and relate it to writing texts with teacher writing text. support. details in the text with details in the text. support. teacher support. 2 Identifies facts in simple Distinguishes between Determines the cause with Distinguishes between Distinguishes between Distinguish between familiar text. fact and opinion in teacher support, given the cause and effect and fact cause and effect and cause-and-effect and familiar text. effect in simple text. and opinion in a simple between fact and opinion between fact and opinion expository text with in expository text with in expository text. teacher support. teacher support. 3 None available None available Describes features of Describes features of Recognizes text that is Recognize text that is informational text. persuasive and written primarily to written primarily to informational text with persuade, and persuade, and distinguish teacher support. distinguishes between between informational informational and and persuasive text. persuasive text with teacher support.
Page 125 Oregon English Language Proficiency Standards READING GRADE 4 INFORMATIONAL TEXT: EXAMINE CONTENT AND STRUCTURE Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 4 Organizes pictures from a Reads simple texts which Identifies features of text Identifies text that uses Identifies and analyzes Identify and analyze text story in sequence. use sequential or that uses sequential or sequential or text that uses sequential or that uses sequential or chronological order. chronological order with chronological order. chronological order with chronological order. teacher support. teacher support. 5 None available Reads simple biographies Distinguishes features of Identifies biographical Distinguishes text that is Distinguish text that is and autobiographies. biographical and and autobiographical biographical and biographical and autobiographical texts. texts. autobiographical with autobiographical. teacher support.
Page 126 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 4 SPEAKING 1. CCG (K-12): Communicate supported ideas across the subject areas using oral, visual, and multi-media forms in ways appropriate to topic, context, audience, and purpose (1996 Ideas and Content); organize oral, visual, and multi-media presentations in clear sequence, making connections and transitions among ideas and elements (1996 Organization); use language appropriate to topic, context, audience, and purpose (1996 Language); and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other nonverbal techniques (1996 Delivery). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using
y stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n responses while in later and simple sentences, more detail using newly compound and complex varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 None available Presents ideas using Presents ideas using Presents ideas using a Presents ideas using a Present effective simple phrases or simple and relevant simple and relevant well defined introduction. introductions and sentences in small groups. opening. opening and closing. conclusions that guide and inform the listener’s understanding of important ideas and evidence. 2 Uses drawings and Points out main ideas Separates main ideas Demonstrates Emphasizes points in Emphasize points in ways gestures to express main using basic vocabulary. using short phrases in understanding of ways that help the listener that help the listener or ideas. speech vocabulary. important ideas with or viewer to follow viewer to follow appropriate use of context important ideas and important ideas and vocabulary, to help the concepts with teacher concepts. listener follow the speech. support.
Page 127 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 4 SPEAKING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 None available Uses an example or detail Uses several details to Uses simple anecdotes to Uses details, examples, Use details, examples, to support main idea. support the main idea. personalize spoken anecdotes (stories of a anecdotes (stories of a information. specific event) or specific event), or experiences to clarify experiences to clarify information with teacher information. support. 4 None available Uses nouns and verbs to Uses basic adjectives to Uses more complex Uses a variety of Use a variety of communicate a message communicate a message. descriptive words to help descriptive words that descriptive words that in a familiar situation. convey a message. help to convey a clear help to convey a clear message with teacher message. support. 5 Uses single words or Uses sentences with Uses sentences including Uses sentences including Uses correct grammar Use correct grammar most phrases to convey simple subjects and correct use of plural correct word order and including subject/verb of the time. messages. predicate. nouns and negatives. correct use of pronouns. agreement and verb tense. 6 None available Uses appropriate volume Uses volume, gestures, Uses volume, phrasing, Uses volume, pitch, Use volume, pitch, when reading to an and modulation to express modulation, and gestures phrasing, pace, phrasing, pace, audience. meaning with visual or appropriately to express modulation, gestures, and modulation, gestures, and printed support. meaning to audience with eye contact appropriately eye contact appropriately, teacher support. to enhance meaning and to enhance meaning and to engage the audience to engage the audience. with teacher support.
Page 128 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 4 LISTENING
Page 129 Oregon English Language Proficiency Standards
1. CCG (K-12): Listen critically and respond appropriately across the subject areas. s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension of increased comprehension good comprehension of consistent comprehension general and implied Standards s
e general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the sounds, some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v rhythms and patterns of They use routine of specific meaning. implied meaning. They language. Students e
L English. Early stages show expressions independently They respond in more sustain conversation, initiate and negotiate
y no verbal responses while in and respond using phrases complex sentences with respond with detail in using appropriate c
n later stages one or two word and simple sentences, more detail using newly compound and complex discourse, varied e i c
i responses are expected. which include a subject acquired vocabulary to sentences, actively grammatical structures f
o Students respond in single and predicate. Students experiment and form participate using more and vocabulary, use r
P words and phrases, which show basic errors in messages. (The brown extensive vocabulary, use conventions for formal may include subject or a speech. (The bear is bear lived with his family standard grammar with few and informal language. predicate. Many speech brown. He is eating.) in the forest.) random errors. (Can bears (Would you like me to errors are observed. (bear, live in the forest if they bring pictures of the brown) find food there?) bear that I saw last summer?) 1 Listens attentively to Listens attentively to Listens attentively to Asks simple inferential Asks complex questions Ask thoughtful familiar pictorial familiar unfamiliar questions and and responds questions and respond stories and stories/informa stories/ responds orally orally to a orally to questions responds to literal tion and information to key detail general with appropriate questions in responds to and questions. discussion with discussion nonverbal ways. literal asks/responds adequate questions using to key detail guidance. simple phrases questions in and sentences. simple sentences. 2 Identifies the topic in a Repeats main ideas in Retells main major ideas Summarizes main ideas and Summarizes major Summarize major spoken message using a one spoken messages about presented in spoken one or two details in supporting evidence ideas and supporting or two word response. familiar topics. messages using more spoken messages. presented in spoken evidence presented in complex speech. messages. spoken messages and formal presentations. 3 Listens to and follows one- Listens to and follows Follows simple directions Follows directions and Follows detailed Follow detailed step directions with visual simple multi-step and instructions. instructions with some directions and directions and clues. directions with visual guidance. instructions with instructions. clues. guidance.
Page 130 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 4 ANALYSIS 2. CCG (K-12): Evaluate the significance and accuracy of information and ideas presented in oral, visual, and multi-media communications across the subject areas (1996 Analysis). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts p i
r minimal comprehension of increased comprehension good comprehension of consistent comprehension general and implied Standards c s
e general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
familiarity with the sounds, some specific meaning. increased comprehension good understanding of idiomatic and figurative l
e rhythms and patterns of They use routine of specific meaning. implied meaning. They language. Students v e English. Early stages show expressions independently They respond in more sustain conversation, initiate and negotiate L
y no verbal responses while in and respond using phrases complex sentences with respond with detail in using appropriate c
n later stages one or two word and simple sentences, more detail using newly compound and complex discourse, varied e i
c responses are expected. which include a subject acquired vocabulary to sentences, actively grammatical structures i f
o Students respond in single and predicate. Students experiment and form participate using more and vocabulary, use r
P words and phrases, which show basic errors in messages. (The brown extensive vocabulary, use conventions for formal may include subject or a speech. (The bear is bear lived with his family standard grammar with few and informal language. predicate. Many speech brown. He is eating.) in the forest.) random errors. (Can bears (Would you like me to errors are observed. (bear, live in the forest if they bring pictures of the brown) find food there?) bear that I saw last summer?) 1 Listens to and repeats Identifies familiar Identifies unfamiliar Identifies and discusses the Identifies and discusses Identify and discuss examples of onomatopoeia. repetitive patterns and cadence, repetitive effect of repetitive patterns, the effect of repetitive the use of cadence, onomatopoeia. patterns and onomatopoeia and cadence. patterns, onomatopoeia repetitive patterns, and onomatopoeia. and cadence. onomatopoeia for intent and effect.
Page 131 Oregon English Language Proficiency Standards WRITING GRADE 4 PLANNING, EVALUATION, AND REVISION 1. CCG (K-12): Pre-write, draft, revise, edit, and publish across the subject areas. s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using
y stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n responses while in later and simple sentences, more detail using newly compound and complex varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Uses shared language Uses simple graphic Uses a variety of pre- Uses a variety of Uses a variety of Use a variety of strategies experiences to create organizers to brainstorm writing strategies such as strategies to prepare for strategies to prepare for to prepare for writing, pictures or key words for and make lists using making lists, using writing such as writing such as such as brainstorming, graphic organizers. simple phrases or graphic organizers, brainstorming, making brainstorming, making making lists, mapping, sentences. brainstorming, and simple lists, using graphic lists, mapping, outlining, outlining, grouping mapping. organizers, and taking grouping related ideas, related ideas, using notes with teacher using graphic organizers graphic organizers, and support. and taking notes with taking notes. teacher support. 2 Participates in small Gives and receives Discusses ideas with Discusses ideas in pairs to Discusses ideas for Discuss ideas for writing teacher-led discussion feedback with others classmates in the process develop writing drafts writing with classmates, with classmates, teachers, groups. using short phrases and of developing writing collaboratively. teachers, and other and other writers, and developing language with drafts alone. writers, and develops develop drafts alone and teacher support. drafts alone and collaboratively. collaboratively with teacher support.
Page 132 Oregon English Language Proficiency Standards WRITING GRADE 4 PLANNING, EVALUATION, AND REVISION (cont) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Listens to a variety of Listens to a variety of Listens to a variety of Identifies audience and Identifies audience and Identify audience and writing forms using visual simple passages and simple passages and purpose with some teacher purpose. purpose. aides to increase identifies author’s identifies author’s support. familiarity with new audience with teacher audience and purpose with language. support. teacher support. 4 Listens to and Listens to and Listens to and Listens to and Chooses the form of Choose the form of distinguishes between a distinguishes between a distinguishes between a distinguishes between a writing that best suits the writing that best suits the poem and a narrative with poem, narrative, and a poem, a narrative, a poem, a narrative, a intended purpose— intended purpose— teacher support. personal letter. personal letter, and a letter personal letter, a letter to personal letter, letter to personal letter, letter to the to the editor. the editor, and a report. the editor, review, poem, editor, review, poem, report or narrative with report, or narrative. teacher support. 5 Uses pictures, key words Uses graphic organizer for Demonstrates use of the Uses the writing process Uses the writing process Use the writing process— and basic graphic pre-writing and drafting writing process with peer and self-edit with teacher to produce near grade prewriting, drafting, organizers for pre-writing with simple phrases and or teacher support with support. level text. revising, editing, and and drafting. sentences. revising and editing. publishing successive versions. 6 Eliminates unrelated Chooses the simple phrase Chooses the simple phrase Writes a paragraph Focuses on a central idea, Focus on a central idea, pictures or words from a or sentence that does not or sentence that does not excluding unrelated excluding loosely related, excluding loosely related, list. belong with teacher belong given a central information. extraneous, and extraneous, and repetitious support. idea. repetitious information information. with teacher support.
Page 133 Oregon English Language Proficiency Standards WRITING GRADE 4 PLANNING, EVALUATION, AND REVISION (cont) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 7 None Available Reads and discusses Uses a scoring guide to Uses a scoring guide to Uses a scoring guide to Use a scoring guide to purpose of scoring guide score and revise sample review and evaluate own review, evaluate, and review, evaluate, and with teacher support. writing in small groups writing for meaning and revise own writing for revise writing for meaning with teacher support. clarity with teacher meaning and clarity with and clarity. support. teacher support. 8 Observes modeling of the Moves and combines Combines and moves Revises increasingly Revises drafts by Revise drafts by revising process. words in simple sentences simple paragraphs to complex writing by combining and moving combining and moving to form correct sentence improve focus and combining and moving sentences and paragraphs sentences and paragraphs order. progression of ideas with sentences and paragraphs to improve the focus and to improve the focus and teacher support. with instructional support. progression of ideas with progression of ideas. teacher support. 9 Observes modeling of Edits for capital letters Uses basic editing Edits and proofreads own Edits and proofreads own Edit and proofread one’s editing strategies. and periods at the checklist to correct errors writing include spelling writing using the writing own writing, as well as beginning and end of with teacher support. and conventions with conventions and, for that of others, using the simple sentences in own teacher support. example, an editing writing conventions, and, writing. checklist or list of rules for example, an editing with specific examples of checklist or list of rules corrections of specific with specific examples of errors. corrections of specific errors.
Page 134 Oregon English Language Proficiency Standards WRITING GRADE 4 PLANNING, EVALUATION, AND REVISION (cont.) 2. CCG (K-12): Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest (1996 “Convey clear, focused main ideas…”); organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs (1996 “Structure information in clear sequence…”); and use precise words and fluent sentence structures that support meaning (1996 “Sentence Structure”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using
y stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n responses while in later and simple sentences, more detail using newly compound and complex varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Observes a variety of Identifies point of view in Distinguishes point of Selects a focus and a Selects a focus and a Select a focus and a point writings using visual aids a variety of writings using view in a variety of point of view based upon point of view based upon of view based upon to increase familiarity single words or simple writings. purpose and audience purpose and audience. purpose and audience. with new language. phrases. with teacher support. 2 Uses pictures, gestures Adds single words and Writes a simple context- Writes a multi-paragraph Writes a multi-paragraph Writes multi-paragraph and basic graphic simple sentences to embedded paragraph with composition in a context- composition that provides compositions that: organizers to relate a pictures and graphic substantial teacher embedded situation. inviting introductory Provide an inviting personal experience. organizers to increase support. Includes an introductory paragraph with minimal introductory paragraph. Increases familiarity with detail. paragraph with assistance. teacher assistance. new language through shared language experiences. 3 Uses pictures, gestures Relates main idea of a Creates a topic sentence Establishes a main idea at Establishes and supports a Establish and support a and basic graphic shared group experience that presents a central idea or near beginning of central idea with a topic central idea with a topic organizers to through simple words or with teacher guidance. writing with teacher sentence at or near the sentence at or near the communicate a central phrases. support. beginning of the first beginning of the first idea. Increases familiarity paragraph. paragraph. with new language through shared language experiences. Page 135 Oregon English Language Proficiency Standards WRITING GRADE 4 PLANNING, EVALUATION, AND REVISION (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 4 Uses pictures or simple Adds words and simple Writes simple paragraphs, Composes supporting Includes supporting Include supporting graphic organizers to sentences to pictures and adding facts and details paragraphs with teacher paragraphs in writing paragraphs with simple communicate written simple graphic organizers. with teacher guidance. guidance to add facts and using simple facts, details, facts, details, and stories adding additional explanations. and explanations with explanations. drawings for details. periodic assistance. 5 Increases familiarity with Participates in a shared Presents ideas in Presents increasingly Presents important ideas Present important ideas or new language through whole group experience chronological order using complex ideas or events in or events in sequence or events in sequence or shared language and then sequences events short phrases or simple sequence or chronological chronological order. chronological order. experiences. Uses in chronological order sentences. order. pictures, gestures and using simple words or basic graphic organizers phrases. to sequence pictures of events in chronological order. 6 Increases familiarity with Listens to and copies Identifies details and Identifies details and Provides details and Provide details and new language through paragraphs, identifying common transition words common transition words transitions to link transitions to link shared language details and transitions that link paragraphs in the that link paragraphs in paragraphs with continued paragraphs. experiences. Uses which link them with writing of others with own writing with teacher teacher monitoring. pictures, gestures and assistance. assistance. support. basic graphic organizers to communicate a central idea. 7 Uses pictures, gestures Adds words and simple Creates a conclusion using Concludes with a simple Concludes with a Conclude with a and basic graphic sentences to pictures and a few simple sentences paragraph that begins to paragraph that paragraph that organizers to simple graphic organizers. and a graphic organizer. summarize the points with summarizes the points. summarizes the points. communicate a story with teacher assistance. May need teacher a conclusion. Increases assistance. familiarity with new language through shared language experiences. 8 Reproduces writing with Recognizes writing with a Adds correct indentation Uses correct indentation Uses correct indentation Use correct indention. correct indentation. clear indentation. in teacher-guided writing in own writing with in writing with infrequent experience. teacher or peer assistance. guidance.
Page 136 Oregon English Language Proficiency Standards WRITING GRADE 4 PLANNING, EVALUATION, AND REVISION (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 9 Increases familiarity with Adds nouns, verbs and Adds basic adjectives or Provides additional detail Enriches writing with Use words that describe, new language through descriptors to drawings or adverbs to simple and elaboration to own details that describe and/ explain, or provide shared language graphic organizers to sentences. writing with assistance. or explain approaching additional details and experiences. Uses enhance detail with grade-level fluency. connections. pictures, gestures and teacher support. basic graphic organizers to relate a story. 10 Observes and copies Reproduces compound Creates simple sentences Combines simple Uses simple and Use simple sentences and simple sentences. sentences by following and combines them to sentences in own writing compound sentences in compound sentences in teacher-guided process of form compound sentences when appropriate. Teacher writing with little or no writing. combining simple with teacher assistance. assistance may be needed. support. sentences. 11 Observes and copies a Reproduces simple Creates a variety of simple Creates a variety of Creates interesting Create interesting variety of simple sentences adding some sentences. Basic sentences with increasing sentences using a variety sentences using a variety sentences. additional detail stated in descriptors add additional complexity. Selects basic of sentence patterns by of sentence patterns by simple words or phrases explanation and detail. words to describe, explain selecting words that selecting words that in a teacher-guided or provide additional describe, explain or describe, explain, or process. detail and connections. provide additional detail provide additional detail Teacher guidance may be and connections. and connections. required.
Page 137 Oregon English Language Proficiency Standards WRITING GRADE 4 CONVENTIONS 3. CCG (K-12): Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas (similar to 1996 “Use correct spelling, grammar, punctuation, capitalization…”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. They implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently respond in more complex sustain conversation, and negotiate using
y stages show no verbal and respond using phrases sentences with more detail respond with detail in appropriate discourse, c
n responses while in later and simple sentences, using newly acquired compound and complex varied grammatical e i c
i stages one or two word which include a subject vocabulary to experiment sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students and form messages. (The participate using more use conventions for r
P Students respond in single show basic errors in brown bear lived with his extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is family in the forest.) standard grammar with language. (Would you may include subject or a brown. He is eating.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. (bear, they find food there?) summer?) brown) Spelling 1 Observes and copies root Recognizes root words in Spells common root Spells basic root words Spells grade-level root Spell correctly: roots words as student begins to high frequency words correctly. and adds simple prefixes words correctly most of (bases of words, such as make sense of new vocabulary. and suffixes. the time. un necessary, cowardly) language. 2 Observes and copies Identifies common Identifies inflections of Identifies and produces Identifies and applies Spell correctly: inflections inflections as student inflections with teacher increasing complexity inflections orally and in rules that pertain to (words like care / begins to make sense of support. with teacher guidance. writing with teacher inflections in written and careful / caring) the new language. assistance. oral communication with infrequent errors.
Page 138 Oregon English Language Proficiency Standards WRITING GRADE 4 CONVENTIONS Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Observes and copies Identifies common Changes simple words by Uses words with either a Uses prefixes and suffixes Spell suffixes and prefixes words with suffixes and suffixes and prefixes with adding common prefixes prefix or a suffix (i.e. when writing with (-ly, -ness, mis-, un-) prefixes. teacher support. and suffixes. softness, unhappy). assistance of classroom resources, (unbelievable). 4 Observes and copies Breaks simple words into Identifies number of Breaks words up to 3 Divides words up to four Spell syllables (word parts words divided into syllables with teacher syllables in simple words. syllables into syllables syllables into syllables each containing a vowel syllables support. orally and in writing with both orally and in writing. sound, such as sur-prise or teacher support. e-col-o-gy 5 Matches simple Recognizes simple Recognizes simple Recognizes and correctly Recognizes and correctly Spell homophones (to, homophones to correct homophones (i.e., see, homophones (to, two, writes common writes homophones with too, two / hear, here / graphics. sea). too). homophones (their, near grade-level plain, plane / aisle, isle, they’re, there) with proficiency with teacher I’ll / caught, cot) teacher support. support. Grammar 1 Acts out simple present Distinguishes between Uses regular past tense Uses regular past tense Uses regular past tense Correctly use: Regular tense verbs. present and past tense verbs in writing short verbs in writing with verbs in writing with near verbs (live/lived, verbs with teacher phrases or simple teacher support. grade-level proficiency. shout/shouted) support. sentences. 2 None available Distinguishes between Uses irregular verbs in Uses common irregular Uses irregular verbs in Correctly use irregular irregular present and past simple phrases and verbs in written oral and written verbs (swim/swam, tense verbs. sentences. communication (i.e., run, communication with near ride/rode, hit/hit) ran, eat, ate). grade-level proficiency. 3 Uses adverbs in spoken Identifies adverbs in Uses adverbs in short Uses adverbs in writing Uses adverbs in writing Correctly use adverbs communication. simple sentences. phrases or simple with teacher support. with near grade-level (slowly, quickly, fast) sentences. proficiency. 4 Uses prepositions in Identifies prepositions in Uses prepositions in short Uses prepositions in Uses prepositions in Correctly use prepositions spoken communication. simple sentences. phrases or simple writing with teacher writing with near grade- (over, under, through, sentences. support. level proficiency. between) 5 Uses coordinating Identifies conjunctions in Uses conjunctions in short Uses coordinating Uses coordinating Correctly use coordinating conjunction in spoken simple sentences. phrases or simple conjunctions in writing conjunctions in writing conjunctions (and, or, but) communication. sentences. with teacher support. with near grade-level in writing. proficiency.
Page 139 Oregon English Language Proficiency Standards WRITING GRADE 4 CONVENTIONS (cont.) Punctuation Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 1 Identifies “s” sound at end Identifies “s” in writing. Uses possessives in short Uses possessive in short Uses apostrophes to show Correctly use: apostrophes of words to show phrases with teacher phrases with teacher singular possession in to show possession possession. support. support. writing. (Troy’s shoe, the cat’s food) 2 None available Identifies two words that Uses contractions in short Uses contractions in Uses contractions in Correctly use apostrophes make up contractions in phrases with teacher writing with teacher writing with teacher in contractions (can’t, written text. support. support. support. didn’t won’t) 3 None available Identifies quotation marks Distinguishes exact words Uses quotation marks Uses quotation marks Correctly use quotation in simple writing. of speaker from the rest of around exact words of a around exact words of a marks around the exact the text. speaker in own writing speaker in own writing words of a speaker and with teacher guidance. with teacher support. title of articles, poems, songs, short stories, and chapters in books. 4 None available None available Identifies title of Uses underlining, Identifies title of Use underlining, quotation document in writing. quotation marks, or italics document using correct marks, or italics to to identify titles of technique: underlining, identify titles of documents. italics, or quotation marks. documents. 5 Observes and copies Compares singular and Uses plural possessives in Writes plural possessive Writes common, plural Correctly write plural plural nouns. possessive plural nouns. short phrases with teacher nouns in own writing with possessive nouns in own possessive nouns (girls’ support. teacher guidance. writing with teacher hats). support. Capitalization 1 Observes and copies Writes single words and Determines important Capitalizes names of Capitalizes names of Capitalize names of capital letters. short sentences words in titles that need to books, magazines, books, magazines, books, magazines, capitalizing the first letter be capitalized. newspapers, and newspapers, works-of-art, newspapers, works-of-art, of sentence, and familiar organizations. musical compositions, musical compositions, proper nouns. organizations, and the first organizations, and the first word in quotations with word in quotations, when teacher support. appropriate. Handwriting 1 Writes smoothly and Writes smoothly and Writes smoothly and Writes smoothly and Writes smoothly and Write smoothly and legibly lower case cursive legibly lower case cursive legibly lower case cursive legibly in upper case legibly in cursive or legibly in cursive or or manuscript. or manuscript. or manuscript. cursive or manuscript. manuscript, forming manuscript, forming letters and words that can letters and words that can be read by others. be read by others. 2 Reads simple words Reads simple words Reads name and other Reads cursive. Reads cursive. Read cursive. modeled by teacher. modeled by teacher. familiar words in cursive.
Page 140 Oregon English Language Proficiency Standards WRITING GRADE 4 WRITING MODES 4. CCG (K-12): Write narrative, expository, and persuasive texts, using a variety of written forms-including journals, essays, short stories, poems, research reports, research papers, business and technical writing-to express ideas appropriate to audience and purpose across the subject areas (1996 Modes/Forms). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. They implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently respond in more complex sustain conversation, and negotiate using
y stages show no verbal and respond using phrases sentences with more detail respond with detail in appropriate discourse, c
n responses while in later and simple sentences, using newly acquired compound and complex varied grammatical e i c
i stages one or two word which include a subject vocabulary to experiment sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students and form messages. (The participate using more use conventions for r
P Students respond in single show basic errors in brown bear lived with his extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is family in the forest.) standard grammar with language. (Would you may include subject or a brown. He is eating.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. (bear, they find food there?) summer?) brown) 1 Communicates a simple Communicates personal Writes simple personal Composes increasingly Composes a personal Personal Narrative personal narrative using narrative with simple narrative using simple detailed personal narrative with pictures, gestures, and words, phrases, or graphic sentences or phrases. narrative. Frequent errors approximate grade-level simple graphic organizers. organizers. Meaning is not always don’t interfere with proficiency. Monitoring clear. meaning. should continue. 2 Communicates a simple Communicates an Writes a short imaginative Composes increasingly Composes a fictional Fictional Narrative imaginative story using imaginative story with story using simple detailed imaginative story. narrative that (Imaginative) pictures, gestures and/or simple words, phrases or sentences or phrases. Frequent errors do not approximates grade-level simple graphic organizers. graphic organizers. Meaning is not always interfere with meaning. fluency. Monitoring clear. should continue. 3 Communicates simple, Communicates expository Writes a short expository Composes increasingly Composes an expository Expository familiar expository information with simple paper using simple detailed expository paper. paper that approximates information using words, phrases or graphic sentences or phrases. Frequent errors do not grade-level fluency. pictures, gestures and/or organizers. Meaning is not always interfere with meaning. Monitoring should simple graphic organizers. clear. continue.
Page 141 Oregon English Language Proficiency Standards WRITING GRADE 4 WRITING APPLICATIONS 5. CCG (K-12): Write narrative, expository, and persuasive texts, using a variety of written forms-including journals, essays, short stories, poems, research reports, research papers, business and technical writing-to express ideas appropriate to audience and purpose across the subject areas (1996 Modes/Forms). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. They implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently respond in more complex sustain conversation, and negotiate using
y stages show no verbal and respond using phrases sentences with more detail respond with detail in appropriate discourse, c
n responses while in later and simple sentences, using newly acquired compound and complex varied grammatical e i c
i stages one or two word which include a subject vocabulary to experiment sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students and form messages. (The participate using more use conventions for r
P Students respond in single show basic errors in brown bear lived with his extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is family in the forest.) standard grammar with language. (Would you may include subject or a brown. He is eating.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. (bear, they find food there?) summer?) brown) Narrative Writing 1 Uses pictures, gestures or Expresses key ideas and Writes simple personal Writes simple personal Writes simple personal Writes personal simple graphic organizers events of personal narrative with increased narrative with increased narrative with increased narratives: Include ideas, to communicate familiar narrative using simple clarity of ideas, clarity of ideas, clarity of ideas, observations, or memories stories. Increases graphic organizers, observations, or memories observations, or memories observations, or memories of an event or experience. familiarity with new pictures, and simple of an event or experience. of an event or experience. of an event or experience. language through shared phrases. Meaning may be unclear. Writing is clear with Errors approximate those language experiences. frequent errors. of a native English speaker.
Page 142 Oregon English Language Proficiency Standards WRITING GRADE 4 WRITING APPLICATIONS (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Uses pictures, gestures or Expresses the setting of a Describes setting of a Expresses time and place Expresses setting of a Provide a context to simple graphic organizers personal experience through personal experience with of a personal story. personal story with allow the reader to to show setting of a simple words or phrases. increasing clarity. increasing richness. imagine the world of familiar story. Increases the event or experience. familiarity with new language through shared language experiences. 3 Uses pictures, gestures or Adds simple sensory details Writes simple personal Composes personal Uses concrete sensory Use concrete sensory simple graphic organizers to pictures and graphics narrative adding limited narrative using concrete details in personal details. to communicate familiar through simple words or concrete sensory details sensory details. Some narratives. Monitoring is stories. Increases phrases. with teacher assistance. teacher assistance still still necessary. familiarity with new needed. language through shared language experiences. 4 Uses pictures, gestures or Relates orally a personal Relates a personal story Includes in writing insight Provides insight into why Provide insight into simple graphic organizers story with simple words or orally and in writing using into why the selected the selected event or why the selected event to communicate familiar phrases. simple sentences. States event or experience is experience is memorable. or experience is stories. importance of story with memorable. May need memorable. Increases familiarity with teacher assistance. teacher assistance. new language through shared language experiences. Expository Writing: Response to Literary Text 1 Responds to literature Responds to literature with Demonstrates an Writes a response to Writes a response to Write responses to presented orally using simple words and phrases. understanding of literary literature which literature which literature: Demonstrate pictures, gestures or simple work presented orally demonstrates demonstrates an an understanding of the graphic organizers as using increasing detail in understanding of literary understanding of the literary work. student increases simple sentences and work. Literature is literary work. Teacher familiarity with new graphic organizers. presented in context- monitoring still necessary. language. embedded environment with teacher assistance. 2 Responds to literature Responds orally to yes/no Responds orally to open Forms an opinion in Supports interpretations to Support interpretations presented orally using questions that explore ended questions that response to a literary text a literary text with through references to pictures, gestures or simple literature responses with explore literature with teacher guidance. references to text and both the text and prior graphic organizers as simple words or phrases. responses with simple Supports interpretation prior knowledge. May knowledge. student increases sentences. through simple references require teacher support. familiarity with new to text and prior language. knowledge.
Page 143 Oregon English Language Proficiency Standards WRITING GRADE 4 WRITING APPLICATIONS (cont.) Expository Writing: Research Reports/ Multi-media Presentations Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 1 Increases familiarity with Adds words and simple Asks and addresses a Writes an informational Writes an informational Writes informational new language through phrases to graphic central question about an report: Asks and then report: Asks and then reports: Ask and then shared language organizers and pictures to issue or event using simple addresses a central question addresses a central address a central experiences. Uses pictures, identify central question sentences, and phrases. about an issue or event question about an issue or question about an issue gestures or simple graphic about an issue or event. with teacher assistance. event. Errors or event. organizers to represent Frequent errors don’t approximate those of central issue or event of an interfere with meaning. native English speaker. oral informational presentation. 2 Increases familiarity with Adds words and simple Combines simple Writes text that includes Includes facts and details Include facts and details new language through phrases to graphic sentences that include facts and details with for focus. Some support for focus. shared language organizers and pictures to some facts and details. teacher guidance. may be required. experiences. Uses pictures, represent factual Focus may be unclear. Frequent errors don’t gestures or simple graphic information. interfere with meaning. organizers to represent factual information. 3 Increases familiarity with Identifies the topic of Combines simple Develops topic with Develops topic with Develop the topic with new language through presented information, sentences to develop topic simple facts, details, simple facts, details, simple facts, details, shared language stating details and facts with with simple facts, details, examples, and examples, and examples, and experiences. Uses pictures, simple words and phrases. and examples. Meaning explanations. Frequent explanations. Writing explanations. gestures or simple graphic isn’t always clear. errors do not interfere approximates that of organizers to identify a with meaning. native speaker. topic. 4 Increases familiarity with Identifies more than one Searches out new Uses information gained Uses more than one Use more than one new language through source of informational text information in non-fiction from more than one source of information source of information, repeated hands on and such as books, newspapers text, other media sources, source in simple including speakers, books, including speakers, intentional exposure to a and other media sources. and online. expository text with newspapers, other media books, newspapers, variety of non-fiction texts Uses computer with teacher guidance. sources, and online other media sources, such as newspapers and assistance. information. and online information. books.
Page 144 Oregon English Language Proficiency Standards WRITING GRADE 4 WRITING APPLICATIONS (cont.) Persuasive Writing Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 1 Increases familiarity with Expresses opinions using Formulates position on a Writes a persuasive Writes a persuasive Begin writing new language through simple words and sentences familiar topic. Uses composition with a clear composition to convince persuasive shared language and graphic organizers. graphic organizers and position and a few the reader to take a certain compositions to experiences. Uses pictures, simple sentences to state supporting sentences to action or to avoid a convince the reader to gestures or simple graphic and support position. convince a reader to take certain action with near take a certain action or organizers to express an a certain action or avoid a grade-level proficiency. to avoid a certain opinion. certain action. Frequent action. errors don’t interfere with meaning. Summaries, Business Letters, Job Applications and Resumes, Technical Writing 1 Increases familiarity with Identifies main idea of oral Writes simple summaries Writes summaries that Writes summaries that Write summaries that new language through presentation using simple that state main idea of a contain the main idea of contain the main idea of contain the main idea of shared language words and sentences and modified reading the reading selection. the reading selection with the reading selection experiences. Uses pictures, graphic organizers. selection. Errors make Summaries may include near grade-level gestures or simple graphic comprehension difficult. some errors and proficiency. organizers to indicate extraneous or comprehension of a unnecessary information. reading selection.
Page 145 Oregon English Language Proficiency Standards WRITING GRADE 4 RESEARCH REPORT WRITING 6. CCG (K-12): Investigate topics of interest and importance across the subject areas, selecting appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materials. (see Writing Applications-Expository Writing: Research Reports). Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts
s minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards r o
t of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including p
i familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative r c
s sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using D
l stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, e v
e responses while in later and simple sentences, more detail using newly compound and complex varied grammatical L
stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, y
c responses are expected. and predicate. Students experiment and form participate using more use conventions for n e
i Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal c i
f words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you o
r may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures P predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. (bear, they find food there?) summer?) brown) 1 Uses picture dictionaries Uses a picture dictionary Uses dictionary and Uses standard reference Uses multiple standard Use multiple reference to reproduce basic words. to aid in writing simple simple reference materials materials with less reference materials as aids materials (e.g., dictionary, sentences. as aids to writing. support as aids to writing. to writing. Assistance and encyclopedia, online monitoring are necessary. information) as aids to writing.
Page 146 Oregon English Language Proficiency Standards WRITING GRADE 4 RESEARCH REPORT WRITING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Reproduces graphic Uses simple graphic Uses a variety of note- Uses note-taking skills in Uses note-taking skills. Use note-taking skills. organizers or notes organizer. Reproduces taking strategies in simple simple contextual Some assistance still modeled by teacher. notes modeled by teacher. contextual situations. situations. May need needed with key vs. guidance in distinguishing extraneous information. key information from extraneous information. 3 Gains familiarity with Identifies organizational Locates information in Locates information in Locates information in Locate information in location of information in features of reference texts. simple reference texts. reference texts by using reference texts by using reference texts by using reference texts through organizational features organizational features. organizational features repeated hands on and with some instructional (e.g., prefaces, intentional exposure. support. appendixes). 4 Gains familiarity with Distinguishes between Identifies organizational Uses organizational Uses organizational Understand the location of information in fiction and non-fiction features of newspapers features of almanacs and features of almanacs, organization of almanacs, reference texts through text. and magazines. newspapers to find newspapers and newspapers, and repeated hands-on and information. Support may periodicals. Understands periodicals and how to use intentional exposure. be needed. how to use those those print materials. materials. 5 Uses computer to Uses computer to Uses computer to draft, Uses computer to draft, Uses computer to draft, Use a computer to draft, reproduce text provided reproduce text and revise, and publish revise, and publish revise, and publish revise, and publish by teacher. Demonstrates demonstrates basic writing, demonstrating writing, demonstrating writing, demonstrating writing, demonstrating basic keyboarding skills. keyboarding skills. basic keyboarding skills. basic keyboarding skills. basic keyboarding skills. basic keyboarding skills.
Page 147 Oregon English Language Proficiency Standards READING GRADE 5 DECODING AND WORD RECOGNITION 1. CCG (K-12): Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas (similar to 1996 “Recognize, pronounce…words in text by using phonics”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students e
L patterns of English. Early expressions independently They respond in more sustain conversation, initiate and negotiate
y stages show no verbal and respond using phrases complex sentences with respond with detail in using appropriate c
n responses while in later and simple sentences, more detail using newly compound and complex discourse, varied e i c
i stages one or two word which include a subject acquired vocabulary to sentences, actively grammatical structures f
o responses are expected. and predicate. Students experiment and form participate using more and vocabulary, use r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use conventions for formal words and phrases, which speech. (The bear is bear lived with his family standard grammar with and informal language. may include subject or a brown. He is eating.) in the forest.) few random errors. (Can (Would you like me to predicate. Many speech bears live in the forest if bring pictures of the bear errors are observed. they find food there?) that I saw last summer?) (bear, brown) 1 Recognizes sound/symbol Recognizes common Uses common English Applies knowledge of None available None available relationships in own English morphemes in morphemes in oral and common English writing. phrases and simple silent reading. morphemes in oral and sentences (e.g., basic silent reading to derive syllabication rules and meaning from literature phonics). and texts in content areas.
Page 148 Oregon English Language Proficiency Standards READING GRADE 5 DECODING AND WORD RECOGNITION (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Recognizes English While reading orally, Pronounces most English Demonstrates progress Demonstrates progress Read or demonstrate phonemes that correspond recognizes and produces phonemes correctly while towards reading at an towards reading at an progress toward reading at to phonemes students common English reading aloud. independent reading level. independent and an independent and already hear and produce phonemes that do not Applies knowledge of instructional reading instructional reading level while reading aloud. correspond to phonemes word relationships, such level. appropriate to grade level. students already hear and as roots and affixes, to produce (e.g., "a" in cat derive meaning from and final consonants). literature and texts in content areas. 3 Reads aloud simple words Reads aloud own writing Reads aloud narrative and Reads aloud increasingly Reads aloud grade level Read aloud grade-level in stories or games (e.g., of narrative and expository texts with complex narrative and narrative and narrative text and nouns and adjectives). expository text with some appropriate pacing, expository texts with informational text with informational text fluently pacing, intonation, and intonation, and appropriate pacing, appropriate pacing, and accurately with expression. expression. intonation and expression. intonation, and effective pacing, expression. intonation, and expression; by the end of fifth grade, read aloud unpracticed grade-level text at a rate of 125-150 wcpm (words correct per minute).
Page 149 Oregon English Language Proficiency Standards READING GRADE 5 LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT 2. CCG (K-12): Listen to, read, and understand a wide variety of informational and narrative (story) text across the subject areas at school and on own, applying comprehension strategies as needed. s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students e
L patterns of English. Early expressions independently They respond in more sustain conversation, initiate and negotiate
y stages show no verbal and respond using phrases complex sentences, with respond with detail in using appropriate c
n responses while in later and simple sentences, more detail using newly compound and complex discourse, varied e i c
i stages one or two word which include a subject acquired vocabulary to sentences, actively grammatical structures f
o responses are expected. and predicate. Students experiment and form participate using more and vocabulary, use r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use conventions for formal words and phrases, which speech. (The bear is bear lived with his family standard grammar with and informal language. may include subject or a brown. He is eating.) in the forest.) few random errors. (Can (Would you like me to predicate. Many speech bears live in the forest if bring pictures of the bear errors are observed. they find food there?) that I saw last summer?) (bear, brown) 1 Listens to, reads and Listens to, reads and Listens to and reads text Listens to, reads and Listens to, reads, and Listen to, read, and retells simple stories from retells simple stories from from a variety of understands text from a understands text from understand a wide variety a variety of informational a variety of informational informational and variety of informational wide variety of of informational and and narrative text using and narrative text. narrative text. and narrative text with informational and narrative text, including drawings, words, or teacher support. narrative text, including classic and contemporary phrases. classic and contemporary literature, poetry, literature, poetry, magazines, newspapers, magazines, newspapers, reference materials, and reference materials, and online information. online information, with teacher support.
Page 150 Oregon English Language Proficiency Standards READING GRADE 5 LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Listens to familiar texts Listens to, reads text and Makes connections to text Makes connections to text Makes connections to Make connections to text, and makes personal makes connections to self and within texts across the and within texts across the text, within text, and within text, and among connections. and to texts. subject area with teacher subject area. among texts across the text across the subject support. subject area with teacher areas. support. 3 Demonstrates listening Demonstrates listening Demonstrates listening Demonstrates listening Demonstrates listening Demonstrate listening comprehension of familiar comprehension of familiar comprehension of text comprehension of text comprehension of grade comprehension of more text using drawings, text across the subject through class and/or small through class and/or small level text through class complex text through words, or phrases. areas. group discussions across group interpretive and/or small group class and/or small group the subject areas. discussions across the interpretive discussions interpretive discussions subject areas with teacher across the subject areas. across the subject areas. support. 4 Matches reading to Matches reading to Matches reading to Matches reading to Matches reading to Match reading to purpose purpose—location of purpose—personal purpose—full purpose—location of purpose—location of —location of information, information and personal enjoyment (e.g., previews comprehension (e.g., information (e.g., information, full full comprehension, and enjoyment. title, pictures) with previews headings) with previews table of comprehension, and personal enjoyment. teacher support. teacher support. contents, index) with personal enjoyment. teacher support.
Page 151 Oregon English Language Proficiency Standards READING GRADE 5 LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 5 Understands and draws Understands and draws Understands and draws Understands and draws Understands and draws Understand and draw upon a variety of upon a variety of upon a variety of upon a variety of upon a variety of upon a variety of comprehension strategies comprehension strategies comprehension strategies comprehension strategies comprehension strategies comprehension strategies as needed—re-reading, as needed—re-reading, as needed—re-reading, as needed—re-reading, as needed—re-reading, as needed—re-reading, self-correcting, self-correcting, small self-correcting, class and self-correcting, class and self-correcting, class and self-correcting, responding to simple group guided discussions, small group guided group guided discussions, group discussions, summarizing, class and questions, using drawings, responding to questions, discussions, responding to generating and responding generating and responding group discussions, words, or phrases. and making predictions questions, making to essential questions, to essential questions, generating and responding with teacher support. predictions, and making predictions, and making predictions, and to essential questions, comparing information comparing information comparing information making predictions, and with teacher support. from several sources from several sources with comparing information provided by teacher. teacher support. from several sources. 6 Applies knowledge of Applies knowledge of Demonstrates English Identifies words or Clearly identifies specific Clearly identify specific academic and social decoding skills and grammar, usage, and word phrases essential to words or wordings that words or wordings that vocabulary in student’s academic and social choice by recognizing and understanding text and are causing are causing native language to vocabulary to recognize correcting errors when applies word analysis or comprehension comprehension difficulties recognize and correct and correct some errors reading. context strategies to difficulties and uses and use strategies to some errors when reading when reading. demonstrate strategies to correct with correct. familiar texts in English. comprehension with teacher support. teacher support.
Page 152 Oregon English Language Proficiency Standards READING GRADE 5 VOCABULARY 3. CCG (K-12): Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas (similar to 1996 “…know the meaning of words in text by using...language structure, contextual clues, and visual clues”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension comprehension of general consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and meaning and increased of general meaning and meaning, including D
l familiarity with the some specific meaning. comprehension of specific good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine meaning. They respond in implied meaning. They language. Students e
L patterns of English. expressions independently more complex sentences, with sustain conversation, initiate and negotiate
y Early stages show no and respond using phrases more detail using newly respond with detail in using appropriate c
n verbal responses while in and simple sentences, acquired vocabulary to compound and complex discourse, varied e i c
i later stages one or two which include a subject experiment and form sentences; actively grammatical structures f
o word responses are and predicate. Students messages. (The brown bear participate using more and vocabulary, use r
P expected. Students show basic errors in lived with his family in the extensive vocabulary, use conventions for formal respond in single words speech. (The bear is forest.) standard grammar with and informal language. and phrases, which may brown. He is eating.) few random errors. (Can (Would you like me to include subject or a bears live in the forest if bring pictures of the predicate. Many speech they find food there?) bear that I saw last errors are observed. summer?) (bear, brown) 1 Uses appropriately Uses appropriately Uses appropriately content- Recognizes words that Recognizes that words None available familiar vocabulary in familiar and content- related vocabulary in sometimes have multiple sometimes have reading. related vocabulary in discussions and reading. meanings in literature and multiple meanings and reading. Uses expanded vocabulary texts in content areas applies this knowledge and descriptive words and (e.g., present (gift), consistently. paraphrasing for oral and present (time). written responses to texts. 2 Uses pictures and Uses knowledge of Uses reading knowledge of Uses reading knowledge Determines meaning of Determine meanings of observations to meet English morphemes, English morphemes, phonics, of English morphemes, words using knowledge words using contextual basic needs in social and phonics, and syntax to and syntax to decode, phonics, and syntax to of root words, affixes, and structural clues. academic settings (e.g., decode and determine the determine and interpret the decode, determine and suffixes and contextual locations, greetings, meaning of unfamiliar meaning of unfamiliar words interpret the meaning of clues with 75% classroom objects). words in simple in written texts. unfamiliar words with accuracy. sentences. 50% accuracy.
Page 153 Oregon English Language Proficiency Standards READING GRADE 5 VOCABULARY (cont) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Demonstrates Demonstrates Demonstrates comprehension Recognizes words that Understands and Understand and explain comprehension of comprehension of simple, of simple, commonly used have synonyms, explains frequently used frequently used simple, commonly used commonly used synonyms synonyms, antonyms, and antonyms and synonyms, antonyms synonyms, antonyms, synonyms and antonyms and antonyms by homonyms by matching words homographs in literature and homographs in and homographs. with an appropriate matching pictures. in the context of sentences. texts and content areas. literature texts and action with teacher content areas. modeling. 4 Listens to stories that Identifies comparisons in Locates some simple similes Locates simple similes, Identifies and uses some Determine the meanings vividly illustrate similes simple similes and and metaphors in reading. analogies and metaphors analogies, similes and of figurative and metaphors (e.g., metaphors. in literature and texts in metaphors in discussion expressions, such as Quick as A Cricket by A. content areas. and reading. those in similes and Woods). metaphors. 5 Observes teacher Demonstrates and Recognizes and uses origin of Uses word origins to Uses word origins to Use word origins to modeling use of cognates differentiates between unknown common words to determine meaning of determine meaning of determine the meaning to determine meaning of cognates and false determine meaning with unknown words with unknown words and of unknown words and unknown words. cognates by determining teacher support. teacher support. phrases with teacher phrases. meaning of unknown support. words and phrases. 6 Demonstrates Recognizes some Uses some less common roots Applies knowledge of Applies knowledge of Know less-common comprehension of simple common roots and affixes and affixes when attached to less common roots and less common roots and roots (graph = writing, vocabulary with an when attached to known known vocabulary (e.g., affixes when attached to affixes and analyzes the logos = the study of) and appropriate action. vocabulary (e.g., speak, autobiography). known vocabulary and meaning of complex word parts (auto = self, speaker). analyzes meaning of words (biography, bio = life) from Greek complex words. autograph) with teacher and Latin, and use this support. knowledge to analyze the meaning of complex words (autograph, autobiography, biography, biology). 7 Creates a simple Uses picture dictionary or Uses either a picture or Uses standard dictionary Uses a standard Use a thesaurus to dictionary or thesaurus thesaurus to identify elementary dictionary or or thesaurus to find the dictionary or thesaurus determine related words of frequently used common and familiar thesaurus to identify common meanings of known to determine meaning of and concepts. words. words such as nouns and and familiar words. vocabulary with teacher unknown words. adjectives. support.
Page 154 Oregon English Language Proficiency Standards READING GRADE 5 READ TO PERFORM A TASK 4. CCG (K-12): Find, understand, and use specific information in a variety of texts across the subject areas to perform a task (similar to 1996 “Locate information”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension comprehension of general consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and meaning and increased of general meaning and meaning, including D
l familiarity with the some specific meaning. comprehension of specific good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine meaning. They respond in implied meaning. They language. Students e
L patterns of English. Early expressions independently more complex sentences, sustain conversation, initiate and negotiate
y stages show no verbal and respond using phrases with more detail using newly respond with detail in using appropriate c
n responses while in later and simple sentences, acquired vocabulary to compound and complex discourse, varied e i c
i stages one or two word which include a subject experiment and form sentences; actively grammatical structures f
o responses are expected. and predicate. Students messages. (The brown bear participate using more and vocabulary, use r
P Students respond in show basic errors in lived with his family in the extensive vocabulary, use conventions for formal single words and speech. (The bear is forest.) standard grammar with and informal language. phrases, which may brown. He is eating.) few random errors. (Can (Would you like me to include subject or a bears live in the forest if bring pictures of the predicate. Many speech they find food there?) bear that I saw last errors are observed. summer?) (bear, brown) 1 Identifies relationship Reads and identifies Reads and uses sentences to Compares relationships Compares and contrasts None available between simple text read relationships between describe relationships between text and their relationships between to them and their own written text and their own between text and their own experiences using detailed texts and their experiences. Responses experience using key experiences. sentences. experiences. Fluency may be nonverbal. words and simple phrases. approximates that of non-ELL peers. 2 Responds to stories read Responds to stories read Reads and listens to simple Uses detailed sentences to Uses detailed sentences None available to them using nonverbal to them by answering stories and demonstrates respond to comprehension to respond to communications. factual comprehension understanding by using questions about written comprehension questions, using one or simple sentences to respond text (e.g., "The brown questions about written two-word responses (e.g., to explicit detailed questions bear lives with his family text (e.g., "The brown "brown bear"). (e.g., "The bear is brown."). in the forest.") with bear lives with his teacher support. family in the forest and may be in danger because it is hunting season.").
Page 155 Oregon English Language Proficiency Standards READING GRADE 5 READ TO PERFORM A TASK (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Reads simple text Reads text supported by Reads textbooks, biographical Reads textbooks, Reads textbooks, Read textbooks, supported by pictures, pictures, photographs, sketches, letters, diaries, biographical sketches, biographical sketches, biographical sketches, photographs, illustrations, and teacher- directions, procedures, letters, diaries, directions, letters, diaries, letters, diaries, illustrations, and developed guides that magazines, news stories, and procedures, magazines, directions, procedures, directions, procedures, teacher-developed support text. almanacs supported by news stories, and magazines, news stories, magazines, news stories, guides that support text. illustrations and teacher almanacs supported by and almanacs supported and almanacs. developed guides that support teacher developed guides by teacher developed text. that support text. guides that support text. 4 Points out text features Reads and identifies basic Reads and identifies text Locates and identifies the Uses text features such Use the features of such as title, table of text features such as title, features such as titles, table of function of text features as format, diagrams, informational texts, such contents, and chapter table of contents, and contents, chapter headings, such as format, diagrams, charts, glossaries, as formats, graphics, headings. chapter headings to find diagrams, charts, glossaries, charts, glossaries, and indexes to locate and diagrams, illustrations, information. and indexes in written texts to indexes to find draw information from charts, maps, and find information. information and support text and support organizational devices to understanding. understanding. find information and support understanding. 5 Identifies the factual Identifies the factual Identifies the differences Finds information in Finds information in Find information in components of simple components of simple among some categories of specialized materials (e.g., specialized materials specialized materials informational materials informational materials informational materials using thesaurus, newspapers, (e.g., thesaurus, (e.g., thesaurus, using nonverbal using key words or sentences. and almanacs) using newspapers, and almanac, newspaper). communication phrases. teacher developed guides. almanacs) using teacher (pointing, drawings, developed guides. labeling). 6 Follows simple one-step Follows simple two-step Follows some multi-step Understands and follows Follows multiple-step Follow multiple-step directions for classroom directions for classroom directions for classroom- multiple-step directions directions for directions (e.g., for or work-related or work-related activities related activities with teacher for completing classroom completing classroom- completing an activities. with teacher support. support. related activities such as related activities such as experiment or an activity completing an experiment completing an or for using a product). with teacher support. experiment or using a product with teacher support.
Page 156 Oregon English Language Proficiency Standards READING GRADE 5 INFORMATIONAL TEXT: DEMONSTRATE GENERAL UNDERSTANDING 5. CCG (K-12): Demonstrate general understanding of grade-level informational text across the subject areas (similar to 1996 “Demonstrate literal comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension comprehension of general consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and meaning and increased of general meaning and meaning, including D
l familiarity with the some specific meaning. comprehension of specific good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine meaning, They respond in implied meaning. They language. Students e
L patterns of English. expressions independently more complex sentences, with sustain conversation, initiate and negotiate
y Early stages show no and respond using phrases more detail using newly respond with detail in using appropriate c
n verbal responses while and simple sentences, acquired vocabulary to compound and complex discourse, varied e i c
i in later stages one or two which include a subject experiment and form sentences; actively grammatical structures f
o word responses are and predicate. Students messages. (The brown bear participate using more and vocabulary, use r
P expected. Students show basic errors in lived with his family in the extensive vocabulary, use conventions for formal respond in single words speech. (The bear is forest.) standard grammar with and informal language. and phrases, which may brown. He is eating.) few random errors. (Can (Would you like me to include subject or a bears live in the forest if bring pictures of the predicate. Many speech they find food there?) bear that I saw last errors are observed. summer?) (bear, brown) 1 Identifies the basic Identifies or summarizes Reads and uses detailed Describes or summarizes Describes or Recognize and/or sequences of events or the basic sequence of sentences to identify or sequence of events, main summarizes sequence of summarize sequence of main ideas in familiar written text or main ideas summarize sequence of ideas and supporting events, main ideas and events and main ideas stories read to them, of informational text events and main ideas of details of informational supporting details, presented in using key words, using simple sentences. informational text and text. including supporting informational texts, phrases, and pictures. provides supporting details. evidence of identifying evidence that informational text, with supports those ideas. teacher support.
2 Defines and identifies Identifies key facts using Identifies key facts and Identifies key facts and Identifies key facts and Identify key facts and key facts using a familiar several passages on a information using several information using several information using information after reading sentence. familiar topic. passages on the same topic. passages and articles on several passages and several passages or the same topic. articles on the same articles on the same topic from different topic. sources with teacher support.
Page 157 Oregon English Language Proficiency Standards READING GRADE 5 INFORMATIONAL TEXT: DEVELOP AN INTERPRETATION 6. CCG (K-12): Develop an interpretation of grade-level informational text across the subject areas (similar to 1996 “Demonstrate inferential comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension comprehension of general consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and meaning and increased of general meaning and meaning, including D
l familiarity with the some specific meaning. comprehension of specific good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine meaning. They respond in implied meaning. They language. Students e
L patterns of English. expressions more complex sentences, sustain conversation, initiate and negotiate
y Early stages show no independently and with more detail using newly respond with detail in using appropriate c
n verbal responses while respond using phrases and acquired vocabulary to compound and complex discourse, varied e i c
i in later stages one or simple sentences, which experiment and form sentences; actively grammatical structures f
o two word responses are include a subject and messages. (The brown bear participate using more and vocabulary, use r
P expected. Students predicate. Students show lived with his family in the extensive vocabulary, use conventions for formal respond in single words basic errors in speech. forest.) standard grammar with and informal language. and phrases, which may (The bear is brown. He is few random errors. (Can (Would you like me to include subject or a eating.) bears live in the forest if bring pictures of the predicate. Many speech they find food there?) bear that I saw last errors are observed. summer?) (bear, brown) 1 Predicts outcomes Predicts outcomes Predicts outcomes supported Predicts outcomes Predicts future outcomes Predict future outcomes supported by the text supported by the text by the text using sentences. supported by the text supported by the text. supported by the text. using pictures, drawings using simple sentences. using more complex or words. sentences. 2 Identifies examples of Uses resources in the text Uses resources in the text Identifies some significant Draws inferences, Draw inferences, fact/opinion in familiar (such as ideas, (such as ideas, illustrations, structural (organizational) conclusions or conclusions, or texts read to them. illustrations, titles) to titles) to distinguish between patterns in text, such as generalizations about generalizations about draw conclusions and fact/opinion, inference, and sequence/chronological main ideas in text with main ideas in text, and make inferences. cause/effect in text. order and cause/effect. teacher support. support them with textual evidence and prior knowledge. 3 None available None available None available Following pattern Using instructional Determine unstated ideas provided by teacher, guide, determines and concepts, noting and determines unstated ideas unstated ideas and analyzing evidence that and concepts, noting and concepts, noting and supports those unstated analyzing evidence that analyzing evidence that ideas, such as images, supports those unstated supports those unstated patterns, or symbols in ideas such as images, ideas such as images, the text. patterns, or symbols in the patterns, or symbols in text. the text.
Page 158 Oregon English Language Proficiency Standards READING GRADE 5 INFORMATIONAL TEXT: EXAMINE CONTENT AND STRUCTURE 7. CCG: Examine content and structure of grade-level informational text across the subject areas (similar to 1996 “Demonstrate evaluative comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. They implied meaning. They language. Students e
L patterns of English. Early expressions independently respond in more complex sustain conversation, initiate and negotiate
y stages show no verbal and respond using phrases sentences, with more respond with detail in using appropriate c
n responses while in later and simple sentences, detail using newly compound and complex discourse, varied e i c
i stages one or two word which include a subject acquired vocabulary to sentences; actively grammatical structures f
o responses are expected. and predicate. Students experiment and form participate using more and vocabulary, use r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use conventions for formal words and phrases, which speech. (The bear is bear lived with his family standard grammar with and informal language. may include subject or a brown. He is eating.) in the forest.) few random errors. (Can (Would you like me to predicate. Many speech bears live in the forest if bring pictures of the errors are observed. they find food there?) bear that I saw last (bear, brown) summer?) 1 None available Compares authors’ Selects the authors’ Identifies the author’s Determines the author’s Determine the author’s purposes of at least two purpose of at least two purpose and relates it to purpose and relates it to purpose, and relate it to works of fiction by works of fiction from a specific details in the text. specific details in the text specific details in the text. matching, labeling, provided list of with teacher’s guidance. drawing. appropriate words. 2 None available Based on provided Differentiates between Differentiates between Identifies facts or Draw conclusions about examples, recognizes the facts or opinions based on facts or opinions and opinions in portions of whether portions of the difference between facts given examples and/or supports your choice text. passage are facts or or opinions of familiar definition of each, by based on given definition opinions. topics by labeling or labeling, pointing or using of each. pointing. words or phrases.
Page 159 Oregon English Language Proficiency Standards READING GRADE 5 INFORMATIONAL TEXT: EXAMINE CONTENT AND STRUCTURE (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 None available None available Identifies characteristics of Recognizes and Analyzes characteristics Recognize and analyze persuasive text. differentiates persuasive of persuasive text with characteristics of text from expository or teacher support. persuasive text. narrative text. 4 None available Lists known information Identifies new information and Recognizes additional Evaluates new Evaluate new and new information ideas in informational texts. information and ideas information and ideas by information and ideas by provided in familiar provided for known testing them against testing them against informational texts. information and ideas. known information and known information and ideas with teacher ideas. support. 5 None available Lists main ideas or Lists main ideas or concepts in Identifies main ideas or Identifies and analyzes Identify and analyze text concepts in informational informational text and concepts in informational text that uses that uses prioritization as text. prioritizes by order of text and prioritizes by prioritization as an an organizational pattern importance. order of importance. organizational pattern (e.g., newspaper (e.g., newspaper articles) articles). with teacher support.
Page 160 Oregon English Language Proficiency Standards LITERATURE GRADE 5 LISTEN TO AND READ LITERARY TEXT 8. CCG (K-12): Listen to text and read text to make connections and respond to a wide variety of literature of varying complexity. s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension comprehension of general consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and meaning and increased of general meaning and meaning, including D
l familiarity with the some specific meaning. comprehension of specific good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine meaning. They respond in implied meaning. They language. Students e
L patterns of English. expressions independently more complex sentences, sustain conversation, initiate and negotiate
y Early stages show no and respond using phrases with more detail using newly respond with detail in using appropriate c
n verbal responses while and simple sentences, acquired vocabulary to compound and complex discourse, varied e i c
i in later stages one or two which include a subject experiment and form sentences; actively grammatical structures f
o word responses are and predicate. Students messages. (The brown bear participate using more and vocabulary, use r
P expected. Students show basic errors in lived with his family in the extensive vocabulary, use conventions for formal respond in single words speech. (The bear is forest.) standard grammar with and informal language. and phrases, which may brown. He is eating.) few random errors. (Can (Would you like me to include subject or a bears live in the forest if bring pictures of the predicate. Many speech they find food there?) bear that I saw last errors are observed. summer?) (bear, brown) 1 Demonstrates listening Demonstrates listening Demonstrates listening Demonstrates listening Demonstrates listening Demonstrate listening comprehension of comprehension of some comprehension of literary comprehension of literary comprehension of more comprehension of more familiar literary text familiar literary text using text through class and/or text through class and/or complex literary text complex literary text using drawings, words, simple sentences. small-guided group small-guided group through class and/or through class and/or or phrases. discussions. interpretive discussions. small-guided group small group interpretive interpretive discussions. discussions.
Page 161 Oregon English Language Proficiency Standards LITERATURE GRADE 5 LITERARY TEXT: DEMONSTRATE GENERAL UNDERSTANDING 9. CCG (K-12): Demonstrate general understanding of grade-level literary text (similar to 1996 “Demonstrate literal comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension comprehension of general consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and meaning and increased of general meaning and meaning, including D
l familiarity with the some specific meaning. comprehension of specific good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine meaning. They respond in implied meaning. They language. Students e
L patterns of English. expressions independently more complex sentences, with sustain conversation, initiate and negotiate
y Early stages show no and respond using phrases more detail using newly respond with detail in using appropriate c
n verbal responses while in and simple sentences, acquired vocabulary to compound and complex discourse, varied e i c
i later stages one or two which include a subject experiment and form sentences; actively grammatical structures f
o word responses are and predicate. Students messages. (The brown bear participate using more and vocabulary, use r
P expected. Students show basic errors in lived with his family in the extensive vocabulary, use conventions for formal respond in single words speech. (The bear is forest.) standard grammar with and informal language. and phrases, which may brown. He is eating.) few random errors. (Can (Would you like me to include subject or a bears live in the forest if bring pictures of the predicate. Many speech they find food there?) bear that I saw last errors are observed. summer?) (bear, brown) 1 Identifies the main ideas Identifies the basic Reads and uses sentences to Describes or summarizes Describes or Identify and/or and basic sequence of sequence of written text identify or summarize sequence of events and summarizes sequence of summarize sequence of events in stories read to and identifies or sequence of events and main main ideas and supporting events and main ideas events, main ideas, and them, using graphics, summarizes the main ideas of literary text and details of literary text and supporting details, supporting details in key words or pictures. ideas of literary texts provides supporting details. using detailed sentences. including supporting literary selections. using simple sentences. evidence of literary text, with teacher support. 2 Identifies the main Identifies the main events Reads and identifies the main Reads and in writing, Identifies the main Identify the main events events of the plot using of the plot using simple problem of a plot and how it identifies the main events events of the plot, their of the plot, their causes, nonverbal sentences. is resolved in literary texts. of a plot and how it is causes, and the and the influence of communication such as resolved in a literary influence of specific specific events on future pictures, tables or other selection. events on future actions actions. graphics. with teacher support.
Page 162 Oregon English Language Proficiency Standards LITERATURE GRADE 5 LITERARY TEXT: DEVELOP AN INTERPRETATION 10. CCG (K-12): Develop an interpretation of grade-level literary text (similar to 1996 “Analyze the author’s ideas…and make supported interpretations of the selection”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension comprehension of general consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and meaning and increased of general meaning and meaning, including D
l familiarity with the some specific meaning. comprehension of specific good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine meaning. They respond in implied meaning. They language. Students e
L patterns of English. expressions independently more complex sentences, with sustain conversation, initiate and negotiate
y Early stages show no and respond using phrases more detail using newly respond with detail in using appropriate c
n verbal responses while in and simple sentences, acquired vocabulary to compound and complex discourse, varied e i c
i later stages one or two which include a subject experiment and form sentences; actively grammatical structures f
o word responses are and predicate. Students messages. (The brown bear participate using more and vocabulary, use r
P expected. Students show basic errors in lived with his family in the extensive vocabulary, use conventions for formal respond in single words speech. (The bear is forest.) standard grammar with and informal language. and phrases, which may brown. He is eating.) few random errors. (Can (Would you like me to include subject or a bears live in the forest if bring pictures of the predicate. Many speech they find food there?) bear that I saw last errors are observed. summer?) (bear, brown) 1 Draws pictures to predict Reads and orally predicts Distinguishes between Using graphic organizer Predicts future outcomes Predict future outcomes future outcome of stories future outcomes in a predictions supported and not as support, predicts future supported by text. supported by the text. read aloud. literary selection. supported by text with teacher outcomes supported by support. text. 2 Identifies different Describes the setting of a From a provided list of Following a written guide, Identifies the qualities of Identify the qualities of characters and settings in piece of literature using qualities, identifies the identifies the qualities of the character (courage, the character (e.g., simple literary texts simple sentences. qualities of major characters characters in a work of cowardice) and analyzes courage, cowardice, using graphic organizers, Describes what a in a work of fiction and fiction and identifies the the effects of these ambition), and analyze words or phrases. character is like by what compares and contrasts the consequences of these qualities in the the effect of these he/she does in a selection, motives of these characters. qualities on the plot and resolution of the conflict qualities on the plot and using simple sentences. the resolution of the with teacher support. the resolution of the conflict. conflict.
Page 163 Oregon English Language Proficiency Standards LITERATURE GRADE 5 LITERARY TEXT: DEVELOP AN INTERPRETATION (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 None available None available Given several choices, Identifies the theme stated Recognizes and Identify the theme, recognizes and describes in the text. describes themes stated understanding that themes stated directly in a directly or implied in theme refers to the text. literary texts. lesson, moral, or meaning of a selection, whether it is implied or stated directly. 4 None available None available Use resources in the text (such Prepares a written Draws inferences, Draw inferences, as ideas, illustrations, titles) to summary using conclusions or conclusions or draw inferences and inferences; compares generalizations about generalizations about conclusions and to make information from two or text and supports them text, and support them generalizations. more sources and makes with textual evidence with textual evidence conclusions and and prior knowledge and prior knowledge. generalizations. with teacher support.
Page 164 Oregon English Language Proficiency Standards LITERATURE GRADE 5 LITERARY TEXT: EXAMINE CONTENT AND STRUCTURE 11. CCG (K-12): Examine content and structure of grade-level literary text (similar to 1996 “Evaluate how the form of a literary work and the use of literary devices contribute to the work’s message and impact”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension comprehension of general consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and meaning and increased of general meaning and meaning, including D
l familiarity with the some specific meaning. comprehension of specific good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine meaning. They respond in implied meaning. They language. Students e
L patterns of English. expressions independently more complex sentences, with sustain conversation, initiate and negotiate
y Early stages show no and respond using phrases more detail using newly respond with detail in using appropriate c
n verbal responses while and simple sentences, acquired vocabulary to compound and complex discourse, varied e i c
i in later stages one or two which include a subject experiment and form sentences; actively grammatical structures f
o word responses are and predicate. Students messages. (The brown bear participate using more and vocabulary, use r
P expected. Students show basic errors in lived with his family in the extensive vocabulary, use conventions for formal respond in single words speech. (The bear is forest.) standard grammar with and informal language. and phrases, which may brown. He is eating.) few random errors. (Can (Would you like me to include subject or a bears live in the forest if bring pictures of the predicate. Many speech they find food there?) bear that I saw last errors are observed. summer?) (bear, brown) 1 None available None available Identifies and describes Identifies and describes Identifies and describes Identify and describe the figurative language (e.g., figurative language, effect of imagery, function and effect of similes, metaphors and (personification, metaphor, and common literary personification). metaphors and similes) in symbolism with teacher devices, such as a selection. support. imagery, metaphor, and symbolism.
Page 165 Oregon English Language Proficiency Standards LITERATURE GRADE 5 LITERARY TEXT: EXAMINE CONTENT AND STRUCTURE (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 None available Defines figurative Defines figurative language, Defines figurative Defines figurative Define figurative language, including including similes, metaphors, language, including language, including language, including similes, metaphors, exaggeration and similes, metaphors, similes, metaphors, simile, metaphor, exaggeration and personification using simple exaggeration and exaggeration and exaggeration, and personification by sentences. personification and personification and personification, and labeling, matching, explains the effects in a explains the effects in explain the effects of its pointing. familiar text in guided text. use in a particular work. discussions. 3 Distinguishes between Uses pictures, lists, charts, Uses pictures, lists, charts, and Distinguishes between the With guidance from Differentiate among the fiction and non-fiction and tables to identify the tables to identify the major characteristics of teacher, differentiates different types of fiction, using one- or two-word characteristics of different characteristics of different different types of fiction among the different and apply knowledge of responses. types of fiction such as types of fiction such as and applies knowledge of types of fiction and the major characteristics fairy tales, folktales, folklore, mystery, science major characteristics in applies the knowledge of of each (e.g., folklore, myths, and legends. fiction, adventure, fantasy. familiar literary texts. major characteristics. mystery, science fiction, adventure, fantasy). 4 None available Compares and contrasts Using explicit descriptions of Studies plot and using Identifies characteristics Evaluate the the motives of characters major characters in familiar descriptions of major of major characters and believability of in a simple literary text. text, evaluates the characters in text, evaluates the characters and the believability of characters. evaluates the believability believability of degree to which a plot is of characters and plot. characters and the believable or realistic. realism of the plot.
Page 166 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 5 SPEAKING 1. CCG (K-12): Communicate supported ideas across the subject areas using oral, visual, and multi-media forms in ways appropriate to topic, context, audience, and purpose (1996 Ideas and Content); organize oral, visual, and multi-media presentations in clear sequence, making connections and transitions among ideas and elements (1996 Organization); use language appropriate to topic, context, audience, and purpose (1996 Language); and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other nonverbal technique (1996 Delivery). (Assessed through Oregon’s Official Speaking Scoring Guide for the purpose of classroom work sample assessment) s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts p i
r minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards c s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative l
e sounds, rhythms and They use routine of specific meaning. They implied meaning. They language. Students initiate v e patterns of English. Early expressions independently respond in more complex sustain conversation, and negotiate using L
y stages show no verbal and respond using phrases sentences, with more respond with detail in appropriate discourse, c
n responses while in later and simple sentences, detail using newly compound and complex varied grammatical e i
c stages one or two word which include a subject acquired vocabulary to sentences; actively structures and vocabulary, i f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for formal r
P Students respond in show basic errors in messages. (The brown extensive vocabulary, use and informal language. single words and phrases, speech. (The bear is bear lived with his family standard grammar with (Would you like me to which may include brown. He is eating.) in the forest.) few random errors. (Can bring pictures of the bear subject or a predicate. bears live in the forest if that I saw last summer?) Many speech errors are they find food there?) observed. (bear, brown) 1 Speaks with a few words Understands when Understands when Understands when Speaks clearly and Use correct grammar or sentences, using some speaking, but may have speaking, using consistent speaking, using consistent comprehensibly using consistently. English phonemes and some inconsistent use of standard English standard English standard English rudimentary English standard English (e.g., grammatical forms and grammatical forms, grammatical forms, grammatical forms (e.g., plurals, simple past tense, sounds; however, some sounds, intonation, pitch, sounds, intonation, pitch single words or phrases). pronouns [he/she]). rules may not be in and modulation. and modulation. evidence (e.g., third person singular, male and female pronouns). 2 Answers simple questions Asks and answers Asks and answers Asks and answers Participates in social None available with one to two-word questions using phrases or instructional questions instructional questions conversations by responses. simple sentences. with some supporting with more extensive questioning, restating, elements (e.g., "Is it your supporting elements (e.g., soliciting information and turn to go to the computer "What part of the story paraphrasing. lab?"). was most important?").
Page 167 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 5 SPEAKING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Uses common social Orally communicates Participates in social Participates and initiates Consistently uses Develop a focus and point of greetings and simple basic needs (e.g., "May I conversations with peers more extended social appropriate ways of view that are appropriate to repetitive phrases (e.g., get a drink of water?"). and adults on familiar conversations with peers speaking that vary based audience and purpose. May I go and play?"). topics by asking and and adults on unfamiliar on purpose, audience, answering questions and topics by asking and and subject matter. soliciting information. answering questions, restating and soliciting information. 4 None available Retells familiar stories Orally identifies the main Retells stories and talks Retells stories in greater None available and participates in short points of simple about school related detail including conversations by using conversations and stories activities using expanded characters, setting and appropriate gestures, that are read aloud using vocabulary, descriptive plot, summary, and expressions, and phrases or simple words, and paraphrasing. analysis. illustrative objects. sentences. 5 None available None available None available Uses simple figurative Demonstrates None available language and idiomatic understanding of expressions to idiomatic expressions by communicate ideas to a responding to and using variety of audiences (e.g., such expressions "It's raining cats and appropriately (e.g., "It's dogs."). pouring outside."). 7 None available None available Identifies main idea and Develops examples to Organizes information to Organize information to supporting examples of support main idea of a clarify and support clarify and support spoken spoken informational spoken informational spoken ideas with ideas with evidence and report. report. evidence and examples. examples. 9 Uses basic nouns and Uses nouns and Uses descriptive words to Identifies the tone of a Uses descriptive words Use descriptive words that adjectives to adjectives to clarify the message. message and uses that clearly convey the clearly convey the message communicate basic communicate familiar descriptive words that message and establishes and establish the tone. and/or familiar situations. situations. clearly convey the the tone with teacher’s message. assistance. 10 Identifies content-related Matches content-related Applies knowledge of Demonstrates Uses appropriate Use appropriate technical vocabulary using vocabulary with content-related understanding in the use of technical words that words that support clear nonverbal responses. appropriate definitions or vocabulary in small academic vocabulary support clear understanding. illustrative examples. group guided appropriate to content in understanding in group discussions. small discussion groups. or class discussion with some teacher support.
Page 168 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 5 SPEAKING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 11 None available Engages audience with Engages audience with Engages audience with Engages audience with Engage the audience with the aid of some graphics, some appropriate some appropriate volume, appropriate volume, appropriate verbal cues— appropriate volume, volume, pacing, phrasing pacing, phrasing, eye pitch, pacing, phrasing, volume, pitch, phrasing, pacing, and expression. and expression. contact, and expression. eye contact, and facial pace, and modulation; facial expressions. expressions; gestures; and eye contact.
Page 169 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 5 LISTENING 1. CCG (K-12): Listen critically and respond appropriately across the subject areas. s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension comprehension of general consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and meaning and increased of general meaning and meaning, including D
l familiarity with the some specific meaning. comprehension of specific good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine meaning. They respond in implied meaning. They language. Students e
L patterns of English. expressions independently more complex sentences, with sustain conversation, initiate and negotiate
y Early stages show no and respond using phrases more detail using newly respond with detail in using appropriate c
n verbal responses while and simple sentences, acquired vocabulary to compound and complex discourse, varied e i c
i in later stages one or which include a subject experiment and form sentences; actively grammatical structures f
o two word responses are and predicate. Students messages. (The brown bear participate using more and vocabulary, use r
P expected. Students show basic errors in lived with his family in the extensive vocabulary, use conventions for formal respond in single words speech. (The bear is forest.) standard grammar with and informal language. and phrases, which may brown. He is eating.) few random errors. (Can (Would you like me to include subject or a bears live in the forest if bring pictures of the predicate. Many speech they find food there?) bear that I saw last errors are observed. summer?) (bear, brown) 1 Listens to stories and Listens to Listens to stories/information Listens to stories and Listens to more complex None available identifies details or stories/information and and identifies key details and subject area topics and stories/information on concepts using non- identifies key details and concepts using both verbal identifies the main points new topics across content verbal responses. concepts using nonverbal and nonverbal responses. and supporting details. areas and identifies the responses. main points and supporting details. 2 Asks and answers Asks and answers Asks and answers Asks and answers With teacher support, Ask relevant questions simple questions about questions that seek instructional questions with instructional questions asks relevant questions that seek information personal information information about some supporting elements with more extensive that seek new not already discussed. with one or two word everyday and familiar (e.g., "What is the story supporting elements (e.g., information not already responses. interactions using simple about?"). "What part of the story discussed, restating facts sentences. was most important?"). previously presented.
3 None available None available Interprets a speaker’s verbal Interprets a speaker’s Interprets a speaker’s Interpret a speaker’s and nonverbal messages. verbal and nonverbal verbal and nonverbal verbal and nonverbal messages and purposes. messages, purposes and messages, purposes, and perspectives with perspectives. teachers’ guidance.
Page 170 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 5 LISTENING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 4 Identifies topics based Identifies main points Lists main points based on Draws conclusions based Makes inferences or Make inferences or draw on brief oral reports that based on brief oral reports brief oral reports. on oral reports by draws conclusions based conclusions based on an use visuals and are based on familiar topics using responding to questions on an oral report (e.g., oral report. on familiar topics using patterned responses. asked prior to oral report. “What would it look nonverbal responses. like?”) with teacher support.
Page 171 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 5 ANALYSIS 1. CCG (K-12): Evaluate the significance and accuracy of information and ideas presented in oral, visual, and multi-media communications across the subject areas (1996 Analysis). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension comprehension of general consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and meaning and increased of general meaning and meaning, including D
l familiarity with the some specific meaning. comprehension of specific good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine meaning. They respond in implied meaning. They language. Students e
L patterns of English. expressions independently more complex sentences, with sustain conversation, initiate and negotiate
y Early stages show no and respond using phrases more detail using newly respond with detail in using appropriate c
n verbal responses while and simple sentences, acquired vocabulary to compound and complex discourse, varied e i c
i in later stages one or two which include a subject experiment and form sentences; actively grammatical structures f
o word responses are and predicate. Students messages. (The brown bear participate using more and vocabulary, use r
P expected. Students show basic errors in lived with his family in the extensive vocabulary, use conventions for formal respond in single words speech. (The bear is forest.) standard grammar with and informal language. and phrases, which may brown. He is eating.) few random errors. (Can (Would you like me to include subject or a bears live in the forest if bring pictures of the predicate. Many speech they find food there?) bear that I saw last errors are observed. summer?) (bear, brown) 1 Has basic vocabulary Identifies purposes of Identifies the main ideas, Identifies and discusses Identifies and discusses Identify and discuss the related to media (verbs: media (information, points of views, and the purposes of media the purposes of media purposes of media— inform, entertain). entertainment) using one fact/fiction in broadcast and (information, (information, entertain- information, or two words or phrases. print media. entertainment, ment, persuasion, entertainment, interpretation of events, interpretation of events, persuasion, and transmission of and transmission of interpretation of events, culture). culture) with teacher’s and transmission of guidance. culture. 2 Has basic vocabulary Identifies different types Identifies and discusses in Identifies and discusses in Identifies and discusses Identify and discuss the related to media (nouns: of media. small guided group small guided group the role of media in role of media in focusing newspaper, television). discussions the different types discussions the different focusing people’s people’s attention on and roles played by the media. types and roles played by attention on events and events and influencing the media and how the influencing their their opinions on issues. media influences opinions opinions on issues with and issues. teacher’s guidance.
Page 172 Oregon English Language Proficiency Standards WRITING GRADE 5 PLANNING, EVALUATION, AND REVISION 1. CCG (K-12): Pre-write, draft, revise, edit, and publish across the subject areas. s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension of increased comprehension good comprehension of consistent comprehension general and implied Standards s
e general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the sounds, some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v rhythms and patterns of They use routine of specific meaning. implied meaning, They language. Students e
L English. Early stages show expressions They respond in more sustain conversation, initiate and negotiate
y no verbal responses while in independently and complex sentences, with respond with detail in using appropriate c
n later stages one or two word respond using phrases more detail using newly compound and complex discourse, varied e i c
i responses are expected. and simple sentences, acquired vocabulary to sentences; actively grammatical structures f
o Students respond in single which include a subject experiment and form participate using more and vocabulary, use r
P words and phrases, which and predicate. Students messages. (The brown extensive vocabulary, use conventions for formal may include subject or a show basic errors in bear lived with his standard grammar with few and informal language. predicate. Many speech speech. (The bear is family in the forest.) random errors. (Can bears (Would you like me to errors are observed. (bear, brown. He is eating.) live in the forest if they bring pictures of the brown) find food there?) bear that I saw last summer?) 1 Participates in teacher- Labels graphic Groups related ideas for Organizes and sequences Uses several pre-writing Use a variety of directed brainstorming and organizers using familiar writing in context. ideas in an outline format in strategies such as strategies to prepare for list making writing exercises vocabulary. context. outlining and taking writing, such as using familiar topics. notes with teacher brainstorming, making support. lists, mapping, outlining, grouping related ideas, using graphic organizers, and taking notes. 2 Participates in pre-writing Participates in idea- Develops drafts Develops drafts alone or in Develops drafts alone or Discuss ideas for writing activities such as generating discussions in collaboratively in pairs. with teacher support. with classmates, brainstorming, listening, and small groups and in groups. teachers, and other drawing with classmates and pairs. writers, and develop teacher. drafts alone and collaboratively.
Page 173 Oregon English Language Proficiency Standards WRITING GRADE 5 PLANNING, EVALUATION, AND REVISION (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Uses nonverbal and Identifies familiar Identifies familiar purposes Identifies a variety of Identifies a variety of Identify audience and verbal communication in audiences working in working in pairs and small audiences working in audiences and purposes purpose. group setting to identify pairs and in small groups. groups. pairs. independently and with familiar audience. teacher support. 4 Identifies and chooses the Identifies and chooses the Identifies and chooses the Identifies and chooses the Identifies and chooses the Choose the form of writing forms of writing that best appropriate writing form appropriate writing form form of writing that best appropriate writing form that best suits the intended suit a poem. that best suits a personal that best suits a letter. suits a report and a for a variety of intended purpose—personal letter, letter. narrative. purposes with teacher letter to the editor, review, support. poem, report, or narrative. 5 Uses drawings, words Participates in group Revises writing in small Edits writing in pairs. Uses the writing process- Use the writing process- and actions during drafting on familiar groups and pairs. prewriting, drafting, prewriting, drafting, teacher-directed pre- topics. revising, editing, and revising, editing, and writing exercises on publishing successive publishing successive familiar topics. versions with teacher versions. support. 6 Brainstorms as a group Recognizes central idea Compares and contrasts Differentiates between Focuses on a central idea, Focus on central idea, using familiar text to using familiar texts. central idea and unrelated central idea and unrelated excluding loosely related, excluding loosely related, identify central idea. information using a variety information using a extraneous, and extraneous, and repetitious of texts. variety of text. repetitious information information. with teacher support. 7 Participates in group Practices the use of a Evaluates a simple, Revises writing of Uses a scoring guide to Use a scoring guide to review, the structure and scoring guide, using familiar text, using a familiar text using a review, evaluate, and review, evaluate, and purpose of a scoring simple familiar text in scoring guide in pairs. scoring guide. revise writing for revise writing for meaning guide. groups. meaning and clarity with and clarity. teacher support. 8 Adds and deletes words Revises drafts by Revises drafts by deleting Revises drafts by Revises drafts by Revise drafts: to improve to simple familiar texts in adding/deleting words words and phrases in a combining and clarifying rearranging words and the meaning and focus of whole or small groups. and phrases to familiar variety of text. words and sentences in a sentences with teacher writing by adding, deleting, texts. variety of texts. support. combining, clarifying, and rearranging words and sentences.
Page 174 Oregon English Language Proficiency Standards WRITING GRADE 5 PLANNING, EVALUATION, AND REVISION (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 9 Introduces vocabulary Reviews writing Uses a writing checklist on Edits and proofreads Uses writing conventions Edit and proofread one’s related to writing conventions using a familiar text. writing samples using to edit and proofreads own writing, as well as that conventions. simplified editing conventions. one’s own and other’s of others, using the writing checklist. writing text with teacher conventions, and, for support. example, an editing checklist or list of rules with specific examples of corrections of specific errors.
Page 175 Oregon English Language Proficiency Standards WRITING GRADE 5 WRITING 2. CCG (K-12): Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest (similar to 1996 “Convey clear, focused main ideas…”); organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs (similar to 1996 “Structure information in clear sequence…”); and use precise words and fluent sentence structures that support meaning (1996 “Sentence Structure”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. They implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently respond in more complex sustain conversation, and negotiate using
y stages show no verbal and respond using phrases sentences, with more respond with detail in appropriate discourse, c
n responses while in later and simple sentences, detail using newly compound and complex varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to sentences; actively structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Manyeech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Identifies a variety of Identifies a variety of Matches tone and style to Uses tone and style for a Adjusts writing tone and Write for different audiences and purposes in tones and styles in whole a variety of audiences and specific audience and style for specific audience purposes and to a specific whole group. group. purposes. purpose. and purpose. audience or person, adjusting tone and style as appropriate. 2 Builds vocabulary using Builds vocabulary using Compares and contrasts a Practices writing Writes an introductory Write multi-paragraph descriptive words on descriptive words on a variety of beginning beginning and ending paragraph using an compositions using familiar topics. familiar topic. sentences in an sentences for an engaging opening engaging opening and introductory paragraph. introductory paragraph on sentence. closing sentences. a variety of topics. 3 Retells familiar sequence Organizes and sequences Identifies important ideas Identifies and presents Interprets and presents Present important ideas or of events. events in familiar texts. and events in important ideas using important ideas using events using chronological order. similarities and cause and effect. organizational structures, differences. such as sequential or chronological order, cause-and-effect, or similarity and difference.
Page 176 Oregon English Language Proficiency Standards WRITING GRADE 5 WRITING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 4 Generates ideas and Uses familiar phrases and Develops and organizes Develops and organizes Develops and organizes Develop new ideas in vocabulary on a familiar key words to develop new ideas in sentences. new ideas in a paragraph new ideas in multi- separate paragraphs. topic. ideas on a familiar topic. on a variety of topics. paragraphs on a variety of topics. 5 Generates vocabulary Compares details and Uses vocabulary to write Uses vocabulary to write Identifies and writes details Provide details and used to provide details examples that support simple sentences that more complex sentences and examples to support examples to support and support ideas in ideas in familiar text. support ideas. that support ideas on a ideas on a variety of topics. ideas. familiar text. variety of topics. 6 Identifies key transition Writes simple sentences Writes multiple sentences Writes multiple sentences Writes paragraphs using Provide transitions to link vocabulary on familiar using transition and/or using transitions and/or that form a paragraph transition and/or linking paragraphs. topics. linking words on familiar linking words on a using transitions and/or words on a variety of topics. variety of topics. linking words on a variety topics with teacher of topics. support. 7 Builds vocabulary and Identifies important ideas Practices writing Writes beginning and Writes a complete Offer a concluding phrases used in and details in beginning beginning and ending ending sentences for concluding paragraph that paragraph that summarizing important and ending sentences. sentences using important ideas and details. summarizes important summarizes important ideas and details. vocabulary that ideas and details on a ideas and details. summarizes important variety of topics with ideas and details. teacher support. 8 Identifies and lists Practices identifying Writes sentences using Writes related sentences Connects ideas using Use transitions (however, vocabulary related to ideas, transitions and conjunctions to connect using conjunctions to transitions and therefore, on the other transitions and conjunctions in familiar parts of sentences on connect ideas. conjunctions in context hand) and conjunctions conjunctions. text. familiar topics. with teacher support. (and, or, but) to connect ideas. 9 Identifies and lists a Identifies descriptive Writes descriptive words Uses descriptive words that Uses a variety of Use a variety of variety of descriptive words that are targeted to that are targeted to a are targeted to a variety of descriptive words descriptive words, words in familiar text. a specific audience or specific audience and/or audiences. demonstrating awareness demonstrating awareness topic. topic. of impact on audience with of impact on audience. teacher support. 10 Reviews linking and Writes simple sentences Writes sentences using Writes compound Uses complex sentences in Use simple and conjunction vocabulary. using conjunction and conjunction and linking sentences using a variety of writing modes. compound sentences and linking vocabulary on vocabulary in a variety of conjunction and linking begin using complex familiar topics. writing modes. vocabulary in a variety of sentences. writing modes.
Page 177 Oregon English Language Proficiency Standards WRITING GRADE 5 WRITING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 11 Defines and identifies Defines and identifies Uses prepositions and Defines and compares Chooses and utilizes To achieve clarity of prepositions in familiar appositives in familiar appositives in simple main clauses and correct subordinate clauses meaning and to texts. texts. sentences. subordinate clauses in a to achieve clarity of enhance flow and variety of texts. meaning and to enhance rhythm, correctly use flow and rhythm with prepositional phrases, teacher support. appositives, main class, and subordinate class.
Page 178 Oregon English Language Proficiency Standards WRITING GRADE 5 CONVENTIONS 3. CCG (K-12): Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas (similar to 1996 “Uses correct spelling, grammar, punctuation, capitalization…”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language i r
c minimal comprehension of increased comprehension of comprehension of general consistent comprehension general and implied Arts Standards s
e general meaning; gain general meaning and some meaning and increased of general meaning and meaning, including D
l familiarity with the sounds, specific meaning. They use comprehension of specific good understanding of idiomatic and figurative e
v rhythms and patterns of routine expressions meaning. They respond in implied meaning. They language. Students initiate e
L English. Early stages show independently and respond more complex sentences, sustain conversation, and negotiate using
y no verbal responses while in using phrases and simple with more detail using respond with detail in appropriate discourse, c
n later stages one or two word sentences, which include a newly acquired vocabulary compound and complex varied grammatical e i c
i responses are expected. subject and predicate. to experiment and form sentences; actively structures and vocabulary, f
o Students respond in single Students show basic errors messages. (The brown participate using more use conventions for formal r
P words and phrases, which in speech. (The bear is bear lived with his family extensive vocabulary, use and informal language. may include subject or a brown. He is eating.) in the forest.) standard grammar with (Would you like me to predicate. Many speech few random errors. (Can bring pictures of the bear errors are observed. (bear, bears live in the forest if that I saw last summer?) brown) they find food there?) Spelling 1 Copies and repeats Given a single member of a Spells high frequency Spells high frequency Spells roots of words Spell correctly monosyllabic CVC words. word family, spells correctly phonetically regular words sight words correctly. correctly. roots or bases of other words in the family correctly. words. with teacher support. 2 Copies words with prefixes Identifies prefixes in written Identifies prefixes in Adds prefixes to root Adds prefixes to root Spell correctly and signal prefix. passages with teacher written passages. words and uses in words and uses in prefixes support. sentences. sentences. (understood / misunderstood, excused / unexcused). 3 Copies words with suffixes Identifies suffixes in written Identifies suffixes in Adds suffixes to root Adds suffixes to root Spell correctly and signal suffix with passages with teacher written passages. words and uses in words and uses in suffixes (final / teacher support. support. sentences with teacher sentences. finally, mean / support. mean-ness). 4 Copies pairs of words and Breaks down contractions Writes sentences that Uses contractions in Uses contractions in Spell correctly contractions they join to into two words. contain contractions. written passages. written passage. contractions (will form. not / won’t, it is / it’s, they would / they’d).
Page 179 Oregon English Language Proficiency Standards WRITING GRADE 5 CONVENTIONS (cont.) Spelling (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 5 Uses rhythmic or Uses rhythmic or Copies words from Breaks words into Breaks words into Spell correctly syllable illustrated means to illustrated means to break dictionary in their syllables and checks in syllables and checks in constructions (in-for-ma- break words into words into syllables. syllablized form. dictionary with teacher dictionary. tion, mol-e-cule), syllables with teacher support. support. 6 Copies high frequency Duplicates sentences with Lists words with more than Categorizes words with Categorizes words with Spell correctly words with root words. one version each of words one acceptable spelling. more than one more than one acceptable more than one acceptable with more than one acceptable spelling with spelling. spelling (advisor / adviser). acceptable spelling. teacher support. Grammar 1 Matches illustrations of Illustrates verbs that are Lists and defines verbs that Lists and defines verbs Formulates sentences Correctly use verbs that are verbs that are often often misused. are often misused with that are often misused. using verbs that are often often misused (lie/lay, misused with teacher teacher support. misused with teacher sit/set, rise/raise). support. support. 2 Completes exercises Completes exercises (e.g., Matches subjects to verbs Matches subjects to Shows in a written Ensure that verbs agree with (e.g., matching) to matching) to practice with teacher support. verbs. passage the correct their subjects. practice concordance concordance. concordance of subjects with teacher support. and verbs. 3 Labels illustrations with Matches modifiers to Replaces proper nouns with Identifies modifiers and Uses modifiers and Correctly use modifiers an adjective. illustrations. pronouns. pronouns in a written pronouns correctly with (words or phrases that passage. teacher support. describe, limit, or qualify another word) and pronouns (he/his, she/her, they/their, it/its).
Page 180 Oregon English Language Proficiency Standards WRITING GRADE 5 CONVENTIONS (cont.) Punctuation Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 1 Copies sentences that Copies sentences that Identifies parentheses in Identifies parentheses in Uses parentheses to Correctly use include parentheses and include parentheses and written passages. written passages. explain something of parentheses to explain places parentheses places parentheses secondary importance something that is not correctly with teacher correctly. with teacher support. considered of primary support. importance to the sentence. 2 Copies times from a Copies sentences that Identifies colons in written Identifies colons in Uses colons to introduce Correctly use a colon to digital timepiece. include colons. passages with teacher support. written passages. a list and to separate separate hours and hours and minutes with minutes (10:30 a.m., teacher support. 6:30 p.m.) and to introduce a list (collect the following items for the project: map, pictures, scissors, tape). 3 Copies simple sentences Places commas in direct Places commas in direct Places commas in direct Uses commas correctly Correctly use commas in that contain direct quotations in sentences quotations in sentences. quotations in a written in direct quotations with direct quotations (He quotations (e.g., Ann with teacher support. passage with teacher teacher support. said, “I’d be happy to says, “Hello.”). support. go.”). 4 Copies simple sentences Places commas and Places commas and periods Places commas and Places commas and Correctly place commas that contain quotations. periods inside quotation inside quotation marks in periods inside quotation periods inside quotation and periods inside marks in sentences with sentences. marks in a written passage marks in direct quotation marks. teacher support. with teacher support. quotations with teacher support.
Page 181 Oregon English Language Proficiency Standards WRITING GRADE 5 CONVENTIONS (cont.) Capitalization Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 1 Copies lists of words Identifies in a list of Identifies in a list of Uses correct Uses correct capitalization Use correct capitalization. that are always words those that require words those that require capitalization, including including capitalization capitalized. capitalization with teacher capitalization. capitalization for months, for months, nationalities, support. nationalities and and languages. languages, with teacher support. Handwriting 1 Traces cursive and Copies sentences in Writes sentences that are Reproduces a paragraph Writes legibly in all daily Write legibly in cursive or manuscript letters. legible cursive and legible. in legible cursive and work. manuscript. manuscript. manuscript. 2 Identifies cursive letters Participates in choral Reads words written in Reads words written in Reads passages written in Read cursive fluently. and their corresponding reading of words written cursive with teacher cursive. legible cursive. sounds with teacher in cursive. support. support.
Page 182 Oregon English Language Proficiency Standards WRITING GRADE 5 WRITING MODES 4. CCG (K-12): Write narrative, expository, and persuasive texts, using a variety of written forms-including journals, essays, short stories, poems, research reports, research papers, business and technical writing-to express ideas appropriate to audience and purpose across the subject areas (1996 Modes/Forms). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. They implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently respond in more complex sustain conversation, and negotiate using
y stages show no verbal and respond using phrases sentences, with more respond with detail in appropriate discourse, c
n responses while in later and simple sentences, detail using newly compound and complex varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to sentences; actively structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Illustrates a topic for a Creates an organizer to Writes a one paragraph Writes a personal Writes a personal Personal Narrative. personal narrative. support a personal personal narrative, using narrative relating events narrative; includes details. narrative with teacher simple sentences. in sequence. support. 2 Illustrates a topic for Creates an organizer to Writes a one paragraph Writes a fictional Writes a fictional Fictional Narrative. fictional narrative. support a fictional fictional narrative with narrative with teacher narrative; includes details. (Imaginative) narrative with teacher teacher support. support. support. 3 Lists vocabulary from a Writes sentences about a Writes a paragraph about Writes an expository Writes an expository Expository. content area lesson. content area lesson. an academic topic. composition using composition using academic language with academic language. teacher support. 4 Selects illustrations on a Formulates persuasive Writes a persuasive Writes a persuasive Writes a persuasive Persuasive. (Work Sample single topic that indicate sentences with teacher paragraph with teacher composition including composition including only). preferences. support. support. details with teacher details with teacher support. support.
Page 183 Oregon English Language Proficiency Standards WRITING GRADE 5 WRITING APPLICATIONS 5. CCG (K-12): Write narrative, expository, and persuasive texts, using a variety of written forms-including journals, essays, short stories, poems, research reports, research papers, business and technical writing-to express ideas appropriate to audience and purpose across the subject areas (1996 Modes/Forms). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension of increased comprehension good comprehension of consistent comprehension general and implied Standards s
e general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the sounds, some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v rhythms and patterns of They use routine of specific meaning. implied meaning. They language. Students e
L English. Early stages show expressions They respond in more sustain conversation, initiate and negotiate
y no verbal responses while independently and complex sentences, with respond with detail in using appropriate c
n in later stages one or two respond using phrases more detail using newly compound and complex discourse, varied e i c
i word responses are and simple sentences, acquired vocabulary to sentences; actively grammatical structures f
o expected. Students respond which include a subject experiment and form participate using more and vocabulary, use r
P in single words and and predicate. Students messages. (The brown extensive vocabulary, use conventions for formal phrases, which may include show basic errors in bear lived with his standard grammar with and informal language. subject or a predicate. speech. (The bear is family in the forest.) few random errors. (Can (Would you like me to Many speech errors are brown. He is eating.) bears live in the forest if bring pictures of the observed. (bear, brown) they find food there?) bear that I saw last summer?) Narrative Writing 1 Illustrates a narrative with Uses a graphic organizer Writes a simple story to Writes a simple story to Writes a story establishing Write fictional teacher support. to describe setting and include setting and plot. include setting, plot , a plot, point of view, narratives: Establish a plot. conflict and resolution setting, conflict, and plot, point of view, with teacher support. resolution with teacher setting, conflict, and support. resolution. 2 Illustrates one feature of a Retells a familiar story Produces simple Sequences events of a Describes the events of a Show through story with teacher support. using one to two descriptions of familiar familiar story with teacher familiar story with teacher description, rather than sentences. stories or characters with support. support. tell (summarize), the teacher support. events of the story.
Page 184 Oregon English Language Proficiency Standards WRITING GRADE 5 WRITING APPLICATIONS (cont.) Narrative Writing (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Illustrates sensory Identifies senses with Identifies a sensory detail Expresses a sensory detail Uses concrete sensory Use concrete sensory details of a narrative teacher support. in a familiar story with in context with teacher details in a narrative details. passage in a group teacher support. support. passage with teacher activity. support. 4 Illustrates a highlight Describes a memorable Describes a memorable Gives reasons why an Provides insight into why Provide insight into why from a classroom experience with words and experience in complete experience is memorable. the selected event or the selected event or experience with teacher phrases. sentences. experience is memorable experience is memorable. support. with teacher support. Expository Writing: Response to Literary Text 1 Listens to multiple Responds nonverbally to a Identifies plot, setting, Paraphrases the plot of a States and defends an Write responses to literary works. literary work. and characters of a literary work with teacher opinion of a literary work literature: Demonstrate an literary work with teacher support. with teacher support. understanding of a literary support. work. 2 Listens to multiple Retells the plot of a literary Connects prior knowledge Assesses a literary work Uses a reference to Support interpretations literary works. work through gestures with to a literary work with with teacher support. interpret a literary work through references to the teacher support. teacher support. with teacher support. text and to prior knowledge. 3 Listens to multiple Reads a story chorally and Reads a story with teacher Responds to a story using Interprets the author’s Develop interpretations literary works. participates in class support. descriptions with teacher message with teacher that exhibit careful discussion with teacher support. support. reading and support. understanding.
Page 185 Oregon English Language Proficiency Standards WRITING GRADE 5 WRITING APPLICATIONS (cont.) Expository Writing: Research Reports/Multi-media Presentations Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 1 Listens to teacher led Participates in gathering Asks questions on a topic Locates answers to a Writes short answers to Write research reports discussion about writing resources from the library. of choice. question asked on topic questions asked on topic about ideas, issues, or research reports. of choice with teacher with teacher support. events by using the support. following guidelines: Frame questions that direct the investigation. 2 Listens to teacher led Participates in small group Locates the topic of a Identifies a familiar topic Establishes a main idea Establish a main idea or discussion on finding the exercises on finding the research report in context for writing in context for writing with teacher topic. main idea of a story. main idea of a story. with teacher support. with teacher support. support. 3 Listens to teacher led Participates in small group Locates interviews in a Identifies a topic and Uses a variety of Use a variety of discussion on using a exercises on locating and research report in context writes a simple report informational sources to information sources, variety of information using a variety of with teacher support. from reference materials locate information to including firsthand sources. information sources. in context with teacher support the topic with interviews, reference support. teacher support. materials, and electronic resources to locate information to support the topic. 4 Listens to teacher led Participates in small group Locates appropriately Identifies a topic and Cites references Cite references discussion on citing exercises on citing cited references in a writes a simple report appropriately with appropriately. references appropriately. references appropriately. research report in context from reference materials teacher support. with teacher support. in context with teacher support.
Page 186 Oregon English Language Proficiency Standards WRITING GRADE 5 WRITING APPLICATIONS (cont.) Persuasive Writing Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 1 Listens to teacher led Participates in small group Locates a clearly stated Identifies a position in Writes a persuasive Write persuasive discussion on writing exercises on writing position in support of a support of a proposal composition and states compositions: persuasive compositions persuasive compositions proposal in a persuasive with teacher support. a clear position in State a clear position in which state a clear which state a clear position composition in context with support of a proposal support of a proposal. position in support of a in support of a proposal. teacher support. with teacher support. proposal. 2 None available. Listens to teacher led Locates a position supported Identifies a position and Sustains a position Support a position with discussion on writing with relevant evidence in a writes a simple with relevant evidence relevant evidence. persuasive compositions. composition with teacher persuasive composition with teacher support. support. with teacher support. 3 Listens to teacher led Participates in small group Locates a simple Writes the beginning of a Follows a simple Follow a simple discussion on following a exercises on following a organizational pattern in pattern in context with organizational pattern organizational pattern. simple organizational simple organizational context with teacher teacher support. with teacher support. pattern. pattern. support. 4 Listens to teacher led Participates in small group Locates reader concerns Writes a simple Writes a simple report Address reader discussion on addressing exercises in identifying with teacher support. paragraph addressing addressing reader concerns. reader concerns. reader concerns. reader concerns in concerns with teacher context with teacher support. support. Summaries, Business Letters, Job Applications and Resumes, Technical Writing 1 Listens to teacher led Listens to teacher led Locates the main ideas and Writes a simple paragraph Writes summaries, Write summaries, discussions on writing a discussion on writing most significant details of a that contains the main using formal paragraph using formal paragraph paragraph. summaries, using formal reading selection in context ideas of a familiar reading structure, that contain structure, that contain paragraph structure that with teacher support. selection in context with the main ideas of the the main ideas of the contains the main ideas of teacher support. reading selection and reading selection and the reading selection and the the most significant the most significant most significant details. details with teacher details (e.g., support. summaries for book reports, chapters of a text, magazine articles). 2 Listens to teacher led Participates in small group Writes a simple request for Writes a simple business Writes a business letter Write business letters discussion on writing exercises on writing information with teacher letter in context with to request information to request information business letters to request business letters to request support. teacher support. with teacher support. (e.g., for school information. information. reports).
Page 187 Oregon English Language Proficiency Standards WRITING GRADE 5 RESEARCH REPORT WRITING 6. CCG (K-12): Investigate topics of interest and importance across the subject areas, selecting appropriate media sources, using effective research processes, and demonstrating ethical uses of resources and materials (see Writing Applications-Expository Writing: Research Reports). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension of increased comprehension good comprehension of consistent comprehension general and implied Standards s
e general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the sounds, some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v rhythms and patterns of They use routine of specific meaning. They implied meaning. They language. Students e
L English. Early stages show expressions independently respond in more complex sustain conversation, initiate and negotiate
y no verbal responses while and respond using phrases sentences, with more respond with detail in using appropriate c
n in later stages one or two and simple sentences, detail using newly compound and complex discourse, varied e i c
i word responses are which include a subject acquired vocabulary to sentences; actively grammatical structures f
o expected. Students respond and predicate. Students experiment and form participate using more and vocabulary, use r
P in single words and show basic errors in messages. (The brown extensive vocabulary, use conventions for formal phrases, which may speech. (The bear is bear lived with his family standard grammar with and informal language. include subject or a brown. He is eating.) in the forest.) few random errors. (Can (Would you like me to predicate. Many speech bears live in the forest if bring pictures of the errors are observed. (bear, they find food there?) bear that I saw last brown) summer?) 1 Locates indices, contents Identifies organizational Identifies organizational Locates information Locates information by Uses organizational of printed text in group features such as indices features such as indices using indices, contents using indices, contents features of printed text to activities. and contents with teacher and contents. and other organizational and other organizational locate information. support. features with teacher features. support. 2 None available Copies headings from Takes notes on content Cites sources for Cites sources for Use effective note-taking informational text. area passages in group information gleaned from information gleaned from techniques to ensure activities. Develops text. text. appropriate citation for a quoted or documentation of quoted paraphrased passage in as well as paraphrased group activities. material.
0
Page 188 Oregon English Language Proficiency Standards WRITING GRADE 5 RESEARCH REPORT WRITING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Follows step-by-step Types edited passages on Types edited passages on Creates computer Creates computer- Create simple documents modeling to produce computer with teacher computer. Corrects typing generated documents with generated documents using a computer and sentences on computer. support. errors. teacher support. using spell check. employing organizational features, such as passwords, entry and pull- down menus, word searches, the thesaurus, and spell checks. 4 Looks up words in Consults a thesaurus to Writes synonyms for Consults a thesaurus to Consults a thesaurus to Use a thesaurus to thesaurus with teacher write a word and synonyms words by consulting a incorporate alternative incorporate alternative identify alternative word support. in group activity. thesaurus. word choices in writing. word choices in writing. choices and meanings (e.g., when paraphrasing information). 5 Listens to and observes Participates in citation Participates in Cites quotes appropriately Paraphrases sources Quote or paraphrase teacher-directed citation activities in context with paraphrasing activities in in context with teacher appropriately with teacher information sources, lessons. teacher support. context with teacher support. support. citing them appropriately support. (e.g., Works Cited Entries —MLA).
Page 189 Oregon English Language Proficiency Standards READING GRADE 6 DECODING AND WORD RECOGNITION 1. CCG (K-12): Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas (similar to 1996 “Recognize, pronounce…words in text by using phonics”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using
y stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n responses while in later and simple sentences, more detail using newly compound and complex varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use formal and informal words and phrases, which speech. (The bear is bear lived with his family standard grammar with language. (Would you may include subject or a brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures predicate. Many speech bears live in the forest if of the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Recognizes, repeats and Reads aloud one’s own Applies knowledge of Applies knowledge of Applies knowledge of None available combines English writing, simple sentences, common English word relationships, such word relationships, such phonemes (letter sounds). or simple texts. morphemes (letter blends) as roots and affixes, to as roots and affixes, to to derive meaning from derive meaning from derive meaning from near familiar literature pieces literature. grade level literary texts and other texts. and texts in content areas. 2 Recognizes and reads Reads aloud passages Reads aloud narratives Reads aloud narratives Reads aloud near grade Read aloud grade-level aloud the most common from simple narrative and and informational texts and informational text level narrative text and narrative text and English morphemes. informational texts. and practices intonation fluently and accurately informational text fluently informational text fluently and expression. with effective intonation and accurately with and accurately with and expression. effective pacing, effective pacing, intonation and expression. intonation, and expression.
Page 190 Oregon English Language Proficiency Standards READING GRADE 6 DECODING AND WORD RECOGNITION (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 None available Recognizes obvious Identifies cognates (e.g., Distinguishes between Applies knowledge of None available cognates (e.g., education, agonía, agony) and false cognates and false cognates and false educación; actually, cognates (e.g., éxito, exit) in cognates in literature and cognates to derive actualmente) in phrases, literature. texts in content areas. meaning from literature simple sentences. and texts in content areas. 4 Reads words and simple Reads simple narrative Reads narrative and expository Reads increasingly Reads near grade level Read or demonstrate sentences about familiar and expository passages texts. complex narrative and narrative and expository progress toward reading topics. about familiar topics. expository texts. texts. at an independent and instructional reading level appropriate to grade level.
Page 191 Oregon English Language Proficiency Standards READING GRADE 6 LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT 2. CCG (K-12): Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed. Skills to Support Standards: (For the purpose of noting key skills that support classroom instruction of the standards) s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension of increased comprehension comprehension of general consistent comprehension general and implied Standards s
e general meaning; gain of general meaning and meaning and increased of general meaning and meaning, including D
l familiarity with the sounds, some specific meaning. comprehension of specific good understanding of idiomatic and figurative e
v rhythms and patterns of They use routine meaning. They respond in implied meaning. They language. Students e
L English. Early stages show expressions more complex sentences sustain conversation, initiate and negotiate
y no verbal responses while independently and with more detail using respond with detail in using appropriate c
n in later stages one or two respond using phrases newly acquired vocabulary compound and complex discourse, varied e i c
i word responses are and simple sentences, to experiment and form sentences, actively grammatical structures f
o expected. Students respond which include a subject messages. (The brown participate using more and vocabulary, use r
P in single words and and predicate. Students bear lived with his family extensive vocabulary, use conventions for formal phrases, which may include show basic errors in in the forest.) standard grammar with and informal language. subject or a predicate. speech. (The bear is few random errors. (Can (Would you like me to Many speech errors are brown. He is eating.) bears live in the forest if bring pictures of the bear observed. (bear, brown) they find food there?) that I saw last summer?) 1 Listens to, reads simple Listens to, reads and Listens to, reads and Listens to, reads and Listens to, reads, and Listen to, read, and stories from a variety of understands simple understands text from a understands a variety of understands near grade understand a wide variety informational and narrative stories from a variety of variety of informational informational and level text from wide of informational and text. narrative texts. and narrative texts narrative texts including variety of informational narrative text, including including literature, literature, poetry, and narrative text, classic and contemporary poetry, magazines, and magazines, newspapers, including classic and literature, poetry, newspapers. and reference materials. contemporary literature, magazines, newspapers, poetry, magazines, reference materials, and newspapers, reference online information. materials, and online information with teacher support.
2 Makes connections to Makes connections to Makes connections to Makes connections to text Makes connections to text, Make connections to text, personal experiences and within texts using and within a variety of and within texts across within text, and among texts within text, and among using familiar texts. familiar texts. texts. subject areas. across the subject areas with texts across the subject teacher guidance. areas.
Page 192 Oregon English Language Proficiency Standards READING GRADE 6 LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT (cont) 6 AppliesBeginning knowledge of AppliesEarly knowledge Intermediate of IdentifiesIntermediate words or IdentifiesEarly words Advanced or phrases IdentifiesAdvanced words or phrases Clearly Proficientidentify specific 3 Demonstratesacademic and sociallistening Demonstratesacademic and sociallistening Demonstratesphrases essential listening to Demonstratesessential to understanding listening Demonstratesessential to understanding listening Demonstratewords or wordings listening that comprehensionvocabulary in student’s of comprehensionvocabulary in student’s of comprehensionunderstanding text of textand comprehensiontext and applies ofword complex comprehensiontext and applies ofword more comprehensionare causing of more familiarnative language texts. to familiarnative language texts across and the throughapplies word class analysisand/or to textanalysis through or context class and/or complexanalysis ortext context through strategies class complexcomprehension text through recognize and correct subjectEnglish areas.to recognize and smalldemonstrate group discussions smallstrategies group to interpretivedemonstrate and/orto demonstrate small group classdifficulties and/or and small use group some errors when correct some errors when acrosscomprehension subject areas. with discussionscomprehension. across subject interpretivecomprehension discussions with teacher interpretivestrategies to discussionscorrect. reading familiar texts in reading familiar texts. teacher guidance. areas. acrossguidance. subject areas with across the subject areas. English. Identifies key Identifies key words and teacher support. words essential to phrases essential to 4 Matches reading to Matches reading to Matches reading to Matches reading to Matches reading to purpose Match reading to purpose understanding text. understanding text. purpose—location of purpose—location of purpose—location of purpose—location of — location of information, —location of information and personal information and personal information, information, full full comprehension, and information, full enjoyment. enjoyment. comprehension, and comprehension, and personal enjoyment. comprehension, and personal enjoyment. personal enjoyment. personal enjoyment. 5 Understands and draws Understands and draws Understands and draws Understands and draws Understands and draws upon Understand and draw upon some upon comprehension upon comprehension upon a variety of a variety of comprehension upon a variety of comprehension strategies strategies as needed—re- strategies as needed—re- comprehension strategies strategies as needed—re- comprehension strategies as needed—re-reading, reading, self-correcting. reading, self-correcting, as needed—re-reading, reading, self-correcting, as needed—re-reading, self-correcting. class and small group self-correcting, summarizing, class and self-correcting, guided discussions, summarizing, class and group guided discussions, summarizing, class and generating and group guided discussions, generating and responding to group discussions, responding to questions generating and responding essential questions, making generating and provided by teacher. to essential questions, and predictions, and comparing responding to essential comparing information information from several questions, making from several sources with sources. predictions, and teacher support. comparing information from several sources.
Page 193 Oregon English Language Proficiency Standards READING GRADE 6 VOCABULARY 3. CCG (K-12): Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas (similar to 1996 “…know the meaning of words in text by using...language structure, contextual clues, and visual clues”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension of increased comprehension good comprehension of consistent general and implied Standards s
e general meaning; gain of general meaning and general meaning and comprehension of meaning, including D
l familiarity with the sounds, some specific meaning. increased comprehension general meaning and idiomatic and figurative e
v rhythms and patterns of They use routine of specific meaning. They good understanding of language. Students e
L English. Early stages show expressions independently respond in more complex implied meaning. They initiate and negotiate
y no verbal responses while and respond using phrases sentences with more detail sustain conversation, using appropriate c
n in later stages one or two and simple sentences, using newly acquired respond with detail in discourse, varied e i c
i word responses are which include a subject vocabulary to experiment compound and complex grammatical structures f
o expected. Students respond and predicate. Students and form messages. (The sentences, actively and vocabulary, use r
P in single words and show basic errors in brown bear lived with his participate using more conventions for formal phrases, which may include speech. (The bear is family in the forest.) extensive vocabulary, use and informal language. subject or a predicate. brown. He is eating.) standard grammar with (Would you like me to Many speech errors are few random errors. (Can bring pictures of the bear observed. (bear, brown) bears live in the forest if that I saw last summer?) they find food there?) 1 Understands and learns new Understands, learns and Understands, learns and Understands, learns and Understands, learns, and Understand, learn, and vocabulary taught directly uses new vocabulary uses new vocabulary uses new vocabulary uses new vocabulary use new vocabulary that through specific topics. taught directly through taught directly through taught directly through taught directly through is introduced and taught specific topics. instruction across the literary text and informational text, directly through subject areas with teacher instruction across the literary text, and informational text, support. subject areas with teacher instruction across the literary text, and support. subject areas with teacher instruction across the support. subject areas.
Page 194 Oregon English Language Proficiency Standards READING GRADE 6 VOCABULARY (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Develops vocabulary by Develops vocabulary by Develops vocabulary by Develops vocabulary by Develops vocabulary by Develop vocabulary by listening to a familiar text listening to and listening to and discussing listening to and discussing listening to and listening to and with visual support. discussing familiar and familiar and related texts familiar and conceptually discussing both familiar discussing both familiar related texts read aloud read aloud across subject challenging brief texts read and conceptually and conceptually across subject areas with areas. aloud across subject areas challenging selections challenging selections visual support. with teacher support. read aloud across subject read aloud across the areas with teacher subject areas. support. 3 Identifies unknown words Determines the meaning Determines the meaning of Determines the meaning of Determines the meaning Determine the meaning of in print by using graphic of unknown words in unknown words in unknown words in of unknown words or unknown words or words and picture clues. familiar text by using narrative text by using informational and narrative words with unusual with unusual meanings in word and sentence clues. word, sentence, and text by using word, meanings in informational and paragraph clues. sentence, and paragraph informational and narrative text by using clues. narrative text by using word, sentence, and word, sentence, and paragraph clues. paragraph clues with teacher support. 4 None available Recognizes that words Lists words with multiple Interprets words with Interprets words with Interpret words with have multiple meanings. meanings. multiple meanings with multiple meanings with multiple meanings. teacher support. teacher support. 5 Identifies simple similes. Identifies simple similes Recognizes figurative Recognizes and interprets Interprets figurative Interpret figurative and metaphors. language including similes figurative language, language, including language, including and metaphors with teacher including similes and similes and metaphors, similes, metaphors. support. metaphors with teacher with teacher support. support. 6 Identifies synonyms in Lists synonyms for Lists synonyms and Understands “shades of Understands and explains Understand and explain print. common vocabulary antonyms for common and meaning” in related words “shades of meaning” in “shades of meaning” in words. academic vocabulary with teacher support. related words with related words. words. teacher support. 7 Creates a simple Determines pronunciation Determines pronunciation, Determines pronunciations, Determines Determine dictionary of words and meaning using a meanings, and basic parts meanings, alternate word pronunciations, pronunciations, frequently used by the simplified dictionary. of speech using a choices, and parts of meanings, alternate word meanings, alternate word student. simplified dictionary. speech, using simplified choices, and parts of choices, and parts of dictionaries and speech, using dictionaries speech, using dictionaries thesauruses. and thesauruses with and thesauruses. teacher support.
Page 195 Oregon English Language Proficiency Standards READING GRADE 6 READ TO PERFORM A TASK 4. CCG (K-12): Find, understand, and use specific information in a variety of texts across the subject areas to perform a task (similar to 1996 “Locate information”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal increased good comprehension of consistent comprehension of general and implied Standards s
e comprehension of comprehension of general meaning and general meaning and good meaning, including D
l general meaning; general meaning and increased comprehension understanding of implied idiomatic and figurative e
v gain familiarity with some specific meaning. of specific meaning. meaning. They sustain language. Students initiate e
L the sounds, rhythms They use routine They respond in more conversation, respond with and negotiate using
y and patterns of expressions complex sentences with detail in compound and appropriate discourse, c
n English. Early stages independently and more detail using newly complex sentences, actively varied grammatical e i c
i show no verbal respond using phrases acquired vocabulary to participate using more structures and vocabulary, f
o responses while in and simple sentences, experiment and form extensive vocabulary, use use conventions for formal r
P later stages one or which include a subject messages. (The brown standard grammar with few and informal language. two word responses and predicate. Students bear lived with his family random errors. (Can bears (Would you like me to are expected. show basic errors in in the forest.) live in the forest if they find bring pictures of the bear Students respond in speech. (The bear is food there?) that I saw last summer?) single words and brown. He is eating.) phrases, which may include subject or a predicate. Many speech errors are observed. (bear, brown) 1 Reads newspaper ads, Reads simple Reads textbooks, simple Reads textbooks, simple Reads textbooks, Read textbooks, simple directions, and textbooks, directions, biographical sketches, biographical sketches, biographical sketches, biographical sketches, catalogs with peer letters, magazines, letters, diaries, directions, letters, diaries, directions, letters, diaries, directions, letters, diaries, directions, and teacher support. some sections of magazines, news stories, procedures, magazines, procedures, magazines, procedures, magazines, newspapers, bus routes, bus routes, and catalogs essays, editorials, news essays, editorials, news essays, primary source and catalogs with peer with peer and teacher stories, bus routes, and stories, periodicals, bus historical documents, and teacher support. support. catalogs with teacher or peer routes, and catalogs with editorials, news stories, support. teacher support. periodicals, bus routes, and catalogs.
Page 196 Oregon English Language Proficiency Standards READING GRADE 6 READ TO PERFORM A TASK (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Points out text features, Locates information in Locates information in Locates information in Locates information in Locate information in such as the title, table of titles, table of contents, titles, table of contents, titles, tables of contents, titles, tables of contents, titles, tables of contents, contents, and chapter chapter headings, chapter headings, chapter headings, chapter headings, chapter headings, headings, illustrations, illustrations, charts and illustrations, captions, illustrations, captions, illustrations, captions, illustrations, captions, charts. tables. glossaries, indexes, graphs, glossaries, indexes, glossaries, indexes, graphs, glossaries, indexes, charts and tables. graphs, charts, diagrams, charts, diagrams, and graphs, charts, diagrams, and tables. tables to aid understanding and tables to aid of grade-level text with understanding of grade- teacher support. level text. 3 None available Identifies some structural Identifies the structural Identifies the structural Identifies the structural Identify the structural features of newspapers. features of newspapers. features of newspapers features of newspapers, features of newspapers, and magazines and uses magazines, and online magazines, and online the features to obtain information and uses the information, and use the information. features to obtain features to obtain information with teacher information. support. 4 Follows single-step Follows simple two-step Follows multiple-step Follows multiple-step Follows multiple-step Follow multiple-step directions for classroom directions for classroom instructions with teacher instructions for preparing instructions for preparing instructions for preparing activities. activities. support. simple applications applications (e.g., for a applications (e.g., for a (includes all examples). public library card, bank public library card, bank savings account, sports savings account, sports club, league membership) club, league with teacher support. membership).
Page 197 Oregon English Language Proficiency Standards READING GRADE 6 INFORMATIONAL TEXT: DEMONSTRATE GENERAL UNDERSTANDING 5. CCG (K-12): Demonstrate general understanding of grade-level informational text across the subject areas (similar to 1996 “Demonstrate literal comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension comprehension of general consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and meaning and increased of general meaning and meaning, including D
l familiarity with the some specific meaning. comprehension of specific good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine meaning. They respond in implied meaning. They language. Students e
L patterns of English. Early expressions independently more complex sentences sustain conversation, initiate and negotiate
y stages show no verbal and respond using phrases with more detail using respond with detail in using appropriate c
n responses while in later and simple sentences, newly acquired vocabulary compound and complex discourse, varied e i c
i stages one or two word which include a subject to experiment and form sentences, actively grammatical structures f
o responses are expected. and predicate. Students messages. (The brown bear participate using more and vocabulary, use r
P Students respond in show basic errors in lived with his family in the extensive vocabulary, use conventions for formal single words and speech. (The bear is forest.) standard grammar with and informal language. phrases, which may brown. He is eating.) few random errors. (Can (Would you like me to include subject or a bears live in the forest if bring pictures of the predicate. Many speech they find food there?) bear that I saw last errors are observed. summer?) (bear, brown) 1 Creates pictures, lists, Identifies sequence of Identifies sequence of Identifies and explains Identifies and/or summarizes Identify and/or charts, and tables to events and the main events, the main ideas sequence of events, the sequence of events, the main summarize sequence of identify the sequence of ideas of literary text and and details of main ideas, critical ideas, critical details and events, main ideas, facts, events in simple text in content areas by informational materials, details and opinions of opinions of informational supporting details, and informational texts. using phrases or simple literary text and text in informational materials, materials, literary text, and opinions in sentences. content areas by using literary texts, and texts in texts in content areas and in informational and simple sentences. content area. practical selections. practical selections. 2 Reads simple text and Reads and responds to Clarifies understanding Clarifies understanding Clarifies understanding of Clarify understanding of responds to factual simple informational of informational texts of informational texts by informational texts by creating informational texts by comprehension questions texts by using phrases through the use of creating graphic simple outlines, graphic creating simple outlines, by using key words or and/or simple sentences graphic organizers, organizers, diagrams or organizers, diagrams, logical graphic organizers, phrases and graphic and graphic organizers or diagrams or simple simple outlines. notes, or summaries. diagrams, logical notes, organizers or diagrams. diagrams to answer outlines. or summaries. factual comprehension questions.
Page 198 Oregon English Language Proficiency Standards READING GRADE 6 INFORMATIONAL TEXT: DEVELOP AN INTERPRETATION 6. CCG (K-12): Develop an interpretation of grade-level informational text across the subject areas (similar to 1996 “Demonstrate inferential comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language i r
c minimal comprehension of increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards s
e general meaning; gain general meaning and some meaning and increased general meaning and good meaning, including D
l familiarity with the specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative e
v sounds, rhythms and routine expressions meaning. They respond in meaning. They sustain language. Students initiate e
L patterns of English. Early independently and respond more complex sentences conversation, respond with and negotiate using
y stages show no verbal using phrases and simple with more detail using detail in compound and appropriate discourse, c
n responses while in later sentences, which include a newly acquired vocabulary complex sentences, actively varied grammatical e i c
i stages one or two word subject and predicate. to experiment and form participate using more structures and vocabulary, f
o responses are expected. Students show basic errors messages. (The brown bear extensive vocabulary, use use conventions for r
P Students respond in single in speech. (The bear is lived with his family in the standard grammar with few formal and informal words and phrases, which brown. He is eating.) forest.) random errors. (Can bears language. (Would you may include subject or a live in the forest if they find like me to bring pictures predicate. Many speech food there?) of the bear that I saw last errors are observed. (bear, summer?) brown) 1 Predicts future outcomes Predicts future outcomes Predicts future outcomes Predicts future outcomes Predicts future outcomes Predict future supported by supported by supported by supported by near supported by the outcomes simplified text, simplified text simplified text. grade level text. text with teacher supported by the illustrations, and illustrations. support. text. and teacher support. 2 Makes statements about a Makes statements about a Makes statements and Makes reasonable logical Makes reasonable, logical Make reasonable, simple text. simple text, supporting them conclusions about a text, statements and conclusions statements, conclusions, logical statements, with accurate examples supporting them with about a text, supporting and inferences about a conclusions, and from the text. accurate examples from the them with accurate text, supporting them with inferences about a text. examples from the text. accurate examples from text, supporting the text with teacher them with accurate support. examples from the text. 3 Infers the main idea of a Infers the main idea of a Infers the main idea of a Infers the main idea when it Infers the main idea when Infer the main idea picture book. simple text with illustrations simple text when it is not is not explicitly stated. it is not explicitly stated when it is not when it is not explicitly explicitly stated. and supports it with explicitly stated, stated. evidence from the text and support with with teacher support. evidence from the text.
Page 199 Oregon English Language Proficiency Standards READING GRADE 6 INFORMATIONAL TEXT: EXAMINE CONTENT AND STRUCTURE 7. CCG (K-12): Examine content and structure of grade-level informational text across the subject areas (similar to 1996 “Demonstrate evaluative comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language p i
r minimal comprehension increased comprehension comprehension of general consistent comprehension of general and implied Arts Standards c
s of general meaning; gain of general meaning and meaning and increased general meaning and good meaning, including e
D familiarity with the some specific meaning. comprehension of specific understanding of implied idiomatic and figurative
l
e sounds, rhythms and They use routine meaning. They respond in meaning. They sustain language. Students v
e patterns of English. expressions independently more complex sentences conversation, respond with initiate and negotiate L
Early stages show no and respond using phrases with more detail using detail in compound and using appropriate y
c verbal responses while in and simple sentences, newly acquired vocabulary complex sentences, actively discourse, varied n
e later stages one or two which include a subject and to experiment and form participate using more grammatical structures i c
i word responses are predicate. Students show messages. (The brown bear extensive vocabulary, use and vocabulary, use f
o expected. Students basic errors in speech. lived with his family in the standard grammar with few conventions for formal r
P respond in single words (The bear is brown. He is forest.) random errors. (Can bears and informal language. and phrases, which may eating.) live in the forest if they find (Would you like me to include subject or a food there?) bring pictures of the predicate. Many speech bear that I saw last errors are observed. summer?) (bear, brown) 1 None available Draws conclusions about Draws conclusions about the Draws conclusions about the Draws conclusions Draw conclusions the author’s overall author’s overall purpose of author’s overall purpose and about the author’s about the author’s purpose of specific specific information in the inclusion of specific overall purpose as well overall purpose as information in the text. text. information in the text. as the author’s well as the author’s placement and placement and inclusion of specific inclusion of specific information in the text information in the with teacher support. text. 2 Distinguishes between Distinguishes between fact Distinguishes between fact Distinguishes between fact Distinguishes among Distinguish among fact and opinion in and opinion in simple texts. and opinion in texts with and opinion in text. facts, supported facts, supported simple texts with teacher teacher support. . inferences, and inferences, and support. opinions in text with opinions in text. teacher support.
Page 200 Oregon English Language Proficiency Standards READING GRADE 6 INFORMATIONAL TEXT: EXAMINE CONTENT AND STRUCTURE (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 None available Draws conclusions about Draws conclusions about Draws conclusions about Draws conclusions about Draw conclusions about reasons for actions in a reasons for actions based reasons for actions based reasons for actions or reasons for actions or simplified text. on an analysis of on an analysis of beliefs based on an beliefs based on an information in simplified information in the text. analysis of information in analysis of information text with teacher support. the text with teacher in the text. support. 4 Identifies examples of Identifies examples of Identifies examples of Identifies text that uses Identifies and analyzes Identify and analyze text compare-contrast in compare-contrast. compare and contrast and compare-and-contrast and text that uses compare- that uses the compare- simple texts with cause and effect. cause-and-effect and-contrast and cause- and-contrast and cause- illustrations. organizational pattern. and-effect organizational and-effect organizational patterns with teacher patterns. support. 5 Compares and contrasts Compares and contrasts Compares and contrasts Compares and contrasts Compares and contrasts Compare and contrast two familiar objects. two familiar objects or information on the same information on the same information on the same information on the same events using pictures, topic from two simple topic after reading two topic after reading two topic after reading two objects, illustrations or texts. passages or articles on a passages or articles with passages or articles. other graphic organizers. familiar topic with teacher teacher support. support. 6 Identifies main idea of a Identifies main idea of Connects main ideas by Connects and clarifies Connects and clarifies Connect and clarify main simple text. simple text and connects it identifying their main ideas by identifying main ideas by identifying ideas by identifying their to familiar topics. relationships to known their relationships to their relationships to relationships to multiple ideas and related topics. known information, ideas multiple sources, known sources, known and related topics. information and ideas, and information and ideas, related topics with teacher and related topics. support.
Page 201 Oregon English Language Proficiency Standards LITERATURE GRADE 6 LISTEN TO AND READ LITERARY TEXT 8. CCG (K-12): Listen to text and read text to make connections and respond to a wide variety of literature of varying complexity. s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using
y stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n responses while in later and simple sentences, more detail using newly compound and complex varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for r
P Students respond in show basic errors in messages. (The brown extensive vocabulary, use formal and informal single words and phrases, speech. (The bear is bear lived with his family standard grammar with language. (Would you which may include brown. He is eating.) in the forest.) few random errors. (Can like me to bring pictures subject or a predicate. bears live in the forest if of the bear that I saw last Many speech errors are they find food there?) summer?) observed. (bear, brown) 1 Listens to simple Listens to simple historical Listens to text and reads Listens to text and reads Listens to text and reads Listen to text and read historical and culturally and culturally significant simple historical or text to respond to text to make connections text to make connections significant text to texts to enhance the study culturally significant texts historically or culturally and respond to and respond to historically enhance the study of of other subjects. that enhance the study of significant works of historically or culturally or culturally significant other subjects with other subjects. literature. significant works of works of literature that teacher support. literature that enhance the enhance the study of other study of other subjects subjects. with teacher support.
2 Demonstrates listening Demonstrates listening Demonstrates listening Demonstrates listening Demonstrates listening Demonstrate listening comprehension of simple comprehension of simple comprehension of literary comprehension of literary comprehension of comprehension of more literary text with literary text through small text through class and/or text through interpretive complex literary text complex literary text illustrations. group directed discussion. small group directed class and/or small group through class and/or small through class and/or small discussions. discussions with teacher group discussions. group interpretive support. discussions.
Page 202 Oregon English Language Proficiency Standards LITERATURE GRADE 6 LITERARY TEXT: DEMONSTRATE GENERAL UNDERSTANDING 9. CCG (K-12): Demonstrate general understanding of grade-level literary text (similar to 1996 “Demonstrate literal comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension comprehension of general consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and meaning and increased of general meaning and meaning, including D
l familiarity with the some specific meaning. comprehension of specific good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine meaning. They respond in implied meaning. They language. Students initiate e
L patterns of English. Early expressions more complex sentences sustain conversation, and negotiate using
y stages show no verbal independently and with more detail using newly respond with detail in appropriate discourse, c
n responses while in later respond using phrases acquired vocabulary to compound and complex varied grammatical e i c
i stages one or two word and simple sentences, experiment and form sentences, actively structures and vocabulary, f
o responses are expected. which include a subject messages. (The brown bear participate using more use conventions for r
P Students respond in single and predicate. Students lived with his family in the extensive vocabulary, use formal and informal words and phrases, which show basic errors in forest.) standard grammar with language. (Would you like may include subject or a speech. (The bear is few random errors. (Can me to bring pictures of predicate. Many speech brown. He is eating.) bears live in the forest if the bear that I saw last errors are observed. they find food there?) summer?) (bear, brown) 1 Identifies the sequence of Identifies sequence of Identifies sequence of Identifies and explains Identifies and/or Identify and/or events in simple literary events and the main ideas events, main ideas and sequence of events, main summarizes sequence of summarize sequence of selections supported by of simple literary details of literary selections. ideas, supporting details events, main ideas, and events, main ideas, and graphics, illustrations or selections supported by of literary selections. supporting details of supporting details in pictures. graphics, illustrations or literary selections with literary selections. pictures. teacher support. 2 None available Identifies the speaker in a Identifies the speaker and Identifies the speaker and Identifies the speaker and Identify the speaker and simple story. recognizes third person recognizes first person recognizes the difference recognize the difference narration. narration. between first and third- between first and third- person narration with person narration (e.g., teacher support. autobiography compared with biography).
Page 203 Oregon English Language Proficiency Standards LITERATURE GRADE 6 LITERARY TEXT: DEVELOP AN INTERPRETATION 10. CCG (K-12): Develop an interpretation of grade-level literary text (similar to 1996 “Analyze the author’s ideas…and make supported interpretations of the selection”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English i r
c minimal comprehension increased comprehension of comprehension of general consistent comprehension of general and implied Language Arts s
e of general meaning; gain general meaning and some meaning and increased general meaning and good meaning, including Standards D
l familiarity with the specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative e
v sounds, rhythms and routine expressions meaning. They respond in meaning. They sustain language. Students initiate e
L patterns of English. Early independently and respond more complex sentences conversation, respond with and negotiate using
y stages show no verbal using phrases and simple with more detail using detail in compound and appropriate discourse, c
n responses while in later sentences, which include a newly acquired vocabulary complex sentences, actively varied grammatical e i c
i stages one or two word subject and predicate. to experiment and form participate using more structures and vocabulary, f
o responses are expected. Students show basic errors messages. (The brown bear extensive vocabulary, use use conventions for r
P Students respond in single in speech. (The bear is lived with his family in the standard grammar with few formal and informal words and phrases, which brown. He is eating.) forest.) random errors. (Can bears language. (Would you may include subject or a live in the forest if they find like me to bring pictures predicate. Many speech food there?) of the bear that I saw last errors are observed. summer?) (bear, brown) 1 Predicts future outcomes Predicts future outcomes Predicts future outcomes Predicts future outcomes Predicts future outcomes Predict future supported by supported by supported by supported by near supported by the outcomes simplified text, simplified text simplified text. grade level text. text with teacher supported by the illustrations, and illustrations. support. text. and teacher support. 2 Identifies different Describes a character in a Determines a character’s Determines characters’ traits Determines characters’ Determine characters in simple and brief and familiar literary traits by identifying the through characters’ actions traits by what the characters’ traits familiar literary texts. text by identifying the thoughts and actions of the and words. characters say in narration by what the actions of the character. character. and dialogue with teacher characters say in support. narration and dialogue. 3 Identifies settings in Describes the setting of a Identifies the conflict and its Identifies and describes the Analyzes the influence of Analyze the simple literary texts. brief and familiar literary resolution of a simple influence of setting on the setting on the conflict and influence of text. literary text. conflict and its resolution. its resolution with teacher setting on the support. conflict and its resolution.
Page 204 Oregon English Language Proficiency Standards LITERATURE GRADE 6 LITERARY TEXT: DEVELOP AN INTERPRETATION (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 4 Identifies the theme of a Identifies a recurring theme Identifies and examines a Identifies and examines Identifies and examines Identify and examine simple literary text. across several simple recurring theme across recurring themes across the development of the development of literary texts. several literary texts. literary works (e.g., good themes in literary works themes in literary and evil, loyalty and with teacher support. works. betrayal). 5 None available Infers the main idea of a Infers the main idea of a Infers the main idea when it Infers the main idea when Infer the main idea simple text with illustrations simple text when it is not is not explicitly stated. it is not explicitly stated. when it is not when it is not explicitly explicitly stated. explicitly stated. stated. 6 None available Makes conclusions and Makes conclusions and Makes reasonable Makes reasonable Make reasonable statements about simple statements about texts. statements and conclusions inferences, statements, inferences, texts. about a text, supporting and conclusions about a statements, and them with examples. text, supporting them with conclusions about a accurate examples, with text, supporting them teacher support. with accurate examples.
Page 205 Oregon English Language Proficiency Standards LITERATURE GRADE 6 LITERARY TEXT: EXAMINE CONTENT AND STRUCTURE 11. CCG (K-12): Examine content and structure of grade-level literary text (similar to 1996 “Evaluate how the form of a literary work and the use of literary devices contribute to the work’s message and impact”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language i r
c minimal comprehension increased comprehension of good comprehension of consistent comprehension of general and implied Arts Standards s
e of general meaning; gain general meaning and some general meaning and general meaning and good meaning, including D
l familiarity with the specific meaning. They use increased comprehension understanding of implied idiomatic and figurative e
v sounds, rhythms and routine expressions of specific meaning. meaning. They sustain language. Students initiate e
L patterns of English. Early independently and respond They respond in more conversation, respond with and negotiate using
y stages show no verbal using phrases and simple complex sentences with detail in compound and appropriate discourse, c
n responses while in later sentences, which include a more detail using newly complex sentences, actively varied grammatical e i c
i stages one or two word subject and predicate. acquired vocabulary to participate using more structures and vocabulary, f
o responses are expected. Students show basic errors experiment and form extensive vocabulary, use use conventions for r
P Students respond in single in speech. (The bear is messages. (The brown standard grammar with few formal and informal words and phrases, which brown. He is eating.) bear lived with his family random errors. (Can bears language. (Would you may include subject or a in the forest.) live in the forest if they find like me to bring pictures predicate. Many speech food there?) of the bear that I saw last errors are observed. summer?) (bear, brown) 1 None available None available Identifies the author’s use Identifies and describes the Evaluates the author’s use Evaluate the author’s of techniques to influence author’s use of techniques to of techniques to influence use of techniques to readers’ attitudes and influence readers’ attitudes readers’ attitudes and influence readers’ feelings (e.g., use of first and feelings (e.g., use of feelings (e.g., use of first attitudes and feelings person, exaggeration, first person sets a particular person sets a particular (e.g., use of first logic contributes to tone, exaggeration sets a tone, exaggeration sets a person sets a believability of plots and humorous tone, structure is humorous tone, structure particular tone, settings) with support used to build suspense, logic is used to build suspense, exaggeration sets a from peers and teacher. contributes to believability logic contributes to humorous tone, of plots and settings, believability of plots and structure is used to figurative language settings, figurative build suspense, logic influences tone) with language influences tone) contributes to support from peers and with teacher support. believability of plots teacher. and settings, figurative language influences tone).
Page 206 Oregon English Language Proficiency Standards LITERATURE GRADE 6 LITERARY TEXT: EXAMINE CONTENT AND STRUCTURE (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 None available Identifies some literary Identifies several literary Defines how meaning is Defines how tone or Define how tone or elements in poetry. elements and techniques conveyed in poetry meaning is conveyed in meaning is conveyed in in poetry (e.g., figurative through word choice and poetry through word poetry through word language, rhythm, figurative language, choice, figurative choice, figurative repetition, and rhyme). sentence structure, language, sentence language, sentence punctuation, rhythm, structure, rhythm, structure, line length, repetition, and rhyme. repetition, and rhyme. punctuation, rhythm, repetition, and rhyme. 3 None available Identifies characteristics Identifies characteristics Identifies the Identifies and analyzes Identify and analyze the of fiction and nonfiction. of poetry, drama, fiction, characteristics of poetry, the characteristics of characteristics of poetry, and nonfiction. drama, fiction, and non- poetry, drama, fiction, and drama, fiction, and non- fiction and explains the nonfiction and explains fiction, and explain the appropriateness of the the appropriateness of the appropriateness of the literary forms chosen by literary forms chosen by literary forms chosen by an author for a specific an author for a specific an author for a specific purpose with peer and purpose with peer and purpose. teacher support. teacher support.
Page 207 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 6 SPEAKING 1. CCG (K-12): Communicate supported ideas across the subject areas using oral, visual, and multi-media forms in ways appropriate to topic, context, audience, and purpose (1996 Ideas and Content); organize oral, visual, and multi-media presentations in clear sequence, making connections and transitions among ideas and elements (1996 Organization); use language appropriate to topic, context, audience, and purpose (1996 Language); and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other nonverbal techniques (1996 Delivery). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language i r
c minimal comprehension of increased comprehension of comprehension of general consistent comprehension general and implied Arts Standards s
e general meaning; gain general meaning and some meaning and increased of general meaning and meaning, including D
l familiarity with the sounds, specific meaning. They use comprehension of specific good understanding of idiomatic and figurative e
v rhythms and patterns of routine expressions meaning. They respond in implied meaning. They language. Students e
L English. Early stages show independently and respond more complex sentences sustain conversation, initiate and negotiate
y no verbal responses while in using phrases and simple with more detail using respond with detail in using appropriate c
n later stages one or two word sentences, which include a newly acquired vocabulary compound and complex discourse, varied e i c
i responses are expected. subject and predicate. to experiment and form sentences, actively grammatical structures f
o Students respond in single Students show basic errors messages. (The brown bear participate using more and vocabulary, use r
P words and phrases, which in speech. (The bear is lived with his family in the extensive vocabulary, use conventions for formal may include subject or a brown. He is eating.) forest.) standard grammar with and informal language. predicate. Many speech few random errors. (Can (Would you like me to errors are observed. (bear, bears live in the forest if bring pictures of the bear brown) they find food there?) that I saw last summer?) 1 Uses common social Orally communicates basic Participates in social Participates in and Speaks in a variety of None available greetings and simple needs (e.g., “I need a conversations with peers initiates more extended social settings that vary repetitive phrases. (eg., pencil.”). and adults on familiar social conversations with according to purpose, “Good morning.”, “How are topics. peers and adults. audience and subject you?”, “ Nice to meet you.). matter. 2 Mimics question and answer Asks and answers questions Asks and answers questions Asks and answers multi- Asks and answers None available patterns about familiar by using words or simple by using complete part questions. questions that require topics. phrases about familiar sentences. critical thinking and topics. problem solving skills.
Page 208 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 6 SPEAKING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Asks and answers Asks and answers Participates in social Participates in and initiates Consistently uses None available questions by using simple questions by using phrases conversations with peers more extended social appropriate ways of sentences or phrases. or simple sentences. and adults on familiar conversations with peers speaking and writing that topics by asking and and adults on unfamiliar vary according to the answering questions and topics by asking and purpose, audience, and soliciting information. answering questions and subject matter. restating and soliciting information. 4 None available None available Prepares and delivers Prepares and delivers Prepares and delivers None available presentations and reports presentations and reports presentations and reports in various content areas, in various content areas, in various content areas, including introductions including introductions including introductions, and conclusions. and appropriate coherent transitions and conclusions. appropriate conclusions. 5 Repeats a short oral Develops a short oral Develops an oral Develops a focused oral Develops a focused Develop a focus and presentation on a familiar presentation on a familiar presentation on a familiar presentation on a familiar presentation in an point of view. topic. topic. topic. topic with a clear point of academic area including view. a focus and point of view with teacher support. 6 None available Identifies purpose of a Identifies purpose and Identifies purpose, Matches the purpose, Match the purpose, presentation. audience of a presentation. message, and audience of message, occasion and message, occasion, and a presentation. delivery to the audience delivery to the audience. with teacher support. 7 Identifies the main idea. Identifies the main idea Identifies the main idea, Organizes information Organizes information Organize information and a few supporting supporting details and using supporting details, using supporting details, using supporting details, details. examples. descriptions and examples. reasons, descriptions and reasons, descriptions, and examples with teacher examples. support. 8 Identifies key words in an Identifies key points in an Identifies and imitates Develops and practices Emphasizes key points to None available oral presentation on a oral presentation on a strategies to emphasize strategies to emphasize assist the listener in familiar topic. familiar topic. key points in oral key points in oral following the main ideas presentations such as presentations such as and concepts with pacing, intonation and pacing, intonation and teacher support. expression. expression. Identifies words that Practices identifying Identifies one’s own Supports opinion Supports opinion Support opinions with 1. indicate an opinion such as statements of opinion. opinion statements. statements with evidence statements with detailed detailed evidence and pro, anti, like, dislike. and visual or media evidence and visual or with visual or media displays. media displays. displays.
Page 209 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 6 SPEAKING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 10 Identifies vocabulary Lists vocabulary and Uses general descriptive Uses specific descriptive Uses clear and precise Use language related to a specific topic. specific words used to words to words to vocabulary and effectively to convey convey a message and convey a convey a specific the message and make content clear. message and message and descriptive make content clear. make content make content words to convey clear. clear. a message and make contents clear. 11 Imitates simple grammatical Uses simple grammatical Recognizes and corrects Recognizes and corrects Uses correct grammar Use correct grammar structures. structures. some grammatical errors grammatical errors when with minimal errors. consistently. when speaking. speaking. 12 Uses effective volume to Uses effective volume and Uses effective volume Uses effective rate, Uses effective rate, Use effective rate, sustain audience interest and nonverbal elements and rate, and aligns volume, and tone, and volume, pitch, and tone, volume, pitch, and attention. including eye contact to nonverbal elements to aligns nonverbal elements and aligns nonverbal tone, and align sustain audience interest and sustain audience interest to sustain audience elements, including eye nonverbal elements, attention. and attention. interest and attention. contact, to sustain including eye contact, audience interest and to sustain audience attention with teacher interest and attention. support.
Page 210 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 6 LISTENING 1. CCG (K-12): Listen critically and respond appropriately across the subject areas. s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language p i
r minimal comprehension of increased comprehension of comprehension of general consistent general and implied Arts Standards c
s general meaning; gain general meaning and some meaning and increased comprehension of meaning, including e
D familiarity with the sounds, specific meaning. They use comprehension of specific general meaning and idiomatic and figurative
l
e rhythms and patterns of routine expressions meaning. They respond in good understanding of language. Students initiate v
e English. Early stages show independently and respond more complex sentences implied meaning. They and negotiate using L
no verbal responses while in using phrases and simple with more detail using sustain conversation, appropriate discourse, y
c later stages one or two word sentences, which include a newly acquired vocabulary respond with detail in varied grammatical n
e responses are expected. subject and predicate. to experiment and form compound and complex structures and vocabulary, i c
i Students respond in single Students show basic errors messages. (The brown bear sentences, actively use conventions for f
o words and phrases, which in speech. (The bear is lived with his family in the participate using more formal and informal r
P may include subject or a brown. He is eating.) forest.) extensive vocabulary, language. (Would you predicate. Many speech use standard grammar like me to bring pictures errors are observed. (bear, with few random errors. of the bear that I saw last brown) (Can bears live in the summer?) forest if they find food there?) 1 Demonstrates an awareness Demonstrates awareness of Identifies speaker’s Begins to relate the Relates speaker’s verbal Relate the speaker’s that communication is speaker’s purpose in verbal purpose, or main idea of speaker’s verbal communication, including verbal occurring. communication and respond message, through speaker’s communication to the word choice, feeling, and communication, through actions or simple word choice, feeling and nonverbal message, tone, to the nonverbal including word phrases. nonverbal gestures. including gestures and message, including facial choice, pitch, feeling, facial expressions. expression and gestures. and tone to the nonverbal message, including posture, facial expressions, and gestures. 2 Identifies emotion conveyed Identifies emotion conveyed Identifies emotion and Identifies emotion and Identifies emotion and Identify the tone, in oral communication using in oral communication using moods conveyed in oral moods conveyed in oral moods and begins to mood, and emotion nonverbal responses. both nonverbal and verbal communication using basic communication using identify tone in oral conveyed in oral responses. verbal responses. complex verbal communication using communication. responses. complex verbal responses.
Page 211 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 6 LISTENING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Executes simple single- Executes simple multiple Executes multiple step Executes multiple step Restates and executes Restate and execute step oral directions with step directions with visual directions and instructions directions and instructions. multiple-step oral multiple-step oral visual support. support. with visual support. directions and directions and instructions. instructions. 4 Demonstrates Listens to and restates Demonstrates increasing Uses listening skills to Demonstrates None available understanding of simple simple speech delivered at comprehension in group participate in a group understanding at a level speech delivered at an an adjusted rate. discussions. Understands discussion in a variety of of non-ELL peers with adjusted rate with non- more complex speech but still settings. less reliance on verbal cues. relies on some repetition. contextual supports. Understands most idioms, figures of speech and words with multiple meanings, especially in academic settings.
Page 212 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 6 ANALYSIS 2. CCG (K-12): Evaluate the significance and accuracy of information and ideas presented in oral, visual, and multi-media communications across the subject areas (1996 Analysis). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language i r
c minimal comprehension of increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards s
e general meaning; gain general meaning and some meaning and increased general meaning and good meaning, including D
l familiarity with the sounds, specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative e
v rhythms and patterns of routine expressions meaning. They respond in meaning. They sustain language. Students e
L English. Early stages show independently and respond more complex sentences conversation, respond with initiate and negotiate
y no verbal responses while in using phrases and simple with more detail using detail in compound and using appropriate c
n later stages one or two word sentences, which include a newly acquired vocabulary complex sentences, actively discourse, varied e i c
i responses are expected. subject and predicate. to experiment and form participate using more grammatical structures f
o Students respond in single Students show basic errors messages. (The brown bear extensive vocabulary, use and vocabulary, use r
P words and phrases, which in speech. (The bear is lived with his family in the standard grammar with few conventions for formal may include subject or a brown. He is eating.) forest.) random errors. (Can bears and informal language. predicate. Many speech live in the forest if they find (Would you like me to errors are observed. (bear, food there?) bring pictures of the brown) bear that I saw last summer?) 1 None available Identifies persuasive Identifies persuasive and Identifies and discusses Identifies and discusses Identify and techniques used propaganda persuasive and persuasive and discuss persuasive in television. techniques propaganda propaganda techniques and propaganda used in techniques used used in television, techniques used in television. in television, including false and television, including misleading information including false and stereotypes. and stereotypes with misleading teacher support. information and stereotypes. 2 None available Compares ideas related to Compares ideas on familiar Compares ideas of familiar Compares ideas and Compare ideas and familiar topics topics expressed in topics and points of view points of view points of view expressed in broadcast and electronic expressed in broadcast, print expressed in broadcast, expressed in broadcast media. media. media, and electronic media. print media, and broadcast, print electronic media with media, and teacher support. electronic media.
Page 213 Oregon English Language Proficiency Standards WRITING GRADE 6 PLANNING, EVALUATION, AND REVISION 1. CCG (K-12): Pre-write, draft, revise, edit, and publish across the subject areas. s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend general English Language p i
r minimal comprehension of increased comprehension good comprehension of consistent comprehension and implied meaning, Arts Standards c
s general meaning; gain of general meaning and general meaning and of general meaning and including idiomatic and e
D familiarity with the some specific meaning. increased comprehension good understanding of figurative language. Students
l
e sounds, rhythms and They use routine of specific meaning. implied meaning. They initiate and negotiate using v
e patterns of English. Early expressions independently They respond in more sustain conversation, appropriate discourse, varied L
stages show no verbal and respond using phrases complex sentences with respond with detail in grammatical structures and y
c responses while in later and simple sentences, more detail using newly compound and complex vocabulary, use conventions n
e stages one or two word which include a subject acquired vocabulary to sentences, actively for formal and informal i c
i responses are expected. and predicate. Students experiment and form participate using more language. (Would you like me f
o Students respond in single show basic errors in messages. (The brown extensive vocabulary, use to bring pictures of the bear r
P words and phrases, which speech. (The bear is bear lived with his family standard grammar with that I saw last summer?) may include subject or a brown. He is eating.) in the forest.) few random errors. (Can predicate. Many speech bears live in the forest if errors are observed. (bear, they find food there?) brown) 1 Uses drawings or words to Uses a variety of Uses a variety of Uses a variety of Uses a variety of strategies to Use a variety of demonstrate the use of a strategies to prepare for strategies to prepare for strategies to prepare for prepare for writing such as strategies to prepare variety of strategies to writing such as writing such as writing such as brainstorming, making lists, for writing, such as prepare for writing such as brainstorming, making brainstorming, making brainstorming, making mapping, outlining, grouping brainstorming, brainstorming, making lists, mapping, outlining, lists, mapping, grouping lists, mapping, outlining, related ideas, using graphic making lists, lists, mapping, using grouping related ideas, related ideas, and using grouping related ideas, organizers, and taking notes mapping, outlining, graphic organizers. using graphic organizers, graphic organizers. and using graphic with teacher support. grouping related and taking notes. organizers. ideas, using graphic organizers, and taking notes.
Page 214 Oregon English Language Proficiency Standards WRITING GRADE 6 PLANNING, EVALUATION, AND REVISION (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Discusses a shared Uses words and phrases to Uses sentences to discuss Uses sentences to discuss Uses sentences to discuss Discuss ideas for experience discuss ideas for ideas for writing ideas for writing ideas for writing writing with with writing with with classmates, with classmates, with classmates, classmates, teachers, classmates classmates, teachers, and other teachers, and other teachers, and other and other writers, and and teacher teachers, and writers, and writers and writers, and develop drafts alone and develops other writers, develops drafts develops drafts develops drafts and collaboratively. a draft and develops alone and alone and alone and collaborativel drafts collaboratively collaboratively collaboratively y. collaboratively with teacher with teacher with teacher with teacher support. support. support. support. 3 None available Identifies the purpose of Identifies the audience and Identifies audience and Identifies audience and Identify audience and various types of simple purpose of simple text. purpose of student’s own purpose with teacher purpose. text. writing. support. 4 Identifies different Identifies different forms Chooses the form of writing Chooses the form of writing Chooses the form of writing Choose the form of forms of writing of writing including that best suits the intended that best suits the intended that best suits the intended writing that best suits including letter, poem, personal letter, letter to purpose-letter, poem or purpose-personal letter, purpose--personal letter, the intended purpose- report, and narrative. the editor, review, poem, report. letter to the editor, poem, letter to the editor, review, personal letter, letter report or narrative. report or narrative. poem, report, or narrative to the editor, review, with teacher support. poem, report, or narrative. 5 Uses the writing process Uses the writing process Uses the writing process— Uses the writing process— Uses the writing process— Use the writing as a class—prewriting, —prewriting, drafting, prewriting, drafting, prewriting, drafting, prewriting, drafting, process—prewriting, drafting, revising, revising, editing, and revising, editing, and revising, editing, and revising, editing, and drafting, revising, editing, and publishing publishing successive publishing successive publishing successive publishing successive editing, and successive versions. versions with teacher versions with teacher versions with teacher versions with teacher publishing successive support. support. support. support. versions. 6 Identifies a central idea. Focuses on a central idea. Focuses on a central idea, Focuses on a central idea, Focuses on a central idea, Focus on a central excluding repetitious excluding extraneous and excluding loosely related, idea, excluding information. repetitious information. extraneous, and repetitious loosely related, information with teacher extraneous, and support. repetitious information.
Page 215 Oregon English Language Proficiency Standards WRITING GRADE 6 PLANNING, EVALUATION, AND REVISION (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 7 Uses an adapted scoring Uses an adapted scoring Uses a scoring guide to Uses a scoring guide to Uses a scoring guide to Use a scoring guide guide to guide to review review and review and revise review, evaluate, to review, evaluate, review and and revise revise writing writing for and revise and revise writing for revise writing for for meaning. meaning and writing for meaning and clarity. writing for meaning. clarity. meaning and meaning as a clarity with class. teacher support. 8 Revises drafts to Revises drafts to improve Revises drafts to improve Revises drafts to improve Revises drafts to improve Revise drafts to improve the the organization of ideas the organization and the organization and the organization and improve the organization of ideas within paragraphs. consistency of ideas within consistency of ideas within consistency of ideas organization and within paragraphs as a paragraphs with teacher paragraphs. within and between consistency of ideas class. support. paragraphs. within and between paragraphs. 9 None available Edits and proofreads a class Edits and proofreads one’s Edits and proofreads one’s Edits and proofreads Edit and proofread writing sample using an own writing, as well as that own writing, as well as that one’s own writing, as well one’s own writing, as adapted checklist. of others, using an adapted of others, using a checklist as that of others, using the well as that of others, editing checklist. or list of rules with specific writing conventions, and, using the writing examples of corrections of for example, an editing conventions, and, for specific errors. checklist or list of rules example, an editing with specific examples of checklist or list of corrections of specific rules with specific errors with teacher examples of support. corrections of specific errors.
Page 216 Oregon English Language Proficiency Standards WRITING GRADE 6 WRITING 2. CCG (K-12): Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest (similar to 1996 “Convey clear, focused main ideas…”); organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs (similar to 1996 “Structure information in clear sequence…”); and use precise words and fluent sentence structures that support meaning (1996 “Sentence Structure”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language p i
r minimal comprehension of increased comprehension of good comprehension of consistent comprehension of general and implied Arts Standards c
s general meaning; gain general meaning and some general meaning and general meaning and good meaning, including e
D familiarity with the sounds, specific meaning. They use increased comprehension understanding of implied idiomatic and figurative
l
e rhythms and patterns of routine expressions of specific meaning. meaning. They sustain language. Students v
e English. Early stages show independently and respond They respond in more conversation, respond with initiate and negotiate L
no verbal responses while in using phrases and simple complex sentences with detail in compound and using appropriate y
c later stages one or two word sentences, which include a more detail using newly complex sentences, actively discourse, varied n
e responses are expected. subject and predicate. acquired vocabulary to participate using more grammatical structures i c
i Students respond in single Students show basic errors experiment and form extensive vocabulary, use and vocabulary, use f
o words and phrases, which in speech. (The bear is messages. (The brown standard grammar with few conventions for formal r
P may include subject or a brown. He is eating.) bear lived with his family random errors. (Can bears and informal language. predicate. Many speech in the forest.) live in the forest if they find (Would you like me to errors are observed. (bear, food there?) bring pictures of the brown) bear that I saw last summer?) 1 Uses simple words or Uses simple words or short Uses sentences to write Uses sentences to write for Uses complex Write for different drawings to write for phrases to write for different for different purposes and different purposes and to a sentences and purposes and to a specific purposes or person purposes and to a specific to a specific audience or specific audience or person, vocabulary to write for specific audience or with teacher support. person. person, adjusting tone as adjusting tone and style as different purposes and person, adjusting tone necessary. necessary. to a specific audience or and style as person, adjusting tone necessary. and style as necessary. 2 None available Uses single words or short Uses short sentences to Uses more complex phrases Uses complex Write multi- phrases to write a write multi-paragraph and sentences to write sentences and paragraph paragraph. compositions that engage multi-paragraph vocabulary to write compositions that: the interest of the reader. compositions that engage multi-paragraph Engage the interest of the interest of the reader. compositions that the reader. engage the interest of the reader. 3 Uses drawings or words to Uses words or short phrases Uses sentences to write a Uses sentences to write a Uses sentences to write State a clear purpose. state a clear purpose. to state a clear purpose. clear purpose. clear purpose. a clear purpose.
Page 217 Oregon English Language Proficiency Standards WRITING GRADE 6 WRITING (cont) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 4 Uses drawings and words to Uses single words or short Uses short phrases or Uses more complex phrases Uses complex Use common demonstrate the use of phrases to demonstrate the sentences to demonstrate and sentences to sentences and organizational common organizational use of common the use of common demonstrate the use of vocabulary to structures for structures for providing organizational structures for organizational structures common organizational demonstrate the use of providing information information in writing such providing information in for providing information structures for providing common organizational in writing, such as as chronological order, writing such as in writing such as information in writing such structures for providing chronological order, similarity and difference. chronological order, cause- chronological order, as chronological order, information in writing cause-and-effect, and-effect, similarity and cause-and-effect, cause-and-effect, similarity such as chronological similarity and difference. similarity and difference, and difference, and posing order, cause-and-effect, difference, and and posing and answering and answering a question. similarity and posing and answering a question. difference, and posing a question. and answering a question. 5 Uses drawings and words to Uses single words or short Uses sentences to develop Uses sentences to develop a Uses sentences to Develop the topic develop a given topic with phrases to develop a topic a topic with supporting topic with supporting details develop a topic with with supporting supporting details. with supporting details. details and precise and precise language. supporting details and details and precise language. precise language. language. 6 Uses drawings and words to Uses single words Uses sentences to provide Uses sentences to provide Uses sentences to Provide details and provide details to a given (transition words) or short details and transitions to details and transitions to provide details and transitions to link topic. phrases to provide details. link paragraphs. link paragraphs. transitions to link paragraphs. paragraphs. 7 None available None available Uses sentences to write a Uses sentences to conclude Uses sentences to Conclude with a conclusion. with a detailed summary conclude with a detailed summary linked to the purpose of the detailed summary linked to the purpose composition. linked to the purpose of of the composition. the composition. 8 Uses drawings and words to Uses words or short phrases Uses sentences to create Uses sentences to create an Uses sentences to create Create an create an organizational to create an organizational an organizational organizational structure that an organizational organizational structure that is clearly structure that is clearly structure that is clearly is clearly sequenced. Uses structure that is clearly structure that is sequenced. sequenced. sequenced. Uses effective transitions between sequenced. Uses clearly sequenced and transitions between sentences and paragraphs. effective transitions uses effective sentences. between sentences and transitions between paragraphs to unify sentences and important ideas. paragraphs to unify important ideas.
Page 218 Oregon English Language Proficiency Standards WRITING GRADE 6 WRITING (cont) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 9 Uses drawings and words to Uses words or short phrases Uses sentences to use a Uses sentences to use a Uses complex Use a variety of paint a visual image in the to paint a visual image in variety of descriptive variety of descriptive words sentences and descriptive words to mind of the reader. the mind of the reader. words to paint a visual to paint a visual image in vocabulary to use a paint a visual image image in the mind of the the mind of the reader. variety of descriptive in the mind of the reader. words to paint a visual reader. image in the mind of the reader. 10 None available Uses words or short phrases Uses short phrases or Uses phrases and sentences Uses sentences to make Make paragraph to make paragraph breaks sentences to make to make paragraph breaks paragraph breaks when breaks when using when using dialogue. paragraph breaks when when using dialogue. using dialogue. dialogue. using dialogue. 11 None available Writes simple sentences. Writes simple and Uses simple, compound, Uses simple, Use simple, compound sentences. and complex sentences. compound, and compound, and complex sentences. complex sentences. 12 None available Uses phrases to achieve Uses sentences to begin to Uses sentences to achieve Uses sentences to To achieve clarity of clarity of meaning. achieve clarity of clarity of meaning. Uses achieve clarity of meaning and to meaning. effective coordination of meaning and to enhance enhance flow and ideasincluding both main flow and rhythm. Uses rhythm, use effective ideas and supporting ideas effective coordination coordination and in sentences. and subordination of subordination of ideasincluding both ideas—including both main ideas and main ideas and supporting ideas in supporting ideas in single sentences with single sentences. teacher support.
Page 219 Oregon English Language Proficiency Standards WRITING GRADE 6 CONVENTIONS 3. CCG: (K-12): Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas (similar to 1996 “Use correct spelling, grammar, punctuation, capitalization…”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language i r
c minimal comprehension of increased comprehension of good comprehension of consistent comprehension of general and implied Arts Standards s
e general meaning; gain general meaning and some general meaning and general meaning and good meaning, including D
l familiarity with the sounds, specific meaning. They use increased comprehension understanding of implied idiomatic and figurative e
v rhythms and patterns of routine expressions of specific meaning. meaning. They sustain language. Students e
L English. Early stages show independently and respond They respond in more conversation, respond with initiate and negotiate
y no verbal responses while in using phrases and simple complex sentences with detail in compound and using appropriate c
n later stages one or two word sentences, which include a more detail using newly complex sentences, actively discourse, varied e i c
i responses are expected. subject and predicate. acquired vocabulary to participate using more grammatical structures f
o Students respond in single Students show basic errors experiment and form extensive vocabulary, use and vocabulary, use r
P words and phrases, which in speech. (The bear is messages. (The brown standard grammar with few conventions for formal may include subject or a brown. He is eating.) bear lived with his family random errors. (Can bears and informal language. predicate. Many speech in the forest.) live in the forest if they find (Would you like me to errors are observed. (bear, food there?) bring pictures of the brown) bear that I saw last summer?) 1 Understands the most Understands and uses the Understands and uses the Understands and uses the Understands and uses None available common synonyms and most common synonyms most common synonyms common and less frequent synonyms and homonyms in everyday and homonyms in everyday and homonyms for synonyms and homonyms in homonyms in sentences language. language as single words or academic purposes grade level academic texts for social and academic in phrases. sentences. in sentences. communication to approximate the writing of non-ELL peers. None available Spells correctly frequently Spells correctly frequently Spells correctly frequently Spells correctly Spell correctly misspelled words. For misspelled words (their, misspelled words (their, frequently misspelled frequently misspelled example, to/two. they’re, there / loose, lose, they’re, there / loose, lose, words (their, they’re, words (their, they’re, loss / choose, chose / loss / choose, chose / there / loose, lose, loss / there / loose, lose, through, threw / it’s, its). through, threw / it’s, its). choose, chose / through, loss / choose, chose / threw / it’s, its). through, threw / it’s, its).
Page 220 Oregon English Language Proficiency Standards WRITING GRADE 6 CONVENTIONS (cont.) Grammar Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 1 Understands commonly Understands and uses Understands and uses the Understands and uses the Understands and uses Correctly use indefinite used indefinite pronouns common indefinite most common indefinite common and less frequent indefinite pronouns for pronouns (all, another, in everyday language. pronouns in everyday pronouns in sentences in indefinite pronouns in social and academic both, each, either, few, language. academic settings. sentences in near grade communication to many, none, one, other, level academic settings. approximate the writing several, some). of non-ELL peers. 2 None available None available Understands and uses the Understands and uses the Understands and uses the Correctly use present present perfect (have been, present perfect (have present perfect (have perfect (have been, has has been) in familiar been, has been) in near been, has been) in been). settings. grade level academic sentences for social and settings to approximate academic communication the writing of non-ELL to approximate the writing peers. of non-ELL peers. 3 Recognizes some verbs Understands and uses Understands and uses the Understands and uses the Understands and uses the Correctly use past in past tense. simple past verb tense in past perfect verb tense(had past perfect verb tense past perfect verb tense perfect (had been) verb every day familiar been) in every day language. (had been) in academic (had been) in academic tense. situations. settings. communication to approximate the writing of non-ELL peers. 4 Recognizes some verbs Understands and uses Understands and uses the Understands and uses the Understands and uses the Correctly use future in future tense. simple future verb tense in future perfect verb tense future perfect verb tense future perfect verb tense perfect verb tenses (shall every day familiar (shall have been) in every (shall have been) in (shall have been) in have been). situations. day language. academic settings. academic communication to approximate the writing of non-ELL peers.
Page 221 Oregon English Language Proficiency Standards WRITING GRADE 6 CONVENTIONS (cont.) Grammar (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 5 None available Understands verb agreement Understands and uses verb Understands and uses Understands and uses Ensure that verbs agree in simple sentences. agreement with compound verb agreement with verb agreement with with compound subjects (i.e., he and she compound subjects (i.e., compound subjects (i.e., subjects. are, not he and she is). he and she are, not he he and she are, not he and she is) in near grade and she is) in more level academic settings. complex phrases and sentences for social and academic communication to approximate the writing of non-ELL peers. Punctuation 1 None available Uses colons after the Uses colons after the Uses colons after the Uses colons after the Correctly use colons salutation (greeting) in salutation (greeting) in salutation (greeting) in salutation (greeting) in after the salutation personal letters (Dear Sir:). business letters (Dear Sir:). business letters (Dear business letters (Dear (greeting) in business Sir:). Sir:). letters (Dear Sir:). 2 None available None available Uses semicolons to connect Uses semicolons to Uses semicolons to Correctly use main clauses (Katy went to connect main clauses connect main clauses semicolons to connect school; her brother stayed (Katy went to school; her (Katy went to school; her main clauses (Katy home.). brother stayed home.). brother stayed home.). went to school; her brother stayed home.). 3 Uses commas to Uses commas to separate Uses commas after Uses commas to separate Uses commas before the Correctly use commas separate items in a three or more words, introductory (a) clauses, (b) independent clauses when conjunction in compound before the conjunction series. phrases, and clauses written phrases, or (c) words that they are joined by any of sentences (We worked all in compound sentences in a series. For example: She come BEFORE the main these seven coordinating day, but we didn’t (We worked all day, but can’t choose between Coke, clause. For example: Well, conjunctions: and, but, complete the project.). we didn’t complete the Pepsi, or Fanta. he could not come. for, or, nor, so, yet. For project.). example: The game was over, but the crowd refused to leave.
Page 222 Oregon English Language Proficiency Standards WRITING GRADE 6 CONVENTIONS (cont.) Punctuation (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 4 None available None available Uses semicolons and Uses semicolons and Uses semicolons and Correctly use commas for transitions (The commas for transitions commas for transitions (The semicolons and deadline is past; however, (The deadline is past; deadline is past; however, commas for transitions we can do it next year.). however, we can do it we can do it next year.). (The deadline is past; next year.). however, we can do it next year.). Capitalization 1 Uses capitalization in Uses capitalization. Uses capitalization. Uses capitalization. Uses capitalization. Use correct commonly used proper capitalization. nouns. Handwriting 1 Writes legibly. Writes legibly. Writes legibly. Writes legibly. Writes legibly. Write legibly.
Page 223 Oregon English Language Proficiency Standards WRITING GRADE 6 WRITING MODES 4. CCG (K-12): Write narrative, expository, and persuasive texts, using a variety of written forms-including journals, essays, short stories, poems, research reports, research papers, business and technical writing-to express ideas appropriate to audience and purpose across the subject area (1996 Modes/Forms). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language i r
c minimal comprehension of increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards s
e general meaning; gain general meaning and some meaning and increased general meaning and good meaning, including D
l familiarity with the sounds, specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative e
v rhythms and patterns of routine expressions meaning. They respond in meaning. They sustain language. Students e
L English. Early stages show independently and respond more complex sentences conversation, respond with initiate and negotiate
y no verbal responses while in using phrases and simple with more detail using detail in compound and using appropriate c
n later stages one or two word sentences, which include a newly acquired vocabulary complex sentences, actively discourse, varied e i c
i responses are expected. subject and predicate. to experiment and form participate using more grammatical structures f
o Students respond in single Students show basic errors messages. (The brown bear extensive vocabulary, use and vocabulary, use r
P words and phrases, which in speech. (The bear is lived with his family in the standard grammar with few conventions for formal may include subject or a brown. He is eating.) forest.) random errors. (Can bears and informal language. predicate. Many speech live in the forest if they find (Would you like me to errors are observed. (bear, food there?) bring pictures of the brown) bear that I saw last summer?) 1 Develops general ideas for Expresses general ideas for Writes personal narrative Writes personal narrative. Writes personal Personal Narrative personal narrative through personal narrative through using sentences given a narrative. drawings and actions. Can short phrases and drawings. formula for writing (e.g. do some labeling, provided graphic organizer). resources to do so (e.g., language picture dictionaries, picture charts). 2 Develops general ideas for Expresses general ideas for Writes fictional narrative Writes fictional narrative. Writes fictional Fictional Narrative fictional narrative through fictional narrative through using sentences given a narrative. (Imaginative) drawings and actions. short phrases and drawings. formula for writing (e.g. graphic organizer).
Page 224 Oregon English Language Proficiency Standards WRITING GRADE 6 WRITING MODES (cont) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Develops general ideas for Expresses general ideas for Writes expository writing Writes expository writing. Writes expository Expository expository writing through expository writing through using sentences given a writing. drawings and words. short phrases and drawings. formula for writing (e.g. graphic organizer). 4 Develops general ideas for Expresses general ideas for Writes persuasive paragraph Writes persuasive Writes persuasive Persuasive (Work persuasive writing through persuasive writing through given a formula for writing compositions. compositions. Sample only) drawings and words. short phrases and drawings. (e.g. graphic organizer).
Page 225 Oregon English Language Proficiency Standards WRITING GRADE 6 WRITING APPLICATIONS 5. CCG (K-12): Write narrative, expository, and persuasive texts, using a variety of written forms-including journals, essays, short stories, poems, research reports, research papers, business and technical writing-to express ideas appropriate to audience and purpose across the subject areas (1996 Modes/Forms). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language i r
c minimal comprehension increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards s
e of general meaning; general meaning and some meaning and increased general meaning and good meaning, including D
l gain familiarity with the specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative e
v sounds, rhythms and routine expressions meaning. They respond in meaning. They sustain language. Students e
L patterns of English. independently and respond more complex sentences with conversation, respond with initiate and negotiate
y Early stages show no using phrases and simple more detail using newly detail in compound and using appropriate c
n verbal responses while sentences, which include a acquired vocabulary to complex sentences, actively discourse, varied e i c
i in later stages one or subject and predicate. experiment and form participate using more grammatical structures f
o two word responses are Students show basic errors messages. (The brown bear extensive vocabulary, use and vocabulary, use r
P expected. Students in speech. (The bear is lived with his family in the standard grammar with few conventions for formal respond in single words brown. He is eating.) forest.) random errors. (Can bears and informal language. and phrases, which may live in the forest if they find (Would you like me to include subject or a food there?) bring pictures of the predicate. Many speech bear that I saw last errors are observed. summer?) (bear, brown)
Page 226 Oregon English Language Proficiency Standards WRITING GRADE 6 WRITING APPLICATIONS (cont) Narrative Writing Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 1 None available Identifies plot and setting Writes fictional narrative Writes fictional narrative Writes fictional Write fictional in a fictional narrative. including a plot and setting including plot, setting, and narrative including a narratives: Establish suitable to the story. point of view. developed plot, setting, and develop a plot and point of view that is and setting, and suitable to the story. present a point of view that is suitable to the story. 2 None available Includes sensory details to Includes details and clear Includes more sensory details Includes sensory details Include sensory develop plot. language to help develop plot and clear language to develop and clear language to details and clear and character. plot and character. develop plot and language to develop character. plot and character. 3 None available None available Uses a limited range of Uses a range of narrative Uses a range of Use a range of narrative devices such as devices such as dialogue or narrative devices such narrative devices, dialogue or suspense. suspense. as dialogue or suspense. such as dialogue or suspense.
Page 227 Oregon English Language Proficiency Standards WRITING GRADE 6 WRITING APPLICATIONS (cont) Expository Writing: Response to Literary Text 1 None available None available Writes responses to literature. Writes responses to literature. Writes responses to Write responses to literature. Develops literature: Develop interpretations that show interpretations that careful reading, show careful reading, understanding, and understanding, and insight with teacher insight. support. 2 None available None available None available Organizes the interpretations Organizes the Organize the around ideas. interpretations around interpretations around clear ideas with teacher several clear ideas. support. 3 None available None available Justifies interpretations Develops and justifies the Develops and justifies the Develop and justify through the use of examples interpretations through the use interpretations through the interpretations from the text with teacher of evidence from the text with the use of examples and through the use of support. teacher support. evidence from the text by examples and using complex phrases evidence from the and sentences and text. advanced vocabulary.
Page 228 Oregon English Language Proficiency Standards WRITING GRADE 6 WRITING APPLICATIONS (cont.) Expository Writing: Research Reports/ Multi-media Presentations Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 1 None available None available Writes reports given a formula Writes reports that are Writes research reports Write research for writing, e.g. graphic focused. posing relevant reports: Pose relevant organizer. questions that are questions that are focused enough to be focused enough to be thoroughly answered in thoroughly answered the report. in the report. 2 None available None available Identifies some credible sources. Identifies credible sources. Identifies credible Identify credible sources. sources. 3 None available None available Supports the main idea or ideas Supports the main idea or Supports the main idea Support the main idea with facts, details, examples, and ideas with facts, details, or ideas with facts, or ideas with facts, explanations. examples, and explanations details, examples, and details, examples, and from authoritative sources. explanations from explanations from multiple authoritative multiple authoritative sources such as sources, such as speakers, newspapers speakers, newspapers and magazines, and magazines, reference books, and reference books, and online information online information searches with teacher searches. support. 4 None available None available Includes some of the references Includes most of the Includes references Include references used with help from references used. used in a manner used. student/teacher examples and similar to the writing of visual organizers. non-ELL peers.
Page 229 Oregon English Language Proficiency Standards WRITING GRADE 6 WRITING APPLICATIONS (cont.) Persuasive Writing Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 1 None available None available Writes persuasive compositions Writes persuasive Writes persuasive Write persuasive and states a position. Relies on compositions and states a compositions and states compositions: State visual organizers for support. clear position on a a clear position on a a clear position on proposition or proposal. proposition or proposal. a proposition or proposal. 2 None available None available Supports the position with some Supports the position with Supports the position Support the relevant evidence with help from relevant evidence. with organized and position with student/teacher examples and relevant evidence. organized and visual organizers. relevant evidence. 3 None available None available Anticipates and addresses some Anticipates and addresses Anticipates and Anticipate and reader concerns with help from most reader concerns. addresses reader address reader student/teacher examples and concerns and counter- concerns and visual organizers. arguments. counter-arguments. Summaries, Business Letters, Job Applications and Resumes, Technical Writing 1 None available None available Writes summaries using formal Writes summaries using Writes summaries using Write summaries, paragraph structure. formal paragraph structure formal paragraph using formal that contain main ideas and structure that contain paragraph significant details. the main ideas and structure, that significant details using contain the main the student’s own ideas and most words, except for significant details quotations, in a manner using the student’s that approximates the own words, except writing of non-ELL for quotations. peers.
Page 230 Oregon English Language Proficiency Standards WRITING GRADE 6 RESEARCH REPORT WRITING 6. CCG (K-12): Investigate topics of interest and importance across the subject areas, selecting appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materials (see Writing Applications-Expository Writing: Research Reports). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language i r
c minimal comprehension of increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards s
e general meaning; gain general meaning and some meaning and increased general meaning and good meaning, including D
l familiarity with the sounds, specific meaning. They use comprehension of specific understanding of implied idiomatic and e
v rhythms and patterns of routine expressions meaning. They respond in meaning. They sustain figurative language. e
L English. Early stages show independently and respond more complex sentences with conversation, respond with Students initiate and
y no verbal responses while in using phrases and simple more detail using newly detail in compound and negotiate using c
n later stages one or two word sentences, which include a acquired vocabulary to complex sentences, actively appropriate e i c
i responses are expected. subject and predicate. experiment and form participate using more discourse, varied f
o Students respond in single Students show basic errors messages. (The brown bear extensive vocabulary, use grammatical r
P words and phrases, which in speech. (The bear is lived with his family in the standard grammar with few structures and may include subject or a brown. He is eating.) forest.) random errors. (Can bears vocabulary, use predicate. Many speech live in the forest if they find conventions for errors are observed. (bear, food there?) formal and informal brown) language. (Would you like me to bring pictures of the bear that I saw last summer?) 1 Uses organizational features Uses organizational features Uses organizational features of Uses organizational features Uses organizational Use organizational of electronic text (e.g., of electronic text (e.g., electronic text (e.g., bulletin of electronic text (e.g., features of electronic features of bulletin boards, databases, bulletin boards, databases, boards, databases, keyword bulletin boards, databases, text (e.g., bulletin electronic text keyword searches, e-mail keyword searches, e-mail searches, e-mail addresses) to keyword searches, e-mail boards, databases, (e.g., bulletin addresses) to locate addresses) to locate locate information with less addresses) to independently keyword searches, e- boards, databases, information with some information with some support from teacher or peers. locate information most of mail addresses) to keyword searches, support from teacher or support from teacher or the time. locate information in e-mail addresses) peers. peers. a manner that to locate approximates the information. proficiency of non- ELL peers.
Page 231 Oregon English Language Proficiency Standards WRITING GRADE 6 RESEARCH REPORT WRITING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 None available None available Uses note-taking techniques Uses effective note-taking Uses effective note- Use effective note-taking for documentation with techniques to ensure taking techniques to techniques to ensure support from teacher or peers appropriate documentation. ensure appropriate appropriate (e.g., can model after, given documentation of quoted documentation of quoted student/teacher example). as well as paraphrased as well as paraphrased material. material. 3 None available None available Uses some resource materials Uses more resource Uses a variety of Use a variety of resource to gather information for materials to gather resource materials to materials to gather research topics (e.g., books, information for research gather information for information for research magazines, newspapers, topics (e.g., books, research topics (e.g., topics (e.g., books, dictionaries, schedules, magazines, newspapers, books, magazines, magazines, newspapers, journals, phone directories, dictionaries, schedules, newspapers, dictionaries, schedules, web resources) with some journals, phone directories, dictionaries, schedules, journals, phone support such as graphic web resources). journals, phone directories, web organizers and student/teacher directories, web resources). examples. resources). 4 None available None available Composes documents with Composes documents with Composes documents Compose documents appropriate formatting some appropriate formatting by with appropriate with appropriate of the time by using word- using word-processing formatting by using formatting by using processing skills and skills and principles of word-processing skills word-processing skills principles of design (e.g., design (e.g., margins, tabs, and principles of design and principles of design margins, tabs, spacing, spacing, columns, page (e.g., margins, tabs, (e.g., margins, tabs, columns, page orientation). orientation). spacing, columns, page spacing, columns, page orientation) in a manner orientation). that approximates the writing of non-ELL peers. 5 None available None available Quotes ideas from resource Quotes or paraphrases ideas Quotes or paraphrases Quote or paraphrase materials, citing them (e.g., from resource materials, ideas from resource ideas from resource Works Cited Entries-MLA). citing them (e.g., Works materials, citing them materials, citing them Cited Entries-MLA) appropriately (e.g., appropriately (e.g., appropriately. Works Cited Entries- Works Cited Entries— MLA). MLA).
Page 232 Oregon English Language Proficiency Standards READING GRADE 7 DECODING AND WORD RECOGNITON 1. CCG (K-12): Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas (similar to 1996 “Recognize, pronounce…words in text by using phonics”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language i r
c minimal comprehension of increased comprehension good comprehension of consistent comprehension of general and implied Arts Standards s
e general meaning; gain of general meaning and general meaning and general meaning and good meaning, including D
l familiarity with the sounds, some specific meaning. increased comprehension understanding of implied idiomatic and figurative e
v rhythms and patterns of They use routine of specific meaning. meaning. They sustain language. Students initiate e
L English. Early stages show expressions independently They respond in more conversation, respond with and negotiate using
y no verbal responses while in and respond using phrases complex sentences with detail in compound and appropriate discourse, c
n later stages one or two word and simple sentences, more detail using newly complex sentences, actively varied grammatical e i c
i responses are expected. which include a subject acquired vocabulary to participate using more structures and vocabulary, f
o Students respond in single and predicate. Students experiment and form extensive vocabulary, use use conventions for r
P words and phrases, which show basic errors in messages. (The brown standard grammar with few formal and informal may include subject or a speech. (The bear is bear lived with his family random errors. (Can bears language. (Would you like predicate. Many speech brown. He is eating.) in the forest.) live in the forest if they find me to bring pictures of errors are observed. (bear, food there?) the bear that I saw last brown) summer?) 1 Reads or demonstrates Reads or demonstrates Reads or demonstrates Reads or demonstrates Reads or demonstrates Read or demonstrate progress toward reading progress toward reading progress toward reading progress toward reading progress toward reading progress toward everyday and familiar words simplified text. appropriate reading level near grade level text. at an independent and reading at an or phrases. text. instructional reading level independent and appropriate to grade level instructional reading with teacher support. level appropriate to grade level.
Page 233 Oregon English Language Proficiency Standards READING GRADE 7 LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT 2. CCG (K-12): Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed. s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language i r
c minimal comprehension of increased comprehension of good comprehension of consistent comprehension of general and implied Arts Standards s
e general meaning; gain general meaning and some general meaning and general meaning and good meaning, including D
l familiarity with the sounds, specific meaning. They use increased comprehension understanding of implied idiomatic and figurative e
v rhythms and patterns of routine expressions of specific meaning. meaning. They sustain language. Students e
L English. Early stages show independently and respond They respond in more conversation, respond with initiate and negotiate
y no verbal responses while in using phrases and simple complex sentences with detail in compound and using appropriate c
n later stages one or two word sentences, which include a more detail using newly complex sentences, actively discourse, varied e i c
i responses are expected. subject and predicate. acquired vocabulary to participate using more grammatical structures f
o Students respond in single Students show basic errors experiment and form extensive vocabulary, use and vocabulary, use r
P words and phrases, which in speech. (The bear is messages. (The brown standard grammar with few conventions for formal may include subject or a brown. He is eating.) bear lived with his family random errors. (Can bears and informal language. predicate. Many speech in the forest.) live in the forest if they find (Would you like me to errors are observed. (bear, food there?) bring pictures of the brown) bear that I saw last summer?) 1 Listens to, reads and Listens to, reads and Listens to, reads, and Listens to, reads, and Listens to, reads, and Listen to, read, and understands basic understands familiar understands text from a understands text from a understands text from a understand a wide vocabulary words that are narrative and informational variety of informational variety of informational and wide variety of variety of related to concrete objects text from magazines, and narrative text, narrative text, including informational and informational and and actions from magazines, newspapers, or online text. including some literary some classic and narrative text, including narrative text, newspapers, or online text. text, poetry, magazines, contemporary literature, classic and including classic and newspapers, reference poetry, magazines, contemporary literature, contemporary materials, and online newspapers, reference poetry, magazines, literature, poetry, information. materials, and online newspapers, reference magazines, information. materials, and online newspapers, information with reference materials, teacher support. and online information.
Page 234 Oregon English Language Proficiency Standards READING GRADE 7 LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Makes connections Makes connections Makes connections to Makes connections to text, Makes connections to text, Make connections to text, between illustrations and between simple sentences familiar text and among within text, and among within text, and among within text, and among related vocabulary and illustrations. familiar texts across the texts across the subject texts across the subject texts across the subject words. subject areas. areas with peer and teacher areas with teacher support. areas. support. 3 Demonstrates listening Demonstrates listening Demonstrates listening Demonstrates listening Demonstrates listening Demonstrate listening comprehension of basic comprehension of single comprehension of comprehension of text comprehension of complex comprehension of more vocabulary related to words and simple simplified text related to through class and/or small text through class and/or complex text through different subject areas. sentences related to different subject areas. group interpretive small group interpretive class and/or small group different subject areas. discussions across the discussions across the interpretive discussions subject areas. subject areas with teacher across the subject areas. support. 4 Matches reading to Matches reading to Matches reading to Matches reading to Matches reading to Match reading to purpose purpose—information purpose-comprehension, purpose—location of purpose—location of purpose—location of —location of and personal enjoyment. and personal enjoyment. information, increased information, information, full information, full comprehension and comprehension, and comprehension, and comprehension, and personal enjoyment. personal enjoyment with personal enjoyment. personal enjoyment. teacher support. 5 Understands and uses a Understands and draws Understands and draws Understands and draws Understands and draws Understand and draw variety of comprehension upon a variety of upon a variety of upon a variety of upon a variety of upon a variety of strategies as needed; for comprehension strategies comprehension strategies comprehension strategies comprehension strategies comprehension strategies example, re-reading, as needed; for example, as needed; for example, re- as needed; for example, re- as needed; for example, re- as needed - re-reading, using bilingual re-reading, self- reading, self-correcting, reading, self-correcting, reading, self-correcting, self-correcting, dictionary, asking correcting, guided class and group guided summarizing, class and summarizing, class and summarizing, class and questions. discussions, comparing discussions, generating group guided discussions, group guided discussions, group discussions, to other sources, asking and responding to generating and responding generating and responding generating and questions, and using questions, and comparing to essential questions, to essential questions, responding to essential bilingual dictionary. simple written information making predictions, and making predictions, and questions, making from other sources. comparing information comparing information predictions, and from several sources. from several sources. comparing information from several sources. 6 Uses strategies to make Uses strategies to make Identifies specific words or Identifies specific words or Clearly identifies specific Clearly identify specific meaning of new meaning of new wordings that are causing wordings that are causing words or wordings that are words or wordings that vocabulary. vocabulary words and comprehension difficulties comprehension difficulties causing comprehension are causing phrases. and uses strategies to and uses strategies to difficulties and uses comprehension correct. correct. strategies to correct. difficulties and use strategies to correct.
Page 235 Oregon English Language Proficiency Standards READING GRADE 7 VOCABULARY 3. CCG (K-12): Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas (similar to 1996 “…know the meaning of words in text by using...language structure, contextual clues, and visual clues”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language i r
c minimal comprehension of increased comprehension comprehension of general consistent comprehension of general and implied Arts Standards s
e general meaning; gain of general meaning and meaning and increased general meaning and good meaning, including D
l familiarity with the some specific meaning. comprehension of specific understanding of implied idiomatic and figurative e
v sounds, rhythms and They use routine meaning. They respond in meaning. They sustain language. Students initiate e
L patterns of English. Early expressions more complex sentences conversation, respond with and negotiate using
y stages show no verbal independently and with more detail using newly detail in compound and appropriate discourse, c
n responses while in later respond using phrases acquired vocabulary to complex sentences, actively varied grammatical e i c
i stages one or two word and simple sentences, experiment and form participate using more structures and vocabulary, f
o responses are expected. which include a subject messages. (The brown bear extensive vocabulary, use use conventions for formal r
P Students respond in single and predicate. Students lived with his family in the standard grammar with few and informal language. words and phrases, which show basic errors in forest.) random errors. (Can bears (Would you like me to may include subject or a speech. (The bear is live in the forest if they find bring pictures of the bear predicate. Many speech brown. He is eating.) food there?) that I saw last summer?) errors are observed. (bear, brown) 1 Determines meanings of Determines meanings of Determines meanings of Determines meanings of Determines meanings of Determine words that accompany simple phrases and words words in a short simplified words using contextual and words using contextual and meanings of words familiar illustrations. that accompany familiar passage, using contextual structural clues. structural clues. using contextual illustrations. clues. and structural clues.
Page 236 Oregon English Language Proficiency Standards READING GRADE 7 VOCABULARY (cont) 2 None available Demonstrates Demonstrates understanding Demonstrates understanding Demonstrates Demonstrate understanding of same of some common idioms and of common idioms and understanding of common understanding of comparisons that are comparisons such as similes, comparisons such as idioms and comparisons idioms and accompanied by metaphors in simplified analogies, metaphors and such as analogies, comparisons, such as illustrations. prose and poetry. similes in prose and poetry. metaphors and similes in analogies, metaphors, prose and poetry with and similes, in prose teacher support. (informational and literary text) and poetry. 3 Clarifies word meaning Clarifies word meaning in Clarifies word meaning in a Clarifies word meaning Clarifies word meaning Clarify word meanings through the use of simple sentences through short, simple passage of text through the use definitions, through the use of through the use of visuals. the use of accompanying using illustrations, simple examples, or restatements. definition, inference, definition, inference, graphics or illustrations. definitions, examples, or example, restatement, or example, restatement, restatements. contrast with teacher or contrast. support. 4 Understands and uses Uses newly acquired Uses knowledge of basic Uses knowledge of common Uses knowledge of Use knowledge of cognates to determine vocabulary to determine common Greek, Latin, and Greek, Latin, and Anglo- common Greek, Latin, Greek, Latin, and meaning of new words. meaning of words with Anglo-Saxon roots and Saxon roots and word parts and Anglo-Saxon roots Anglo-Saxon roots and similar components (e.g., prefixes and suffixes to to understand subject-area and word parts to word parts to build – builder). enhance understanding of vocabulary in context- understand subject-area understand subject-area new vocabulary. embedded text. vocabulary with teacher vocabulary. support.
Page 237 Oregon English Language Proficiency Standards READING GRADE 7 READ TO PERFORM A TASK 4. CCG (K-12): Find, understand, and use specific information in a variety of texts across the subject areas to perform a task (similar to 1996 “Locate information”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension of comprehension of general consistent comprehension general and implied Standards s
e of general meaning; general meaning and some meaning and increased of general meaning and meaning, including D
l gain familiarity with the specific meaning. They use comprehension of specific good understanding of idiomatic and figurative e
v sounds, rhythms and routine expressions meaning. They respond in implied meaning. They language. Students initiate e
L patterns of English. independently and respond more complex sentences sustain conversation, and negotiate using
y Early stages show no using phrases and simple with more detail using newly respond with detail in appropriate discourse, c
n verbal responses while sentences, which include a acquired vocabulary to compound and complex varied grammatical e i c
i in later stages one or subject and predicate. experiment and form sentences, actively structures and vocabulary, f
o two word responses are Students show basic errors messages. (The brown bear participate using more use conventions for r
P expected. Students in speech. (The bear is lived with his family in the extensive vocabulary, use formal and informal respond in single words brown. He is eating.) forest.) standard grammar with language. (Would you and phrases, which may few random errors. (Can like me to bring pictures include subject or a bears live in the forest if of the bear that I saw last predicate. Many speech they find food there?) summer?) errors are observed. (bear, brown)
Page 238 Oregon English Language Proficiency Standards READING GRADE 7 READ TO PERFORM A TASK (cont) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 1 Reads new vocabulary Reads simple sentences in Reads simplified Reads textbooks, letters, Reads textbooks, Read textbooks; words in illustrated text. illustrated text, directions, informational text, letters, diaries, directions, biographical sketches, biographical sketches; bus routes, catalogs. diaries, directions, procedures, magazines, letters, diaries, directions, letters; diaries; magazines, news stories, essays, editorials, news procedures, magazines, directions; procedures; bus routes, catalogs, stories, bus routes, essays, primary source magazines; essays; biographical sketches. catalogs, biographical historical documents, primary source historical sketches. editorials, news stories, documents; editorials; periodicals, bus routes, news stories; periodicals; catalogs, technical bus routes; catalogs; directions, consumer, technical directions; workplace, and public consumer, workplace, documents. and public documents. 2 Locates titles, Locates titles, tables of Locates information in Locates information in Locates information in Locate information in illustrations, captions, content, illustrations, titles, tables of contents, titles, tables of contents, titles, tables of contents, titles, tables of contents, graphs, charts, diagrams captions, graphs, charts, chapter headings, chapter headings, chapter headings, chapter headings, and tables to aid diagrams, and tables to aid illustrations, captions, illustrations, captions, illustrations, captions, illustrations, captions, understanding of simple understanding of text. glossaries, indexes, graphs, glossaries, indexes, graphs, glossaries, indexes, glossaries, indexes, text. charts, diagrams, and tables charts, diagrams, and graphs, charts, diagrams, graphs, charts, diagrams, to aid understanding of tables to aid understanding and tables to aid and tables to aid near grade level text. of grade-level text. understanding of grade- understanding of grade- level text with teacher level text. support. 3 Locates specifically Locates specifically Locates simple information Locates information by Locates information by Locate information by instructed basic instructed vocabulary by using consumer product using consumer product using consumer product using consumer product vocabulary words on words on consumer information. information. information. information. consumer product items product items or labels. or labels. For example, weights, measures, warnings. 4 Understands and Understands and Understands and Understands and explains Understands and explains Understand and explain demonstrates the use of a demonstrates the use of a demonstrates the use of a the use of a familiar the use of a simple the use of a simple familiar mechanical familiar mechanical device familiar mechanical device mechanical device by mechanical device by mechanical device by device by following by following labeled by following directions following technical following technical following technical illustrated directions. illustrated directions. supported by illustrations. directions and diagrams. directions with teacher directions. support.
Page 239 Oregon English Language Proficiency Standards READING GRADE 7 INFORMATIONAL TEXT: DEMONSTRATE GENERAL UNDERSTANDING 5. CCG (K-12): Demonstrate general understanding of grade-level informational text across the subject areas (similar to 1996 “Demonstrate literal comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language i r
c minimal comprehension increased comprehension of good comprehension of consistent comprehension of general and implied Arts Standards s
e of general meaning; general meaning and some general meaning and general meaning and good meaning, including D
l gain familiarity with the specific meaning. They use increased comprehension understanding of implied idiomatic and figurative e
v sounds, rhythms and routine expressions of specific meaning. They meaning. They sustain language. Students initiate e
L patterns of English. independently and respond respond in more complex conversation, respond with and negotiate using
y Early stages show no using phrases and simple sentences with more detail detail in compound and appropriate discourse, c
n verbal responses while sentences, which include a using newly acquired complex sentences, actively varied grammatical e i c
i in later stages one or subject and predicate. vocabulary to experiment participate using more structures and vocabulary, f
o two word responses are Students show basic errors and form messages. (The extensive vocabulary, use use conventions for formal r
P expected. Students in speech. (The bear is brown bear lived with his standard grammar with few and informal language. respond in single words brown. He is eating.) family in the forest.) random errors. (Can bears (Would you like me to and phrases, which may live in the forest if they find bring pictures of the bear include subject or a food there?) that I saw last summer?) predicate. Many speech errors are observed. (bear, brown)
Page 240 Oregon English Language Proficiency Standards READING GRADE 7 INFORMATIONAL TEXT: DEMONSTRATE GENERAL UNDERSTANDING (cont) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 1 Identifies sequence of Identifies sequence of Identifies and/or Identifies and/or Identifies and/or Identify and/or events using visuals. events and main ideas in summarizes sequence of summarizes sequence of summarizes sequence of summarize sequence of an illustrated informational events, main ideas, and events, main ideas, facts, events, main ideas, facts, events, main ideas, facts, or practical selection. facts in short supporting details and supporting details, and supporting details, and informational and opinions in informational opinions in informational opinions in informational simplified practical text. and practical selections. and practical selections and practical selections. with teacher support. 2 Clarifies understanding Clarifies understanding of Clarifies understanding Clarifies understanding of Clarifies understanding of Clarify understanding of of new vocabulary by words and phrases by of informational texts by informational texts by informational texts by informational texts by creating illustrations or drawing an illustration, creating an illustration, creating a simple outline, creating outlines, graphic creating outlines, graphic graphic organizers. creating a diagram, or diagram, or other graphic graphic organizer, organizers, diagrams, organizers, diagrams, other graphic organizer. organizer. diagrams, notes or notes, or summaries with logical notes, or summaries. teacher support. summaries.
Page 241 Oregon English Language Proficiency Standards READING GRADE 7 INFORMATIONAL TEXT: DEVELOP AN INTERPRETATION 6. CCG (K-12): Develop an interpretation of grade-level informational text across the subject areas (similar to 1996 “Demonstrate inferential comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language i r
c minimal comprehension of increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards s
e general meaning; gain general meaning and some meaning and increased general meaning and good meaning, including D
l familiarity with the specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative e
v sounds, rhythms and routine expressions meaning. They respond in meaning. They sustain language. Students e
L patterns of English. Early independently and respond more complex sentences conversation, respond with initiate and negotiate
y stages show no verbal using phrases and simple with more detail using detail in compound and using appropriate c
n responses while in later sentences, which include a newly acquired vocabulary complex sentences, actively discourse, varied e i c
i stages one or two word subject and predicate. to experiment and form participate using more grammatical structures f
o responses are expected. Students show basic errors messages. (The brown bear extensive vocabulary, use and vocabulary, use r
P Students respond in single in speech. (The bear is lived with his family in the standard grammar with few conventions for formal words and phrases, which brown. He is eating.) forest.) random errors. (Can bears and informal language. may include subject or a live in the forest if they find (Would you like me to predicate. Many speech food there?) bring pictures of the errors are observed. (bear, bear that I saw last brown) summer?) 1 Predicts what happens Predicts outcomes supported Predicts future outcomes Predicts future outcomes Predicts future Predict future next using visuals. by a short familiar text. supported by short familiar supported by text. outcomes supported by outcomes supported text. text. by the text. 2 None available None available Makes conclusions about an Makes inferences about an Makes valid inferences Make valid author’s stated meaning, author’s unstated meaning about an author’s inferences about an based on facts, events, and and conclusions about an unstated meaning and author’s unstated images. author’s stated meaning, conclusions about an meaning, and valid based on facts, events, and author’s stated conclusions about an images with peer and meaning, based on author’s stated teacher support. facts, events, and meaning, based on images with teacher facts, events, and support. images.
Page 242 Oregon English Language Proficiency Standards READING GRADE 7 INFORMATIONAL TEXT: DEVELOP AN INTERPRETATION (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Identifies vocabulary Identifies the main idea or Identifies the author’s Identifies an author’s Identifies and traces the Identify and trace the words that represent the concept of a set of related message or point of view in argument or point of view in development of an development of an main idea or concept of graphic organizers. a short text using a graphic a specific text using graphic author’s argument, author’s argument, illustrated text. organizer. organizer or summary. point of view, or point of view, or perspective in a specific perspective in a specific text through graphic text through a graphic organizer or summary organizer or a with teacher support. summary. 4 Categorizes illustrations Identifies the topic or Infers the main idea and Infers the main idea and Infers the main idea Infer the main idea by concept. category of a list of related supports with simplified supports with evidence from when it is not explicitly when it is not explicitly words or phrases. text. the text. stated, and supports stated, and support with with evidence from the evidence from the text. text with teacher support.
Page 243 Oregon English Language Proficiency Standards READING GRADE 7 INFORMATIONAL TEXT: EXAMINE CONTENT AND STRUCTURE 7. CCG (K-12): Examine content and structure of grade-level informational text across the subject areas (similar to 1996 “Demonstrate evaluative comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension of increased comprehension good comprehension of consistent comprehension of general and implied Standards s
e general meaning; gain of general meaning and general meaning and general meaning and good meaning, including D
l familiarity with the sounds, some specific meaning. increased understanding of implied idiomatic and figurative e
v rhythms and patterns of They use routine comprehension of meaning. They sustain language. Students initiate e
L English. Early stages show expressions independently specific meaning. They conversation, respond with and negotiate using
y no verbal responses while in and respond using phrases respond in more detail in compound and appropriate discourse, c
n later stages one or two word and simple sentences, complex sentences with complex sentences, actively varied grammatical e i c
i responses are expected. which include a subject more detail using newly participate using more structures and vocabulary, f
o Students respond in single and predicate. Students acquired vocabulary to extensive vocabulary, use use conventions for r
P words and phrases, which show basic errors in experiment and form standard grammar with few formal and informal may include subject or a speech. (The bear is messages. (The brown random errors. (Can bears language. (Would you like predicate. Many speech brown. He is eating.) bear lived with his live in the forest if they find me to bring pictures of errors are observed. (bear, family in the forest.) food there?) the bear that I saw last brown) summer?) 1 Determines the purpose ( i.e. Determines the purpose Determines the author’s Determines the author’s Determines the author’s Determine the author’s entertainment, information). (i.e. entertainment, purpose of simple purpose and how it purpose and perspective purpose and how the information). passages. influences the text with peer and how it influences the author’s perspective and teacher support. text. influences the text. 2 Identifies words that signal Identifies words that Differentiates between Differentiates between Differentiates between Differentiate between fact and opinion. signal fact and opinion. facts and opinions. conclusions based on facts conclusions that are based conclusions that are and those based on on facts and those that are based on fact and those opinions. based on opinions in that are based on context-reduced test. opinions.
Page 244 Oregon English Language Proficiency Standards READING GRADE 7 INFORMATIONAL TEXT: EXAMINE CONTENT AND STRUCTURE (cont) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Uses graphic organizers to Identifies words that Identifies the Determines the type and Analyzes text to Analyze text to determine become familiar with signal different text organizational structure purpose of the determine the type and the type and purpose of different organizational structures (e.g., used in a short text: organizational structure of purpose of the the organizational structures (e.g., Venn compare/contrast: description, the text: description, organizational structure structure being used by diagram, timeline, chart, likewise, similar to chronological order, or chronological order, being used by the author: the author (e.g., graph). unlike; sequential; first, cause and effect. categorization, description, sequential/ description, then, next). comparison/contrast, or chronological, sequential/chronological, cause and effect. categorization, categorization, prioritization, prioritization, comparison/contrast, or comparison/contrast, or cause and effect with cause-and-effect). teacher support. 4 Compares two Compares two Compares information on Compares and contrasts Compares and contrasts Compare and contrast items/illustrations using items/illustrations using the same familiar topic information on the same information on the same information on the same visual organizers, charts, visual organizers, charts, after reading at least two topic after reading a few topic after reading some topic after reading several Venn diagram. graphs, Venn diagram. passages. passages or articles. passages or articles. passages or articles. 5 Recognizes and names Recognizes and names Identifies the type of Identifies the different Understands and analyzes Understand and analyze various types of basic various structures found information one would structures and purposes in the differences in structure the differences in informational texts (e.g., within informational texts find in various categories the various categories of and purpose between structure and purpose newspapers and textbooks). (e.g., chapter, title, of simple informational informational text, various categories of between various headline). text, including from including textbooks, informational text, categories of textbooks, newspapers, newspapers, instructional including textbooks, informational text, instructional manuals, manuals, essays, newspapers, instructional including textbooks, essays, editorials, editorials, biographies, manuals, essays, editorials, newspapers, instructional biographies, and and autobiographies. biographies, and manuals, essays, autobiographies. autobiographies with editorials, biographies, teacher support. and autobiographies.
Page 245 Oregon English Language Proficiency Standards LITERATURE GRADE 7 LISTEN TO AND READ LITERARY TEXT 8. CCG (K-12): Listen to text and read text to make connections and respond to a wide variety of literature of varying complexity. s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language i r
c minimal comprehension increased comprehension of good comprehension of consistent comprehension of general and implied Arts Standards s
e of general meaning; general meaning and some general meaning and general meaning and good meaning, including D
l gain familiarity with the specific meaning. They use increased comprehension understanding of implied idiomatic and figurative e
v sounds, rhythms and routine expressions of specific meaning. meaning. They sustain language. Students initiate e
L patterns of English. independently and respond They respond in more conversation, respond with and negotiate using
y Early stages show no using phrases and simple complex sentences with detail in compound and appropriate discourse, c
n verbal responses while sentences, which include a more detail using newly complex sentences, actively varied grammatical e i c
i in later stages one or subject and predicate. acquired vocabulary to participate using more structures and vocabulary, f
o two word responses are Students show basic errors in experiment and form extensive vocabulary, use use conventions for formal r
P expected. Students speech. (The bear is brown. messages. (The brown standard grammar with few and informal language. respond in single words He is eating.) bear lived with his family random errors. (Can bears (Would you like me to and phrases, which may in the forest.) live in the forest if they find bring pictures of the bear include subject or a food there?) that I saw last summer?) predicate. Many speech errors are observed. (bear, brown)
Page 246 Oregon English Language Proficiency Standards LITERATURE GRADE 7 LISTEN TO AND READ LITERARY TEXT (cont) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 1 Listens to historical text Listens to and reads simple Listens to text and reads Listens to text and reads text Listens to text and reads text Listen to text and and makes connections illustrated historical text and historical text to make to make connections and to make connections and read text to make using illustrations or connects to other subjects. connections to other responds to historically and responds to historically and connections and graphic organizers. subjects. culturally significant works culturally significant works respond to of literature that enhance the of literature that enhance the historically or study of other subjects with study of other subjects with culturally significant peer and teacher support. teacher support. works of literature that enhance the study of other subjects. 2 Demonstrates listening Demonstrates listening Demonstrates listening Demonstrates listening Demonstrates listening Demonstrate listening comprehension of new comprehension of simple comprehension of literary comprehension of literary comprehension of more comprehension of vocabulary words in and familiar texts. text through class and/or text through class and/or complex literary text more complex familiar stories. small group discussions. small group interpretive through class and/or small literary text through discussions. group interpretive class and/or small discussions. group interpretive discussions.
Page 247 Oregon English Language Proficiency Standards LITERATURE GRADE 7 LITERARY TEXT: DEMONSTRATE GENERAL UNDERSTANDING 9. CCG (K-12): Demonstrate general understanding of grade-level literary text (similar to 1996 “Demonstrate literal comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English i r
c minimal comprehension of increased comprehension of comprehension of general consistent comprehension general and implied Language Arts s
e general meaning; gain general meaning and some meaning and increased of general meaning and meaning, including Standards D
l familiarity with the sounds, specific meaning. They use comprehension of specific good understanding of idiomatic and figurative e
v rhythms and patterns of routine expressions meaning. They respond in implied meaning. They language. Students initiate e
L English. Early stages show independently and respond more complex sentences sustain conversation, and negotiate using
y no verbal responses while in using phrases and simple with more detail using respond with detail in appropriate discourse, c
n later stages one or two word sentences, which include a newly acquired vocabulary compound and complex varied grammatical e i c
i responses are expected. subject and predicate. Students to experiment and form sentences, actively structures and vocabulary, f
o Students respond in single show basic errors in speech. messages. (The brown bear participate using more use conventions for r
P words and phrases, which (The bear is brown. He is lived with his family in the extensive vocabulary, use formal and informal may include subject or a eating.) forest.) standard grammar with language. (Would you predicate. Many speech few random errors. (Can like me to bring pictures errors are observed. (bear, bears live in the forest if of the bear that I saw last brown) they find food there?) summer?) 1 Arranges a set of From a set of words, simple Identifies sequence of Identifies and/or Identifies and/or Identify and/or illustrations in order of phrases, and illustrations, events and main ideas in a summarizes sequence of summarizes sequence of summarize sequence of events. arranges sequence of events. context-embedded text of events, main ideas, and events, main ideas, and sequence of simple phrases and supporting details in a supporting details in a events, main sentences. context-embedded text. non-abstract literary ideas, and selection. supporting details in literary selections.
Page 248 Oregon English Language Proficiency Standards LITERATURE GRADE 7 LITERARY TEXT: DEVELOP AN INTERPRETATION 10. CCG (K-12): Develop an interpretation of grade-level literary text (similar to 1996 “Analyze the author’s ideas…and make supported interpretations of the selection”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension of increased comprehension good comprehension of consistent comprehension of general and implied Standards s
e general meaning; gain of general meaning and general meaning and general meaning and good meaning, including D
l familiarity with the some specific meaning. increased understanding of implied idiomatic and figurative e
v sounds, rhythms and They use routine comprehension of meaning. They sustain language. Students initiate e
L patterns of English. Early expressions independently specific meaning. They conversation, respond with and negotiate using
y stages show no verbal and respond using phrases respond in more detail in compound and appropriate discourse, c
n responses while in later and simple sentences, complex sentences with complex sentences, actively varied grammatical e i c
i stages one or two word which include a subject more detail using newly participate using more structures and vocabulary, f
o responses are expected. and predicate. Students acquired vocabulary to extensive vocabulary, use use conventions for formal r
P Students respond in single show basic errors in experiment and form standard grammar with few and informal language. words and phrases, which speech. (The bear is messages. (The brown random errors. (Can bears (Would you like me to may include subject or a brown. He is eating.) bear lived with his live in the forest if they find bring pictures of the bear predicate. Many speech family in the forest.) food there?) that I saw last summer?) errors are observed. (bear, brown) 1 Predicts future outcomes Predicts future outcomes Predicts future Predicts future outcomes Predicts future outcomes Predict future outcomes supported by using using information outcomes supported by supported by a context- supported by the text. supported by the text. illustrations or other provided through graphs, text. embedded text. visuals. charts, and diagrams. 2 Identifies an event that Arranges a series of Identifies an event that Identifies events that Identifies events that Identify events that explains a past or present illustrated events on a plot explains past or present advance the plot and advance the plot and advance the plot, and action. story line. action. Understands determines how each event determines how each event determine how each foreshadowing. explains past or present explains past or present event explains past or actions or foreshadowing actions or foreshadows present action(s) or with peer and teacher future actions with teacher foreshadows future support. support. action(s).
Page 249 Oregon English Language Proficiency Standards LITERATURE GRADE 7 LITERARY TEXT: DEVELOP AN INTERPRETATION (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Analyzes Analyzes characterization Analyzes characterization Analyzes characterization as Analyzes characterization as Analyze characterization by by matching as revealed through a revealed through a revealed through a characterization as matching illustrated characteristics of character’s thoughts, character’s thoughts, words, character’s thoughts, words, revealed through a vocabulary words to characters with words and actions, the speech patterns and actions, speech patterns, and actions; character’s thoughts, characters in an familiar appropriate words, given narrators’ description, and the narrators’ description, the narrators’ description; words, speech patterns, narrative. word list. the thoughts, words and and the thoughts, words and and the thoughts, words, and and actions; the actions of others. actions of others with peer actions of other characters narrators’ description; and teacher support. with teacher support. and the thoughts, words, and actions of other characters. 4 Identifies the theme of a Identifies the theme of Identifies the theme of Identifies and analyzes Identifies and analyzes Identify and analyze series of illustrations. illustrated text. familiar literary text. development of themes development of themes development of themes conveyed through conveyed through conveyed through characters, actions, and characters, actions, and characters, actions, and images with peer and images in a text with teacher images. teacher support. support.
5 None available None available Infers the main idea from From a context-embedded Infers the main idea and Infer the main idea a short, simple text. text, infers the main idea supports with evidence from when it is not explicitly and supports with evidence the text with teacher stated, and support with from the text with peer and support. evidence from the text. teacher support.
6 None available None available Infers unstated reasons for Infers unstated reasons for Infers unstated reasons for Infer unstated reasons actions based on events actions based on events and actions based on events and for actions based on and images in the text images in the text with peer images in a text with teacher events and images in with peer and teacher and teacher support. support. the text. support.
Page 250 Oregon English Language Proficiency Standards LITERATURE GRADE 7 LITERARY TEXT: EXAMINE CONTENT AND STRUCTURE 11. CCG (K-12): Examine content and structure of grade-level literary text (similar to 1996 “Examine how the form of a literary work and the use of literary devices contribute to the work’s message and impact”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension good comprehension of consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. implied meaning. They language. Students initiate e
L patterns of English. Early expressions independently They respond in more sustain conversation, and negotiate using
y stages show no verbal and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n responses while in later and simple sentences, more detail using newly compound and complex varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form participate using more use conventions for formal r
P Students respond in single show basic errors in messages. (The brown extensive vocabulary, use and informal language. words and phrases, which speech. (The bear is bear lived with his family standard grammar with (Would you like me to may include subject or a brown. He is eating.) in the forest.) few random errors. (Can bring pictures of the bear predicate. Many speech bears live in the forest if that I saw last summer?) errors are observed. (bear, they find food there?) brown) 1 Recognizes smiles in Matches illustrations with Locates short examples of Locates examples of Explains the effects of Explain the effects of simple illustrated text. a short simple metaphor some literary devices such common literary devices common literary devices common literary or simile. as metaphor and simile in such as symbolism, such as symbolism, devices, such as simple phrases and imagery, and metaphor in imagery, and metaphor in symbolism, imagery, sentences. a context-embedded and context-reduced literary and metaphor in a context-reduced text. texts. variety of literary texts .tone).
2 Matches vocabulary Matches brief illustrated Identifies literary Identifies literary Evaluates how well literary Evaluate how well words for settings with passages to appropriate elements in short context elements in a context- elements contribute to the literary elements appropriate illustrations. literary element. imbedded text. reduced selection (e.g., overall effectiveness of a contribute to the overall point of view, setting). selection (e.g., point of effectiveness of a view, importance of the selection (e.g., point of setting to create a mood). view, importance of the setting to create a mood).
Page 251 Oregon English Language Proficiency Standards LITERATURE GRADE 7 LITERARY TEXT: EXAMINE CONTENT AND STRUCTURE (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Matches illustrations to Identifies familiar vocabulary Identifies familiar themes Identifies general themes Identifies and analyzes Identify and vocabulary words related to words related to themes such such as bravery, loyalty, such as bravery, loyalty, in context-reduced text analyze general feelings and emotions ( e.g., as friendship, loss, and friendship, loss and friendship, loss and general themes such as themes, such as “sad”, “happy”, “angry”). loneliness. loneliness in simple text. loneliness in context- bravery, loyalty, bravery, loyalty, embedded text. friendship, loss and friendship, loss, loneliness that appear in and loneliness that many different works appear in many with teacher support. different works. 4 Distinguishes between Differentiates among different Differentiates among and Differentiates among and Differentiates among Differentiate different forms of text (e.g., forms of prose (e.g., short discusses the purposes and discusses the purposes and discusses the among and discuss dictionary, encyclopedia, story, novel, poem). characteristics of different and characteristics of purposes and the purposes and fiction, non-fiction, poetry). forms of prose (e.g., short different forms of prose characteristics of characteristics of story, novel, poem). (e.g., short story, novel, different forms of prose different forms of essay). (e.g., short story, novel, prose (e.g., short essay). story, novel, essay).
Page 252 Oregon English Language Proficiency Standards SPEAKINGAND LISTENING GRADE 7 SPEAKING 1. CCG (K-12): Communicate supported ideas across the subject areas using oral, visual, and multi-media forms in ways appropriate to topic, context, audience, and purpose (1996 Ideas and Content); organize oral, visual, and multi-media presentations in clear sequence, making connections and transitions among ideas and elements (1996 Organization); use language appropriate to topic, context, audience, and purpose (1996 Language); and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other nonverbal techniques (1996 Delivery.) s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language i r
c minimal comprehension of increased comprehension of comprehension of general consistent comprehension general and implied Arts Standards s
e general meaning; gain general meaning and some meaning and increased of general meaning and meaning, including D
l familiarity with the sounds, specific meaning. They use comprehension of specific good understanding of idiomatic and figurative e
v rhythms and patterns of routine expressions meaning. They respond in implied meaning. They language. Students initiate e
L English. Early stages show independently and respond more complex sentences sustain conversation, and negotiate using
y no verbal responses while in using phrases and simple with more detail using respond with detail in appropriate discourse, c
n later stages one or two word sentences, which include a newly acquired vocabulary compound and complex varied grammatical e i c
i responses are expected. subject and predicate. to experiment and form sentences, actively structures and vocabulary, f
o Students respond in single Students show basic errors messages. (The brown bear participate using more use conventions for r
P words and phrases, which in speech. (The bear is lived with his family in the extensive vocabulary, use formal and informal may include subject or a brown. He is eating.) forest.) standard grammar with language. (Would you like predicate. Many speech few random errors. (Can me to bring pictures of errors are observed. (bear, bears live in the forest if the bear that I saw last brown) they find food there?) summer?) 1 Chooses a topic to appeal to Chooses a topic to achieve a Develops a focus and point Develops a focus and Develops a focus and Develop a focus the interests of the audience. particular purpose. of views to achieve a point of view to achieve point of view to achieve and point of view particular purpose and to particular purposes and to particular purposes and to to achieve appeal to the audience with appeal to the interests of appeal to the background particular purposes peer and teacher support. the audience with peer and interests of the and to appeal to the and teacher support. audience with teacher background and support. interests of the audience. 2 Organizes main ideas with Organizes main ideas, Organizes main ideas, Organizes information, Organizes information, Organize illustrations or other graphic details, and examples using details, descriptions and arranging details, reasons, arranging details, reasons, information, organizers. Uses word graphic organizers, sentence examples using graphic descriptions and examples descriptions, and arranging details, English labels. frames with word banks. organizers with phrases and using scaffolds (e.g., examples effectively and reasons, sentences. outline, webbing). persuasively in relation to descriptions, and the audience with teacher examples support. effectively and persuasively in relation to the audience.
Page 253 Oregon English Language Proficiency Standards SPEAKINGAND LISTENING GRADE 7 SPEAKING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Asks and answers Asks and answers Participates in social Participates in and Consistently uses None available. questions by using given questions by using conversations with peers initiates more extended appropriate ways of patterns or simple phrases or simple and adults on familiar social conversations with speaking and writing that sentences or phrases. sentences. topics by asking and peers and adults on vary according to the answering questions and unfamiliar topics by purpose, audience, and soliciting information. asking and answering subject matter. questions and restating and soliciting information. 4 None available None available Prepares and delivers Prepares and delivers Prepares and delivers None available presentations and reports in presentations and reports presentations and reports various content areas, in various content areas, in various content areas, including introduction and including introduction including introduction, conclusions. and appropriate coherent transitions and conclusions. appropriate conclusions. 5 Communicates with Communicates with Uses short phrases and Uses, with the support of Uses traditional Use traditional structures gestures, drawings and gestures, drawings, sentences in traditional signal word bank, structures for conveying for conveying actions to convey basic actions, single words and structures for conveying structures for conveying information, including information, including needs, thoughts or phrases to convey and information, including information, including cause-and-effect, cause-and-effect, requests. request information. cause-and-effect, similarity cause-and-effect, similarity and difference, similarity and difference, and difference, and posing similarity and difference, and posing and answering and posing and answering and answering a question. and posing and answering a question. a question. a question. 6 Communicates with Uses or illustrates a Uses short phrases and Uses a variety of Uses a variety of Use a variety of gestures, drawings and selection of new sentences to describe a descriptive phrases and descriptive and accurate descriptive and accurate actions to convey basic vocabulary words in topic. sentences appropriate to words appropriate to words appropriate to needs, thoughts or relationship to a concrete topic and purpose. audience and purpose. audience and purpose. requests. topic. 7 None available None available Uses short phrases and Uses somewhat complex Uses grammar that Use correct grammar sentences. phrases and sentences. approximates that of a consistently. non-ELL peer.
Page 254 Oregon English Language Proficiency Standards SPEAKINGAND LISTENING GRADE 7 SPEAKING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 8 Communicates with Uses gestures, single Uses short phrases and Uses complete sentences Uses speaking techniques Use speaking gestures, drawings and words and phrases along sentences along with voice to employ speaking that include voice techniques, including actions to convey basic with voice inflection, to inflection, tempo, eye techniques, including inflection, tempo, voice inflection, needs, thoughts or requests. convey and seek contact and comprehensible voice inflection, tempo, enunciation, and eye tempo, enunciation, information. enunciation to convey and and comprehensible contact for effective and eye contact for seek information with peer enunciation for effective presentations that effective and teacher support. presentation with peer and approximates that of non- presentations. teacher support. ELL peers.
Page 255 Oregon English Language Proficiency Standards SPEAKINGAND LISTENING GRADE 7 LISTENING 1. CCG (K-12): Listen critically and respond appropriately across the subject areas. s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension comprehension of general consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and meaning and increased of general meaning and meaning, including D
l familiarity with the some specific meaning. comprehension of specific good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine meaning. They respond in implied meaning. They language. Students e
L patterns of English. expressions independently more complex sentences with sustain conversation, initiate and negotiate
y Early stages show no and respond using phrases more detail using newly respond with detail in using appropriate c
n verbal responses while and simple sentences, acquired vocabulary to compound and complex discourse, varied e i c
i in later stages one or two which include a subject experiment and form sentences, actively grammatical structures f
o word responses are and predicate. Students messages. (The brown bear participate using more and vocabulary, use r
P expected. Students show basic errors in lived with his family in the extensive vocabulary, use conventions for formal respond in single words speech. (The bear is forest.) standard grammar with and informal language. and phrases, which may brown. He is eating.) few random errors. (Can (Would you like me to include subject or a bears live in the forest if bring pictures of the predicate. Many speech they find food there?) bear that I saw last errors are observed. summer?) (bear, brown) 1 Indicates with gestures Using simple words and Using simple phrases and Asks question to obtain Asks questions to obtain Ask questions to obtain whether a speaker is phrases, asks questions sentences, asks questions to information about a information, including information, including understood or not. to obtain clarification. obtain clarification. speaker’s topic. evidence to support the evidence to support the speaker’s claims and speaker’s claims and conclusions. conclusions. 2 Determines the Determines the Determines the speaker’s basic Determines the Determines the speaker’s Determine the speaker’s speaker’s topic when it speaker’s topic. message/topic. speaker’s attitude toward attitude toward the attitude toward the is accompanied by the subject. subject. subject. visuals. 3 Responds to simple Responds to persuasive Responds to persuasive Responds to persuasive Responds to persuasive Respond to persuasive yes/no questions presentations with presentations with simple presentations with presentations with presentations with regarding a persuasive simple questions. questions. questions, challenges, or questions, challenges, or questions, challenges, or presentation. affirmations. affirmations. affirmations.
Page 256 Oregon English Language Proficiency Standards SPEAKINGAND LISTENING GRADE 7 ANALYSIS 2. CCG (K-12): Evaluate the significance and accuracy of information and ideas presented in oral, visual, and multi-media communications across the subject areas (1996 Analysis). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language i r
c minimal comprehension increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards s
e of general meaning; general meaning and some meaning and increased general meaning and good meaning, including D
l gain familiarity with the specific meaning. They use comprehension of specific understanding of implied idiomatic and e
v sounds, rhythms and routine expressions meaning. They respond in more meaning. They sustain figurative language. e
L patterns of English. independently and respond complex sentences with more conversation, respond with Students initiate and
y Early stages show no using phrases and simple detail using newly acquired detail in compound and negotiate using c
n verbal responses while sentences, which include a vocabulary to experiment and complex sentences, actively appropriate discourse, e i c
i in later stages one or subject and predicate. form messages. (The brown participate using more varied grammatical f
o two word responses are Students show basic errors bear lived with his family in the extensive vocabulary, use structures and r
P expected. Students in speech. (The bear is forest.) standard grammar with few vocabulary, use respond in single words brown. He is eating.) random errors. (Can bears conventions for formal and phrases, which may live in the forest if they find and informal language. include subject or a food there?) (Would you like me to predicate. Many speech bring pictures of the errors are observed. bear that I saw last (bear, brown) summer?) 1 Demonstrates ability to Identifies the techniques Identifies the techniques used to Analyzes how images, text, Analyzes how images, Analyze how access images and used to achieve images and achieve images and sound in and sound in electronic text, and sound in images, text, and sound in electronic sound in electronic electronic journalism. journalism affect the viewer. electronic journalism sound in electronic journalism. journalism. affect the viewer; journalism affect identifies the the viewer; techniques used to identify the achieve the effects in techniques used to each instance. achieve the effects in each instance.
Page 257 Oregon English Language Proficiency Standards SPEAKINGAND LISTENING GRADE 7 LISTENING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Determines a speaker’s Determines the speaker’s Determines the speaker’s general Identifies and analyzes Identifies and analyzes Identify, analyze, general subject when it general topic and purpose in topic and purpose in oral persuasive techniques, such persuasive techniques, and critique is accompanied by oral presentations and media presentation and media as promises, dares, flattery, such as promises, dares, persuasive visuals. messages when messages. and glittering generalities flattery, and glittering techniques, such as accompanied by visuals. used in oral presentations generalities used in oral promises, dares, and media messages. presentations and media flattery, and messages. glittering generalities used in oral presentations and media messages.
Page 258 Oregon English Language Proficiency Standards WRITING GRADE 7 PLANNING, EVALUATION, AND REVISION 1. CCG (K-12): Pre-write, draft, revise, edit, and publish across the subject areas. s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language i r
c minimal comprehension of increased comprehension of good comprehension of consistent comprehension general and implied Arts Standards s
e general meaning; gain general meaning and some general meaning and of general meaning and meaning, including D
l familiarity with the sounds, specific meaning. They use increased comprehension good understanding of idiomatic and figurative e
v rhythms and patterns of routine expressions of specific meaning. implied meaning. They language. Students initiate e
L English. Early stages show independently and respond They respond in more sustain conversation, and negotiate using
y no verbal responses while in using phrases and simple complex sentences with respond with detail in appropriate discourse, c
n later stages one or two word sentences, which include a more detail using newly compound and complex varied grammatical e i c
i responses are expected. subject and predicate. acquired vocabulary to sentences, actively structures and vocabulary, f
o Students respond in single Students show basic errors experiment and form participate using more use conventions for r
P words and phrases, which in speech. (The bear is messages. (The brown extensive vocabulary, use formal and informal may include subject or a brown. He is eating.) bear lived with his family standard grammar with language. (Would you predicate. Many speech in the forest.) few random errors. (Can like me to bring pictures errors are observed. (bear, bears live in the forest if of the bear that I saw last brown) they find food there?) summer?) 1 Illustrates ideas to prepare Brainstorms and lists words Uses a variety of graphic Uses strategies to prepare Uses a variety of Use a variety of for writing. and ideas to match organizers to prepare for for writing, such as strategies to prepare for strategies to prepare illustrations. writing. mapping, outlining, writing, such as mapping for writing, such as grouping related ideas, outlining, grouping mapping, outlining, using graphic organizers, related ideas, using grouping related and taking notes with graphic organizers, and ideas, using graphic teacher support. taking notes with teacher organizers, and taking support. notes. 2 Illustrates and discusses a Discusses and Discusses ideas with Discusses ideas for Discusses ideas for Discuss ideas for shared experience with collaboratively writes classmates, teachers and/ writing with classmates, writing with classmates, writing with classmates and teacher. simple phrases and or other writers and writes teachers, and other teachers, and other classmates, teachers, sentences based on a shared paragraphs writers, and develops writers, and develops and other writers, and experience. collaboratively and alone. drafts alone and drafts alone and develop drafts alone collaboratively. collaboratively. and collaboratively.
Page 259 Oregon English Language Proficiency Standards WRITING GRADE 7 PLANNING, EVALUATION, AND REVISION (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Recognizes purposes for Recognizes audience for Identifies audience and Identifies audience and Identifies audience and Identify audience and different types of writing different types of writing purpose. purpose. purpose. purpose. (e.g., information, (e.g., cooks, scientists). entertainment). 4 Recognizes different types Identifies the purposes of Identifies the features of Compares the purposes Chooses the form of writing Choose the form of of writing (e.g., letters, different types of writing. different types of writing. and features of different that best suits the intended writing that best suits the poems, narrative). types of writing (e.g., purpose—personal letter, intended purpose— letter, poem, report). letter to the editor, review, personal letter, letter to poem, report, or narrative. the editor, review, poem, report, or narrative. 5 Recognizes that writing is Identifies the features of Uses the writing process Uses the writing Uses the writing process— Use the writing process— a process. each step in the writing while writing short process to write short prewriting, drafting, prewriting, drafting, process. collaborative pieces. pieces independently. revising, editing, and revising, editing, and publishing successive publishing successive versions with teacher versions. support. 6 Uses words to identify the Identify the central idea of Distinguishes between Focuses on a central Focuses on a central idea, Focus on a central idea, central idea of a series of illustrated text. central idea, supporting idea, excluding loosely excluding loosely related, excluding loosely related, illustrations. details and unrelated related, extraneous, and extraneous, and repetitious extraneous, and information. repetitious information. information. repetitious information. 7 Understands structure and Identifies the words used Uses simplified scoring Uses scoring guide to Uses a scoring guide to Use a scoring guide to use of scoring guides. in the writing scoring guide to self-assess. review, evaluate and review, evaluate, and revise review, evaluate, and guide (e.g., ideas, revise collaboratively. writing for meaning and revise writing for meaning organization). clarity with teacher support. and clarity. 8 Recognizes organizational Logically sequences a Improves word choice by Works collaboratively Revises drafts to improve Revise drafts to improve structures of text (e.g., series of simple sentences. identifying and using to revise drafts. organization and word organization and word beginning, middle, end). synonyms and descriptive choice after checking the choice after checking the adjectives. logic of the ideas and the logic of the ideas and the precision of the vocabulary. precision of the vocabulary. 9 Understands the Revises simple sentences Collaboratively edits Edits prepared texts Proofreads one’s own Edit and proofread one’s vocabulary and uses using one rule at a time prepared texts containing containing errors. writing, and peer editing to own writing, as well as punctuation (e.g., period, correcting for specific errors. correct for specific errors on that of others, using the question mark, coma). errors. a checklist. writing conventions, and, for example, an editing checklist or list of rules with specific examples of corrections of specific errors. Page 260 Oregon English Language Proficiency Standards WRITING GRADE 7 WRITING 2. CCG (K-12): Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest (1996 “Convey clear, focused main ideas…”); organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs (1996 “Structure information in clear sequence…”); and use precise words and fluent sentence structures that support meaning (1996 “Sentence Structure”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension of increased comprehension good comprehension of consistent comprehension of general and implied Standards s
e general meaning; gain of general meaning and general meaning and general meaning and good meaning, including D
l familiarity with the some specific meaning. increased comprehension understanding of implied idiomatic and figurative e
v sounds, rhythms and They use routine of specific meaning. meaning. They sustain language. Students initiate e
L patterns of English. Early expressions independently They respond in more conversation, respond with and negotiate using
y stages show no verbal and respond using phrases complex sentences with detail in compound and appropriate discourse, c
n responses while in later and simple sentences, more detail using newly complex sentences, actively varied grammatical e i c
i stages one or two word which include a subject acquired vocabulary to participate using more structures and vocabulary, f
o responses are expected. and predicate. Students experiment and form extensive vocabulary, use use conventions for r
P Students respond in single show basic errors in messages. (The brown standard grammar with few formal and informal words and phrases, which speech. (The bear is bear lived with his family random errors. (Can bears language. (Would you may include subject or a brown. He is eating.) in the forest.) live in the forest if they find like me to bring pictures predicate. Many speech food there?) of the bear that I saw last errors are observed. (bear, summer?) brown) 1 Identifies purpose in Connects simple passages Compares two passages Writes for different Writes for different Write for different reading selections. to their intended purpose on similar topics written purposes. Rewrites a purposes and to a specific purposes and to a and/or audience. for different purposes paragraph for a specific audience or person, specific audience or using a graphic organizer. audience. adjusting style and tone as person, adjusting style necessary to engage the and tone as necessary to interest of the reader with engage the interest of teacher support. the reader. 2 Recognizes the main idea. Identifies the thesis or Writes more than one Using a graphic organizer, Writes multi-paragraph Write multi-paragraph purpose of a short text. paragraph that includes writes and organizes compositions that include compositions— thesis or purpose. paragraphs that support a a thesis statement with descriptions, thesis statement. teacher support. explanations, comparison-and- contrast papers, problem and solution essays—that: state the thesis or purpose.
Page 261 Oregon English Language Proficiency Standards WRITING GRADE 7 WRITING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 None available None available Explains a shared Explains a situation using Explains the situation. Explain the situation. experience with peer and effective sequence and teacher support. description. 4 Organizes pictures or Identifies different Uses graphic organizers Organizes a composition, Organizes the Organize the composition simple sentences given organizational patterns. for different following an composition clearly, clearly, following an models of different organizational patterns. organizational pattern following an organizational pattern organizational patterns. appropriate to the type of organizational pattern appropriate to the type of composition. Chooses and appropriate to the type of composition-comparison completes a graphic composition—comparison and contrast; organization organizer appropriate to a and contrast; organization by categories; and specific type of by categories; and arrangement by spatial composition. arrangement by spatial order, order of order, order of importance, or climatic importance, or climactic order. order with teacher support. 5 Groups similar ideas. Matches evidence to an Lists evidence to support Draws a conclusion based Provides evidence to Provide evidence to appropriate argument. a given argument. on evidence. support arguments and support arguments and conclusions. conclusions. 6 None available None available Supports statements with Supports statements with Supports all statements Support all statements and facts and personal anecdotes, facts and and claims with anecdotes claims with anecdotes feelings. personal feelings with (first-person accounts), (first-person accounts), peer and teacher support. descriptions, facts and descriptions, facts and statistics, and/or specific statistics, and/or specific examples with peer and examples. teacher support.
Page 262 Oregon English Language Proficiency Standards WRITING GRADE 7 WRITING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 7 None available Uses a word map to explain Identifies adjectives that Identifies adjectives that Use varied word choices Use varied word how to use new words in characterize size, shape and characterize size, shape and to make writing choices to make writing different contexts. colors of the information colors of the information interesting and more interesting and more described. described. Uses action verbs precise with teacher precise. that give a good picture of support. the events. 8 Uses adjectives and Fills in the blanks of open- Identifies adverbs that give Identifies adverbs that give Places modifiers (words To achieve clarity of adverbs. ended sentences using character to verbs showing character to verbs showing or phrases that describe, meaning, properly place modifiers. timing, speed, and clarify timing, speed, and clarify limit, or qualify another modifiers (words or action. action. Adds phrases that word) to achieve clarity of phrases that describe, add background information meaning with teacher limit, or qualify another with peer and teacher support. word). support. 9 None available Writes a sentence for each Identifies sentences written Identifies sentences written Edits a report to convey a To convey a livelier tense: present, past and in active voice and in in active voice compared to livelier effect by using the effect, use the active future. passive voice. passive voice and explains active voice rather than voice rather than the how each is different. the passive voice. passive voice. 1 None available Writes sentences using a Writes using a variety of Writes using a variety of Varies sentence Vary sentence 0 variety of commonly used sentences. sentences. beginnings by using beginnings by using verbs. infinitives (to understand, infinitives (to to learn) and participles understand, to learn) (dreaming, chosen, and participles grown). (dreaming, chosen, grown).
Page 263 Oregon English Language Proficiency Standards WRITING GRADE 7 CONVENTIONS 3. CCG (K-12): Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas (similar to 1996 “Use correct spelling, grammar, punctuation, capitalization…”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language i r
c minimal comprehension of increased comprehension of good comprehension of consistent comprehension general and implied Arts Standards s
e general meaning; gain general meaning and some general meaning and of general meaning and meaning, including D
l familiarity with the sounds, specific meaning. They use increased comprehension good understanding of idiomatic and figurative e
v rhythms and patterns of routine expressions of specific meaning. implied meaning. They language. Students initiate e
L English. Early stages show independently and respond They respond in more sustain conversation, and negotiate using
y no verbal responses while in using phrases and simple complex sentences with respond with detail in appropriate discourse, c
n later stages one or two word sentences, which include a more detail using newly compound and complex varied grammatical e i c
i responses are expected. subject and predicate. acquired vocabulary to sentences, actively structures and vocabulary, f
o Students respond in single Students show basic errors experiment and form participate using more use conventions for r
P words and phrases, which in speech. (The bear is messages. (The brown extensive vocabulary, use formal and informal may include subject or a brown. He is eating.) bear lived with his family standard grammar with language. (Would you predicate. Many speech in the forest.) few random errors. (Can like me to bring pictures errors are observed. (bear, bears live in the forest if of the bear that I saw last brown) they find food there?) summer?) Spelling 1 Spells the most common Spells correctly words used Defines the most Defines the most Combines root words Spell correctly pronouns, articles and frequently. commonly used suffixes commonly used prefixes with suffixes and prefixes, derivatives (words conjunctions. by giving examples of and suffixes by giving spells correctly and that come from a each. examples of each. explains how this changes common base or root the meanings. word) by applying the spellings of bases and affixes (prefixes and suffixes).
Page 264 Oregon English Language Proficiency Standards WRITING GRADE 7 CONVENTIONS (cont.) Grammar Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 1 Lists some pronouns. Uses plural and singular Uses subjective and Uses possessive and Uses interrogative Make clear references pronouns in sentences objective forms of personal interrogative pronouns. pronouns to form between pronouns and provided by teacher. pronouns. questions from declarative antecedents by placing statements. the pronoun where it shows to what word it refers. 2 Demonstrates Identifies subject (nouns) Identifies proper nouns, Identifies parts of speech Correctly uses parts of Correctly use all parts knowledge of familiar and verbs (action words) helping verbs along with in context, including the speech (verbs, nouns, of speech (verbs, nouns, and commonly used and uses common adjectives adverbs and adjectives used most common pronouns, adjectives, pronouns, adjectives, nouns. for color and size. in comparison, e.g., using prepositions and adverbs, prepositions, adverbs, prepositions, suffixes; and superlatives conjunctions. conjunctions, and conjunctions, and (i.e., est). interjections) and types interjections) and types and structures of and structures of sentences. sentences. 3 Demonstrates Identifies subject and verb Identifies subject and verb Writes short sentences Writes short sentences Demonstrate understanding of most agreement for plural and agreement for verbs: have, using regular verbs in using common irregular appropriate English common word order, singular forms of the verb to will, do and can. past, future and past verbs: past, future and usage. subject, predicate and be. continuous tenses. past continuous tenses. objects. Punctuation 1 Uses commas to Uses commas to separate Uses commas after Uses commas to separate Uses a comma after a Use a comma after a separate items in a three or more words, introductory (a) clauses, (b) independent clauses when dependent clause that dependent clause that series. phrases, and clauses written phrases, or (c) words that they are joined by any of introduces a sentence. introduces a sentence. in a series. For example: come before the main clause. these seven coordinating She can’t choose between For example: Well, he could conjunctions: and, but, Coke, Pepsi, or Fanta. not come. for, or, nor, so, yet. For example: The game was over, but the crowd refused to leave.
Page 265 Oregon English Language Proficiency Standards WRITING GRADE 7 CONVENTIONS (cont.) Punctuation (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 None available Correctly uses colon for Correctly uses colon for time Correctly uses semi-colons Uses appropriate internal Use appropriate time and punctuation for and punctuation for for compound sentences punctuation, including internal punctuation, numbers. numbers. without a conjunction. commas, semicolons, and including commas, colons. semicolons, and colons. 3 None available None available Correctly uses single Correctly uses double and Places a question mark or Place a question mark quotation marks in single quotation marks in exclamation point inside or exclamation point contractions and possessive complete sentences. quotation marks when it inside quotation case. punctuates the quotation, marks when it and outside when it punctuates the punctuates the main quotation, and outside sentence. when it punctuates the main sentence.
Capitalization 1 Uses capitalization in Uses capitalization in names Uses capitalization in book Uses capitalization in Uses correct Use correct names of cities, people, of cities, people, and titles, organizations, states nationalities, months, capitalization. capitalization. and personal titles. personal titles. and places. weekdays and abbreviations.
Handwriting 1 Writes legibly. Writes legibly. Writes legibly. Writes legibly. Writes legibly. Write legibly.
Page 266 Oregon English Language Proficiency Standards WRITING GRADE 7 WRITING MODES 4. CCG (K-12): Write narrative, expository, and persuasive texts, using a variety of written forms-including journals, essays, short stories, poems, research reports, research papers, business and technical writing-to express ideas appropriate to audience and purpose across the subject areas (1996 Modes/Forms). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language i r
c minimal comprehension of increased comprehension of comprehension of general consistent comprehension general and implied Arts Standards s
e general meaning; gain general meaning and some meaning and increased of general meaning and meaning, including D
l familiarity with the sounds, specific meaning. They use comprehension of specific good understanding of idiomatic and e
v rhythms and patterns of routine expressions meaning. They respond in implied meaning. They figurative language. e
L English. Early stages show independently and respond more complex sentences sustain conversation, Students initiate and
y no verbal responses while in using phrases and simple with more detail using respond with detail in negotiate using c
n later stages one or two word sentences, which include a newly acquired vocabulary compound and complex appropriate discourse, e i c
i responses are expected. subject and predicate. to experiment and form sentences, actively varied grammatical f
o Students respond in single Students show basic errors messages. (The brown bear participate using more structures and r
P words and phrases, which in speech. (The bear is lived with his family in the extensive vocabulary, use vocabulary, use may include subject or a brown. He is eating.) forest.) standard grammar with few conventions for formal predicate. Many speech random errors. (Can bears and informal language. errors are observed. (bear, live in the forest if they (Would you like me to brown) find food there?) bring pictures of the bear that I saw last summer?) 1 Creates an illustrated Uses phrases or simple Identifies features of a Uses graphic organizer to Writes a multiple Personal Narrative personal narrative. sentences to explain personal narrative. write a personal narrative paragraph personal personal narrative. paragraph. narrative. 2 Creates a set of imaginative Uses phrases or simple Identifies features of a Uses a graphic organizer to Writes a multiple Fictional Narrative illustrations. sentences to describe fictional narrative. write a fictional narrative paragraph fictional (Imaginative) imaginative illustrations. paragraph. narrative. 3 Assembles pictures related Uses phrases or simple Identifies features of Uses a graphic organizer to Writes a multiple Expository to expository topic. sentences to describe expository writing. write an expository paragraph expository expository topic pictures. paragraph. essay. 4 Assembles pictures Uses simple sentences to Identifies features of Uses a graphic organizer to Writes a multiple Persuasive representing student’s express opinions about persuasive writing. write a persuasive paragraph persuasive interest. pictures. paragraph. essay.
Page 267 Oregon English Language Proficiency Standards WRITING GRADE 7 WRITING APPLICATIONS 5. CCG (K-12): Write narrative, expository, and persuasive texts, using a variety of written forms-including journals, essays, short stories, poems, research reports, research papers, business and technical writing-to express ideas appropriate to audience and purpose across the subject areas (1996 Modes/Forms). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language i r
c minimal comprehension of increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards s
e general meaning; gain general meaning and some meaning and increased general meaning and good meaning, including D
l familiarity with the specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative e
v sounds, rhythms and routine expressions meaning. They respond in meaning. They sustain language. Students initiate e
L patterns of English. Early independently and respond more complex sentences conversation, respond with and negotiate using
y stages show no verbal using phrases and simple with more detail using detail in compound and appropriate discourse, c
n responses while in later sentences, which include a newly acquired vocabulary complex sentences, actively varied grammatical e i c
i stages one or two word subject and predicate. to experiment and form participate using more structures and vocabulary, f
o responses are expected. Students show basic errors messages. (The brown bear extensive vocabulary, use use conventions for r
P Students respond in single in speech. (The bear is lived with his family in the standard grammar with few formal and informal words and phrases, which brown. He is eating.) forest.) random errors. (Can bears language. (Would you may include subject or a live in the forest if they find like me to bring pictures predicate. Many speech food there?) of the bear that I saw last errors are observed. (bear, summer?) brown) Narrative Writing 1 Uses vocabulary words Uses visuals to narrate a Paraphrases a story Writes a fictional or Writes an essay, either Write fictional or to identify family personal incident sequentially. substituting themselves for personal narrative that fictional or autobiographical members, animals and one of the characters, and includes a beginning, autobiographical that has narratives: Develop school friends. uses the words of the story conflict and resolution. a plot including a a standard plot line, as a writing aid. beginning, conflict or including a rising action, climax or beginning, conflict, resolution. rising action, climax, and resolution. 2 Uses words that are Copies from a list of Writes a biographical sketch Paraphrases a story or event Writes own opinion or Develop a point of descriptive of who the descriptive phrases those that in first person following a from the newspaper using action and contrasts that view. student is (i.e. student, best describe who you the model. third person voice. to someone else’s opinion soccer player). student is. or action.
Page 268 Oregon English Language Proficiency Standards WRITING GRADE 7 WRITING APPLICATIONS (cont.) Narrative Writing (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 None available Summarizes a story including Paraphrases a story Writes a story including a Writes a short story that Develop complex its major characters. including its major hero or main character. includes major and major and minor characters and setting. minor characters and a characters and a definite setting. definite setting. 4 None available None available Uses appropriate strategies, Uses appropriate strategies, Uses appropriate Use a range of such as dialogue. such as dialogue, suspense. strategies, such as appropriate strategies, dialogue, suspense, and such as dialogue; the naming of specific suspense; and the narrative action. naming of specific narrative action, including movement, gestures, and expressions. Expository Writing: Response to Literary Text
1 None available None available Writes responses to familiar Identifies the emotions of a Analyzes a short story: Write responses to literary tests. character from a dramatic Develops literature: Develop story, using the key words interpretations interpretations of the story. exhibiting careful exhibiting careful reading, understanding, reading, and insight. understanding, and insight. 2 None available None available Identifies a simile used in a Identifies a metaphor used Organizes Organize story or poem and rewrites a in a story or poem and interpretations around interpretations around description of it. describes it in your own several clear ideas, several clear ideas, words. premises, or images premises, or images from the literary work. from the literary work. 3 Identifies the words in a Predicts the ending of a story Scans a story and finds Paraphrases the message of Interprets the motives Justify interpretations simple story that using words chosen from the words that describe the a story or article, citing or moral of the story through use of describes the size, first half. action or character. textual evidence. using examples and sustained examples color, quality or motion textual evidence. and textual evidence. of a character or item in the story.
Page 269 Oregon English Language Proficiency Standards WRITING GRADE 7 CONVENTIONS (cont.) Expository Writing: Research Reports/ Multi-media Presentations Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 1 Rewrites simple Writes questions for a test Writes challenging Using Bloom’s taxonomy, Using Bloom’s taxonomy, Write research sentences into covering the text of a short questions for a test writes questions that require writes questions that require reports: Pose relevant questions. narrative. covering a history or analysis of a text or topic. synthesis or evaluation of a questions about the school text. text or topic. topic. 2 Uses the encyclopedia Looks up books and Describes the difference Paraphrases a disclosure Distinguishes credible Distinguish credible and summarizes an references in a library using between an original source statement, warning on a sources. sources. explanation of your card catalogue. document and a summary product label, or offer to chosen topic. of it. make an investment. 3 Uses the vocabulary Identifies the purpose of a Identifies key words or Advocates for an opinion or Conveys clear and accurate Convey clear and relating to setting goals. decision or choice. phrases that identify the a verdict. perspectives on the subject. accurate perspectives opinion or perspective of on the subject. the author. 4 Guesses at the meaning Writes down important Chooses a topic and uses Outlines a research report, Includes evidence compiled Include evidence of words they haven’t words and concepts from a library reference sources and develops a table of through the formal research compiled through the learned based on reading, explains the to find articles, reports or contents. Lists the steps they process, including use of the formal research sounds of the word meaning, uses a dictionary news stories about their will take and indicates the Reader’s Guide to process, including use roots. Uses a dictionary or other reference to correct topic. Summarizes the sources they will use to find Periodical Literature, a of the Reader’s Guide and corrects the guesses their definitions and change result. information about their computer catalog, to Periodical they make. their answers. subject. magazines, newspapers, Literature, a dictionaries, and other computer catalog, reference books. magazines, newspapers, dictionaries, and other reference books. 5 Writes the titles, Sites the reading they used Records details of Records reference Documents sources. Document sources. authors, publishers and according to a standard bibliographical sources information. dates of publication of format. used. five books.
Page 270 Oregon English Language Proficiency Standards WRITING GRADE 7 CONVENTIONS (cont.) Persuasive Writing Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 1 None available None available Writes a persuasive Writes persuasive Writes persuasive Write persuasive paragraph or more: sites an composition: sites a position composition: sites compositions: state a issue and provides facts or in support of a position. perspective in support of a clear position or reasons to support it. proposal. perspective in support of a proposition or proposal. 2 Writes and recites feeling Writes simple Describes the points that Describes the points Describes the points in Describe the points in words, such as “like,” explanations of feelings support a position. supporting a proposal using support of a proposition, support of the “love,” “happy.” and preference about clearly connected evidence. employing well- proposition, pictures of events or food. articulated evidence. employing well- articulated evidence. 3 None available Draws before and after Writes questions to States possible objections to Addresses reader Anticipate and pictures showing cause challenge conclusions of a position and writes concerns and counter- address reader and effect using correct others’ propositions. rebuttals. arguments. concerns and counter- words ( e.g., rain/wet). arguments. Summaries, Business Letters, Job Applications and Resumes, Technical Writing 1 Identifies the main idea of Identifies main idea in an Identifies main idea in Writes summary for Writes summary for Write summaries for familiar text using visuals informational text on a informational text and lists informational text including informational text a variety of or other nonverbal familiar topic. supporting details. main idea and significant including main idea and informational text: communication. details. significant details. Include the main ideas and most significant details. 2 Uses the student’s own Uses the student’s own Uses the student’s own Uses the student’s own Uses the student’s own Use the student’s own words. words. words, except for words, except for words, except for words, except for quotations. quotations. quotations. quotations.
3 None available Identifies important Lists most significant Identifies most significant Reflects underlying Reflect underlying details of a familiar details. details and superficial meaning, not just the meaning, not just the informational text. details. Reflects on the superficial details. superficial details. difference.
Page 271 Oregon English Language Proficiency Standards WRITING GRADE 7 RESEARCH REPORT WRITING 6. CCG (K-12): Investigate topics of interest and importance across the subject areas, selecting appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materials ( Writing Applications-Expository Writing: Research Reports). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language i r
c minimal comprehension of increased comprehension good comprehension of consistent comprehension of general and implied Arts Standards s
e general meaning; gain of general meaning and general meaning and general meaning and good meaning, including D
l familiarity with the sounds, some specific meaning. increased comprehension understanding of implied idiomatic and figurative e
v rhythms and patterns of They use routine of specific meaning. meaning. They sustain language. Students initiate e
L English. Early stages show expressions independently They respond in more conversation, respond with and negotiate using
y no verbal responses while and respond using phrases complex sentences with detail in compound and appropriate discourse, c
n in later stages one or two and simple sentences, more detail using newly complex sentences, actively varied grammatical e i c
i word responses are which include a subject acquired vocabulary to participate using more structures and vocabulary, f
o expected. Students respond and predicate. Students experiment and form extensive vocabulary, use use conventions for r
P in single words and show basic errors in messages. (The brown standard grammar with few formal and informal phrases, which may include speech. (The bear is bear lived with his family random errors. (Can bears language. (Would you subject or a predicate. brown. He is eating.) in the forest.) live in the forest if they find like me to bring pictures Many speech errors are food there?) of the bear that I saw last observed. (bear, brown) summer?) 1 None available None available Identifies possible topics Identifies topics for Identifies topics; asks and Identify topics; ask for research. investigation or research; evaluates questions; and and evaluate Lists key formulates questions around develops ideas leading to questions; and ideas or topic; and develops ideas investigation and develop ideas leading concepts to leading to investigation and research. to inquiry, be developed research. investigation, and or research. researched.
Page 272 Oregon English Language Proficiency Standards WRITING GRADE 7 RESEARCH REPORT WRITING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Using bilingual texts, Using bilingual texts, Reads an article in English, lists Reads a chapter or class Prepares note cards for Use effective note- copies a quotation outlines a short article using the unknown words, copies key assignment. Demonstrates a research paper. Copies taking techniques written in English, lists the English words in a sentences accurately, study techniques; scanning, and edits verbatim to ensure the key words, writes standard, numbered paraphrases the main theme. pre-reading, reading, quotes in handwriting. appropriate the definitions from the paragraphing format. summarizing, underlining. Writes key facts and documentation of context or from the Copies quotes that have summarizes important quoted as well as dictionary. “testable” information. conclusions. Records paraphrased bibliographical material. information. 3 Identifies words of Reads political literature or Reads a short persuasive essay or Using Internet or printed Using editorial sources, Check the validity propaganda and other works of opinion in speeches in English, identifies sources, finds information perhaps the newspaper, and accuracy of advertising using both English and first the factual statements, the about an assigned topic or restates the argument by information newspapers and other language. Identifies the key opinions and intended controversial issue. paraphrasing the author, obtained from media sources. persuasive words, opinions conclusion. Evaluates how Distinguishes between facts, identifies the factual research, including and the intention of the convincing the essay is opinions and persuasive statements that need to differentiating fact publication. compared to their own opinions. arguments. Describes the be checked, hidden from opinion, and bias of the author. agenda if any, and the identifying strong author’s point of view. versus weak Compares the author’s arguments, opinion with your own recognizing that opinion. personal values influence the conclusions an author draws. 4 Opens a computer Opens a data base program, Opens a publishing program, Prepares an assignment Prepares an assignment Create documents program for word enters the column headings makes a poster or handbill in using a program that using a program that by using word- processing, types a few and the data from a prepared English using a variety of fonts, requires integration of requires integration of processing skills well know words and assignment. Saves, correct color and imported clip art. writing, graphics, copy, spreadsheet, photos, and publishing uses the spell checker. and prints the data table. Saves, corrects, edits and prints paste, importing photos and word processing and programs; develop Saves and opens files, the final product. text from the Internet, Internet sources. Emails simple databases edits and prints a short formatting and using the final assignment to and spreadsheets to document (in English or appropriate fonts and color. the teacher as an manage first language) that is attached document. information and copied from any source prepare reports. chosen by the student.
Page 273 Oregon English Language Proficiency Standards WRITING GRADE 7 RESEARCH REPORT WRITING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 5 Defines words relating Demonstrates Demonstrates comprehension of Formats entries to a Includes one or more Give credit for both to library science, e.g., comprehension of research research skills by finding bibliography, using five or references in the final quoted and author, encyclopedia, skills by finding a book or information on an assigned topic more kinds of sources draft of an essay, paraphrased article, bibliography, article in the library using and recording the title, author, requiring different reference showing the final name information by publisher, card reference sources and the date and location of publication, information. Uses the (author) with the using a consistent catalogue, index. Dewey Decimal System. publisher and page numbe correct format from a list of appropriate format for (scavenger hunt). rs. samples provided by the bibliographical entry at parenthetical teacher. the end of the essay. citations (e.g., Works Cited Entries—MLA, Reference Entries —APA).
Page 274 Oregon English Language Proficiency Standards READING GRADE 8 DECODING AND WORD RECOGNITION 1. CCG (K-12): Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas (similar to 1996 “Recognize, pronounce … words in text by using phonics”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English i r
c minimal comprehension increased comprehension of comprehension of general consistent comprehension of general and implied Language Arts s
e of general meaning; general meaning and some meaning and increased general meaning and good meaning, including Standards D
l gain familiarity with the specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative e
v sounds, rhythms and routine expressions meaning. They respond in more meaning. They sustain language. Students initiate e
L patterns of English. independently and respond complex sentences with more conversation, respond with and negotiate using
y Early stages show no using phrases and simple detail using newly acquired detail in compound and appropriate discourse, c
n verbal responses while sentences, which include a vocabulary to experiment and complex sentences, actively varied grammatical e i c
i in later stages one or subject and predicate. form messages. (The brown participate using more structures and vocabulary, f
o two word responses are Students show basic errors bear lived with his family in the extensive vocabulary, use use conventions for r
P expected. Students in speech. (The bear is forest.) standard grammar with few formal and informal respond in single words brown. He is eating.) random errors. (Can bears language. (Would you and phrases, which may live in the forest if they find like me to bring pictures include subject or a food there?) of the bear that I saw last predicate. Many speech summer?) errors are observed. (bear, brown) 1 Gains familiarity with Uses sound/symbol Uses sound/symbol relationships Reads text approaching Reads and demonstrates Read or the alphabet, sounds, relationships in words. to read unfamiliar words. Reads grade level with teacher progress toward reading at demonstrate rhythms and patterns of Reads most high frequency high frequency words, support and contextualized grade level with teacher progress toward English. Uses words, contextualized contextualized vocabulary and vocabulary. support. reading at an sound/symbol vocabulary and language language structures in text that is independent and relationships in words. structures in text which is familiar. instructional Reads some high familiar, patterned, reading level frequency words. predictable and/or language appropriate to experience. grade level.
Page 275 Oregon English Language Proficiency Standards READING GRADE 8 LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT 2. CCG (K-12): Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed. s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language i r
c minimal comprehension increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards s
e of general meaning; general meaning and some meaning and increased general meaning and good meaning, including D
l gain familiarity with the specific meaning. They use comprehension of specific understanding of implied idiomatic and e
v sounds, rhythms and routine expressions meaning. They respond in more meaning. They sustain figurative language. e
L patterns of English. independently and respond complex sentences with more conversation, respond with Students initiate and
y Early stages show no using phrases and simple detail using newly acquired detail in compound and negotiate using c
n verbal responses while sentences, which include a vocabulary to experiment and complex sentences, actively appropriate discourse, e i c
i in later stages one or subject and predicate. form messages. (The brown participate using more varied grammatical f
o two word responses are Students show basic errors bear lived with his family in the extensive vocabulary, use structures and r
P expected. Students in speech. (The bear is forest.) standard grammar with few vocabulary, use respond in single words brown. He is eating.) random errors. (Can bears conventions for formal and phrases, which may live in the forest if they find and informal language. include subject or a food there?) (Would you like me to predicate. Many speech bring pictures of the errors are observed. bear that I saw last (bear, brown) summer?) 1 Listens to, reads and Listens to, reads and retells Listens to, reads and summarizes Listens to, reads and reports Listens to, reads and Listen to, read, and retells simple stories simple stories from a variety text from a variety of text from a variety of synthesizes text from a understand a wide from a variety of of informational text. informational and narrative text informational and narrative wide variety of variety of informational and including literature, magazines, text including literature, information and informational and narrative text using newspapers, reference materials, poetry, magazines, narrative text including narrative text, drawings, words, or and online information. newspapers, reference literature, poetry, including classic phrases. materials, and online magazines, and contemporary information. newspapers, reference literature, poetry, materials, and online magazines, information. newspapers, reference materials, and online information.
Page 276 Oregon English Language Proficiency Standards READING GRADE 8 LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Using non-print cues, Makes personal connection Following pre-teaching of Applies knowledge of Makes connections to Make connections makes personal with text. essential concepts, makes essential concepts to make text, within text, and to text, within text, connections with the connections to and texts the connections to text and among texts across the and among texts text. subject areas. within text. subject areas with across the subject teacher support. areas.
3 Demonstrates listening Demonstrates listening Demonstrates listening Demonstrates listening Demonstrates listening Demonstrate comprehension of comprehension of some comprehension of text through comprehension of less comprehension of listening familiar text using familiar text. small group discussions. complex text through class complex text through comprehension of drawings, words, or and/or small group class and/or small group more complex text phrases. interpretive discussion interpretive discussions through class across the subject areas. across the subject areas. and/or small group interpretive discussions across the subject areas.
4 Reads for enjoyment. Reads for enjoyment. Reads for comprehension of Reads for comprehension of Matches reading to Match reading to main ideas and information (e.g., main ideas and supporting purpose with teacher purpose-location of maps, schedules, or menus). details and information. support. information, full comprehension, and personal enjoyment.
Page 277 Oregon English Language Proficiency Standards READING GRADE 8 LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 5 Understands and draws Understands and draws Understands and draws upon a With teacher support, Understands and draws Understand and upon a variety of upon a variety of variety of comprehension understands and draws upon upon a variety of draw upon a comprehension comprehension strategies as strategies as needed: re-reading, a variety of comprehension comprehension variety of strategies as needed: re- needed: re-reading one-on- self-correcting, summarizing, strategies as needed: re- strategies as needed: re- comprehension reading, generating and one guided discussions, small group guided discussions, reading, self-correcting, reading, self-correcting, strategies as responding to simple generating and responding generating and responding to summarizing, class and summarizing, class and needed-re-reading, questions, using to questions. questions. group guided discussions, group discussions, self-correcting, drawings, words or generating and responding generating and summarizing, class phrases. to essential questions, and responding to essential and group comparing information from questions, and discussions, several sources that may be comparing information. generating and provided by teacher. responding to essential questions, making predictions, and comparing information from several sources. 6 Applies knowledge of Applies knowledge of Applies knowledge of decoding Demonstrates Identifies words or Clearly identify academic and social academic and social skills and academic and social internalization of English by phrases essential to specific words or vocabulary in student’s vocabulary in student’s vocabulary to recognize and recognizing and correcting understanding text and wordings that are native language to native language and English correct some errors when reading errors when reading to aid uses strategies to causing recognize the meaning to recognize and correct for comprehension. in comprehension. demonstrate comprehension of some words when some errors when reading comprehension with difficulties and use reading familiar texts in familiar texts. teacher guidance. strategies to English. correct.
Page 278 Oregon English Language Proficiency Standards READING GRADE 8 VOCABULARY 3. CCG (K-12): Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships and context clues; verify the meaning of new words accurately across the subject areas (similar to 1996 “Know the meaning of words in text by using…language structure, contextual clues, and visual clues”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English i r
c minimal comprehension increased comprehension of comprehension of general consistent comprehension of general and implied Language Arts s
e of general meaning; general meaning and some meaning and increased general meaning and good meaning, including Standards D
l gain familiarity with the specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative e
v sounds, rhythms and routine expressions meaning. They respond in more meaning. They sustain language. Students initiate e
L patterns of English. independently and respond complex sentences with more conversation, respond with and negotiate using
y Early stages show no using phrases and simple detail using newly acquired detail in compound and appropriate discourse, c
n verbal responses while sentences, which include a vocabulary to experiment and complex sentences, actively varied grammatical e i c
i in later stages one or subject and predicate. form messages. (The brown participate using more structures and vocabulary, f
o two word responses are Students show basic errors bear lived with his family in the extensive vocabulary, use use conventions for r
P expected. Students in speech. (The bear is forest.) standard grammar with few formal and informal respond in single words brown. He is eating.) random errors. (Can bears language. (Would you and phrases, which may live in the forest if they find like me to bring pictures include subject or a food there?) of the bear that I saw last predicate. Many speech summer?) errors are observed. (bear, brown) 1 None available Applies knowledge of Distinguishes between cognates Identifies cognates and false Recognizes obvious Understand, cognates and false cognates and false cognates in literature cognates in literature and cognates in phrases, learn, to derive meaning from and texts in content areas. texts in content areas (e.g., simple sentences, and literature and texts in cognate - agonia, agony; literature, and content area use content areas. false cognate -éxito, exit). texts (e.g., education, new educacíon, actualmente, vocab actually). ulary that is introd uced and taught directl y throug h inform ational Page 279 Oregon English Language Proficiency Standards text, literar y text, and instruc tion across the subjec t areas.
Page 280 Oregon English Language Proficiency Standards READING GRADE 8 VOCABULARY (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 None available None available Recognizes that words have Understands words with Uses multiple meaning Develop multiple meanings. multiple meanings. words appropriately and vocabula applies to print. ry by listening to and discussi ng both familiar and conceptu ally challeng ing selection s read aloud across the subject areas. 3 Uses meaning clues Uses meaning clues (e.g., Uses meaning clues from print Uses context clues and Uses more complex Determine (e.g., non-print features, non-print features and and non-print features, and language structures to context clues and meaning realia, gestures) and background knowledge) as simple language structure (e.g., expand vocabulary and language structures to s of background knowledge well as basic language suffix, prefix, word order) to determine meaning when expand vocabulary and words to expand vocabulary structure (word order) to expand vocabulary and reading. determine meaning using when reading. expand vocabulary when determine meaning when when reading. contextu reading. reading. al and structura l clues.
Page 281 Oregon English Language Proficiency Standards 4 None available Illustrates simple Recognizes idioms, analogies Understands idioms, Uses idioms and Analyze idioms comparisons. and similes. analogies, and metaphors. comparison and Infers literal meaning of such as compari phrases. analogies, sons similes and such as metaphors. analogie Infers literal s, and figurative metapho meaning of rs, and phrases with similes, teacher to infer support. the literal and figurativ e meaning s of phrases.
Page 282 Oregon English Language Proficiency Standards READING GRADE 8 VOCABULARY (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 5 Illustrates meanings of Defines common words Defines words in context, Restates, compares, Interprets the meaning Verify the meaning words used in common within a familiar context. including words with multiple contrasts, gives examples of of words and applies to of a word in its and familiar contexts. meanings. Uses target words in meanings of words in literature and texts in context, even when sentences. context, and applies this content areas. Infers the its meaning is not knowledge to literature and meaning of unknown directly stated, texts in content areas with words by using through the use of teacher support. Infers the knowledge gained from definition, meaning of unknown words previously read text. restatement, by using knowledge gained example, from previously read text comparison, or with teacher support. contrast. 6 Learns alphabetical Uses a picture dictionary, Uses a simple English dictionary Uses a student dictionary to Uses a dictionary to Determine order. Understands how bilingual dictionary or to find the meaning of words and determine the meaning of determine pronunciations, to use a picture electronic translator or parts of speech, such as nouns, words and parts of speech. pronunciation, the meanings, alternate dictionary, bilingual simple English dictionary to verbs, and adjectives. Uses a thesaurus to select meaning of words, and word choices, parts dictionary, and find the meaning of words. alternate word choices. parts of speech. Uses a of speech, or electronic translator to thesaurus to select etymologies of find the meaning of alternate word choice. words, using words. Develops an awareness dictionaries and of word origins. thesauruses.
Page 283 Oregon English Language Proficiency Standards READING GRADE 8 READ TO PERFORM A TASK 4. CCG (K-12): Find, understand, and use specific information in a variety of texts across the subject areas to perform a task (similar to 1996 “Locate information ”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension comprehension of general consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and meaning and increased of general meaning and meaning, including D
l familiarity with the some specific meaning. comprehension of specific good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine meaning. They respond in implied meaning. They language. Students e
L patterns of English. expressions independently more complex sentences with sustain conversation, initiate and negotiate
y Early stages show no and respond using phrases more detail using newly respond with detail in using appropriate c
n verbal responses while and simple sentences, acquired vocabulary to compound and complex discourse, varied e i c
i in later stages one or two which include a subject experiment and form sentences, actively grammatical structures f
o word responses are and predicate. Students messages. (The brown bear participate using more and vocabulary, use r
P expected. Students show basic errors in lived with his family in the extensive vocabulary, use conventions for formal respond in single words speech. (The bear is forest.) standard grammar with and informal language. and phrases, which may brown. He is eating.) few random errors. (Can (Would you like me to include subject or a bears live in the forest if bring pictures of the predicate. Many speech they find food there?) bear that I saw last errors are observed. summer?) (bear, brown) 1 Reads pictorial or Reads catalogs, adapted Reads adapted textbooks, Reads adapted Reads essays, historical Read textbooks; graphic text. textbooks, informal informal letters, directions, ESL textbooks, magazines, documents, editorials, and biographical sketches; notes and simple magazines, news stories, newspapers, and textbooks. letters; diaries; directions. diaries. consumer forms. directions; procedures; magazines; essays; primary source historical documents; editorials; new stories; periodicals; bus routes; catalogs; technical directions; consumer, workplace, and public documents.
Page 284 Oregon English Language Proficiency Standards READING GRADE 8 READ TO PERFORM A TASK (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Uses pictures, lists, Uses text features such as Identifies and summarizes Selects, summarizes, Selects, summarizes and Synthesize charts, and tables to headings, diagrams, charts, information found in categories information and details explains informational information locate basic glossaries, indexes to locate of familiar informational found in charts, tables, materials found in charts, found in various information. and identify information in materials (charts, tables, diagrams, glossaries or tables, diagrams, parts of charts, the text. diagrams, glossaries). content text. glossaries, and texts in tables, diagrams, content areas to reach glossaries, or supported conclusions. related grade- level text to reach supported conclusions. 3 Understands and Understands and follows Understands, explains and Understands, explains and Understands and explains Understand and follows directions when directions (i.e., recipe). follows directions (i.e. recipe). follows technical directions the use of a complex explain the use modeled by the teacher (i.e., computer game). mechanical device by of a complex using strategies such as following technical mechanical T.P.R. directions with teacher device by support. following technical directions.
Page 285 Oregon English Language Proficiency Standards READING GRADE 8 INFORMATIONAL TEXT: DEMONSTRATE GENERAL UNDERSTANDING 5. CCG (K-12): Demonstrate greater understanding of grade-level informational text across the subject areas (similar to 1996 “Demonstrate literal comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English i r
c minimal comprehension increased comprehension of comprehension of general consistent comprehension of general and implied Language Arts s
e of general meaning; general meaning and some meaning and increased general meaning and good meaning, including Standards D
l gain familiarity with the specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative e
v sounds, rhythms and routine expressions meaning. They respond in more meaning. They sustain language. Students initiate e
L patterns of English. independently and respond complex sentences with more conversation, respond with and negotiate using
y Early stages show no using phrases and simple detail using newly acquired detail in compound and appropriate discourse, c
n verbal responses while sentences, which include a vocabulary to experiment and complex sentences, actively varied grammatical e i c
i in later stages one or subject and predicate. form messages. (The brown bear participate using more structures and vocabulary, f
o two word responses are Students show basic errors lived with his family in the extensive vocabulary, use use conventions for r
P expected. Students in speech. (The bear is forest.) standard grammar with few formal and informal respond in single words brown. He is eating.) random errors. (Can bears language. (Would you like and phrases, which may live in the forest if they find me to bring pictures of include subject or a food there?) the bear that I saw last predicate. Many speech summer?) errors are observed. (bear, brown) 1 Draws or numbers the Locates the main idea in a Identifies sequence of events and Summarizes sequence of Summarizes sequence of Identify and/or sequence of events in a simple informational text locates main ideas and events and identifies the events and identifies the summarize familiar informational and answers factual supporting details in short, main idea with supporting main idea with supporting sequence of selection. questions. informational and practical details in short details in short events, main selections with teacher support. informational and practical informational and ideas, facts, selections. Identifies fact practical selections. supporting and opinion. Distinguishes facts from details, and opinions. opinions in informational and practical selections.
Page 286 Oregon English Language Proficiency Standards READING GRADE 8 INFORMATIONAL TEXT: DEMONSTRATE GENERAL UNDERSTANDING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Applies understanding Applies understanding of Applies understanding of short Applies understanding of Applies understanding Clarify understanding of of familiar informational short and simple informational texts by creating informational texts by of informational texts by informational texts by texts by creating simple informational texts by webs, diagrams, charts, and creating diagrams, charts, creating basic outlines, creating detailed illustrations. creating comics, Venn graphs. summaries, and notes. diagrams, charts, outlines, graphic diagrams, semantic summaries and notes. organizers, diagrams, webbing. logical notes, or summaries.
Page 287 Oregon English Language Proficiency Standards READING GRADE 8 INFORMATIONAL TEXT: DEVELOP AN INTERPRETATION 6. CCG (K-12): Develop an interpretation of grade-level informational text across the subject areas (similar to 1996 “Demonstrate inferential comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English i r
c minimal comprehension increased comprehension of comprehension of general consistent comprehension of general and implied Language Arts s
e of general meaning; general meaning and some meaning and increased general meaning and good meaning, including Standards D
l gain familiarity with the specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative e
v sounds, rhythms and routine expressions meaning. They respond in more meaning. They sustain language. Students initiate e
L patterns of English. independently and respond complex sentences with more conversation, respond with and negotiate using
y Early stages show no using phrases and simple detail using newly acquired detail in compound and appropriate discourse, c
n verbal responses while sentences, which include a vocabulary to experiment and complex sentences, actively varied grammatical e i c
i in later stages one or subject and predicate. form messages. (The brown participate using more structures and vocabulary, f
o two word responses are Students show basic errors bear lived with his family in the extensive vocabulary, use use conventions for r
P expected. Students in speech. (The bear is forest.) standard grammar with few formal and informal respond in single words brown. He is eating.) random errors. (Can bears language. (Would you and phrases, which may live in the forest if they like me to bring pictures include subject or a find food there?) of the bear that I saw last predicate. Many speech summer?) errors are observed. (bear, brown) 1 None available Makes predictions about Identifies foreshadowing. Utilizes foreshadowing to Predicts probable future Predict probable events of stories on familiar predict outcomes. outcomes supported by future outcomes topics. the text, including supported by the foreshadowing with text, including teacher support. foreshadowing clues. 2 None available None available Identifies explicitly stated Lists assumptions and Determines an author’s Determine an information. beliefs explicitly stated. implicit and explicit author’s implicit assumptions and beliefs and explicit about a subject based on assumptions and evidence in selection with beliefs about a teacher guidance. subject based on evidence in the selection. 3 Identifies main idea and Reads and identifies main Reads and uses detailed Identifies and explains Identifies main idea when Infer the main some details of familiar ideas. sentences to explain main ideas main ideas and critical it is not explicitly stated idea when it is texts using key words or and details. details with teacher support. and supports with details not explicitly phrases. from texts with teacher stated, and support. support with evidence from the text. Page 288 Oregon English Language Proficiency Standards READING GRADE 8 INFORMATIONAL TEXT: EXAMINE CONTENT AND STRUCTURE 7. CCG (K-12): Examine content and structure of grade-level informational text across the subject areas (similar to 1996 “Demonstrate evaluative comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t p
i Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English r
c minimal comprehension increased comprehension of comprehension of general consistent comprehension of general and implied Language Arts s
e of general meaning; general meaning and some meaning and increased general meaning and good meaning, including Standards D
l gain familiarity with the specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative e
v sounds, rhythms and routine expressions meaning. They respond in more meaning. They sustain language. Students initiate e L
patterns of English. independently and respond complex sentences with more conversation, respond with and negotiate using y
c Early stages show no using phrases and simple detail using newly acquired detail in compound and appropriate discourse, n
e verbal responses while sentences, which include a vocabulary to experiment and complex sentences, actively varied grammatical i c
i in later stages one or subject and predicate. form messages. (The brown participate using more structures and vocabulary, f o
r two word responses are Students show basic errors bear lived with his family in the extensive vocabulary, use use conventions for
P expected. Students in speech. (The bear is forest.) standard grammar with few formal and informal respond in single words brown. He is eating.) random errors. (Can bears language. (Would you and phrases, which may live in the forest if they find like me to bring pictures include subject or a food there?) of the bear that I saw last predicate. Many speech summer?) errors are observed. (bear, brown) 1 None available None available Identifies the author’s purpose. Identifies the author’s Determines the author’s Determine the perspective. purpose and perspective, author’s purpose and relates them to and perspective specific details in the text and relate them with teacher’s guidance. to specific details in the text.
2 None available None available Examines inferences in text. Notes instances of Notes and analyzes Note and analyze supported inferences, instances of unsupported instances of persuasion, and propaganda inferences, persuasion, unsupported in text with teacher support. and propaganda in text inferences, with teacher support. deceptive reasoning, persuasion, and propaganda in text.
Page 289 Oregon English Language Proficiency Standards READING GRADE 8 INFORMATIONAL TEXT: EXAMINE CONTENT AND STRUCTURE (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Compares familiar Using graphic organizers, Using graphic organizers, Compares and contrasts Compares and contrasts Compare and objects or compares and compares and contrasts information on the same information on the same contrast events. contrasts information on the same familiar topic after reading two or topic after reading information on the information about topic after reading two or more more familiar passages or several passages or same topic after familiar topic. passages or articles. articles. articles with teacher reading several support. passages or articles.
4 None available None available In texts about familiar topics, Identifies support patterns Identifies and analyzes Identify and identifies statements of (e.g., editorials) that support text that uses analyze text that proposition (statement of statements of proposition proposition (statement uses proposition argument). (statement of argument). of argument) and (statement of support patterns (e.g., argument) and editorials) with teacher support patterns support). (e.g., editorials).
5 None available Determines amount of Finds similarities between two Finds similarities and Finds similarities and Find similarities coverage between brief passages on organization of differences between texts in differences between and differences two brief ideas. the treatment or texts in the treatment, between texts in passages. organization of ideas on a amount and depth of the treatment, particular subject. coverage, or amount and depth organization of ideas on of coverage, or a particular subject with organization of teacher support. ideas on a particular subject. 6 None available None available Explains and uses information Summarizes and uses Selects and uses Synthesize and use from consumer documents. information from a variety information from a information from a of consumer documents to variety of consumer variety of solve a problem. documents and explains consumer and a decision. public documents to explain a situation or decision and to solve a problem.
Page 290 Oregon English Language Proficiency Standards LITERATURE GRADE 8 LISTEN TO AND READ LITERARY TEXT 8. CCG (K-12): Listen to text and read text to make connections and respond to a wide variety of literature of varying complexity. s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension comprehension of general consistent comprehension general and implied Standards s
e of general meaning; of general meaning and meaning and increased of general meaning and meaning, including D
l gain familiarity with the some specific meaning. comprehension of specific good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine meaning. They respond in implied meaning. They language. Students e
L patterns of English. expressions more complex sentences with sustain conversation, initiate and negotiate
y Early stages show no independently and more detail using newly respond with detail in using appropriate c
n verbal responses while respond using phrases acquired vocabulary to compound and complex discourse, varied e i c
i in later stages one or and simple sentences, experiment and form sentences, actively grammatical structures f
o two word responses are which include a subject messages. (The brown bear participate using more and vocabulary, use r
P expected. Students and predicate. Students lived with his family in the extensive vocabulary, use conventions for formal respond in single words show basic errors in forest.) standard grammar with and informal language. and phrases, which may speech. (The bear is few random errors. (Can (Would you like me to include subject or a brown. He is eating.) bears live in the forest if bring pictures of the predicate. Many speech they find food there?) bear that I saw last errors are observed. summer?) (bear, brown) 1 None available None available Makes personal connections Makes personal Listens to text and Listen to text and read with text. connections with reads text to make text to make connections historically or culturally connections and and respond to historically significant work. responds to historically or culturally significant or culturally significant works of literature that works of literature that enhance the study of other enhances the study of subjects. other subjects with teacher support.
2 None available Demonstrates listening Demonstrates listening Demonstrates listening Demonstrates listening Demonstrate listening comprehension of some comprehension of text comprehension of text comprehension of more comprehension of more familiar text using simple through small-guided group through class and/or small- literary text through complex literary text sentences. discussions. guided group interpretive class and/or small- through class and/or small discussions. guided group group interpretive interpretive discussions. discussions.
Page 291 Oregon English Language Proficiency Standards LITERATURE GRADE 8 LITERARY TEXT: DEMONSTRATE GENERAL UNDERSTANDING 9. CCG (K-12): Demonstrate general understanding of grade-level literary text (similar to 1996 “Demonstrate literal comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English i r
c minimal comprehension increased comprehension of comprehension of general consistent comprehension of general and implied Language Arts s
e of general meaning; general meaning and some meaning and increased general meaning and good meaning, including Standards D
l gain familiarity with the specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative e
v sounds, rhythms and routine expressions meaning. They respond in more meaning. They sustain language. Students initiate e
L patterns of English. independently and respond complex sentences with more conversation, respond with and negotiate using
y Early stages show no using phrases and simple detail using newly acquired detail in compound and appropriate discourse, c
n verbal responses while sentences, which include a vocabulary to experiment and complex sentences, actively varied grammatical e i c
i in later stages one or subject and predicate. form messages. (The brown participate using more structures and vocabulary, f
o two word responses are Students show basic errors bear lived with his family in the extensive vocabulary, use use conventions for r
P expected. Students in speech. (The bear is forest.) standard grammar with few formal and informal respond in single words brown. He is eating.) random errors. (Can bears language. (Would you and phrases, which may live in the forest if they find like me to bring pictures include subject or a food there?) of the bear that I saw last predicate. Many speech summer?) errors are observed. (bear, brown) 1 None available Identifies main ideas. Identifies sequence of events and Identifies sequence of Identifies sequence of Identify and/or main idea. events and explains the events and/or summarizes summarize main ideas and supporting the main ideas and sequence of details of literary text. supporting details of events, main literary text. ideas, and supporting details in literary selections.
Page 292 Oregon English Language Proficiency Standards LITERATURE GRADE 8 LITERARY TEXT: DEVELOP AN INTERPRETATION 10. CCG (K-12): Develop an interpretation of grade-level literary text (similar to 1996 “Analyze the author’s ideas…and make supported interpretations of the selection”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English i r
c minimal comprehension increased comprehension of comprehension of general consistent comprehension of general and implied Language Arts s
e of general meaning; general meaning and some meaning and increased general meaning and good meaning, including Standards D
l gain familiarity with the specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative e
v sounds, rhythms and routine expressions meaning. They respond in more meaning. They sustain language. Students initiate e
L patterns of English. independently and respond complex sentences with more conversation, respond with and negotiate using
y Early stages show no using phrases and simple detail using newly acquired detail in compound and appropriate discourse, c
n verbal responses while sentences, which include a vocabulary to experiment and complex sentences, actively varied grammatical e i c
i in later stages one or subject and predicate. form messages. (The brown participate using more structures and vocabulary, f
o two word responses are Students show basic errors bear lived with his family in the extensive vocabulary, use use conventions for r
P expected. Students in speech. (The bear is forest.) standard grammar with few formal and informal respond in single words brown. He is eating.) random errors. (Can bears language. (Would you and phrases, which may live in the forest if they find like me to bring pictures include subject or a food there?) of the bear that I saw last predicate. Many speech summer?) errors are observed. (bear, brown) 1 None available Predicts content of text Predicts content of text based on Predicts future outcomes. Predicts future outcomes Predict probable based on illustration. title. supported by the text. future outcomes supported by the text.
Page 293 Oregon English Language Proficiency Standards LITERATURE GRADE 8 LITERARY TEXT: DEVELOP AN INTERPRETATION (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 None available Describes a character. Describes major characters in a Identifies the actions and Identifies the actions Identify the actions brief literary text by identifying motives of characters in a and motives of and motives (e.g., their thoughts, actions, or work of fiction and relates characters in a work loyalty, selfishness, motives with teacher support. these to the plot or theme of fiction, including conscientiousness) of with teacher support. contrasting motives characters in a work that advance the plot of fiction, including or promote the theme contrasting motives with teacher support. that advance the plot or promote the theme, and discuss their importance to the plot or theme. 3 None available Identifies the theme of a Identifies the theme of a familiar Identifies the themes of a Identifies and Identify and analyze familiar story. story. literary work based on analyzes the the development of evidence from text. development of themes in literary themes in literary works based on works based on evidence in the text. evidence in the text with teacher support. 4 None available None available Identifies explicitly stated main Identifies implicitly stated Infers main idea not Infer the main idea ideas of simple text. main ideas of simple texts. implicitly stated. when it is not explicitly stated, and support with evidence from the text.
5 None available Identifies actions from Identifies reasons for actions. Identifies explicitly stated Infers reasons for Infer unstated reasons simple text. reasons for actions. actions not stated for actions based on based on evidence in evidence in the text. the text with teacher support.
Page 294 Oregon English Language Proficiency Standards LITERATURE GRADE 8 LITERARY TEXT: EXAMINE CONTENT AND STRUCTURE 11. CCG K-12): Examine content and structure of grade-level literary text (similar to 1996 “Evaluate how the form of a literary work and the use of literary devices contribute to the work’s message and impact”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language i
r minimal comprehension increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards c s of general meaning; general meaning and some meaning and increased general meaning and good meaning, including e
D gain familiarity with the specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative
l
e sounds, rhythms and routine expressions meaning. They respond in more meaning. They sustain language. Students initiate v
e patterns of English. independently and respond complex sentences with more conversation, respond with and negotiate using L Early stages show no using phrases and simple detail using newly acquired detail in compound and appropriate discourse, y c verbal responses while sentences, which include a vocabulary to experiment and complex sentences, actively varied grammatical n e
i in later stages one or subject and predicate. form messages. (The brown participate using more structures and vocabulary, c i
f two word responses are Students show basic errors bear lived with his family in the extensive vocabulary, use use conventions for o
r expected. Students in speech. (The bear is forest.) standard grammar with few formal and informal P respond in single words brown. He is eating.) random errors. (Can bears language. (Would you and phrases, which may live in the forest if they find like me to bring pictures include subject or a food there?) of the bear that I saw last predicate. Many speech summer?) errors are observed. (bear, brown) 1 None available None available Recognizes similes and simple Identifies and uses Identifies literary devices Identify significant literary devices such as personification, similes and such as symbolism, literary devices, personification and metaphors in metaphors (e.g., “shine like dialect, and irony and uses such as simile, literature. a star”, “let the cat out of the those elements to analyze metaphor, bag”). and evaluate the work personification, with teacher support. symbolism, dialect, and irony which define a writer’s style, and use those elements to analyze and evaluate the work. 2 None available None available Recognizes literary elements Identifies literary elements Identifies and evaluates Evaluate how used in a selection. used in a selection. how well literary elements well literary contribute to the overall elements effectiveness of a contribute to the selection with teacher overall support. effectiveness of a selection.
Page 295 Oregon English Language Proficiency Standards LITERATURE GRADE 8 LITERARY TEXT: EXAMINE CONTENT AND STRUCTURE (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 None available Identifies first person. Identifies the difference between Describes the author’s point Describes and Analyze and contrast first and third person. of view, such as first person, contrasts the use of the use of point of third person, limited and point of view, such as view, such as first- omniscient, in literary text. first person, third person, third-person, person, limited and limited and omniscient and omniscient, and subjective and subjective and objective in literary objective, in literary text with teacher text, and explain how support. it affects text.
4 Identifies community Identifies the setting. Reads and identifies the setting. Reads and explains the Analyzes setting Analyze the setting (e.g., park, store, setting. (place, time, customs) importance of the post office). and its influence on setting (place, time, the meaning and customs) to the conflict of a literary mood, tone, and text with teacher meaning of the text. support. 5 None available Identifies dialogue. Identifies words in dialogue that Briefly describes how Analyzes how Analyze how describes characters in a familiar dialogue reveals the mood dialogue is used to dialogue is used to narration. in a brief narration or develop characters develop characters drama. and mood in a known and mood in a selection with teacher selection. support. 6 None available Identifies the main events of Identifies the main events of the Identifies elements of a plot, Evaluates the Evaluate the the plot. plot. including its development structural elements of structural elements of and how conflicts are the plot including the the plot, such as addressed and resolved. way conflicts are or subplots, parallel are not addressed or episodes, and climax, resolved with teacher including the way in support. which conflicts are (or are not) addressed and resolved.
Page 296 Oregon English Language Proficiency Standards LITERATURE GRADE 8 LITERARY TEXT: EXAMINE CONTENT AND STRUCTURE (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 7 Identifes the major Identifies the major themes Identifies similar themes or Compares and contrasts a Identifies recurring Identify and analyze themes or topics of a or topics of a familiar text. topics across known literary similar theme or topic themes across literary recurring themes familiar text using selections. across known literary works, (e.g., good (e.g., good versus pictures, lists, charts, selections. and evil, loyalty and evil) across tables or other forms of betrayal). traditional and nonverbal resources. contemporary works.
Page 297 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 8 SPEAKING 1. CCG (K-12): Communicate supported ideas across the subject areas using oral, visual, and multi-media forms in ways appropriate to topic, context, audience, and purpose (1996 Ideas and Content); organize oral, visual, and multi-media presentations in clear sequence, making connections and transitions among ideas and elements (1996 Organization); use language appropriate to topic, context, audience, and purpose (1996 Language); and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other nonverbal techniques (1996 Delivery). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language i r
c minimal comprehension increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards s
e of general meaning; general meaning and some meaning and increased general meaning and good meaning, including D
l gain familiarity with the specific meaning. They use comprehension of specific understanding of implied idiomatic and e
v sounds, rhythms and routine expressions meaning. They respond in more meaning. They sustain figurative language. e
L patterns of English. independently and respond complex sentences with more conversation, respond with Students initiate and
y Early stages show no using phrases and simple detail using newly acquired detail in compound and negotiate using c
n verbal responses while sentences, which include a vocabulary to experiment and complex sentences, actively appropriate discourse, e i c
i in later stages one or subject and predicate. form messages. (The brown participate using more varied grammatical f
o two word responses are Students show basic errors bear lived with his family in the extensive vocabulary, use structures and r
P expected. Students in speech. (The bear is forest.) standard grammar with few vocabulary, use respond in single words brown. He is eating.) random errors. (Can bears conventions for and phrases, which may live in the forest if they find formal and informal include subject or a food there?) language. (Would predicate. Many speech you like me to bring errors are observed. pictures of the bear (bear, brown) that I saw last summer?) 1 Use some common Be understood when Be understood when speaking, Be understood when Effectively No ELA standard social speaking one-on- using consistent speaking, using communicat greetings one. Standard English consistent es with all and simple grammatical forms Standard English audiences on repetitive and sounds; grammatical a wide range phrases (e.g., however, some rules forms, of topics. "Good may not be in pronunciation, Morning Ms. evidence (e.g., third intonation, pitch, Smith.”). person singular, and modulation, Orally male and female but may have communicat pronouns). random errors. e basic needs (e.g., "I need to borrow a pencil.").
Page 298 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 8 SPEAKING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Asks and answers questions Actively participates in social Actively participates and Actively participates No ELA standard using phrases or simple conversations with peers and initiates more extended and initiates sentences. adults on familiar topics by social conversations with conversations in an asking and answering questions peers and adults on academic setting. and soliciting information. unfamiliar topics by asking and answering questions, restating and soliciting information. 3 Begins to speak with a Begins to be understood Responds by asking simple Selects a main idea and Selects a main idea and Develop a focus few words or short when speaking, but may questions or by making brief develops a brief oral focus that appeals to the and point of view sentences, using some have some inconsistent use restatement. presentation. background and to achieve English phonemes and of Standard English, interests of the audience particular purposes rudimentary English grammatical forms and and develops an oral and to appeal to the grammatical forms sounds (e.g., plurals, simple presentation. background and (e.g., single words or past tense, and pronouns interests of the phrases). [he/she]). audience. 4 . Uses simple sentences to Follows an outline model to Following an outline model Uses an outline to Outline a speech create a draft of a short oral create a brief oral presentation. which includes an independently create a based on a chosen presentation. introduction, body and short oral presentation pattern of conclusion, creates a draft which includes an organization, of a brief oral presentation. introduction, transitions, including an body and conclusion. introduction; transitions, previews, and summaries; a logically developed body; and an effective conclusion. 5 Uses credible information and Uses credible information. Selects credible and Use credible and identifies relevant information to Conveys message using relevant information to relevant convey message about familiar simple sentences. convey message. information to and content area topics using convey message. phrases and short sentences.
Page 299 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 8 SPEAKING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 6 Using modeling for Using modeling for Uses feedback, including Uses feedback, including Uses feedback, Use feedback, feedback, rearranges feedback, nonverbal cues, to verbal and including includin words to clarify rearranges words modify and nonverbal cues, verbal and g both meaning. and simple rearrange words, to modify and nonverbal verbal sentences to phrases and simple rearrange words, cues, to and clarify meaning. sentences to clarify phrases and reconsider and nonverb meaning. sentences to rearrange al cues clarify the words, phrases, to meaning. and sentences reconsid to clarify the er and meaning. modify the organiza tional structure and to rearrang e words and sentence s to clarify the meaning .
Page 300 Oregon English Language Proficiency Standards 7 Is understood when speaking, Is understood when Uses appropriate Use precise using consistent speaking, using language, language Standard English consistent action verbs, , action grammatical forms Standard English details, and the verbs, and sounds; grammatical active rather sensory however, some rules forms including than the details, may not be in the use of action passive voice. appropri evidence (e.g., third verbs but may ate and person singular, have random colorful male and female errors. modifier pronouns). s, and the active rather than the passive voice in ways that enliven oral presentat ions. 8 Uses appropriate adjectives Consistently uses Use appropriate and pronouns. appropriate grammar tenses (past, . present, future).
Page 301 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 8 SPEAKING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 9 Uses appropriate Use appropriate enunciation, enunciat pace, eye ion, contact and pace, gestures when eye practicing for a contact formal and presentation. gestures to engage the audience during formal presentat ions. 10 Speaks clearly and Speaks clearly and Speaks clearly and comprehensibly comprehensibly comprehensibly when when working when working in practicing for a formal one-on-one. small groups. presentation.
Page 302 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 8 LISTENING 1. CCG (K-12): Listen critically and respond appropriately across the subject areas (similar to 1996 “Recognize, pronounce … words in text by using phonics”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language i r
c minimal comprehension increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards s
e of general meaning; general meaning and some meaning and increased general meaning and good meaning, including D
l gain familiarity with the specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative e
v sounds, rhythms and routine expressions meaning. They respond in more meaning. They sustain language. Students e
L patterns of English. independently and respond complex sentences with more conversation, respond with initiate and negotiate
y Early stages show no using phrases and simple detail using newly acquired detail in compound and using appropriate c
n verbal responses while sentences, which include a vocabulary to experiment and complex sentences, actively discourse, varied e i c
i in later stages one or subject and predicate. form messages. (The brown participate using more grammatical structures f
o two word responses are Students show basic errors bear lived with his family in the extensive vocabulary, use and vocabulary, use r
P expected. Students in speech. (The bear is forest.) standard grammar with few conventions for formal respond in single words brown. He is eating.) random errors. (Can bears and informal language. and phrases, which may live in the forest if they find (Would you like me to include subject or a food there?) bring pictures of the predicate. Many speech bear that I saw last errors are observed. summer?) (bear, brown) 1 Demonstrates Listens and identifies main Listens and identifies main Listens to new information Listens to narrations, None available comprehension of oral points and concepts using points, key details and concepts across content areas and oral presentations and presentations and both verbal and nonverbal using nonverbal responses and identifies the main points, subject area topics and instructions through responses. short sentences. supporting details and key identifies the main nonverbal responses concepts. points, supporting (e.g., gestures, pointing, details and key and drawing). concepts. 2 None available Recognizes volume, tone, Recognizes and explains Interprets language choice, Analyzes oral Analyze oral and eye contact of speaker. language choice, volume, tone volume, tone and eye presentation, including presentations, and eye contact of speaker. contact of speaker. language choice, including language delivery and the effect choice and of the speaker on the delivery, and the listener. effect of the speaker’s interpretations on the listener.
Page 303 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 8 LISTENING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Answers questions Asks and answers questions Responds by asking simple Paraphrases stories Initiates discussion and Paraphrase a using nonverbal using phrases or simple questions or by brief restatement. including characters, setting, negotiates small group speaker’s purpose communication, (e.g. sentences. Responds by restating or asking and plot, summary, delivery discussions by and point of view, gestures, drawings and simple questions. and purpose. questioning, soliciting and ask relevant actions). information and questions paraphrasing. concerning the speaker’s content, delivery, and purpose.
Page 304 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 8 ANALYSIS 2. CCG (K-12): Evaluate the significance and accuracy of information and ideas presented in oral, visual, and multi-media communications across the subject areas (1996 Analysis). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English i r
c minimal comprehension increased comprehension of comprehension of general consistent comprehension of general and implied Language Arts s
e of general meaning; general meaning and some meaning and increased general meaning and good meaning, including Standards D
l gain familiarity with the specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative e
v sounds, rhythms and routine expressions meaning. They respond in more meaning. They sustain language. Students initiate e
L patterns of English. independently and respond complex sentences with more conversation, respond with and negotiate using
y Early stages show no using phrases and simple detail using newly acquired detail in compound and appropriate discourse, c
n verbal responses while sentences, which include a vocabulary to experiment and complex sentences, actively varied grammatical e i c
i in later stages one or subject and predicate. form messages. (The brown participate using more structures and vocabulary, f
o two word responses are Students show basic errors bear lived with his family in the extensive vocabulary, use use conventions for r
P expected. Students in speech. (The bear is forest.) standard grammar with few formal and informal respond in single words brown. He is eating.) random errors. (Can bears language. (Would you and phrases, which may live in the forest if they find like me to bring pictures include subject or a food there?) of the bear that I saw last predicate. Many speech summer?) errors are observed. (bear, brown) 1 None available With support, restates in Identifies the main idea and Asks questions and provides Provides constructive Provide phrases or simple sentences some supporting details of oral challenging statements that feedback to speakers on constructive the main idea of oral presentations using nonverbal affirms or challenges the content and delivery of feedback to presentations and using communication. Provides speaker’s message. speech by asking speakers symbols or other nonverbal feedback to the speaker. questions, challenging concerning the communication, provides statements or offering coherence and feedback to speaker. examples that affirm or logic of a challenge the speaker’s speech’s message. delivery, content and its overall impact upon the listener.
Page 305 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 8 ANALYSIS (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 None available None available With support, identifies and Identifies why a speech is Identifies and explains Evaluate the compares words or phrases in considered biased or hidden agendas, slant or credibility of a biased and non-biased or slanted slanted. biased text. speaker (e.g., and non-slanted printed material. hidden agendas, slanted or biased material). 3 Shows by responding Demonstrates by responding Interprets how illustrations, Evaluates how visual Interprets the various Interpret and nonverbally to simple to simple factual questions photographs, drawings, and images support text, ways in which usual evaluate the factual questions, how with phrases or simple support text communicate communicate messages and image-makers various ways in illustrations, sentences, how illustrations, messages and affect opinions. affect opinions. communicate which visual photographs, and photographs, and drawings information and affect image-makers (e.g., drawings communicate communicate information. impressions and graphic artists, information. opinions. illustrators, news photographers, and film makers) communicate information and affect impressions and opinions.
Page 306 Oregon English Language Proficiency Standards WRITING GRADE 8 PLANNING, EVALUATION, AND REVISION 1. CCG (K-12): Pre-write, draft, revise, edit, and publish across the subject areas. s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language i r
c minimal comprehension increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards s
e of general meaning; general meaning and some meaning and increased general meaning and good meaning, including D
l gain familiarity with the specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative e
v sounds, rhythms and routine expressions meaning. They respond in more meaning. They sustain language. Students e
L patterns of English. independently and respond complex sentences with more conversation, respond with initiate and negotiate
y Early stages show no using phrases and simple detail using newly acquired detail in compound and using appropriate c
n verbal responses while sentences, which include a vocabulary to experiment and complex sentences, actively discourse, varied e i c
i in later stages one or subject and predicate. form messages. (The brown bear participate using more grammatical structures f
o two word responses are Students show basic errors lived with his family in the extensive vocabulary, use and vocabulary, use r
P expected. Students in speech. (The bear is forest.) standard grammar with few conventions for formal respond in single words brown. He is eating.) random errors. (Can bears and informal language. and phrases, which may live in the forest if they find (Would you like me to include subject or a food there?) bring pictures of the predicate. Many speech bear that I saw last errors are observed. summer?) (bear, brown) 1 Draws a pictorial life Working cooperatively, uses Working cooperatively, explores Gathers ideas for writing Uses a variety of Use a variety of map which represents a variety of strategies to techniques for generating ideas topics by scanning strategies to prepare for strategies to important events in prepare for writing. Asks (clustering, brainstorming, materials, such as current writing, such as prepare for writing, student’s life. Through and answers the 5 W’s in cueing). periodicals and newspapers, brainstorming, making such as the use of visuals, relation to a topic. Breaks for events of interest and by lists, mapping, brainstorming, arranges related items into smaller groups or pairs surveying items of personal outlining, grouping making lists, on a time line to collect to gain further practice. interest, experiences and related ideas, using mapping, outlining, details of events ideas. graphic organizers, and grouping related chronologically. taking notes with ideas, using teacher support. graphic organizers, and taking notes.
Page 307 Oregon English Language Proficiency Standards WRITING GRADE 8 PLANNING, EVALUATION, AND REVISION (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Uses drawings, words Within a group, manipulates Following an outline, creates a Working cooperatively, Completes the writing Discuss ideas for or phrases to define sentence strips to develop draft of a paragraph. discusses ideas for writing process with teacher writing with ideas and subjects for sequence and structure and develops a draft support. classmates, potential writing (e.g., leading to paragraph collaboratively. Discusses teachers, and other provide pictures, words, construction. ideas for writing with others writers, and phrases and have and writes a draft. develop drafts students put them in alone and order). collaboratively. 3 Recognizes potential Matches and/or charts Chooses one topic that is narrow Determines choice of topic, Writes for variety of Identify audience audiences through audience and purposes with enough to be developed. vocabulary used, and details purposes and to specific and purpose. pictures, realia, pictures, words and phrases. Identifies two possible types of as influenced by the audience or person, matching, labeling, audiences and how the topic identified audience. adjusting style and tone based on background changes for each. as necessary to engage knowledge. interest of reader. 4 None available None available Following a model, gains Working in cooperative Chooses the register and Choose the form of familiarity with various writing groups, chooses the register form of writing that best writing that best forms and registers. and form of writing that best suits the intended suits the intended suits the intended purpose. purpose—personal purpose-personal letter, letter to the letter, letter to the editor, review, poem, editor, review, report, or narrative with poem, report, or teacher support. narrative.
5 None available None available Practices the different stages— Working with peers, Follows the writing Use the writing prewriting, drafting, revising and practices using the writing process of prewriting, process— editing. process—prewriting, drafting, revising, and prewriting, drafting, revising, and editing with teacher drafting, revising, editing. support. editing, and publishing successive versions.
Page 308 Oregon English Language Proficiency Standards WRITING GRADE 8 PLANNING, EVALUATION, AND REVISION (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 6 None available Demonstrates understanding Distinguishes between central Uses techniques such as Focuses on a central Focus on a central of central idea through ideas and extraneous clustering or webbing to idea, excluding loosely idea, excluding webbing or other graphic information. narrow down broader topic. related, extraneous, and loosely related, organizers. repetitious information. extraneous, and repetitious information. 7 Charts completed daily Completes a checklist of Develops a response sheet for Uses a revising checklist Uses a scoring guide to Use a scoring guide tasks and /or items to be incorporated in a group conferencing in order to provided by teacher as a review, evaluate, and to review, evaluate, assignments and good paragraph. evaluate student writing. guide to review and evaluate revise writing for and revise writing homework showing a writing for meaning and meaning and clarity for meaning and simplified scoring clarity. with teacher guidance. clarity. guide. 8 None available None available Following the reading of a Working in small groups, Revises drafts for word Revise drafts: for paragraph, arranges scrambled revises drafts of paragraphs choice, appropriate word choice, comprehension sentences in for word choice, topic organization, consistent appropriate order. sentence and conclusion. point of view and organization, transitions between consistent point of paragraphs, passages, view—and and ideas with teacher transitions between guidance. paragraphs, passages, and ideas. 9 None available Corrects sentences for Edits one’s own writing for Edits and corrects basic Peer edits and Edit and proofread proper use of final correct punctuation. grammatical structures and proofreads scoring one’s own writing, punctuation, capitals, and conventions of writing with guide. as well as that of correct spelling. teacher guidance. others, using the scoring guide, and, for example, an editing checklist or list of rules with specific examples of corrections of specific errors.
Page 309 Oregon English Language Proficiency Standards WRITING GRADE 8 WRITING 2. CCG (K-12): Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest (1996 “Convey clear, focused main ideas…”); organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs (1996 “Structure information in clear sequence…”); and use precise words and fluent sentence structures that support meaning (1996 “Sentence Structure”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English i r
c minimal comprehension increased comprehension of comprehension of general consistent comprehension of general and implied Language Arts s
e of general meaning; general meaning and some meaning and increased general meaning and good meaning, including Standards D
l gain familiarity with the specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative e
v sounds, rhythms and routine expressions meaning. They respond in more meaning. They sustain language. Students initiate e
L patterns of English. independently and respond complex sentences with more conversation, respond with and negotiate using
y Early stages show no using phrases and simple detail using newly acquired detail in compound and appropriate discourse, c
n verbal responses while sentences, which include a vocabulary to experiment and complex sentences, actively varied grammatical e i c
i in later stages one or subject and predicate. form messages. (The brown participate using more structures and vocabulary, f
o two word responses are Students show basic errors bear lived with his family in the extensive vocabulary, use use conventions for r
P expected. Students in speech. (The bear is forest.) standard grammar with few formal and informal respond in single words brown. He is eating.) random errors. (Can bears language. (Would you and phrases, which may live in the forest if they find like me to bring pictures include subject or a food there?) of the bear that I saw last predicate. Many speech summer?) errors are observed. (bear, brown) 1 None available Writes words and simple Writes simple sentences that Creates simple compositions Creates compositions that, Create phrases to give meaning to a have a clear message related to a with a clear message, a while they may include compositions picture, drawing or visual picture, drawing or visual stated thesis, and a syntactical and that engage the organizer. organizer. conclusion. grammatical errors, reader, have a engage the reader, have a clear message, a clear message, and end coherent thesis, with a stated conclusion. and end with a clear and well- supported conclusion.
Page 310 Oregon English Language Proficiency Standards WRITING GRADE 8 WRITING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 None available Uses single words or short Uses simple sentences to support Supports theses or Supports theses and Support theses or phrases to paraphrase an an opinion, give the opinion of conclusions by use of short conclusions with conclusions with idea and to express another, or paraphrase. quotations, opinions of quotations, opinions quotations, opinions. others, paraphrases, or from experts, opinions from simple analogies. paraphrases, analogies, experts, and/or similar devices, paraphrases, although some analogies, and/or structural errors may be similar devices. present. 3 None available Writes simple, complete Writes a simple but clear and Writes two or more Writes two or more Establish sentences. coherent paragraph. paragraphs linked by paragraphs that coherence within transitions. demonstrate coherence and among through transition paragraphs through sentences and parallel effective transitions structures. and parallel structures. 4 Demonstrates Uses simple descriptive Uses descriptive language and Uses descriptive language Uses descriptive Use descriptive comprehension of basic words and phrases in simple comparisons. including comparisons and language including language that descriptive vocabulary sentences to clarify and sensory images. comparisons, sensory clarifies and by use of gestures, enhance ideas. images and figurative enhances ideas by drawing or actions. language. establishing tone and mood through figurative language, sensory images, and comparisons.
Page 311 Oregon English Language Proficiency Standards WRITING GRADE 8 WRITING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 5 None available Writes simple, complete Writes a few types of sentences. Writes a variety of types of Uses varied sentence To present a lively sentences following a sentences and sentence types (such as simple, and effective model, visual organizer or openings. compound, complex, personal style, use parallel structure. and compound- varied sentence complex) and sentence types (simple, openings. Some compound, structures from complex, and languages other than compound- English may be present. complex) and sentence openings. 6 None available Writes simple, complete Following a model or fill-in Writes sentences that show Demonstrates clarity of To enhance clarity sentences following a form, writes a series of parallel comparisons and other writing by constructing and to support model, visual organizer or sentences. relationships. sentences that present meaning, use parallel structure. items in a series and parallelism in items juxtaposed for sentence emphasis. construction—to present items in a series and items juxtaposed for emphasis. 7 None available Writes simple, complete Using a provided list of Writes sentences using Utilizes a variety of To indicate clearly sentences following a conjunctions, writes sentences conjunctions and including types of conjunctions the relationship model, visual organizer or using conjunctions. simple phrases. and phrases to create between ideas, use parallel structure. sentences that clearly subordination, indicate the relationship coordination, between ideas. appositives, and other devices.
Page 312 Oregon English Language Proficiency Standards WRITING GRADE 8 CONVENTIONS 3. CCG (K-12): Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas (similar to 1996 “Use correct spelling, grammar, punctuation, capitalization…”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language i r
c minimal comprehension increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards s
e of general meaning; general meaning and some meaning and increased general meaning and good meaning, including D
l gain familiarity with the specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative e
v sounds, rhythms and routine expressions meaning. They respond in more meaning. They sustain language. Students e
L patterns of English. independently and respond complex sentences with more conversation, respond with initiate and negotiate
y Early stages show no using phrases and simple detail using newly acquired detail in compound and using appropriate c
n verbal responses while sentences, which include a vocabulary to experiment and complex sentences, actively discourse, varied e i c
i in later stages one or subject and predicate. form messages. (The brown participate using more grammatical structures f
o two word responses are Students show basic errors bear lived with his family in the extensive vocabulary, use and vocabulary, use r
P expected. Students in speech. (The bear is forest.) standard grammar with few conventions for formal respond in single words brown. He is eating.) random errors. (Can bears and informal language. and phrases, which may live in the forest if they find (Would you like me to include subject or a food there?) bring pictures of the predicate. Many speech bear that I saw last errors are observed. summer?) (bear, brown) Spelling 1 Practices writing Creates a list of vocabulary Demonstrates basic dictionary Recognizes misspelled Uses correct spelling Use correct alphabet and life skill of known words and skills by developing a dictionary words when editing and conventions with aid of spelling words. corresponding pictures. of frequently used words. revising writing. dictionary. conventions.
Page 313 Oregon English Language Proficiency Standards WRITING GRADE 8 CONVENTIONS (cont.) Grammar Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 1 None available None available Identifies and recognizes verb Matches correct verb tenses Maintains tense Use consistent tenses showing time of an action in sentence exercises. consistency in writing verb tenses. or condition through pictures, production. gestures or phrases.
2 None available Teacher models correct Identifies words frequently Corrects sample sentences Correctly uses frequently Correctly use usage through written misused. Writes sample for proper usage. misused words. frequently examples and guided sentences correctly for reference. misused words practice. (e.g., among, between; fewer, less; bring, take; and good, well). 3 None available None available Recognizes appropriate English Demonstrates recognition of Demonstrates appropriate Demonstrate usage and identifies correct correct English usage English usage with appropriate usage when given a choice. through reading and writing teacher guidance. English usage. appropriate to skill level. Punctuation 1 None available Uses written practice Understands the visual signs of Recognizes the proper use Demonstrates the correct Use conventions sentences, correct for punctuation as signals of a of conventions of use of mechanics in of punctuation periods. writer’s intentions. punctuation. writing with teacher correctly, guidance. including commas, hyphens, dashes, and semi-colons.
Capitalization 1 Correctly copies Models correct Practices editing for Creates own sentences to Uses correct Use correct alphabet capitalization. capitalization. illustrate each capitalization. capitalization. including rule. both lower and upper case letters.
Page 314 Oregon English Language Proficiency Standards WRITING GRADE 8 CONVENTIONS (cont.) Handwriting Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 1 Copies correct form of Gains familiarity with Practices handwriting when Self corrects handwriting Writes legibly. Write legibly. letters, words and writing the alphabet, high completing assignments. errors. phrases. frequency words, and simple sentences.
Page 315 Oregon English Language Proficiency Standards WRITING GRADE 8 WRITING MODES 4. CCG (K-12): Write narrative, expository, and persuasive texts, using a variety of written forms-including journals, essays, short stories, poems, research reports, research papers, business and technical writing-to express ideas appropriate to audience and purpose across the subject areas (1996 Modes/Forms). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English i r
c minimal comprehension increased comprehension of comprehension of general consistent comprehension of general and implied Language Arts s
e of general meaning; general meaning and some meaning and increased general meaning and good meaning, including Standards D
l gain familiarity with the specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative e
v sounds, rhythms and routine expressions meaning. They respond in more meaning. They sustain language. Students initiate e
L patterns of English. independently and respond complex sentences with more conversation, respond with and negotiate using
y Early stages show no using phrases and simple detail using newly acquired detail in compound and appropriate discourse, c
n verbal responses while sentences, which include a vocabulary to experiment and complex sentences, actively varied grammatical e i c
i in later stages one or subject and predicate. form messages. (The brown participate using more structures and vocabulary, f
o two word responses are Students show basic errors bear lived with his family in the extensive vocabulary, use use conventions for r
P expected. Students in speech. (The bear is forest.) standard grammar with few formal and informal respond in single words brown. He is eating.) random errors. (Can bears language. (Would you and phrases, which may live in the forest if they find like me to bring pictures include subject or a food there?) of the bear that I saw last predicate. Many speech summer?) errors are observed. (bear, brown) 1 Responds to a simple Writes simple words or Writes a simple narrative Given a choice of several Writes a personal Personal written or spoken phrases to describe self in a composed of short phrases and prompts, writes a personal narrative in several Narrative narrative, indicating contextualized situation simple sentences organized by narrative of one or more paragraphs, utilizing a comprehension by using such as a picture, web, fill- drawings, pictures or visual paragraphs in complete variety of sentence gestures, drawings or in form, visual organizer. organizer. sentences, using descriptive structures and verb tenses, actions. vocabulary. including introduction, setting, action, and conclusion.
Page 316 Oregon English Language Proficiency Standards WRITING GRADE 8 WRITING MODES (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Responds to a simple Writes simple words or Writes a simple fictional Given a choice of several Writes a fictional Fictional written or spoken phrases to create a fictional narrative composed of short prompts, writes a fictional narrative in several Narrative fictional narrative, narrative within a context phrases and simple sentences narrative of one or more paragraphs, utilizing a (Imaginative) indicating such as a picture, fill-in organized by drawings, pictures, paragraphs in complete variety of sentence comprehension by form, visual organizer. or visual organizer. sentences, using descriptive structures and verb tenses, using gestures, vocabulary. descriptive vocabulary, drawings or actions. including introduction, setting, action, and conclusion. 3 Responds to a simple Creates a list of sequential Writes a simple list of sequential Given a choice of several Writes an expository Expository written or spoken list of instructions by using instructions composed of short prompts, writes a one description in two or more instructions, indicating pictures or drawings and phrases and simple sentences paragraph description of a paragraphs, utilizing a comprehension by writing words or simple accompanied by drawings, process, using complete variety of sentence using gestures, phrases. pictures or a visual organizer. sentences and some structures and verb tenses, drawings or actions. descriptive vocabulary. descriptive vocabulary, and including introduction, main body, and conclusion. 4 Responds to a simple Writes words or simple Writes simple persuasive phrases Given a choice of several Writes a persuasive essay Persuasive written or spoken phrases to describe the pros and sentences to accompany a prompts, writes a persuasive of two or more persuasive paragraph, or cons of something within drawing, pictures, or visual paragraph in complete paragraphs, utilizing a indicating a context such as a picture, organizer. sentences, using descriptive variety of sentence comprehension by fill-in form, visual language. structures and verb tenses, using gestures, organizer. descriptive vocabulary, drawings or actions. including introduction, body, and conclusion.
Page 317 Oregon English Language Proficiency Standards WRITING GRADE 8 WRITING APPLICATIONS 4. CCG (K-12): Write narrative, expository, and persuasive texts, using a variety of written forms-including journals, essays, short stories, poems, research reports, research papers, business and technical writing-to express ideas appropriate to audience and purpose across the subject areas (1996 Modes/Forms) . s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English i
r minimal comprehension increased comprehension of comprehension of general consistent comprehension of general and implied Language Arts c s of general meaning; general meaning and some meaning and increased general meaning and good meaning, including Standards e
D gain familiarity with the specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative
l
e sounds, rhythms and routine expressions meaning. They respond in more meaning. They sustain language. Students initiate v
e patterns of English. independently and respond complex sentences with more conversation, respond with and negotiate using L Early stages show no using phrases and simple detail using newly acquired detail in compound and appropriate discourse, y c verbal responses while sentences, which include a vocabulary to experiment and complex sentences, actively varied grammatical n e
i in later stages one or subject and predicate. form messages. (The brown participate using more structures and vocabulary, c i
f two word responses are Students show basic errors bear lived with his family in the extensive vocabulary, use use conventions for o
r expected. Students in speech. (The bear is forest.) standard grammar with few formal and informal P respond in single words brown. He is eating.) random errors. (Can bears language. (Would you and phrases, which may live in the forest if they find like me to bring pictures include subject or a food there?) of the bear that I saw last predicate. Many speech summer?) errors are observed. (bear, brown) Narrative Writing 1 Responds to a written Lists words or phrases to Writes a simple narrative of an Writes a narrative of an Writes a biographical or Write or spoken narrative by describe a person or event. event in a few phrases and short event using some details to autobiographical narrative biographical or use of drawings, sentences. enhance clarity. or short story in a clear autobiographica gestures, or actions. coherent way, using a l narratives or variety of details. short stories: Relate a clear, coherent incident, event, or situation by using well- chosen details.
Page 318 Oregon English Language Proficiency Standards WRITING GRADE 8 WRITING APPLICATIONS (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Indicates the writer’s Matches words indicating In narrative writing, simply and As part of a narrative, In writing, expresses an Reveal the attitude about the degrees of significance and directly expresses the expresses the significance of attitude or the significance significance of, or subject of a short a variety of attitudes with significance of the topic or the topic or reveals an of the topic. the writer’s attitude written or spoken piece pictures, gestures or actions. describes an attitude about it. attitude about it, using a about, the subject. by drawings, gesturing variety of vocabulary. or using actions. 3 None available Writes lists of words or Writes short sentences or Writes narratives that Incorporates a variety of Use narrative and phrases to create paragraphs including basic include simple dialogues, narrative and descriptive descriptive descriptions of people, physical and background description, specific action, strategies in the writing strategies, places, and actions. description. Writes simple and comparison and process, including including relevant comparison and contrast contrast. dialogue, specific action, dialogue, specific sentences. description, and action, physical comparison and contrast description, of characters with teacher background support. description, and comparison or contrast of characters. Expository Writing: Response to Literary Text 1 Demonstrates Answers simple questions Writes short sentences to answer Shows comprehension by Demonstrates careful Write responses comprehension of a about a short literature piece questions about details of a short answering basic questions reading by answering to literature: short written, spoken, or by using basic words or literary text. about the interpretation and questions about a literary Demonstrate dramatized piece of short phrases. details of a literary text. text and, with teacher careful reading literature through support, describes and insight into drawings, gestures or interpretations of the text. interpretations. actions. 2 None available Writes words or phrases to Writes sentences responding to Responds to the writer’s Connects the student’s Connect the respond to a literary text. specific parts of a literary text. techniques, citing specific own responses to the student’s own textual references. writer’s techniques and to responses to the specific textual references writer’s techniques with teacher support. and to specific textual references.
Page 319 Oregon English Language Proficiency Standards WRITING GRADE 8 WRITING APPLICATIONS (cont.) Expository Writing: Response to Literary Text (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 None available Uses single words and short Picks out words and phrases Identifies the inferences. Identifies the Draw supported phrases to describe feelings from a literary text that have Describes the effects of a inferences. Describes inferences about and attitudes. significant impact on the reader. literary work on its audience the effects of a literary the effects of a and supports inferences with work on its audience literary work on its teacher assistance. and supports inferences audience. with teacher assistance. 4 None available Comments on how a literary Relates the message of a literary Supports interpretations Uses a variety of means Support text is like or unlike the text to personal knowledge through references to the to support interpretations student’s personal and/or experience. text or other works. interpretations, through references experience. including references to to the text, other the text, other works, works, other other authors, or to authors, or to personal knowledge personal with teacher support. knowledge. Expository Writing: Research Reports/ Multi-media Presentations 1 None available Writes simple complete Writes topic sentences as part of Synthesizes the main idea Specifies a thesis with Write research sentences. Asks questions paragraph writing. for a report with teacher teacher support. reports: about a topic. support. Specify a thesis.
2 Identifies a variety of Uses a few sources such as Uses a few sources such as Uses a variety of sources for Uses a variety of Use a variety of information sources, bilingual dictionaries, encyclopedia, computer, articles, research. Categorizes each primary and secondary primary and using drawings, computer, or texts to look or texts to research information as either primary or sources for research and secondary sources, gestures or actions. up information such as word on a topic. secondary. distinguishes the nature and distinguish the or concept definitions. and value of each with nature and value of teacher support. each.
Page 320 Oregon English Language Proficiency Standards WRITING GRADE 8 WRITING APPLICATIONS (cont.) Expository Writing: Research Reports/Multi-media Presentations (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 None available Copies important words, Paraphrases important ideas Summarizes ideas and Includes important Include phrases, or short quotations gleaned from information concepts from information ideas, concepts, and important ideas, from a source. sources. sources. direct quotations from concepts, and significant information direct quotations sources, and with from significant teacher support, information paraphrases and sources, and summarizes different paraphrase and perspectives on the summarize topic. different perspectives on the topic, as appropriate.
4 None available Recognizes and interprets Places provided information on Demonstrates ability to Creates graphics Organize and basic parts of graphs, tables, formatted graphics. gather information for a including title, caption, display and diagrams such as title, specific topic from graphs, or labels. information on heading, date and keys or tables, and diagrams. charts, tables, legends. maps, and graphs.
5 None available None available Gains familiarity with basic Recognizes purpose of Identifies and cites Document research resources. bibliography and its sources used in research sources. contents. with teacher guidance.
Persuasive Writing 1 None available Understands value Recognizes from written material Working cooperatively, Writes persuasive Write persuasive judgments. provided, the purpose of a chooses a subject that elicits compositions stating a compositions: persuasive essay and determines strong opinion. Writes a clear position or Include a well- the writer’s focus or position. statement of purpose, perspective in support defined thesis that explaining opinion or of a proposition or makes a clear and appeal. proposal. knowledgeable judgment or appeal.
Page 321 Oregon English Language Proficiency Standards WRITING GRADE 8 WRITING APPLICATIONS (cont.) Persuasive Writing (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 None available None available Working cooperatively, lists pros Practices through discussion States a clear position Present detailed and cons on a group identified and writing, differences on a proposition or evidence, topic. between fact and opinion proposal; charts examples, and statements. evidence for and against reasoning to this position. support arguments, differentiating between facts and opinions. 3 None available None available Clusters ideas about specific Focuses on topic by Anticipates and Provide details, subject. Identifies 2-3 main deciding what they want addresses readers reasons, and points of support. readers to think. Decides if concerns and counter- examples, reader is sympathetic, arguments with teacher arranging them apathetic, or opposed. support. effectively by anticipating and answering reader concerns and counter- arguments. Summaries, Business Letters, Job Applications and Resumes, Technical Writing 1 None available Completes basic business Completes simple informational Writes documents related to Writes documents Write documents forms that require documents related to career career development, related to career related to career information such as name, development. including simple business development, including development, address, and telephone letters and job applications. simple business letters, including simple number. job applications and business letters, job resumes that present applications and information resumes that: purposefully and Present information succinctly, meeting the purposefully and needs of the intended succinctly, meeting audience with teacher the needs of the guidance. intended audience.
Page 322 Oregon English Language Proficiency Standards WRITING GRADE 8 WRITING APPLICATIONS (cont.) Summaries, Business Letters, Job Applications and Resumes, Technical Writing (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 None available Completes forms requesting Demonstrates effective document Practices conventional Composes documents Follow the information. organization that follows a formats for documents. with appropriate conventional model. formatting by using word- format for the processing skills and type of document principles of design. (e.g., letter of inquiry, memorandum). 3 None available None available Writes guidelines needed to Writes sequence of steps Writes sequence of Write technical follow classroom or school rules. involved in operating a activities needed to documents: household object or explain a task or a set of Identify the machine, following a recipe, rules with teacher support. sequence of or building a model. activities needed to design a system, operate a tool, or explain the bylaws of an organization’s constitution or guidelines.
4 None available None available None available None available Recognizes the factors Include all the and variables that need to factors and be considered when variables that writing a technical need to be document with teacher considered. guidance. 5 None available Displays knowledge of basic Practices word processing, Gains familiarity with the Uses formatting Use formatting keyboarding skills, editing, saving and producing a various formatting techniques, including techniques, increasing computer literacy hard copy. techniques, including headings, and changing of including through instruction. headings, and changing of fonts to aid headings, and fonts to aid comprehension. comprehension. changing the fonts to aid comprehension.
Page 323 Oregon English Language Proficiency Standards WRITING GRADE 8 RESEARCH REPORT WRITING 5. CCG (K-12): Investigate topics of interest and importance across the subject areas, selecting appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materials (see Writing Applications-Expository Writing: Research Reports). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English i r
c minimal comprehension increased comprehension of comprehension of general consistent comprehension of general and implied Language Arts s
e of general meaning; general meaning and some meaning and increased general meaning and good meaning, including Standards D
l gain familiarity with the specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative e
v sounds, rhythms and routine expressions meaning. They respond in more meaning. They sustain language. Students initiate e
L patterns of English. independently and respond complex sentences with more conversation, respond with and negotiate using
y Early stages show no using phrases and simple detail using newly acquired detail in compound and appropriate discourse, c
n verbal responses while sentences, which include a vocabulary to experiment and complex sentences, actively varied grammatical e i c
i in later stages one or subject and predicate. form messages. (The brown participate using more structures and vocabulary, f
o two word responses are Students show basic errors bear lived with his family in the extensive vocabulary, use use conventions for r
P expected. Students in speech. (The bear is forest.) standard grammar with few formal and informal respond in single words brown. He is eating.) random errors. (Can bears language. (Would you and phrases, which may live in the forest if they find like me to bring pictures include subject or a food there?) of the bear that I saw last predicate. Many speech summer?) errors are observed. (bear, brown) 1 Responds to basic Asks and answers basic Identifies research topics, Identifies research topics; Identifies topics; develops Identify topics; questions through questions, using develops simple questions for develops questions for high level questions for develop high- gestures, drawings or interrogatives and other inquiry. inquiry; develops sub- inquiry; develops sub- level questions actions. question formats. questions to guide research. questions to guide for inquiry; research of sub-topics develop sub- with teacher support. questions to guide research of sub-topics.
Page 324 Oregon English Language Proficiency Standards WRITING GRADE 8 RESEARCH REPORT WRITING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Copies lists of English Copies lists of vocabulary Takes simple notes on a topic, Uses structured note-taking Uses effective note-taking Use effective vocabulary and and other information using a visual organizer or other techniques, documenting techniques to ensure note-taking definitions in native presented by teacher in structured support. both quoted and appropriate documentation techniques to language. print, on board, or screen. paraphrased material. of quoted as well as ensure paraphrased material with appropriate teacher support. documentation of quoted as well as paraphrased material.
3 None available Uses a computer to access Makes a simple computer Makes a multiple-step plan Plans and conducts Plan and conduct an information source in research plan, possibly using for a computer network multiple-step information multiple-step English and/or another visual organizers or other information search and searches by using information language. organizing strategies, and uses it conducts the research in computer networks in searches by using to conduct a computer network English and/or another English and/or another computer search in English and/or another language with teacher language. networks. language. support. 4 None available Lists a few information Lists a variety of primary and Analyzes the validity and Analyzes the validity and Analyze the sources with teacher secondary information sources reliability of primary and reliability of primary and validity and support. with teacher support. secondary sources and secondary sources and reliability of makes decisions about uses the information primary and which sources are best to appropriately with teacher secondary use with teacher support. support. sources, and use the information appropriately.
5 None available Writes short phrases and Paraphrases information drawn Using a visual organizer or Achieves an effective Achieve an sentences expressing from a text. Writes original ideas other structure, categorizes balance between effective balance original ideas. Copies about the same topic. researched information and documented researched between information, words and original ideas. information and original documented phrases from a text. ideas with teacher support. researched information and original ideas.
Page 325 Oregon English Language Proficiency Standards WRITING GRADE 8 RESEARCH REPORT WRITING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 6 None available Indicates the author of a Locates the author, publisher, Uses visual organizers or Uses MLA and APA Use appropriate source by gestures or location, and copyright date of other structured methods, methods of citation for methods of writing. an information source. and with teacher support, quoted and paraphrased citation for writes citations using the material with teacher quoted as well as MLA or APA methods. support. paraphrased material (e.g., Works Cited Entries—MLA, Reference Entries—APA).
Page 326 Oregon English Language Proficiency Standards READING GRADE 9 DECODING AND WORD RECOGNITION 1. CCG (K-12): Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas (similar to 1996 “Recognize, pronounce…words in text by using phonics”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English i r
c minimal increased comprehension of comprehension of general consistent comprehension of general and implied Language Arts s
e comprehension of general meaning and some meaning and increased general meaning and good meaning, including Standards D
l general meaning; gain specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative e
v familiarity with the routine expressions meaning. They respond in more meaning. They sustain language. Students e
L sounds, rhythms and independently and respond complex sentences with more conversation, respond with initiate and negotiate
y patterns of English. using phrases and simple detail using newly acquired detail in compound and using appropriate c
n Early stages show no sentences, which include a vocabulary to experiment and complex sentences, actively discourse, varied e i c
i verbal responses while subject and predicate. form messages. (The brown participate using more grammatical structures f
o in later stages one or Students show basic errors bear lived with his family in the extensive vocabulary, use and vocabulary, use r
P two word responses are in speech. (The bear is forest.) standard grammar with few conventions for formal expected. Students brown. He is eating.) random errors. (Can bears and informal language. respond in single words live in the forest if they find (Would you like me to and phrases, which may food there?) bring pictures of the bear include subject or a that I saw last summer?) predicate. Many speech errors are observed. (bear, brown) 1 Reads aloud simple Reads simple paragraphs Uses decoding skills and Reads increasingly complex Uses decoding skills and Read at an words presented in and passages independently; knowledge of vocabulary, both narrative and expository knowledge of academic independent and literature and content demonstrates academic and social, to read texts aloud with appropriate and social vocabulary to instructional area texts; demonstrates comprehension by using independently on familiar topics. pacing, intonation and achieve independent reading level comprehension by simple phrases or sentence expression. Uses decoding reading of complex and appropriate to using 1-2 words or responses. skills and knowledge of unfamiliar topics. grade level. simple sentence vocabulary, both academic responses. and social, to read independently on increasingly complex and unfamiliar topics with teacher support.
Page 327 Oregon English Language Proficiency Standards READING GRADE 9 LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT 2. CCG (K-12): Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed.
s Intermediate
r Beginning Early Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language p i
r minimal increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards c
s comprehension of general meaning and some meaning and increased general meaning and good meaning, including e
D general meaning; gain specific meaning. They use comprehension of specific understanding of implied idiomatic and
l
e familiarity with the routine expressions meaning. They respond in more meaning. They sustain figurative language. v
e sounds, rhythms and independently and respond complex sentences with more conversation, respond with Students initiate and L
patterns of English. using phrases and simple detail using newly acquired detail in compound and negotiate using y
c Early stages show no sentences, which include a vocabulary to experiment and complex sentences, actively appropriate discourse, n
e verbal responses while subject and predicate. form messages. (The brown participate using more varied grammatical i c
i in later stages one or Students show basic errors bear lived with his family in the extensive vocabulary, use structures and f
o two word responses are in speech. (The bear is forest.) standard grammar with few vocabulary, use r
P expected. Students brown. He is eating.) random errors. (Can bears conventions for formal respond in single words live in the forest if they find and informal language. and phrases, which may food there?) (Would you like me to include subject or a bring pictures of the predicate. Many speech bear that I saw last errors are observed. summer?) (bear, brown) 1 Listens to, reads and Listens to, reads and retells Listens to, reads and outlines Listens to, reads and Listens to, reads, and Listen to, read, and retells simple stories simple stories from a variety text from a variety of summarizes text from a understands text from a understand a wide from a variety of of informational and informational and narrative text variety of informational and wide variety of variety of informational and narrative text including including literature, magazines, narrative text including informational and informational and narrative texts using literature, magazines, newspapers, reference materials, literature, poetry, narrative text, narrative text, drawings, words, or newspapers, and online and online information using magazines, newspapers, including classic and including classic phrases. information using simple simple sentences. reference materials, and contemporary and contemporary sentences or visuals. online information using literature, poetry, literature, poetry, more complex sentences. magazines, magazines, newspapers, reference newspapers, materials, and online reference materials, information with and online teacher support. information.
Page 328 Oregon English Language Proficiency Standards READING GRADE 9 LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Using familiar text, Using familiar text, makes Following pre-teaching of Applies knowledge of Makes connections to Make makes connections to connections to and within essential concepts, makes essential concepts to make text, within text, and connections to and within texts. texts. connections to and within texts connections to text, within among texts across the text, within text, across the subject areas. text, and among texts across subject areas with teacher and among texts the subject areas. support. across the subject areas. 3 Demonstrates listening Demonstrates listening Demonstrates listening Demonstrates listening Demonstrates listening Demonstrate comprehension of comprehension of some comprehension of all familiar comprehension of more comprehension of more listening familiar text using familiar text across the texts through class and/or small complex text through class complex text through comprehension drawings, words, or subject areas using simple group discussions across the and/or small group class and/or small group of more complex phrases. sentences. subject areas. interpretive discussions interpretive discussions text through across the subject areas with across the subject areas. class and/or teacher support. small group interpretive discussions across the subject areas. 4 Matches reading to Matches reading to purpose Matches reading to purpose— Matches reading to purpose Matches reading to Match reading to purpose. —location of information, location of information, some —location of information, purpose—location of purpose— minimal comprehension, comprehension, and personal comprehension, and information, full location of and personal enjoyment. enjoyment. personal enjoyment. comprehension, and information, full personal enjoyment. comprehension, and personal enjoyment.
Page 329 Oregon English Language Proficiency Standards READING GRADE 9 LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 5 Learns a variety of Learns a variety of Understands a variety of Understands and draws upon Understands and draws Understand and comprehension comprehension strategies - comprehension strategies - re- a variety of comprehension upon a variety of draw upon a strategies - self- re-reading, self-correcting, reading, self-correcting, class strategies as needed - re- comprehension strategies variety of correcting, generating small group guided and small group guided reading, self-correcting, as needed - re-reading, comprehension and responding to discussions, generating and discussions, generating and summarizing, class and self-correcting, strategies as simple questions, using responding to questions, and responding to questions, making group guided discussions, summarizing, class and needed—re- drawings, words, or making predictions using predictions, and comparing generating and responding group guided discussions, reading, self- phrases. simple sentences. information on familiar topics to essential questions, generating and correcting, with teacher support. making predictions, and responding to essential summarizing, comparing information on questions, making class and group familiar topics with teacher predictions, and discussions, support. comparing information generating and with teacher support. responding to essential questions, making predictions, and comparing information from several sources. 6 Applies knowledge of Applies knowledge of Applies knowledge of decoding Demonstrates internalization Identifies words or Clearly identify academic and social academic and social skills and academic and social of English grammar, usage, phrases essential to specific words vocabulary in student’s vocabulary in student’s vocabulary to recognize and and word choice by understanding text and or wordings that native language to native language and English correct some errors when recognizing and correcting applies word analysis or are causing recognize and correct to recognize and correct reading. errors when reading. context strategies to comprehension some errors when some errors when reading demonstrate difficulties and reading familiar texts in familiar texts. comprehension with use strategies to English. teacher support. correct.
Page 330 Oregon English Language Proficiency Standards READING GRADE 9 VOCABULARY 3. CCG (K-12): Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas (similar to 1996 “…know the meaning of words in text by using...language structure, contextual clues, and visual clues”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language p i
r minimal increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards c s
e comprehension of general meaning and some meaning and increased general meaning and good meaning, including D
general meaning; gain specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative l
e familiarity with the routine expressions meaning. They respond in more meaning. They sustain language. Students initiate v e sounds, rhythms and independently and respond complex sentences with more conversation, respond with and negotiate using L
y patterns of English. using phrases and simple detail using newly acquired detail in compound and appropriate discourse, c
n Early stages show no sentences, which include a vocabulary to experiment and complex sentences, actively varied grammatical e i
c verbal responses while subject and predicate. form messages. (The brown participate using more structures and vocabulary, i f
o in later stages one or Students show basic errors bear lived with his family in the extensive vocabulary, use use conventions for r
P two word responses are in speech. (The bear is forest.) standard grammar with few formal and informal expected. Students brown. He is eating.) random errors. (Can bears language. (Would you respond in single words live in the forest if they find like me to bring pictures and phrases, which may food there?) of the bear that I saw last include subject or a summer?) predicate. Many speech errors are observed. (bear, brown) 1 Uses meaning clues Uses meaning clues from Uses context and all sources of Independently uses Interprets the meaning of Determine (non-print features and print and non-print features familiar information available as contextual and structural unknown words by using meanings of background and simple language well as language structure to clues to determine meanings more complex clues and knowledge) as well as structure (e.g., word order) expand vocabulary and of unknown words. language structure to words using basic language structure to expand vocabulary and determine meaning of unknown expand vocabulary. contextual and (e.g., word order) to determine meaning of words when reading. structural expand vocabulary unknown words when clues. when reading. reading.
Page 331 Oregon English Language Proficiency Standards READING GRADE 9 VOCABULARY (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Compares and Recognizes common Understands simple idioms, Understands and uses Identifies and uses literal Identify and use the contrasts simple items idioms, some comparisons some comparisons such as idioms and comparisons and figurative meanings literal and using non-print media. such as simple analogies analogies, figures of speech, and such as analogies, similes of words and phrases figurative meanings and similes. some similes and metaphors in and metaphors with teacher using contextual clues. of words and literature and texts in content support. Infer literal and phrases. areas. Infers literal meaning of figurative meaning of phrases. phrases. 3 Recognizes humor Identifies simple jokes in Interprets humor in written text Distinguishes between the Distinguishes between the Distinguish using illustrations, print. and orally. denotative and connotative denotative and between the comics. meanings of words, and connotative meanings of denotative and recognizes the connotative words, and interprets the connotative power of words. connotative power of meanings of words, words. and interpret the connotative power of words.
4 Uses bilingual Uses bilingual and English Uses bilingual and English Independently uses Independently uses Use general dictionaries and other dictionaries, thesauruses, dictionaries, thesauruses, dictionaries, glossaries, dictionaries, glossaries, dictionaries, informational sources and other informational glossaries, and other thesauruses, or related thesauruses, or related specialized with teacher and sources. informational sources. references to perform references to perform dictionaries, contextual support. academic tasks with teacher academic tasks. glossaries, support. thesauruses, or related references to increase vocabulary. 5 Within context, locates Identifies technical Identifies technical vocabulary in Recognizes and defines Understands familiar Understand information using vocabulary in familiar subject area reading. technical vocabulary in words of technical technical graphs, charts and reading. subject area reading. vocabulary in subject area vocabulary in diagrams. reading with teacher subject area support. reading.
Page 332 Oregon English Language Proficiency Standards READING GRADE 9 READ TO PERFORM A TASK 4. CCG (K-12): Find, understand, and use specific information in a variety of texts across the subject areas to perform a task (similar to 1996 “Locate information”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language p i
r minimal increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards c s
e comprehension of general meaning and some meaning and increased general meaning and good meaning, including D
general meaning; gain specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative l
e familiarity with the routine expressions meaning. They respond in more meaning. They sustain language. Students v e sounds, rhythms and independently and respond complex sentences with more conversation, respond with initiate and negotiate L
y patterns of English. using phrases and simple detail using newly acquired detail in compound and using appropriate c
n Early stages show no sentences, which include a vocabulary to experiment and complex sentences, actively discourse, varied e i
c verbal responses while subject and predicate. form messages. (The brown participate using more grammatical structures i f
o in later stages one or Students show basic errors bear lived with his family in the extensive vocabulary, use and vocabulary, use r
P two word responses are in speech. (The bear is forest.) standard grammar with few conventions for formal expected. Students brown. He is eating.) random errors. (Can bears and informal language. respond in single words live in the forest if they find (Would you like me to and phrases, which may food there?) bring pictures of the bear include subject or a that I saw last summer?) predicate. Many speech errors are observed. (bear, brown)
Page 333 Oregon English Language Proficiency Standards READING GRADE 9 READ TO PERFORM A TASK (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 1 Reads pictorial, graphic Reads catalogs, short Reads simple textbooks, Reads textbooks, Reads essays, historical Read textbooks; or contextualized texts biographical sketches, informal letters, directions, magazines, newspapers, documents, editorials, biographical (e.g. bus routes). adapted textbooks, informal magazine articles written with consumer forms, formal textbooks, technical sketches; letters; notes and simple directions. controlled vocabulary, brief letters, and more complex directions and public diaries; directions; news stories, and diaries. biographical sketches. documents. procedures; magazines; essays; primary source historical documents; editorials; news stories; periodicals; bus routes; catalogs; technical directions; consumer, workplace, and public documents. 2 Uses pictures, lists, Extracts information from Synthesizes information from Synthesizes information Independently and with Synthesize charts, and tables to visual materials and charts, graphs, tables, diagrams, from charts, tables, contextual support, information found identify the vocabulary provides at least one glossaries, or related grade-level diagrams and glossaries to synthesizes familiar in various parts of used in different school conclusion from the material and supports support conclusions with facts found in a variety charts, tables, settings and to get material. conclusions with teacher teacher support. of grade appropriate diagrams, information. support. informational text and glossaries, or draws conclusions from related grade-level the selected facts. text to reach supported conclusions.
Page 334 Oregon English Language Proficiency Standards READING GRADE 9 READ TO PERFORM A TASK (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Recognizes symbols Uses titles, graphics, and Reads and understands job and Understands and identifies Analyzes the structure Analyze the and graphics related to key words to understand consumer related materials such the basic components in job and format of job and structure and consumer materials some details of consumer as signs, classified ads and and common consumer consumer-related format of job and (traffic signs). related materials such as safety regulations. related materials. Identifies materials, including the consumer-related advertisements and and understands common graphics and headers materials, including coupons. abbreviations found in with teacher support. the graphics and magazines, newspaper, headers, and telephone books. explain how the features support the intended purposes. 4 Follows simple Uses manuals to use Demonstrates the use of Demonstrates the use of Demonstrates Demonstrate directions supported by calculators, computers, technology by following simple technology by following sophisticated use of sophisticated use of pictures or other educational software, and directions in manuals found in directions in technical technology by technology by graphics to access and electronic games with calculators, educational manuals (e.g., those found following directions in following use calculators, contextual support. software, and in access to the with graphic calculators and technical manuals (e.g., directions in computers, and World Wide Web with teacher software programs and in those found with technical manuals educational software and contextual support. access guides to the World graphing calculators (e.g., those found games. Wide Web sites) with and specialized with graphing teacher support. software programs and calculators and in access guides to specialized World Wide Web sites software programs on the Internet) with and in access teacher support. guides to World Wide Web sites on the Internet).
Page 335 Oregon English Language Proficiency Standards READING GRADE 9 INFORMATIONAL TEXT: DEMONSTRATE GENERAL UNDERSTANDING 5. CCG (K-12): Demonstrate general understanding of grade-level informational text across the subject areas (similar to 1996 “Demonstrate literal comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o
t Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English p i minimal increased comprehension of comprehension of general consistent comprehension of general and implied Language Arts r c
s comprehension of general meaning and some meaning and increased general meaning and good meaning, including Standards e general meaning; gain specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative D
l familiarity with the routine expressions meaning. They respond in more meaning. They sustain language. Students initiate e
v sounds, rhythms and independently and respond complex sentences with more conversation, respond with and negotiate using e
L patterns of English. using phrases and simple detail using newly acquired detail in compound and appropriate discourse,
y Early stages show no sentences, which include a vocabulary to experiment and complex sentences, actively varied grammatical c
n verbal responses while subject and predicate. form messages. (The brown participate using more structures and vocabulary, e i
c in later stages one or Students show basic errors bear lived with his family in the extensive vocabulary, use use conventions for i f
o two word responses are in speech. (The bear is forest.) standard grammar with few formal and informal r expected. Students brown. He is eating.) random errors. (Can bears language. (Would you P respond in single words live in the forest if they find like me to bring pictures and phrases, which may food there?) of the bear that I saw last include subject or a summer?) predicate. Many speech errors are observed. (bear, brown) 1 Identifies the sequence Identifies sequence of Identifies sequence of events, Identifies sequence of Identifies and/or Identify and/or of events from simple events, most main ideas and main ideas and details of events, main ideas, summarizes sequence of summarize informational and some details of familiar familiar informational and supporting details and events, main ideas, facts, sequence of practical texts using informational and practical practical texts. opinions in unfamiliar supporting details, and events, main pictures, lists, charts, texts using key words or informational and practical opinions in informational ideas, facts, and tables. phrases. texts. and practical selections supporting with teacher support. details, and opinions in informational and practical selections.
Page 336 Oregon English Language Proficiency Standards READING GRADE 9 INFORMATIONAL TEXT: DEMONSTRATE GENERAL UNDERSTANDING Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Clarifies understanding Clarifies understanding of Clarifies understanding of Clarifies understanding of Clarifies understanding of Clarify of familiar short and simple informational texts by creating informational texts by informational texts by understanding of informational texts by informational texts by webs, diagrams, charts, tables creating webs, diagrams, creating in-depth outlines, informational creating simple creating comics, Venn and simple outlines. charts, tables, summaries, or graphic organizers, texts by creating illustrations, charts or diagrams, charts, or tables. more detailed outlines. diagrams, notes, or sophisticated tables. summaries with teacher outlines, graphic support. organizers, diagrams, logical notes, or summaries.
Page 337 Oregon English Language Proficiency Standards READING GRADE 9 INFORMATIONAL TEXT: DEVELOP AN INTERPRETATION 6. CCG (K-12): Develop an interpretation of grade-level informational text across the subject areas (similar to 1996 “Demonstrate inferential comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language p i
r minimal increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards c s
e comprehension of general meaning and some meaning and increased general meaning and good meaning, including D
general meaning; gain specific meaning. They use comprehension of specific understanding of implied idiomatic and l
e familiarity with the routine expressions meaning. They respond in more meaning. They sustain figurative language. v e sounds, rhythms and independently and respond complex sentences with more conversation, respond with Students initiate and L
y patterns of English. using phrases and simple detail using newly acquired detail in compound and negotiate using c
n Early stages show no sentences, which include a vocabulary to experiment and complex sentences, actively appropriate discourse, e i
c verbal responses while subject and predicate. form messages. (The brown participate using more varied grammatical i f
o in later stages one or Students show basic errors bear lived with his family in the extensive vocabulary, use structures and r
P two word responses are in speech. (The bear is forest.) standard grammar with few vocabulary, use expected. Students brown. He is eating.) random errors. (Can bears conventions for formal respond in single words live in the forest if they and informal language. and phrases, which may find food there?) (Would you like me to include subject or a bring pictures of the predicate. Many speech bear that I saw last errors are observed. summer?) (bear, brown) 1 None available Makes predictions about Recognizes foreshadowing as a Recognizes elements of Predicts outcomes Predict probable events of stories on familiar technique, and begins to predict foreshadowing and predicts supported by textual future outcomes topics. outcomes based on textual clues. outcomes, based on textual clues, including supported by the clues with teacher support. foreshadowing with text, including teacher support. foreshadowing clues. 2 Identifies ideas in Reads and identifies Identifies author’s meaning and Identifies images, patterns, Infers an author’s Infer an author’s familiar texts using key main ideas and some purpose, based on facts and and symbols found in text. unstated meaning and unstated meaning words or phrases found events found in text. draws conclusions and draw in text. details of informational about an author’s conclusions about and literary materials. stated meaning based an author’s stated on facts, events, meaning based on images, patterns and facts, events, symbols found in text images, patterns or with teacher support. symbols found in text.
Page 338 Oregon English Language Proficiency Standards READING GRADE 9 INFORMATIONAL TEXT: DEVELOP AN INTERPRETATION (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 None available Recognizes author’s Identifies author’s arguments Determines author’s Makes determinations Make reasoned arguments about a subject, about a subject using explicitly arguments by using about an author’s assertions about given a brief passage. stated information from a given elements of the text to arguments by using an author’s passage. clarify interpretations. elements of the text to arguments by defend and clarify using elements of interpretations with the text to defend teacher’s support. and clarify interpretations. . 4 Identifies cause-effect Identifies cause-effect, Explains understood Analyzes understood Analyzes implicit Analyze implicit relationship of familiar sequence-time relationships relationships such as cause-effect relationships such as cause- relationships, such as relationships, objects or events by of familiar objects or events or sequence-time relationships. effect, sequence-time, cause-and-effect, such as cause- pointing, labeling or using words or phrases. comparisons, and sequence-time and-effect, using graphics. classifications. relationships, sequence-time comparisons, relationships, classifications, and comparisons, generalizations with classifications, teacher support. and generalizations. 5 Identifies main ideas in Reads and identifies main Explains main ideas and details Identifies and explains the Identifies main idea when Infer the main some familiar texts ideas in familiar materials. of informational, literary, and main ideas and critical it is not explicitly stated idea when it is using key words or text materials with teacher details of informational and supports main idea not explicitly phrases. support. materials, literary texts, and with details from texts. stated, and texts in content areas with support with teacher support. evidence from the text.
Page 339 Oregon English Language Proficiency Standards READING GRADE 9 INFORMATIONAL TEXT: EXAMINE CONTENT AND STRUCTURE 7. CCG (K-12): Examine content and structure of grade-level informational text across the subject areas (similar to 1996 “Demonstrate evaluative comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English p i
r minimal increased comprehension of comprehension of general consistent comprehension of general and implied Language Arts c s
e comprehension of general meaning and some meaning and increased general meaning and good meaning, including Standards D
general meaning; gain specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative l
e familiarity with the routine expressions meaning. They respond in more meaning. They sustain language. Students initiate v e sounds, rhythms and independently and respond complex sentences with more conversation, respond with and negotiate using L
y patterns of English. using phrases and simple detail using newly acquired detail in compound and appropriate discourse, c
n Early stages show no sentences, which include a vocabulary to experiment and complex sentences, actively varied grammatical e i
c verbal responses while subject and predicate. form messages. (The brown participate using more structures and vocabulary, i f
o in later stages one or Students show basic errors bear lived with his family in the extensive vocabulary, use use conventions for r
P two word responses are in speech. (The bear is forest.) standard grammar with few formal and informal expected. Students brown. He is eating.) random errors. (Can bears language. (Would you respond in single words live in the forest if they find like me to bring pictures and phrases, which may food there?) of the bear that I saw last include subject or a summer?) predicate. Many speech errors are observed. (bear, brown) 1 Identifies author’s Selects the author’s purpose Identifies the author’s purpose Identifies author’s purpose Determines the author’s Draw purpose by matching, from a provided list. and relates it to specific details and relates it to details in purpose and relates it to conclusions labeling, drawing. in the text. text with teacher support. specific details in the text about the with teacher’s support. author’s purpose based on evidence in the text. 2 None available Identifies facts and Compares and contrasts fact and Identifies reasoning based Differentiates among Differentiate opinions. opinion. on fact and opinion from reasoning based on fact among reasoning selected texts across various versus reasoning based on based on fact areas. opinions, emotional versus reasoning appeals, or other based on persuasive techniques opinions, with teacher support. emotional appeals, or other persuasive techniques.
Page 340 Oregon English Language Proficiency Standards READING GRADE 9 INFORMATIONAL TEXT: EXAMINE CONTENT AND STRUCTURE (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 None available None available Determines the characteristics of Determines author’s Evaluates if and how Evaluate if and how the a credible source and credible credibility by the use of the author uses author uses authoritative facts. credible sources in support authoritative sources to sources to establish of arguments or propose establish credibility for credibility for arguments, actions. arguments or proposed proposed actions, or actions with teacher policies. support. 4 Compares familiar Using graphic organizers, Using graphic organizers, Compares and contrasts Compares and contrasts Compare and contrast objects or events compares information on compares and contrasts information on the same information on the same information on the using charts, tables or the same familiar topic information on the same familiar topic after reading two or topic after reading same topic after other nonverbal after reading at least two topic after reading at least two or more familiar passages or several passages or reading several resources. brief passages or articles. more passages or articles. articles. articles with teacher passages or articles. support. 5 Uses pictorials to Distinguishes between Identifies logical statements. Explains how a text shows Evaluates the logic, Evaluate the logic, show statements. true and false statements. logic and consistency. unity and consistency of unity, and consistency text with teacher of text. support. 6 None available None available Identifies the relationship Explains how an author Evaluates an author’s Evaluate an author’s between generalizations and makes an argument by argument or defense of argument or defense of evidence and how the author’s evaluating the relationship a claim by evaluating a claim by evaluating intent or bias affects the tone of a between generalizations and the relationship between the relationship text. evidence and the author’s generalizations and between intent or bias. evidence, the generalizations and comprehensiveness of evidence, the evidence, and the comprehensiveness of author’s intent or bias evidence, and the way with teacher support. in which the author’s intent or bias affects the structure and tone of the text (e.g., in professional journals, sports journals, editorials, political speeches, primary source material).
Page 341 Oregon English Language Proficiency Standards READING GRADE 9 INFORMATIONAL TEXT: EXAMINE CONTENT AND STRUCTURE (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 7 None available None available Identifies statements in Examines the sequence of Evaluates the logic of Evaluate the logic of documents containing directions information and procedures documents (e.g., documents (e.g., (e.g., assembly of an item) that in documents containing directions for assembly of directions for may lead to possible reader directions (e.g., assembly of an item, applications), assembly of an item, misunderstandings. an item) in anticipation of examining the sequence of applications), possible reader information and examining the misunderstandings. procedures in anticipation sequence of of possible reader information and misunderstandings with procedures in teacher support. anticipation of possible reader misunderstandings. 8 Uses pictures, lists, Uses informational Elaborates more detailed Locates and evaluates a Applies knowledge of Generate relevant charts, and tables to materials to perform a subject-specific tasks with variety of informational other subject-specific questions about identify the factual basic research task with teacher and contextual support. texts for research purposes classes to generate readings on issues components of contextual support. with contextual support. relevant questions about that can be informational readings on issues that can researched. materials in which the be researched. student can draw meaning. 9 Identifies relationship Reads and identifies Describes relationships between Paraphrases the ideas of two Synthesizes the content Synthesize the between two simple relationships between two two or more texts on the same or more texts by a single from several sources or content from several texts on a single issue written texts on the same topic to demonstrate author and connects them to works by a single author sources or works by read to them; using issue and uses own comprehension. other sources and related dealing with a single a single author own experiences, experience to demonstrate topics to demonstrate issue; paraphrases the dealing with a single identifies key words comprehension. comprehension. ideas and connects them issue; paraphrase the and/or phrases. to other sources and ideas and connect related topics to them to other sources demonstrate and related topics to comprehension with demonstrate teacher support. comprehension. 10 None available Lists ideas about a single Paraphrases and extends ideas Elaborates on ideas Extends ideas presented in Extend ideas topic found in simple presented in primary or presented in primary or primary or secondary presented in primary primary or secondary secondary sources. secondary sources. sources through original or secondary sources texts. analysis, evaluation, and through original elaboration with teacher analysis, evaluation, support. and elaboration.
Page 342 Oregon English Language Proficiency Standards LITERATURE GRADE 9 LISTEN TO AND READ LITERARY TEXT 8. CCG (K-12): Listen to text and read text to make connections and respond to a wide variety of literature of varying complexity. s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language Arts p i
r minimal comprehension increased comprehension comprehension of general consistent comprehension general and implied Standards c s
e of general meaning; gain of general meaning and meaning and increased of general meaning and meaning, including D
familiarity with the some specific meaning. comprehension of specific good understanding of idiomatic and figurative l
e sounds, rhythms and They use routine meaning. They respond in implied meaning. They language. Students v e patterns of English. expressions independently more complex sentences with sustain conversation, initiate and negotiate L
y Early stages show no and respond using phrases more detail using newly respond with detail in using appropriate c
n verbal responses while and simple sentences, acquired vocabulary to compound and complex discourse, varied e i
c in later stages one or two which include a subject experiment and form sentences, actively grammatical structures i f
o word responses are and predicate. Students messages. (The brown bear participate using more and vocabulary, use r
P expected. Students show basic errors in lived with his family in the extensive vocabulary, use conventions for formal respond in single words speech. (The bear is forest.) standard grammar with and informal language. and phrases, which may brown. He is eating.) few random errors. (Can (Would you like me to include subject or a bears live in the forest if bring pictures of the predicate. Many speech they find food there?) bear that I saw last errors are observed. summer?) (bear, brown) 1 Uses pictures, lists, Distinguishes among Reads and makes connections Reads and makes Identifies the major Listen to text and read charts, and tables to poetry, drama, and short among forms of brief prose connections among a characteristics of short text to make connections identify the stories from a variety of (e.g., short story, essay) from variety of works including story, novel, poetry, and respond to characteristics of simple cultures. Uses pictures, a variety of cultures. fiction, non-fiction, drama, fiction and historically or culturally narrations. lists, charts, and tables to poetry, drama, short story, nonfiction and makes significant works of identify the characteristics essay, and novel, from a connections to variety of literature that enhance the of narratives from a variety of cultures and literary works from a study of other subjects. variety of cultures. time periods. variety of cultures and time periods. 2 Demonstrates listening Demonstrates listening Demonstrates listening Demonstrates listening Demonstrates listening Demonstrate listening comprehension of comprehension of some comprehension of familiar comprehension of literary comprehension of more comprehension of more familiar literary text familiar literary text. literary text through class text through class and/or complex literary text complex literary text using drawings, words, and/or small-guided group small-guided group through class and/or through class and/or or phrases. discussions. interpretive discussions. small guided group small group interpretive interpretive discussions. discussions.
Page 343 Oregon English Language Proficiency Standards LITERATURE GRADE 9 LITERARY TEXT: DEMONSTRATE GENERAL UNDERSTANDING 9. CCG (K-12): Demonstrate general understanding of grade-level literary text (similar to 1996 “Demonstrate literal comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language p i
r minimal increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards c s
e comprehension of general meaning and some meaning and increased general meaning and good meaning, including D
general meaning; gain specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative l
e familiarity with the routine expressions meaning. They respond in more meaning. They sustain language. Students v e sounds, rhythms and independently and respond complex sentences with more conversation, respond with initiate and negotiate L
y patterns of English. using phrases and simple detail using newly acquired detail in compound and using appropriate c
n Early stages show no sentences, which include a vocabulary to experiment and complex sentences, actively discourse, varied e i
c verbal responses while subject and predicate. form messages. (The brown participate using more grammatical structures i f
o in later stages one or Students show basic errors bear lived with his family in the extensive vocabulary, use and vocabulary, use r
P two word responses are in speech. (The bear is forest.) standard grammar with few conventions for formal expected. Students brown. He is eating.) random errors. (Can bears and informal language. respond in single words live in the forest if they find (Would you like me to and phrases, which may food there?) bring pictures of the bear include subject or a that I saw last summer?) predicate. Many speech errors are observed. (bear, brown) 1 Uses pictures, lists, Defines sequence of events Identifies sequence of events and Identifies sequence of Identifies sequence of Identify and/or charts, and tables to and main ideas of familiar main ideas of literary texts. events and explains the events and summarizes summarize identify the sequence of texts using key words or main ideas and supporting the main ideas and sequence of events, events from simple phrases. details of literary texts. supporting details in main ideas, and literary texts. literary selections. supporting details in literary selections.
Page 344 Oregon English Language Proficiency Standards LITERATURE GRADE 9 LITERARY TEXT: DEVELOP AN INTERPRETATION 10. CCG (K-12): Develop an interpretation of grade-level literary text (similar to 1996 “Analyze the author’s ideas…and make supported interpretations of the selection”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language p i
r minimal increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards c s
e comprehension of general meaning and some meaning and increased general meaning and good meaning, including D
general meaning; gain specific meaning. They use comprehension of specific understanding of implied idiomatic and l
e familiarity with the routine expressions meaning. They respond in more meaning. They sustain figurative language. v e sounds, rhythms and independently and respond complex sentences with more conversation, respond with Students initiate and L
y patterns of English. using phrases and simple detail using newly acquired detail in compound and negotiate using c
n Early stages show no sentences, which include a vocabulary to experiment and complex sentences, actively appropriate discourse, e i
c verbal responses while subject and predicate. form messages. (The brown participate using more varied grammatical i f
o in later stages one or Students show basic errors bear lived with his family in the extensive vocabulary, use structures and r
P two word responses are in speech. (The bear is forest.) standard grammar with few vocabulary, use expected. Students brown. He is eating.) random errors. (Can bears conventions for formal respond in single words live in the forest if they find and informal language. and phrases, which may food there?) (Would you like me to include subject or a bring pictures of the predicate. Many speech bear that I saw last errors are observed. summer?) (bear, brown) 1 Predicts outcomes Distinguishes between a Predicts outcomes and defines Identifies textual clues and Predicts future Predict probable supported by the text prediction and a guess, and textual clues that lead to predicts outcomes supported outcomes supported by future outcomes using pictures, makes simple predictions. prediction. by the text. the text with teacher supported by the drawings or words. support. text. 2 Using pictures, lists, Describes a character in a Describes major characters Identifies the actions and Identifies the actions Analyze charts, and tables, brief literary text by in a brief literary text by motives of characters in a and motives of interactions identifies contrasting identifying the thoughts and work of fiction and relate characters in a work of between characters actions (good/bad) of actions of the character. identifying their thoughts, these to the plot. fiction, including in a literary text major characters from actions, or motivations and contrasting motives (e.g., internal and simple literary texts relate these to the plot. that advance the plot external conflicts, read aloud. with teacher support. motivations, relationships, influences) and how these interactions affect the plot.
Page 345 Oregon English Language Proficiency Standards LITERATURE GRADE 9 LITERARY TEXT: DEVELOP AN INTERPRETATION (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 None available Defines theme and selects Determines the general Identifies themes of Identifies themes in Identify themes in theme of a familiar story theme of a literary literary works based on literary works, and literary works, and from a provided list of key work. evidence in the text. provides support for provide support for words or phrases. interpretations from the interpretations from the text with teacher text. support. 4 Choosing from a provided list of Identifies explicitly Identifies explicitly and Identifies explicitly and Infers main ideas not Infer the main idea key words or phrases, identifies stated main ideas of implicitly stated main implicitly stated main implicitly stated and when it is not explicitly main ideas of familiar texts. ideas of simple literary ideas of simple literary supports with evidence stated, and support with simple literary texts. texts. texts and supports with from text with teacher evidence from the text. evidence from text. support. 5 Choosing from a provided list of Identifies explicitly stated Identifies explicitly and Identifies explicitly and Infers reasons for Identify and analyze key words or phrases, identifies reasons for actions from implicitly stated reasons implicitly stated actions not stated unstated reasons for stated reasons for actions from simple literary texts. for actions. reasons for actions not explicitly in the text actions or beliefs based familiar texts. stated in the text. with teacher support. on explicitly stated information.
Page 346 Oregon English Language Proficiency Standards LITERATURE GRADE 9 LITERARY TEXT: EXAMINE CONTENT AND STRUCTURE 11. CCG (K-12): Examine content and structure of grade-level literary text (similar to 1996 “Evaluate how the form of a literary work and the use of literary devices contribute to the work’s message and impact”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language Arts p i
r minimal increased comprehension comprehension of general consistent comprehension of general and implied Standards c s
e comprehension of of general meaning and meaning and increased general meaning and good meaning, including D
general meaning; gain some specific meaning. comprehension of specific understanding of implied idiomatic and l e familiarity with the They use routine meaning. They respond in more meaning. They sustain figurative language. v e sounds, rhythms and expressions complex sentences with more conversation, respond with Students initiate and L
y patterns of English. independently and detail using newly acquired detail in compound and negotiate using c
n Early stages show no respond using phrases vocabulary to experiment and complex sentences, actively appropriate e i
c verbal responses while and simple sentences, form messages. (The brown participate using more discourse, varied i f
o in later stages one or which include a subject bear lived with his family in the extensive vocabulary, use grammatical r
P two word responses are and predicate. Students forest.) standard grammar with few structures and expected. Students show basic errors in random errors. (Can bears vocabulary, use respond in single words speech. (The bear is live in the forest if they find conventions for and phrases, which may brown. He is eating.) food there?) device s. formal and informal include subject or a language. (Would predicate. Many speech you like me to bring errors are observed. pictures of the bear (bear, brown) that I saw last summer?) 1 Recognizes figures of Defines imagery and Recognizes literary devices Identifies various literary Identifies various Identify various literary speech and symbols allegory. including figurative language, devices including figurative literary devices devices, including using pictures. imagery, allegory and language, imagery, allegory, including figurative figurative language, symbolism. and symbolism; evaluates language, imagery, imagery, allegory, and the significance of the allegory and symbolism; evaluate the devices with teacher symbolism; evaluates significance of the support. the significance of devices; and explain the devices and their appeal. explains their appeal with teacher support.
Page 347 Oregon English Language Proficiency Standards LITERATURE GRADE 9 LITERARY TEXT: EXAMINE CONTENT AND STRUCTURE (cont) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Recognizes Defines contradictions Identifies contradictions and Interprets contradictions and Interprets and Interpret and evaluate contradictions and and ironies used in a ironies used in a familiar ironies used in a selection evaluates the impact the impact of subtleties, ironies in pictures or familiar selection. selection. with teacher support. of subtleties, contradictions, and narrative. contradictions, and ironies in a text. ironies in a text with teacher support.
3 Reads and orally Recognizes the difference Describes the relationship Explains how voice and the Explains how voice Explain how voice and identifies the speaker or between first and third between voice and narrator and choice of narrator affect and the choice of a the choice of a narrator narrator in a simple person using phrases or major characters of a simple characterization and the plot narrator affect affect characterization selection. simple sentences. literary text. of a text. characterization and and the tone, plot, and the tone, plot, and credibility of a text. credibility of a text with teacher support. 4 None available Identifies and defines Recognizes foreshadowing or Reads and identifies the use Develops an Analyze an author’s foreshadowing and flashbacks in literature. of foreshadowing and understanding of development of time flashbacks. flashbacks and the impact how to analyze an and sequence, including on the development of time author’s development the use of complex and sequence. of time and literary devices, such as sequence, including foreshadowing or the use of complex flashbacks. literary devices, such as foreshadowing or flashbacks with teacher support. 5 Uses pictures, lists, Uses simple sentences to Identifies and defines the Develops the understanding Develops the Evaluate the impact of charts, and tables to identify how vocabulary vocabulary and grammar used in of tone and mood of various understanding of word choice and identify the various use can strengthen or various tones and moods in texts. how to evaluate the figurative language on tones in simple literary weaken texts. simple literary text, and analyzes impact of word tone, mood, and theme. text. word choice. choice and figurative language on tone, mood, and theme with teacher support.
Page 348 Oregon English Language Proficiency Standards LITERATURE GRADE 9 LITERARY TEXT: EXAMINE CONTENT AND STRUCTURE (cont) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 6 Identifies basic traits of Using words or phrases, Identifies words in dialogue that Identifies the function of Identifies and Identify and describe the simple characters. identifies dialogue and describe characters in dramatic dialogue, scene design, and describes the function of dialogue, how it defines a character literature. asides in dramatic literature. function of dialogue, soliloquies, asides, in dramatic literature. soliloquies, asides, character foils, and stage character foils, and directions in dramatic stage directions in literature. dramatic literature with teacher support. 7 None available None available Using familiar passages, Identifies the literary form Analyzes the impact Analyze the impact the recognizes various types of used by the author. the choice of literary choice of literary form literary forms used by the form has on the has on the author’s author. author’s message or message or purpose. purpose with teacher support. 8 Describes setting, using Identifies historical Using pictures, drawing Using pictures, drawing Using pictures, Using pictures, drawing pictures and drawing setting using pictures and provided in text, identifies the provided in text, identifies drawing provided in provided in text, identify provided in text. drawing in text. text’s historical period. the text’s historical period. text, identifies the the text’s historical text’s historical period. period. 9 None available From a provided list, Identifies themes in works Identifies themes in works Compares the Analyze the way in identifies theme of a from the same historical from the same historical relationships between which a work of work. period. works from the same literature is related to period. historical period with the themes and issues of teacher support. its historical period. 10 Using pictures, lists, Identifies the major Identifies similar themes or Compares and contrasts a Analyzes recurring Compare and contrast charts, tables or other themes or topics of a topics across familiar or similar theme or topic themes across the presentation of a forms or nonverbal familiar text. traditional literary works. across familiar literary literary works (e.g., similar theme or topic resources, identifies selections. good and evil, across genres to explain major topics of a loyalty and betrayal). how the selection of familiar text read aloud. genre shapes the theme or topic. 11 None available Distinguishes the Identifies recognized works of Analyzes a work of Analyzes a work of Analyze a work of characteristics of literature in order to contrast literature to contrast major literature, showing literature, showing how literature using simple major periods, themes, and periods and trends. how it reflects the it reflects the heritage, sentences, pictures, lists, trends. heritage, traditions, traditions, attitudes, and charts, and tables (e.g., attitudes, and beliefs beliefs of its author. comedy and tragedy). of its author with teacher support.
Page 349 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 9 SPEAKING 1. CCG: (K-12): Communicate supported ideas across the subject areas using oral, visual, and multi-media forms in ways appropriate to topic, context, audience, and purpose (1996 Ideas and Content); organize oral, visual, and multi-media presentations in clear sequence, making connections and transitions among ideas and elements (1996 Organization); use language appropriate to topic, context, audience, and purpose (1996 Language); and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other nonverbal techniques (1996 Delivery). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o
t Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language Arts p i minimal increased comprehension of comprehension of general consistent comprehension of general and implied Standards r c
s comprehension of general meaning and some meaning and increased general meaning and good meaning, including e general meaning; gain specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative D
l familiarity with the routine expressions meaning. They respond in meaning. They sustain language. Students e
v sounds, rhythms and independently and respond more complex sentences with conversation, respond with initiate and negotiate e
L patterns of English. using phrases and simple more detail using newly detail in compound and using appropriate
y Early stages show no sentences, which include a acquired vocabulary to complex sentences, actively discourse, varied c
n verbal responses while subject and predicate. experiment and form participate using more grammatical structures e i
c in later stages one or Students show basic errors messages. (The brown bear extensive vocabulary, use and vocabulary, use i f
o two word responses are in speech. (The bear is lived with his family in the standard grammar with few conventions for formal r expected. Students brown. He is eating.) forest.) random errors. (Can bears and informal language. P respond in single words live in the forest if they (Would you like me to and phrases, which may find food there?) bring pictures of the include subject or a bear that I saw last predicate. Many speech summer?) errors are observed. (bear, brown) 1 Uses short, patterned Asks and answers questions Actively participates in social Presents independently a Presents and supports Present and support a questions to seek using phrases or simple and academic instructional statement of a familiar in some detail a clear thesis statement information, express sentences. conversations with peers and topic, using consistent familiar thesis and choose basic needs, and other adults by asking and standard English, statement and uses appropriate types of identify familiar words. answering questions and grammatical form, sounds, appropriate types of proof (e.g., statistics, soliciting information. and intonation, but may proof (e.g., statistics, testimony, specific have some difficulties. testimony, specific instances) that meet instances) that meets standard tests for standard English evidence, including grammatical forms, credibility, validity, sounds, intonations, and relevance. pitch and modulation adding to the evidence, credibility and relevance.
Page 350 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 9 SPEAKING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Lists and/or organizes a Brainstorms and organizes Explains simple main ideas and Identifies appropriate Uses appropriate Choose appropriate narrative using visual ideas related to a given topic organize basic supporting details. techniques for developing techniques for techniques for illustrations. using visual organizers. the introduction and developing the developing the conclusion (e.g., by using introduction and introduction and literary quotations, conclusion (e.g., by conclusion (e.g., by anecdotes, references to using literary using literary authoritative sources). quotations, anecdotes, quotations, references to anecdotes, authoritative sources). references to authoritative sources). 3 Uses short, patterned Asks and answers questions Actively participates in social Presents independently a Presents and supports in Present and support questions to seek using phrases or simple and academic instructional statement of a familiar some detail a familiar a clear thesis information, express sentences. conversations with peers and topic, using consistent thesis statement and statement and basic needs, identify other adults by asking and standard English, uses appropriate types choose appropriate familiar words. answering to questions and grammatical form, sounds, of proof (e.g., statistic, types of proof (e.g., soliciting information (e.g., intonation but may have testimony, specific statistics, chronological, topical, cause- some difficulties. instances) that meet testimony, specific and-effect). standard English instances) that meet grammatical forms, standard tests for sounds, intonations, evidence, including pitch and modulation credibility, validity, adding to the evidence, and relevance. credibility and relevance. 4 Uses pictures, gestures, Constructs familiar phrases Structures information in logical Presents elements of speech Demonstrates elements Recognize and use one or two word and simple sentences with sequence (e.g., introduction, first forms and applies the art of of speech forms and elements of speech responses, or simple common vocabulary and and second transitions, body, persuasion. applies the art of forms (e.g., phrases to make simple transition words to conclusion) in formulating persuasion and debate. introduction, first connections and present information. rational arguments. and second transitions to present transitions, body, information. conclusion) in formulating rational arguments and applying the art of persuasion and debate.
Page 351 Oregon English Language Proficiency Standards
Page 352 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 9 SPEAKING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 5 Speaks with a few Speaks in phrases and Speaks in sentences using Speaks in sentences using Speaks in sentences Use appropriate words or sentences, simple sentences using appropriate grammar some appropriate grammar most using appropriate grammar. using a few English appropriate grammar of the time. of the time. grammar almost all of grammatical forms and occasionally. the time. sounds. 6 Uses images to assist Identifies the uses and Demonstrates familiarity Demonstrates familiarity Uses props, visual aids, Use props, visual aids, oral communication. purposes of props, visual with the use of props, visual with the use of props, visual graphs, and/or graphs, and/or aids, graphs, and/or aids, graphs, and/or aids, graphs, and/or electronic media to electronic media to electronic media. electronic media. electronic media to enhance enhance the appeal and enhance the appeal and the appeal and accuracy of accuracy of rehearsed accuracy of rehearsed rehearsed presentations (not presentations (not part presentations (not part part of scoring guide of scoring guide of scoring guide criteria). criteria) with minimal criteria). teacher support. 7 Uses words, visual aids, Identifies note-taking Uses note-taking strategies. Produces concise notes for Produces concise notes Produce concise notes signs and gestures to strategies. extemporaneous speaking for extemporaneous for extemporaneous communicate. (not part of scoring guide speaking (not part of speaking (not part of criteria) with teacher scoring guide criteria) scoring guide criteria). support. with teacher support. 8 Using gestures, one or In short phrases, uses verbal With contextual support, On learned topic with visual Uses English Analyze the occasion two word responses, or and nonverbal techniques to uses non- verbal techniques aids, gives a small appropriately in a range and the interests of the simple phrases, gives give instructions and to give instructions and presentation, responding to of situations to describe, audience, and choose basic instructions or directions. directions with some detail. questions and using verbal narrate, argue, persuade, effective verbal and directions. and non-verbal techniques. summarize, converse, nonverbal techniques, and other effective uses such as volume, of language. With expression, rate, contextual support, gestures, eye contact practices verbal and for presentations. nonverbal techniques.
Page 353 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 9 LISTENING 1. CCG (K-12): Listen critically and respond appropriately across the subject areas. s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language p i
r minimal increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards c s
e comprehension of general meaning and some meaning and increased general meaning and good meaning, including D
general meaning; gain specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative l
e familiarity with the routine expressions meaning. They respond in meaning. They sustain language. Students initiate v e sounds, rhythms and independently and respond more complex sentences with conversation, respond with and negotiate using L
y patterns of English. using phrases and simple more detail using newly detail in compound and appropriate discourse, c
n Early stages show no sentences, which include a acquired vocabulary to complex sentences, actively varied grammatical e i
c verbal responses while subject and predicate. experiment and form participate using more structures and vocabulary, i f
o in later stages one or Students show basic errors messages. (The brown bear extensive vocabulary, use use conventions for r
P two word responses are in speech. (The bear is lived with his family in the standard grammar with few formal and informal expected. Students brown. He is eating.) forest.) random errors. (Can bears language. (Would you respond in single words live in the forest if they find like me to bring pictures and phrases, which may food there?) of the bear that I saw last include subject or a summer?) predicate. Many speech errors are observed. (bear, brown) 1 Responds to short Responds to familiar Participates in sustained With contextual support, Formulates own Formulate simple questions with conversations on familiar discussions in small and large responds to a discussion judgments and states them judgments about support from visual topics. groups. identifying the main ideas in native-like form with ideas under clues, questions and and supporting details. convincing evidence. discussion, and prompts. support those judgments with convincing evidence. 2 Follows simple Follows directions when Follows directions when Follows with more complex With some support, Follow complex directions with support given familiar vocabulary given familiar vocabulary and instructions that include follows complex verbal verbal instructions from visual clues, and concepts related to concepts related to specific technical vocabulary. instructions of technical that include gestures. specific subjects or themes, subjects or themes, with vocabulary. technical with some errors. minimal errors. vocabulary and processes.
Page 354 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 9 ANALYSIS 2. CCG (K-12): Evaluate the significance and accuracy of information and ideas presented in oral, visual, and multi-media communications across the subject areas (1996 Analysis). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language p i
r minimal increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards c s
e comprehension of general meaning and some meaning and increased general meaning and good meaning, including D
general meaning; gain specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative l
e familiarity with the routine expressions meaning. They respond in meaning. They sustain language. Students initiate v e sounds, rhythms and independently and respond more complex sentences with conversation, respond with and negotiate using L
y patterns of English. using phrases and simple more detail using newly detail in compound and appropriate discourse, c
n Early stages show no sentences, which include a acquired vocabulary to complex sentences, actively varied grammatical e i
c verbal responses while subject and predicate. experiment and form participate using more structures and vocabulary, i f
o in later stages one or Students show basic errors messages. (The brown bear extensive vocabulary, use use conventions for r
P two word responses are in speech. (The bear is lived with his family in the standard grammar with few formal and informal expected. Students brown. He is eating.) forest.) random errors. (Can bears language. (Would you respond in single words live in the forest if they find like me to bring pictures and phrases, which may food there?) of the bear that I saw last include subject or a summer?) predicate. Many speech errors are observed. (bear, brown) 1 Responds to simplistic Recognizes, understands, Participates in interviews Recognizes that the clarity, Evaluates the clarity, Evaluate the clarity, commands, statements, and speaks in simple and discussions using quality, and effectiveness of quality, and effectiveness quality, and and questions. May sentences, which are a speaker’s important of a speaker’s im portant effectiveness of a communicate non- comprehensible and appropriate level, arguments, evidence, arguments, evidence, speaker’s important verbally and may appropriate though may audience, and organization of ideas, organization of ideas, points, arguments, imitate the contain grammatical errors. vocabulary. delivery, diction, and syntax delivery, diction, and evidence, verbalization of others influences the message syntax with minimal organization of by using simple words conveyed. teacher support. ideas, delivery, or simple phrases. diction, and syntax. 2 Develops social Recognizes statements of Recognizes statements of Recognizes various types of Identifies and analyzes Identify and analyze vocabulary and opinions and emotion. opinion and emotion. arguments used by the the types of arguments the types of listening speaker, including argument used by the speaker, arguments used by comprehension to meet by causation, analogy, including argument by the speaker, day-to-day needs. authority, emotion, and causation, analogy, including argument logic. authority, emotion, and by causation, logic with minimal analogy, authority, teacher support. emotion, and logic.
Page 355 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE 9 ANALYSIS (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Recognizes the various Recognizes the aesthetic Demonstrates familiarity with Identifies the aesthetic Identifies the aesthetic Identify the aesthetic forms of media. effects of a media a media presentation and the effects of a media effects of a media effects of a media presentation and the techniques used to create them. presentation and the presentation and evaluates presentation, and techniques used to create techniques used to create the techniques used to evaluate the them. them with teacher support. create them with minimal techniques used to teacher support. create them. 4 Demonstrates minimal Distinguishes between the Identifies the various Identifies the ways in Compares and contrasts Compare and understanding of the various forms of media forms of media genres which media genres (e.g., the ways in which media contrast the ways in different media genres. genres. televised news, news genres (e.g., televised which media genres (e.g., televised news, magazines, news, news magazines, (e.g., televised news, news magazines, documentaries, online documentaries, online news magazines, documentaries, online information) cover the information) cover the documentaries, information) used to same event. same event with minimal online information) cover the same event. teacher support. cover the same event. 5 Recognizes high- Identifies key words in a Identifies key patterns in Recognizes rhetorical Analyzes historically Analyze historically frequency words and speech. speeches that enhance the devices and features in significant speeches (e.g., significant speeches phrases. speaker’s message. historically significant Abraham Lincoln’s (e.g., Abraham speeches (e.g., Abraham “Gettysburg Address”, Lincoln’s Lincoln’s “Gettysburg Martin Luther King, Jr.’s “Gettysburg Address”, Martin Luther “I have a Dream”) to find Address,” Martin King, Jr’s “I have a the rhetorical devices and Luther King, Jr.’s “I Dream”). features that make them Have a Dream”) to memorable with minimal find the rhetorical teacher support. devices and features that make them memorable. 6 Uses proper body Uses proper body language Uses proper body language Identifies language and Analyzes how language Analyze how language and words to and phrases to respond to and words to respond to an delivery that affect oral and delivery affect the language and respond to others. others. audience. communication and make mood and tone of the oral delivery affect the an impact on the audience. communi-cation and make mood and tone of the an impact on the audience oral communication with minimal teacher and make an impact support. on the audience.
Page 356 Oregon English Language Proficiency Standards WRITING GRADE 9 PLANNING, EVALUATION, AND REVISION 1. CCG (K-12): Pre-write, draft, revise, edit, and publish across the subject areas. s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language i r
c minimal comprehension increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards s
e of general meaning; general meaning and some meaning and increased general meaning and good meaning, including D
l gain familiarity with the specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative e
v sounds, rhythms and routine expressions meaning. They respond in more meaning. They sustain language. Students e
L patterns of English. independently and respond complex sentences with more conversation, respond with initiate and negotiate
y Early stages show no using phrases and simple detail using newly acquired detail in compound and using appropriate c
n verbal responses while sentences, which include a vocabulary to experiment and complex sentences, actively discourse, varied e i c
i in later stages one or subject and predicate. form messages. (The brown participate using more grammatical structures f
o two word responses are Students show basic errors bear lived with his family in the extensive vocabulary, use and vocabulary, use r
P expected. Students in speech. (The bear is forest.) standard grammar with few conventions for formal respond in single words brown. He is eating.) random errors. (Can bears and informal language. and phrases, which may live in the forest if they find (Would you like me to include subject or a food there?) bring pictures of the predicate. Many speech bear that I saw last errors are observed. summer?) (bear, brown) 1 Identifies ideas/topic(s) Using single words and Using words, phrases and short Using words, phrases and Using appropriate Use a variety of to be included in phrases, develops pre- sentences, develops complete sentences, words, phrases and strategies to writing through writing tools such as lists, written list, employs a variety of complete sentences, prepare for gestures, drawing or grouping, and simple columns, or simple strategies to prepare for employs a variety of writing, such as actions. Writes by graphic organizers. graphic organizers. writing such as strategies to prepare for brainstorming, moving left to right and brainstorming, making lists, writing making lists, from top to bottom. mapping, outlining, such as brainstorming, mapping, Independently writes grouping related ideas, making lists, mapping, outlining, upper and lower case using graphic organizers, outlining, grouping grouping related letters. Writes all letters and taking notes. related ideas, using ideas, using and some words as they graphic organizers, and graphic are dictated. taking notes. organizers, and taking notes.
Page 357 Oregon English Language Proficiency Standards WRITING GRADE 9 PLANNING, EVALUATION, AND REVISION (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Chooses ideas/topic(s) Using single words and Using words and phrases and Using words, phrases and Using complete Discuss ideas for to be included in phrases, discusses with short sentences, discusses with complete sentences, sentences in paragraph writing with writing through peers or teacher ideas for peers or teacher ideas for discusses ideas for writing form, discusses ideas classmates, teachers, gestures, drawing or writing. writing. Develops drafts with with classmates and for writing with and other writers, and actions. peers. teachers and develop drafts classmates and develop drafts alone alone and collaboratively. teachers, and develops and collaboratively. drafts alone and collaboratively with teacher support. 3 Draws, fills in blanks, Using single words and Using words, phrases and short Using words, phrases and Using complete Identify audience and gestures, enacts, or phrases, identifies audience sentences, identifies audience complete sentences, sentences in paragraph purpose. creates collages to or purpose with peers or or purpose through oral or identifies audience and form, identifies indicate purpose. teacher through oral or written means. purpose with peers or audience and purpose written means. teacher through oral or with teacher support. written means. 4 None available Identifies forms of writing Explains forms of writing or Selects appropriate forms of Selects appropriate Choose the form of to suit intended purpose when to use them. writing that best suit the form of writing that best writing that best suits such as for a personal letter, intended purpose—personal suits the intended the intended purpose poem, report, or narrative. letter, letter to the editor, purpose—personal —personal letter, review, poem, report, or letter, letter to the letter to the editor, narrative. editor, review, poem, review, poem, report, report, or narrative with or narrative. teacher support. 5 Identifies potential Identifies components of Using words, phrases and short Describes and uses editing Using complete Use the writing topics for writing. writing process, including sentences, uses the writing techniques in the writing sentences and paragraph process—prewriting, rewriting (e.g., process to complete drafts. process. form, uses the writing drafting, revising, brainstorming, maps, process— prewriting, editing, and graphs). drafting, revising, publishing successive editing, and publishing versions. successive versions.
Page 358 Oregon English Language Proficiency Standards WRITING GRADE 9 PLANNING, EVALUATION, AND REVISION (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 6 Groups pictures or non- Using single words and Using words, phrases and Using words, phrases and Using complete sentences Focus on a central idea, verbal media to identify phrases, writes down a short sentences, writes complete sentences, and paragraph form, excluding loosely related, a topic. chosen topic. down a chosen topic and writes down a central idea writes a central idea and extraneous, and related information. and supporting supporting information repetitious information. Avoids repetitious information, excluding excluding loosely related, information. loosely related and extraneous, and repetitious information. repetitious information. 7 None available Practices using a scoring Uses a scoring guide to Uses a scoring guide to Uses a scoring guide to Use a scoring guide to guide in various writing review and revise writing review and revise writing review, evaluate, and review, evaluate, and tasks. for meaning. for meaning and clarity. revise writing for revise writing for meaning meaning and clarity with and clarity. teacher support. 8 Organizes/groups Creates outlines or other Using words, short Using words, phrases and Using complete sentences Revise drafts to improve words, pictures, cards, graphic organizers to phrases and sentences, complete sentences, and paragraph form, the logic and coherence of with similar meaning. organize ideas. revises drafts to improve revises drafts to improve revises drafts to improve the organization and the logic and coherence of the logic and coherence of the logic and coherence of controlling idea, the the organization. the organization—by the organization and precision of word choice, taking into consideration controlling idea, the and the tone—by taking the audience and purpose. precision of word choice, into consideration the and the tone—by taking audience, purpose, and into consideration the formality of the context. audience, purpose, and formality of the context with teacher support. 9 None available Edits and proofreads simple Introduces checklists and Edits and proofreads Using complete Edit and proofread one’s sentences with reviews/explains common one’s own writing, as well sentences and paragraph own writing, as well as common errors errors in writing practice. as that of others, using the form, edits and that of others, using the made by other Practices simple editing writing conventions, and, proofreads one’s own writing conventions, and, ELLs. tasks on another student’s for example, an editing writing, as well as that of for example, an editing writing. checklist or list of rules others, using the writing checklist or list of rules with specific examples of conventions, and, for with specific examples of corrections of specific example, an editing corrections of specific errors with teacher checklist or list of rules errors. support. with specific examples of corrections of specific errors with teacher support.
Page 359 Oregon English Language Proficiency Standards WRITING GRADE 9 WRITING 2. CCG (K-12): Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest (1996 “Convey clear, focused main ideas…”); organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs (1996 “Structure information in clear sequence…”); and use precise words and fluent sentence structures that support meaning (1996 “Sentence Structure”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language i r
c minimal comprehension increased comprehension of comprehension of general consistent comprehension general and implied Arts Standards s
e of general meaning; general meaning and some meaning and increased of general meaning and meaning, including D
l gain familiarity with the specific meaning. They use comprehension of specific good understanding of idiomatic and figurative e
v sounds, rhythms and routine expressions meaning. They respond in implied meaning. They language. Students initiate e
L patterns of English. independently and respond more complex sentences with sustain conversation, and negotiate using
y Early stages show no using phrases and simple more detail using newly respond with detail in appropriate discourse, c
n verbal responses while sentences, which include a acquired vocabulary to compound and complex varied grammatical e i c
i in later stages one or subject and predicate. experiment and form sentences, actively structures and vocabulary, f
o two word responses are Students show basic errors messages. (The brown bear participate using more use conventions for r
P expected. Students in speech. (The bear is lived with his family in the extensive vocabulary, use formal and informal respond in single words brown. He is eating.) forest.) standard grammar with language. (Would you and phrases, which may few random errors. (Can like me to bring pictures include subject or a bears live in the forest if of the bear that I saw last predicate. Many speech they find food there?) summer?) errors are observed. (bear, brown) 1 None available Establishes a suitable thesis Establishes a thesis on subject, Establishes a supported Establishes a coherent and Establish a coherent for a topic. maintains a focus throughout thesis that conveys a supported thesis that and clearly supported most of the piece of writing perspective on the subject, conveys a perspective on thesis that engages and ends with a conclusion. maintains a consistent the subject, maintains a the reader, conveys a focus throughout the piece consistent focus clear and distinctive of writing and ends with a throughout the piece of perspective on the supported conclusion. writing and ends with a subject, maintains a supported conclusion with consistent tone and teacher support. focus throughout the piece of writing, and ends with a well supported conclusion.
Page 360 Oregon English Language Proficiency Standards WRITING GRADE 9 WRITING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Places events in Identifies simple transition Creates a structure that Creates a structure that Creates an Create an chronological order. words and uses them to includes information, using presents information, organizational structure organizational structure connect familiar ideas. transitional elements that using transitional that effectively presents that logically and unifies paragraphs. elements that unifies information using effectively presents paragraphs. transitional elements information using that unifies paragraphs. transitional elements that unify paragraphs and the work as a whole.
3 Draws/writes action Uses action verbs and some Uses action verbs, some Uses action verbs, sensory Uses clear language, Use precise language, verbs and common sensory details. sensory details and some details and modifiers. action verbs, sensory action verbs, sensory adjectives. modifiers. details and appropriate details, and appropriate modifiers. modifiers. 4 None available Identifies parts of speech. Demonstrates an Demonstrates an Demonstrates an Demonstrate an understanding of sentence understanding of sentence understanding of understanding of construction. construction to work for sentence construction to sentence construction— clarity of meaning. work for clarity of including parallel meaning, vary sentence structure and types. subordination—to achieve clarity of meaning, vary sentence types, and enhance flow and rhythm.
Page 361 Oregon English Language Proficiency Standards WRITING GRADE 9 CONVENTIONS 3. CCG (K-12): Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas (similar to 1996 “Use correct spelling, grammar, punctuation, capitalization…”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language i r
c minimal comprehension increased comprehension of comprehension of general consistent comprehension general and implied Arts Standards s
e of general meaning; general meaning and some meaning and increased of general meaning and meaning, including D
l gain familiarity with the specific meaning. They use comprehension of specific good understanding of idiomatic and figurative e
v sounds, rhythms and routine expressions meaning. They respond in implied meaning. They language. Students initiate e
L patterns of English. independently and respond more complex sentences with sustain conversation, and negotiate using
y Early stages show no using phrases and simple more detail using newly respond with detail in appropriate discourse, c
n verbal responses while sentences, which include a acquired vocabulary to compound and complex varied grammatical e i c
i in later stages one or subject and predicate. experiment and form sentences, actively structures and vocabulary, f
o two word responses are Students show basic errors messages. (The brown bear participate using more use conventions for r
P expected. Students in speech. (The bear is lived with his family in the extensive vocabulary, use formal and informal respond in single words brown. He is eating.) forest.) standard grammar with language. (Would you and phrases, which may few random errors. (Can like me to bring pictures include subject or a bears live in the forest if of the bear that I saw last predicate. Many speech they find food there?) summer?) errors are observed. (bear, brown) Spelling 1 Identifies the letters of Spells common phonetically Spells common phonetically Spells common Spells common Produce writing that the alphabet and names regular words. Introduces regular and common irregular phonetically regular and phonetically regular and shows accurate them. Students are common irregular words. words. Uses spelling rules, common irregular words. common irregular words. spelling. introduced to basic plural, silent “e” and words Uses spelling rules, Uses spelling rules, plural, phonemic awareness. ending in “y”. plural, silent “e” and silent “e” and words words ending in “y”. ending in “y”, as well as Identifies prefixes and prefixes and suffixes. suffixes.
Page 362 Oregon English Language Proficiency Standards WRITING GRADE 9 CONVENTIONS (cont.) Grammar Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Uses pictures to Identifies and uses subjects Identifies and uses subject and Identifies and/or uses Uses complex sentences, Show control of identify subjects and and verbs in written form. verbs and/or uses conjunctions. conjunctions that including independent and clauses, including verbs. introduce dependent dependant clauses. main and clauses. Identifies gerund, subordinate, and infinitive and participial phrases, including phrases. gerund, infinitive, and participial.
3 Draws adjectives. Identifies and uses Identifies and uses adjectives Includes adjectives and Includes adjectives and Understand and use adjectives and adverbs. and adverbs to extend simple adverbs in original adverbs correctly placed proper placement of sentences. sentences. in original sentences. modifiers.
4 Uses pictures to Understands concept of Uses the past tense of regular Identifies future and Distinguishes between Demonstrate an identify verbs. “tense” and identifies and verbs. Identifies past tense of conditional tense. Uses verb tenses and uses understanding of uses present tense and common irregular verbs. past tense of common forms correctly (present, proper English usage, infinitives of common irregular tense. past, future and including the regular verbs. conditional). consistent use of verb tenses and forms.
Page 363 Oregon English Language Proficiency Standards WRITING GRADE 9 CONVENTIONS (cont.) Punctuation Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 1 Uses capital letters for Uses some conventions of Uses some conventions of Uses conventions of Uses conventions of Use conventions of proper names. punctuation correctly in punctuation correctly in punctuation correctly in punctuation correctly in punctuation written work such as periods written work, including written work including written work including correctly, including and question marks. periods and question marks, periods, question marks, periods, question marks, semicolons, colons, exclamation marks, and exclamation marks, exclamation marks, ellipses, and commas. commas, ellipses, and ellipses, colons and semi hyphens. colons. colons. Capitalization Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 1 Uses correct Uses the correct Uses the correct capitalization Uses the correct Uses the correct Use correct capitalization for capitalization for nouns. for sentence beginnings and capitalization for sentence capitalization for sentence capitalization. personal names, nouns. beginnings, nouns and beginnings, nouns, titles sentence beginnings, titles. and direct quotations. and “I” some of the time. Handwriting 1 Writes legibly. Writes legibly. Writes legibly. Writes legibly. Writes legibly. Write legibly.
Page 364 Oregon English Language Proficiency Standards WRITING GRADE 9 WRITING MODES 4. CCG (K-12): Write narrative, expository, and persuasive texts, using a variety of written forms-including journals, essays, short stories, poems, research reports, research papers, business and technical writing-to express ideas appropriate to audience and purpose across the subject areas (1996 Modes/Forms). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language i r
c minimal comprehension increased comprehension of comprehension of general consistent comprehension general and implied Arts Standards s
e of general meaning; general meaning and some meaning and increased of general meaning and meaning, including D
l gain familiarity with the specific meaning. They use comprehension of specific good understanding of idiomatic and figurative e
v sounds, rhythms and routine expressions meaning. They respond in implied meaning. They language. Students initiate e
L patterns of English. independently and respond more complex sentences with sustain conversation, and negotiate using
y Early stages show no using phrases and simple more detail using newly respond with detail in appropriate discourse, c
n verbal responses while sentences, which include a acquired vocabulary to compound and complex varied grammatical e i c
i in later stages one or subject and predicate. experiment and form sentences, actively structures and vocabulary, f
o two word responses are Students show basic errors messages. (The brown bear participate using more use conventions for r
P expected. Students in speech. (The bear is lived with his family in the extensive vocabulary, use formal and informal respond in single words brown. He is eating.) forest.) standard grammar with language. (Would you and phrases, which may few random errors. (Can like me to bring pictures include subject or a bears live in the forest if of the bear that I saw last predicate. Many speech they find food there?) summer?) errors are observed. (bear, brown) 1 Copies, fills in blanks, Using single words and Using words, phrases, and Using pre-writing tools Writes a personal Personal Narrative gestures, enacts, draws, phrases, writes to indicate short sentences, develops such as lists, or simple narrative, with or without creates a collage or personal information. Uses written lists, and simple graphic organizers, writes using pre writing tools. other visual visual aids, as needed. graphic organizers indicating a personal narrative in Uses complete sentences representation to personal information. complete sentences. in paragraph form. indicate personal information.
Page 365 Oregon English Language Proficiency Standards WRITING GRADE 9 WRITING MODES (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Copies, fills in blanks, Using single words and Using words, phrases and short Using pre-writing tools Writes a fictional Fictional Narrative gestures, enacts, draws, phrases, writes to present sentences, develops written such as lists, columns, and narrative with or without (Imaginative) creates a collage, or fictional information. Uses lists and simple graphic simple graphic organizers, using pre-writing tools. other visual visual aids, as needed. organizers to present fictional writes a fictional narrative Uses complete sentences representation to information. in complete sentences. in paragraph form. present fictional information. 3 Copies, fills in blanks, Using single words and Using words, phrases and short Using pre-writing tools Writes an explanation or Expository gestures, enacts, draws, phrases, writes to present a sentences, develops written such as lists, columns, or description of a sequence, creates a collage, or sequence, process or person, lists and simple graphic simple graphic organizers, process, or person, place other visual place or thing. Uses visual organizers to present a writes an explanation or or thing with or without representation to aids, as needed. sequence, process, or person, description of a sequence, using pre-writing tools. present a sequence, place or thing. process, or person, place Uses complete sentences process, or person, or thing in complete in paragraph form. place or thing. sentences. 4 Copies, fills in blanks, Using single words and Using words, phrases and short Using pre-writing tools Using complete sentences Persuasive gestures, enacts, draws, phrases, writes to influence sentences, develops written such as lists or simple in paragraph form, with or creates a collage or choices of audience. Uses lists, and simple graphic graphic organizers, writes without prewriting tools, other visual visual aids as needed. organizers to influence the in complete sentences to writes to influence the representations to audience. influence the choices of choices of the audience. influence choices of the audience. audience.
Page 366 Oregon English Language Proficiency Standards WRITING GRADE 9 WRITING APPLICATIONS 4. CCG (K-12): Write narrative, expository, and persuasive texts, using a variety of written forms-including journals, essays, short stories, poems, research reports, research papers, business and technical writing-to express ideas appropriate to audience and purpose across the subject areas (1996 Modes/Forms). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language i r
c minimal comprehension increased comprehension of comprehension of general consistent comprehension general and implied Arts Standards s
e of general meaning; general meaning and some meaning and increased of general meaning and meaning, including D
l gain familiarity with the specific meaning. They use comprehension of specific good understanding of idiomatic and figurative e
v sounds, rhythms and routine expressions meaning. They respond in implied meaning. They language. Students initiate e
L patterns of English. independently and respond more complex sentences with sustain conversation, and negotiate using
y Early stages show no using phrases and simple more detail using newly respond with detail in appropriate discourse, c
n verbal responses while sentences, which include a acquired vocabulary to compound and complex varied grammatical e i c
i in later stages one or subject and predicate. experiment and form sentences, actively structures and vocabulary, f
o two word responses are Students show basic errors messages. (The brown bear participate using more use conventions for r
P expected. Students in speech. (The bear is lived with his family in the extensive vocabulary, use formal and informal respond in single words brown. He is eating.) forest.) standard grammar with language. (Would you and phrases, which may few random errors. (Can like me to bring pictures include subject or a bears live in the forest if of the bear that I saw last predicate. Many speech they find food there?) summer?) errors are observed. (bear, brown) Narrative Writing 1 Draws, creates a Copies words and phrases, Using words, phrases and short Using words, phrases and Using complete sentences Write biographical or collage or other visual organizing the events of a sentences, creates a graphic complete sentences, in paragraph form, writes autobio-graphical representation to biographical or organizer to illustrate a writes a biographical or a biographical or narratives or short illustrate a biographical autobiographical narrative biographical or autobiographical narrative autobiographical narrative stories: or autobiographical or short story in sequential autobiographical narrative or or short story with events or short story with events Relate a sequence of narrative or short story order. short story to show events in in sequential order. in order and with a events, and in sequential order. sequential order. Relates to audience. purpose in mind. Relates communicate the to audience. significance of the events to the audience.
Page 367 Oregon English Language Proficiency Standards WRITING GRADE 9 WRITING APPLICATIONS (cont.) Narrative Writing (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 None available None available Using words, phrases or short Using words, phrases or Using complete sentences Locate scenes and sentences, identifies specific complete sentences, in paragraph form, creates incidents in specific places in a biographical or creates specific scenes or specific scenes or places. autobiographical narrative or incidents in a biographical incidents in a biographical short story. or autobiographical or autobiographical narrative or short story. narrative or short story. 3 Copies, fills in blanks, Using single words and Using words, phrases and short From pre-writing tools Writes a description of the Describe with gestures, enacts, draws, phrases from a list of sentences, develops a graphic such as lists or graphic sensory details of a scene concrete sensory or creates a collage or adjectives, indicates sensory organizer to indicate sensory organizers, writes in from a personal narrative details the sights, other visual details, including sights, details including sights, sounds complete sentences a including sight, sound, sounds, and smells of representation to sounds, and smells of a and smells of a scene in a scene from a personal and smells and describes a scene and the indicate concrete scene. Using single words narrative or short story. narrative or short story the specific action, specific actions, sensory details for a and phrases from a list of Similarly, indicates a describing sensory details movements and gestures movements, gestures, personal narrative or verbs, indicates a character’s actions, movements including sights, sounds of the characters. Reveals and feelings of the short story. character’s actions in a and feelings. and smells. Similarly, the characters’ thoughts characters; use personal narrative or short shows the characters’ and feelings as though the interior monologue to story. Uses visual aids, as actions, movements, character is transparent to depict the characters’ needed. gestures and feelings. the author. feelings. 4 Identifies time in a Identifies time and mood in Using single words, phrases, Using single words, Using complete sentences Pace the presentation sequence of events. a sequence of events. and short sentences, employs phrases, and short in paragraph form, of actions to the verbs to indicate the sentences, employs a employs a variety of verbs accommodate actions in sequential order of a variety of verbs to to describe the sequential changes in time and character in a personal indicate the actions in actions of characters in a mood. narrative or short story. sequential order of a personal narrative or short character in a personal story. Uses adverbs to narrative or short story. indicate the passage of Uses intransitive verbs to time and intransitive verbs indicate the feelings of the to show the characters’ character as the action change in feeling as the progresses. action progresses.
Page 368 Oregon English Language Proficiency Standards WRITING GRADE 9 WRITING APPLICATIONS (cont.) Narrative Writing (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 5 Copies, fills in blanks, Using single words or Using words, phrases and Using single words, Writes a personal Make effective use of gestures, enacts, draws, phrases, introduces the simple sentences, develops phrases and short narrative or short story descriptions of or creates a collage or characters and setting for a written lists, or graphic sentences or graphic using complete sentences appearance, images, other visual personal narrative or short organizers to introduce organizers, describes in paragraph form, shifting perspectives, representation to story. Uses visual aids, as characters and setting for a characters including describing characters to and sensory details. introduce the characters needed. personal narrative or short personal appearance and include physical and setting for a story. feelings. Similarly, appearance, actions and personal narrative or describes the setting feelings in a setting short story. through the use of sensory depicted through sensory detail. details. Reveals a change in attitude for at least one character as events progress. Expository Writing: Response to Literary Text 1 Copies, fills in blanks, Writes key words and Uses words, phrases and short Using complete In complete sentences Write responses to gestures, enacts, draws, phrases that indicate the sentences or creates a graphic sentences, writes down using paragraph form, literature: creates a collage or main idea(s) of a literary organizer to indicate the main the main ideas of a writes down the main Demonstrate an other visual work. idea(s) of a literary work. literary work. ideas of a literary work. understanding of representation to the significant ideas indicate the main idea of literary works. of a literary work. 2 Copies, fills in blanks, Copies words, phrases or Uses words, phrases and short Using complete In complete sentences Support important gestures, enacts, draws, lines from the text that point sentences or graphic organizers sentences, expresses main using paragraph form, ideas and creates a collage or to main ideas in a literary to express main ideas of a ideas of a literary work expresses main ideas and viewpoints through other visual work. literary work. Adds brief and supports those ideas viewpoints about a literary accurate and representation to references copied from the text with examples copied work, supporting those detailed references indicate the main ideas to support those main ideas. from the text. ideas with excerpts from to the text or to from a literary work. the text and/or with other works. references to other literary works.
Page 369 Oregon English Language Proficiency Standards WRITING GRADE 9 WRITING APPLICATIONS (cont.) Expository Writing: Response to Literary Text (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient
3 None available Copies words, phrases or Uses single words, phrases and Uses short sentences and Uses complete sentences Demonstrate an lines from the text to short sentences to discuss examples of stylistic in paragraph form and awareness of the demonstrate the author’s use examples from a literary work devices in a literary work examples of stylistic author’s use of of stylistic devices. which demonstrates an to explain the effects devices in a literary work stylistic devices and awareness of the author’s use created by the author. to explain the effects an appreciation of of stylistic devices. created by the author and the effects created. how they apply to the reader. 4 None available Using single words or Uses single words, phrases and Using simple statements Using complete sentences Identify and analyze phrases from the text, lists simple statements or questions or questions, refers to in paragraph form, the impact of examples where meaning is to refer to elements of ideas in the text that are identifies examples from perceived unclear to the reader. confusion in the text and then difficult to understand. the text which reveal ambiguities, give examples. Gives examples and ambiguities, nuances and nuances, and several possible complexities. Gives complexities within interpretations. possible interpretations the text. and explains the effect of each on the reader. Expository Writing: Research Reports/Multi-media Presentations 1 Chooses topic of interest With a topic in mind and Gathers books, notes, reference Gathers books, notes Gathers books, notes Write analytical from selection of picture teacher support, selects materials; downloads Internet reference materials and reference materials and essays and research books. Copies the title. pictorial materials from the information; and organizes downloads Internet downloads Internet reports: library or download materials using page numbers, information on a chosen information on a chosen Gather evidence in materials from the Internet. names of resources, words, topic with teacher topic with teacher support. support of a thesis, phrases and simple sentences on support. Organizes Organizes materials using including note cards with teacher support. materials using note note cards, an outline or information on all Creates an outline or graphic cards, an outline or other other graphic organizer. relevant organizer to support a topic. graphic organizer. Arrives Arrives at a thesis perspectives. at a thesis statement. statement. Searches library and Internet for additional information to support chosen thesis from several perspectives.
Page 370 Oregon English Language Proficiency Standards WRITING GRADE 9 WRITING APPLICATIONS (cont.) Expository Writing: Research Reports/Multi-media Presentations (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 From research material From research material From research material From research material From research material Convey gathered, draws or gathered, uses single words gathered, uses words, phrases gathered and organized gathered and organized information and creates a collage or and phrases to label a visual and short sentences to develop through pre-write tools, and documented as ideas from other visual representation to present a a graphic organizer. Supports arrives at a thesis statement primary/secondary primary and representation to topic for research. it by a visual representation and uses complete sentences sources, uses complete secondary sources present a topic for and presents a topic for to convey information and sentences in paragraph accurately and research. research. ideas to support it. form to convey coherently. information and ideas about a chosen thesis, accurately and coherently. 3 None available Uses key words and phrases Uses numbers, words or Uses numbers, words, or Uses complete sentences Make distinctions to label a visual phrases to indicate the relative phrases or simple sentences to indicate the relative between the representation to present a importance of specific data, in an outline or graphic importance of specific relative value and topic for research. Numbers facts or ideas in presenting a organizer to indicate the data, facts and ideas significance of or orders each point as to its topic for research. relative importance of expressed. specific data, importance. specific data, facts and ideas facts, and ideas. expressed. 4 With support, searches With support from resources With support, uses technology Uses technology to create a Uses technology to create Include visual aids library resources to find gathered, creates a chart, to create a chart, graph, map or chart, graph, map or other visual aids in support of a by employing and illustrate or copies graph, map or other visual other visual aid from material visual aid from material thesis statement by appropriate charts, graphs, maps or aid to support a topic for gathered about a topic for gathered to support a thesis organizing and recording technology to other visual aids to research. research. statement. information on charts, organize and support a topic for maps and graphs. record information research. on charts, maps, and graphs.
5 Copies, fills in blanks, Uses single words and Uses words, phrases and short Uses pre-writing tools such In complete sentences, Anticipate and gestures, enacts, draws phrases to indicate pros and sentences to develop lists or as graphic organizers to writes explanations address readers’ or creates a visual cons of a topic. Uses visual simple graphic organizers to write, in complete addressing potential representation to aid as needed. address readers’ potential sentences, explanations misunderstandings, biases misunder- indicate the pros and misunderstandings and addressing reader’s potential and expectations standings, biases, cons of a topic. expectations concerning a misunderstandings, biases concerning a thesis and expectations. topic of research. and expectations concerning statement. Uses charts, a thesis statement. graphs, maps or other visual aids in support of the thesis statement.
Page 371 Oregon English Language Proficiency Standards
Page 372 Oregon English Language Proficiency Standards WRITING GRADE 9 WRITING APPLICATIONS (cont.) Expository Writing: Research Reports/Multi-media Presentations (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 6 Uses letters, numbers Copies technical terms and Uses simple words and phrases Uses simple words and Uses technical terms and Use technical terms and icons to indicate notations accurately in to explain technical terms phrases to explain notations accurately and notations technical terms in beginning to research a within the text of a research technical terms within the within the body of a accurately. beginning to research a topic. project. text of a research paper. research paper and topic. documents them correctly depending on the required format for the research paper. 7 Marks pages or Marks pages or resources Using bibliography guidelines Using bibliography Uses bibliography Document sources. resources to be used to and writes them down in a approved by the teacher, guidelines approved by guidelines approved by present a topic for format approved by the documents sources. the teacher, documents the teacher to create a research. teacher. sources. Organizes bibliography or works entries alphabetically. cited page to place at the end of a completed research paper. Persuasive Writing 1 Draws, fills in blanks, Using single words and Using words, phrases and short Using prewriting tools Using complete sentences Write persuasive gestures, enacts, creates phrases, lists ideas and sentences, develops lists, such as lists, columns, or in paragraph form, writes compositions: a collage or other visual arguments in a logical columns, or simple graphic graphic organizers, writes ideas and arguments in a Structure ideas and representation to fashion to influence organizer to influence thinking ideas and arguments in sustained and logical arguments in a influence thinking of an thinking of an audience. of an audience. complete sentences in a fashion to influence sustained and logical audience. logical fashion to thinking of a specified fashion. influence thinking of an audience. audience. 2 Draws, fills in blanks, Using single words and Using words, phrases and short Using prewriting tools Using complete sentences Use specific gestures, enacts, creates phrases, lists ideas and sentences, develops lists, such as lists, columns, or in paragraph form, rhetorical a collage, or other arguments emphasizing a columns or simple graphic graphic organizers, writes supports assertions by (communication) visual representation to point in order to influence organizer to appeal to emotion and supports assertions by appealing to logic through devices to support emphasize a point in thinking of an audience. or ethical beliefs in order to appealing to logic, reasoning, appealing to assertions, such as order to influence influence thinking of an emotion or ethical beliefs, emotion or ethical beliefs, appealing to logic thinking of an audience. audience. or by relating a personal or by relating a personal through reasoning; anecdote or analogy to anecdote, analogy or case appealing to emotion influence thinking of an study to influence or ethical beliefs; or audience. thinking of a specified relating a personal audience. anecdote, case study, or analogy.
Page 373 Oregon English Language Proficiency Standards WRITING GRADE 9 WRITING APPLICATIONS (cont.) Persuasive Writing (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Draws, fills in blanks, Using single words and Using words, phrases and short Using prewriting tools, such Using complete sentences Clarify and defend gestures, enacts, creates phrases, gives relevant sentences, develops lists, as lists, columns, or graphic in paragraph form, positions with a collage, or other evidence such as facts to columns or simple graphic organizers, writes complete clarifies and defends a precise and visual representation defend a position. organizer including facts, sentences to establish position with precise and relevant evidence, including pictorial quotations and accepted beliefs relevant evidence including relevant evidence, including facts, evidence to defend a to defend a position. facts, quotations and including facts, expert expert opinions, position. expressions of commonly opinions, quotations, and quotations, and accepted beliefs to clarify expressions of commonly expressions of and defend a position. accepted beliefs and commonly logical reasoning. accepted beliefs and logical reasoning.
4 Draws, fills in blanks, Using single words and Using words, phrases and short Using prewriting tools, such Using complete sentences Address readers’ gestures, enacts, creates phrases, lists the pros and sentence, develops lists, or as lists, columns, or graphic in paragraph form, concerns, counter- a collage, or other cons to address readers’ simple graphic organizer organizers, writes complete addresses readers’ claims, biases, and visual representation to concerns in defending a including facts, quotations and sentences to establish concerns, counter-claims, expectations. illustrate the pros and position. accepted beliefs to address relevant evidence including biases, and expectations in cons in defending a readers’ concerns and facts, quotations and defending a position. Uses position. expectations in defending a expressions of commonly precise and relevant position. accepted beliefs in order to evidence, including facts, address readers’ concerns, expert opinions, biases, and expectations in quotations, and clarifying and defending a expressions of commonly position. accepted beliefs and logical reasoning.
Summaries, Business Letters, Job Applications and Resumes, Technical Writing 1 None available Using single words and Using words, phrases and short Using prewriting tools, such Using complete sentences Write business phrases, shows the key sentence, develops lists, as lists, columns, or graphic in paragraph form, letters: points to be addressed in a columns or a simple graphic organizers, writes complete provides clear and Provide clear and business letter. Uses visual organizer, illustrating the key sentences presenting purposeful information to purposeful aid as needed. points to be addressed in a purposeful information to be address the intended information and business letter. addressed in a business audience in a business address the letter. letter. intended audience appropriately.
Page 374 Oregon English Language Proficiency Standards WRITING GRADE 9 WRITING APPLICATIONS (cont.) Summaries, Business Letters, Job Applications and Resumes, Technical Writing (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 None available Copies or fills in the blank, Using words, phrases and short Following a model business Using a model business Use appropriate using vocabulary as sentences, creates a business letter, uses appropriate letter as a guideline, uses vocabulary, tone, provided, to complete a letter following a model. vocabulary and style to appropriate vocabulary, and style to take model business letter. create a business letter tone and style appealing into account the appealing to the interests of to the knowledge and nature of the the intended audience. interests of the intended relationship with, audience. and the knowledge and interests of, the intended audience.
3 None available Using single words and Using words, phrases and short Using prewriting tools, such Using complete sentences Emphasize central phrases, identifies the sentences, identifies the central as lists, columns, or graphic in paragraph form, in the ideas or images. central ideas to be addressed ideas or images to be organizers, writes complete body of the letter, in a business letter. addressed in a business letter. sentences emphasizing emphasizes the central central ideas or images to be ideas or images to be addressed in a business addressed. letter. 4 None available Copies, or fills in the blanks Using words, phrases and short Following a model business Using complete sentences Follow a conven- with words or phrases, a sentences, creates a business letter, creates a business in paragraph form, creates tional style with model business letter letter following a model. letter using word a business letter using page formats, following accurately the Follows the conventional style processing. Follows a word processing. Follows fonts, and spacing conventional style and with correct page formats and conventional style with a conventional style with that contributes to spacing. spacing. correct page formats, fonts, correct page formats, font the document’s and spacing. and spacing to enhance readability and the document’s readability impact. and impact.
Page 375 Oregon English Language Proficiency Standards WRITING GRADE 9 WRITING APPLICATIONS (cont.) Summaries, Business Letters, Job Applications and Resumes, Technical Writing (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 5 Draws, fills in blanks, Using single words and Using single words, phrases Using pre-writing tools, Writes a technical Write technical gestures, enacts, creates phrases, lists rules of and short sentences, lists or such as lists, columns, or document, using pre- documents, such as a chart, or other visual behavior in logical order. creates a graphic organizer to simple graphic organizers, writing tools, explaining a manual on rules representation to present rules of behavior or writes (in complete rules such as in conflict of behavior for indicate rules of simple procedures in logical sentences where resolution or in conflict resolution, behavior. order. appropriate) rules of procedures for procedures for behavior or simple conducting a meeting or conducting a procedures in logical order. taking minutes. Uses meeting, or minutes complete sentences, of a meeting: and/or bulleted phrases Report information and words to report and convey ideas information clearly and logically and convey ideas logically. correctly.
6 Draws, fills in blanks, Using single words and Using single words, phrases Using pre-writing tools such Writes a technical Offer detailed and gestures, enacts, creates phrases, lists rules of and short sentences, lists or as lists, columns, or simple document explaining rules accurate a chart or other visual behavior or procedures for a creates a graphic organizer to graphic organizers, writes such as in conflict specifications. representation to meeting in logical order, present rules of behavior or rules of behavior, resolution or in indicate rules of supplying some detail and simple procedures in logical procedures or minutes for a procedures such as for behavior. specifications. order, supplying some detail meeting in logical order and conducting a meeting or and specifications. with detail and taking minutes. Uses specifications. complete sentences, bulleted phrases and words in logical order including detailed and accurate specifications.
Page 376 Oregon English Language Proficiency Standards WRITING GRADE 9 WRITING APPLICATIONS (cont.) Summaries, Business Letters, Job Applications and Resumes, Technical Writing (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 7 Copies, fills in blanks, Using single words and Using single words, phrases Using pre-writing tools, Writes a technical Include scenarios, gestures, enacts, draws, phrases, presents scenarios, and short sentences, lists or such as lists, columns, or document explaining rules definitions, and creates a collage or definitions and/or examples creates a graphic organizer to simple graphic organizers, such as in conflict examples to aid other visual of rules of behavior to be illustrate scenarios, definitions writes rules of behavior, resolution or in comprehension. representations to included in a technical and/or examples of rules of or procedures including procedures for conducting illustrate scenarios, document. Uses visual aids behavior, or procedures scenarios, definitions, a meeting, or taking definitions and/or as needed. explained in a technical and/or examples to aid minutes. Includes examples of rules of document. comprehension for a scenarios, definitions and behavior or procedures technical document. examples to aid to be included in a comprehension, using technical document. complete sentences and bulleted words/phrases. 8 Draws, fills in blanks, Using single words and Using words, phrases and short Using prewriting tools, Writes complete Anticipate readers’ gestures, enacts, creates phrases, illustrates problems sentences, develops lists, such as lists, columns, or sentences to expose problems, mistakes, a collage, or other readers may encounter and columns or simple graphic graphic organizers, writes problems, mistakes and and visual representation to mistakes readers may organizer to show problems complete sentences to misunderstandings misunderstandings. illustrate the probable exhibit. Uses visual aids as readers may encounter and show problems readers readers may confront in problems readers will needed. mistakes readers may exhibit. may encounter and approaching rules or encounter. mistakes readers may procedures outlined in a exhibit in approaching technical document. rules or procedures outlined in a technical document.
Page 377 Oregon English Language Proficiency Standards WRITING GRADE 9 RESEARCH REPORT WRITING 5. CCG (K-12): Investigate topics of interest and importance across the subject areas, selecting appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materials (see Writing Applications-Expository Writing: Research Reports). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language i r
c minimal comprehension increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards s
e of general meaning; general meaning and some meaning and increased general meaning and good meaning, including D
l gain familiarity with the specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative e
v sounds, rhythms and routine expressions meaning. They respond in meaning. They sustain language. Students initiate e
L patterns of English. independently and respond more complex sentences with conversation, respond with and negotiate using
y Early stages show no using phrases and simple more detail using newly detail in compound and appropriate discourse, c
n verbal responses while sentences, which include a acquired vocabulary to complex sentences, actively varied grammatical e i c
i in later stages one or subject and predicate. experiment and form participate using more structures and vocabulary, f
o two word responses are Students show basic errors messages. (The brown bear extensive vocabulary, use use conventions for r
P expected. Students in speech. (The bear is lived with his family in the standard grammar with few formal and informal respond in single words brown. He is eating.) forest.) random errors. (Can bears language. (Would you and phrases, which may live in the forest if they find like me to bring pictures include subject or a food there?) of the bear that I saw last predicate. Many speech summer?) errors are observed. (bear, brown) 1 None available None available Using words, short phrases and Using words, phrases and Using complete sentences Use clear research sentences, employs questions complete sentences, and paragraph form, questions and and research sources, including employs research questions employs research suitable research the library and electronic and research sources, questions and research sources, including media. including the library, sources, including the the library, electronic media, and library, electronic media, electronic media, personal interviews, to and personal interviews, and personal gather and present evidence to gather and present interviews, to from primary and secondary evidence from primary gather and present print or Internet sources. and secondary print or evidence from Internet sources. primary and secondary print or Internet sources.
Page 378 Oregon English Language Proficiency Standards WRITING GRADE 9 RESEARCH REPORT WRITING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 None available Uses note-taking techniques Using words, short phrases Using words, phrases and Using complete sentences Use effective note- to ensure documentation of and sentences, employs note- complete sentences, and paragraph form, taking techniques to quoted as well as taking techniques to ensure employs note-taking employs note-taking ensure appropriate paraphrased material. documentation of quoted as techniques to ensure techniques to ensure documentation of well as paraphrased material. documentation of documentation of quoted quoted as well as paraphrased material. as well as paraphrased paraphrased material. material. 3 None available Develops the main idea Using words, short phrases Using words, phrases and Using complete sentences Develop the main within the composition and sentences, develops the complete sentences, and paragraph form, ideas within the body through supporting evidence main idea within the develops the main ideas develops the main ideas of the composition such as scenarios, composition. within the body of the within the body of the through supporting commonly held beliefs, composition through composition through evidence, such as hypotheses, and definitions. supporting evidence such supporting evidence such scenarios, commonly as scenarios, commonly as scenarios, commonly held beliefs, held beliefs, hypotheses, held beliefs, hypotheses, hypotheses, and and definitions. and definitions. definitions.
4 None available None available Using words, short phrases Using words, phrases and Using complete sentences Synthesize and sentences, employs complete sentences, and paragraph form, information from information from multiple employs information from synthesizes information multiple sources and sources including almanacs, multiple sources and from multiple sources and identify complexities microfiche, news sources, in- identifies discrepancies in identifies discrepancies in and discrepancies in depth field studies, speeches, the information, including the information found in the information and journals, and technical almanacs, microfiche, each medium, including the different documents. news sources, in-depth almanacs, microfiche, perspectives found in field studies, speeches, news sources, in-depth each medium, journals, and technical field studies, speeches, including almanacs, documents. journals, and technical microfiche, news documents. sources, in-depth field studies, speeches, journals, and technical documents.
Page 379 Oregon English Language Proficiency Standards WRITING GRADE 9 RESEARCH REPORT WRITING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 5 None available None available Using words, short phrases and Using words, phrases and Using complete sentences Integrate sentences, employs quotations complete sentences, and paragraph form, quotations and in a written text. employs quotations and integrates quotations and citations into a citations in a written text citations into a written written text while while mostly maintaining text while maintaining the maintaining the the flow of ideas. flow of ideas. flow of ideas.
6 None available None available None available Uses appropriate Uses appropriate Use appropriate conventions for some conventions for most conventions for documentation in text, documentation in text, documentation in notes, and/or works cited, notes, and works cited, text, notes, and following some of the following most of the works cited, formats in specific style formats in specific style following the manuals (e.g., Works Cited manuals (e.g., Works formats in specific Entries—MLA, Reference Cited Entries—MLA, style manuals (e.g., Entries—APA). Reference Entries— Works Cited APA). Entries—MLA, Reference Entries —APA).
7 None available None available Using words, short phrases and Using words, phrases and Using complete sentences Design and publish sentences, uses publishing complete sentences, designs and paragraph form, documents by software. and publishes documents by designs and publishes using publishing using publishing software. documents by using software and publishing software. graphics programs.
Page 380 Oregon English Language Proficiency Standards WRITING GRADE 9 RESEARCH REPORT WRITING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 8 None available None available Using words, short phrases and Using words, phrases and Using complete sentences Reflect manuscript sentences, reflects manuscript complete sentences, reflects and paragraph form, requirements, requirements including title manuscript requirements, reflects manuscript including title page page, presentation, pagination including title page requirements, including presentation, or spacing. presentation, pagination, title page presentation, pagination, spacing spacing and margins. pagination, spacing and and margins, and Includes some source or margins, and inclusion of integration of support material such as source and support source and support citing sources within the materials such as citing material, such as text, using direct quotations, sources within the text, or citing sources and paraphrasing. using direct quotations, or within the text, paraphrasing. using direct quotations, and paraphrasing.
Page 381 Oregon English Language Proficiency Standards READING CIM DECODING AND WORD RECOGNITION 1. CCG: (K-12): Analyze words, and learn to read grade-level text fluently across the subject areas (similar to 1996 “Recognize, pronounce…words in text by using phonics”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend general English Language p i
r minimal increased comprehension of comprehension of general consistent comprehension of and implied meaning, Arts Standards c
s comprehension of general meaning and some meaning and increased general meaning and good including idiomatic and e
D general meaning; gain specific meaning. They use comprehension of specific understanding of implied figurative language. Students
l
e familiarity with the routine expressions meaning. They respond in meaning. They sustain initiate and negotiate using v
e sounds, rhythms and independently and respond more complex sentences conversation, respond with appropriate discourse, varied L
patterns of English. using phrases and simple with more detail using detail in compound and grammatical structures and y
c Early stages show no sentences, which include a newly acquired vocabulary complex sentences, actively vocabulary, use conventions n
e verbal responses while subject and predicate. to experiment and form participate using more for formal and informal i c
i in later stages one or Students show basic errors messages. (The brown extensive vocabulary, use language. (Would you like f
o two word responses are in speech. (The bear is bear lived with his family standard grammar with few me to bring pictures of the r
P expected. Students brown. He is eating.) in the forest.) random errors. (Can bears bear that I saw last respond in single words live in the forest if they find summer?) and phrases, which may food there?) include subject or a predicate. Many speech errors are observed. (bear, brown) 1 Recognizes and Demonstrates recognition of Interacts independently Reads and comprehends Applies knowledge of None available identifies pictures and words, phrases and with a variety of academic written material using academic and social symbols to determine word/object correlation print using sight words, context and prior knowledge vocabulary while reading and meaning of basic from previously learned dictionaries, and short with teacher support. comprehending classroom routines materials. simple sentences. independently grade using dictionaries and appropriate material with visual organizers. teacher support. 2 Recognizes some words Reads simple paragraphs Uses knowledge of Uses knowledge of Applies knowledge of Read at an and phrases and knows and passages independently vocabulary, both academic vocabulary, both academic academic and social independent and their meanings. that use basic vocabulary. and social, to read and social, to read vocabulary to achieve instructional independently. independently. independent reading. reading level appropriate to grade level. 3 Reports and reads Repeats and reads words Reads a short paragraph Reads a short paragraph out Reads a short paragraph out (Skill is reading out isolated words and and phrases out loud. out loud smoothly with loud smoothly with teacher loud smoothly with proper loud.) common phrases out teacher support. support. intonation. loud.
Page 382 Oregon English Language Proficiency Standards READING CIM LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT 2.CCG (K-12): Listen to, read and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed. s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language p i
r minimal increased comprehension of comprehension of general consistent comprehension general and implied Arts Standards c
s comprehension of general meaning and some meaning and increased of general meaning and meaning, including e
D general meaning; gain specific meaning. They use comprehension of specific good understanding of idiomatic and figurative
l
e familiarity with the routine expressions meaning. They respond in implied meaning. They language. Students initiate v
e sounds, rhythms and independently and respond more complex sentences sustain conversation, and negotiate using L
patterns of English. using phrases and simple with more detail using newly respond with detail in appropriate discourse, y
c Early stages show no sentences, which include a acquired vocabulary to compound and complex varied grammatical n
e verbal responses while subject and predicate. experiment and form sentences, actively structures and vocabulary, i c
i in later stages one or Students show basic errors messages. (The brown bear participate using more use conventions for formal f
o two word responses are in speech. (The bear is lived with his family in the extensive vocabulary, use and informal language. r
P expected. Students brown. He is eating.) forest.) standard grammar with few (Would you like me to respond in single words random errors. (Can bears bring pictures of the bear and phrases, which may live in the forest if they that I saw last summer?) include subject or a find food there?) predicate. Many speech errors are observed. (bear, brown) 1 Listens to, reads and Listens to, reads and retells Listens to, reads and outlines Listens to, reads and Listens to, reads, and gives Listen to, read, and retells simple stories simple stories from a variety text from a variety of summarizes text from a a report text wide variety understand a wide from a variety of of informational and informational and narrative variety of informational of informational and variety of informational and narrative text including text including literature, and narrative text including narrative text, including informational and narrative text using literature, magazines, poetry, magazines, literature, magazines, classic and contemporary narrative text, drawings, words, or newspapers, and online newspapers, reference newspapers, reference literature, poetry, including classic and phrases. information using simple materials, and online materials, and online magazines, newspapers, contemporary sentences. information, using more information using reference materials, and literature, poetry, complex sentences with sentences with teacher online information with magazines, teacher support. support. teacher support. newspapers, reference materials, and online information.
Page 383 Oregon English Language Proficiency Standards READING CIM LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Using familiar text, Using familiar text, makes Following pre-teaching of Makes connections to text, Makes connections to Make connections to makes connections connections between essential concepts, makes within text, and among texts text, within text, and text, within text, and between personal life personal life and text. connections to and within across the subject areas with among texts across the among texts across the and text. texts across the subject teacher support. subject areas with subject areas. areas. teacher support. 3 Demonstrates listening Demonstrates listening Demonstrates listening Demonstrates listening Demonstrates listening Demonstrate listening comprehension of comprehension of some comprehension of text comprehension of more comprehension of more comprehension of more familiar text using familiar text across the through class and/or small complex text through class complex text through complex text through drawings, words, or subject areas using simple group discussions across and/or small group class and/or small group class and/or small group phrases. sentences. the subject areas. interpretive discussions interpretive discussions interpretive discussions across the subject areas. across the subject areas. across the subject areas. 4 Matches reading to Matches reading to purpose: Matches reading to Matches reading to purpose: Matches reading to Match reading to purpose: location of location of information, purpose: location of location of information, full purpose: location of purpose: location of information and comprehension, and information, full comprehension, and information, full information, full personal enjoyment. personal enjoyment. comprehension, and personal enjoyment. comprehension, and comprehension, and personal enjoyment. personal enjoyment. personal enjoyment. 5 Understands and draws Understands and draws Understands and draws Understands and draws Understands and draws Understand and draw upon a variety of upon a variety of upon a variety of upon a variety of upon a variety of upon a variety of comprehension comprehension strategies as comprehension strategies as comprehension strategies as comprehension strategies comprehension strategies as needed: re- needed: re-reading, self- needed: re-reading, self- needed: re-reading, self- as needed: re-reading, strategies as needed: re- reading, self-correcting, correcting, summarizing, correcting, summarizing, correcting, summarizing, self-correcting, reading, self-correcting, generating and small group guided class and small group class and group guided summarizing, class and summarizing, class and responding to simple discussions, generating and guided discussions, discussions, generating and guided group group discussions, questions, using responding to questions, generating and responding responding to essential discussions, generating generating and drawings, words, or making predictions using to questions, making questions, making and responding to responding to essential phrases. simple sentences. predictions, and comparing predictions, and comparing essential questions, questions, making information provided by information from several making predictions, and predictions, and teacher. sources that may be comparing information comparing information provided by teacher. from several sources. from several sources.
Page 384 Oregon English Language Proficiency Standards READING CIM VOCABULARY 3. CCG (K-12): Increase word knowledge through vocabulary development: determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas (similar to 1996 “…know the meaning of words in text by using…language structure, contextual clues, and visual clues”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language p i
r minimal comprehension of increased comprehension comprehension of general consistent comprehension of general and implied Arts Standards c
s general meaning; gain of general meaning and meaning and increased general meaning and good meaning, including e
D familiarity with the some specific meaning. comprehension of specific understanding of implied idiomatic and figurative
l
e sounds, rhythms and They use routine meaning. They respond in meaning. They sustain language. Students initiate v
e patterns of English. Early expressions more complex sentences conversation, respond with and negotiate using L
stages show no verbal independently and with more detail using detail in compound and appropriate discourse, y
c responses while in later respond using phrases newly acquired vocabulary complex sentences, actively varied grammatical n
e stages one or two word and simple sentences, to experiment and form participate using more structures and vocabulary, i c
i responses are expected. which include a subject messages. (The brown bear extensive vocabulary, use use conventions for formal f
o Students respond in single and predicate. Students lived with his family in the standard grammar with few and informal language. r
P words and phrases, which show basic errors in forest.) random errors. (Can bears (Would you like me to may include subject or a speech. (The bear is live in the forest if they find bring pictures of the bear predicate. Many speech brown. He is eating.) food there?) that I saw last summer?) errors are observed. (bear, brown) 1 Produces simple Recognizes that words Recognizes that words Recognizes that words Interprets words None available vocabulary (single words sometimes have multiple sometimes have multiple sometimes have multiple appropriately that or short phrases) to meanings. meanings and applies this meanings and applies this sometimes have multiple communicate basic needs knowledge to understanding knowledge to understanding meanings and applies this in social and academic written texts. written texts. knowledge consistently to settings (e.g., locations, literature and texts in greetings, classroom content areas. objects). 2 None available Recognizes simple Uses knowledge of simple Uses knowledge of English Uses knowledge of affixes, None available suffixes (educate, morphemes, phonics, morphemes, phonics, and roots and increased education), prefixes synonyms, and antonyms to syntax to decode and vocabulary to interpret the (dislike), synonyms (big, interpret the meaning of interpret the meaning of meaning of words in large), and antonyms unknown words. unfamiliar words. literature and content area (hot, cold). texts.
Page 385 Oregon English Language Proficiency Standards READING CIM VOCABULARY (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Uses contextual and Uses contextual and Uses contextual and Uses contextual and Determines meanings of Determine meanings structural clues to structural clues to determine structural clues to determine structural clues to determine words using contextual and of words using determine meanings of meanings of unknown meanings of unknown words meanings of unknown structural clues without contextual and unknown words with words with teacher support. using textbook (e.g., words using textbook to find referring to outside structural clues. teacher support. glossary, margin notes, table information (e.g., glossary, resources (e.g., textbook). of contents). margin notes, table of contents, index). 4 Recognizes dialogue, Examines literary devises Recognizes that words have Uses contextual and Identifies and uses literal Identify and use and rhyme through (dialogue, rhyme) through multiple meanings (literal structural clues to determine and figurative meanings of literal and figurative spoken language and spoken language and simple and figurative) within meanings of words and to words and phrases using meanings of words simple printed printed sentences. context provide develop other reading contextual clues. and phrases. sentences. strategies. 5 Finds definitions of Defines words denotatively Defines words denotatively Demonstrates familiarity Demonstrates familiarity Distinguish between words. and connotatively with and connotatively and between the denotative and with the denotative and the denotative and teacher support. understands about connotative meanings of connotative meanings of connotative connotative power with words, and recognizes the words, and interprets the meanings of words, teacher support. connotative power. connotative power. and interpret the connotative power. 6 Uses a picture Uses a dictionary to derive Uses a standard dictionary to Uses standard dictionary to Uses a standard dictionary None available dictionary and other meanings of unknown derive meaning of unknown determine meanings of to determine meaning of informational sources to vocabulary. Understands vocabulary. unknown words (e.g., unknown words. derive meaning of layout of a dictionary. idioms and words with unknown vocabulary. multiple meanings). Memorizes alphabet. 7 Uses dictionaries and Uses a variety of Locates and uses reference Skims and scans for key Independently uses Use general other informational informational material and materials with teacher information in reading dictionaries, glossaries, dictionaries, sources. reference with teacher support. materials with familiar thesauruses, or related specialized support. vocabulary and context, references to perform dictionaries, uses dictionaries, locates academic tasks. glossaries, and evaluates informational thesauruses, or texts. related references to increase vocabulary. 8 Within context, locates Locates basic information Acquires technical Acquires technical Understands familiar Understand information using using graphs, diagrams, and vocabulary in subject area vocabulary using all various words of technical technical vocabulary graphs, charts and headings. reading using graphs, charts, for contextual support. vocabulary in subject area in subject area diagrams. diagrams, charts, glossary, reading with contextual reading. dictionary and index. support and explores unfamiliar words.
Page 386 Oregon English Language Proficiency Standards READING CIM READ TO PERFORM A TASK 4. CCG (K-12): Find, understand, and use specific information in a variety of texts across the subject areas to perform a task (similar to 1996 “Locate information”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts p i
r minimal increased comprehension of good comprehension of consistent comprehension general and implied Standards c
s comprehension of general meaning and some general meaning and of general meaning and meaning, including e
D general meaning; gain specific meaning. They use increased comprehension good understanding of idiomatic and figurative
l
e familiarity with the routine expressions of specific meaning. implied meaning. They language. Students initiate v
e sounds, rhythms and independently and respond They respond in more sustain conversation, and negotiate using L
patterns of English. using phrases and simple complex sentences with respond with detail in appropriate discourse, y
c Early stages show no sentences, which include a more detail using newly compound and complex varied grammatical n
e verbal responses while subject and predicate. acquired vocabulary to sentences, actively structures and vocabulary, i c
i in later stages one or Students show basic errors experiment and form participate using more use conventions for f
o two word responses are in speech. (The bear is messages. (The brown extensive vocabulary, use formal and informal r
P expected. Students brown. He is eating.) bear lived with his family standard grammar with language. (Would you respond in single words in the forest.) few random errors. (Can like me to bring pictures and phrases, which may bears live in the forest if of the bear that I saw last include subject or a they find food there?) summer?) predicate. Many speech errors are observed. (bear, brown) 1 Reads pictorial, Reads catalogs, short Reads simple textbooks, Reads textbooks, Reads essays, historical Read textbooks; graphic or biographical sketches, informal letters, magazines, newspapers, documents, editorials, biographical sketches; contextualized texts, adapted textbooks, informal directions, magazines, and consumer forms. and textbooks. letters; diaries; directions; (e.g., bus routes). notes and simple directions. articles written with procedures; magazines; controlled vocabulary, essays; primary source brief news stories, historical documents; diaries. editorials; new stories; periodicals; bus routes; catalogs; technical directions; consumer, workplace, and public documents.
Page 387 Oregon English Language Proficiency Standards READING CIM READ TO PERFORM A TASK (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Understands and Identifies and follows some Understands and orally explains None available None available None available follows simple multi- multi-step directions for most multi-step directions for step oral directions of simple mechanical devices simple mechanical devices and classroom or work- and basic forms. for simple applications. related activities. 3 Uses pictures, lists, Extracts information from Synthesizes information from Synthesizes information Synthesizes familiar Synthesize charts, and tables to visual materials and charts, graphs, tables, diagrams, from charts, tables, information found in a information identify the vocabulary provides at least one glossaries, or related grade-level diagrams and glossaries to variety of informational found in various used in different conclusion from the material and begins to elaborate elaborate conclusions with texts and draws parts of charts, settings to get material. conclusions related to own teacher support. conclusions from the tables, diagrams, information. experience with teacher support. selected facts, glossaries, or independently and with related grade- contextual support. level text to reach supported conclusions. 4 Uses pictures, lists, Uses simple sentences to Reads and identifies the structure Reads and analyzes the Analyzes the structure and Analyze the charts, and tables to orally identify the structure and format of workplace affect of patterns of format of job and structure and identify the vocabulary, and organization of documents (e.g., graphics and organization, repetition of consumer-related format of job and syntax, and grammar workplace documents (e.g., headers) and gives one brief key ideas, syntax, and word information materials and consumer-related used in public and format, graphics and example of how authors use choice and how the features how the features support materials, workplace documents headers). features to achieve purpose. explain the intended the intended purpose, with including the (e.g., speeches, debates, purpose with contextual contextual support. graphics and manuals, and contracts). support. headers, and explain how the features support the intended purposes. 5 Recognizes a few Reads and orally identifies a Reads and uses simple sentences Analyzes the structure and Analyzes the features and None available specific facts in familiar few specific facts in simple to orally identify the features of format of workplace rhetorical devices of expository texts such as expository text such as rhetorical devices of simple documents and how authors different types of public consumer, workplace consumer and workplace excerpts of public and workplace use these to achieve their documents and how the documents and content documents and content area documents and content text. purposes. authors use these features area texts. text. and devices.
Page 388 Oregon English Language Proficiency Standards READING CIM READ TO PERFORM A TASK (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 6 Follows simple Demonstrates the use of Demonstrates the use of Demonstrates the use of Demonstrates Demonstrate directions, supported by technology by following technology by following simple technology by following sophisticated use of sophisticated use pictures or other simple directions in manuals directions in manuals with directions in technical technology by following of technology by graphics, to access and with teacher and contextual teacher and contextual support. manuals (e.g., those found directions in technical following use devices of modern support. with graphic calculators and manuals (e.g., those directions in technology. software programs and in found with graphing technical access guides to the World calculators and manuals (e.g., Wide Web sites). specialized software those found with programs and in access graphing guides to World Wide calculators and Web sites on the Internet) specialized with teacher support. software programs and in access guides to World Wide Web sites on the Internet).
Page 389 Oregon English Language Proficiency Standards READING CIM INFORMATIONAL TEXT: DEMONSTRATE GENERAL UNDERSTANDING 5. CCG (K-12): Demonstrate general understanding of grade-level informational text across the subject areas (similar to 1996 “Demonstrate literal comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English p i
r minimal increased comprehension of comprehension of general consistent comprehension of general and implied Language Arts c
s comprehension of general meaning and some meaning and increased general meaning and good meaning, including Standards e
D general meaning; gain specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative
l
e familiarity with the routine expressions meaning. They respond in more meaning. They sustain language. Students v
e sounds, rhythms and independently and respond complex sentences with more conversation, respond with initiate and negotiate L
patterns of English. using phrases and simple detail using newly acquired detail in compound and using appropriate y
c Early stages show no sentences, which include a vocabulary to experiment and complex sentences, actively discourse, varied n
e verbal responses while subject and predicate. form messages. (The brown participate using more grammatical structures i c
i in later stages one or Students show basic errors bear lived with his family in the extensive vocabulary, use and vocabulary, use f
o two word responses are in speech. (The bear is forest.) standard grammar with few conventions for formal r
P expected. Students brown. He is eating.) random errors. (Can bears and informal language. respond in single words live in the forest if they (Would you like me to and phrases, which may find food there?) bring pictures of the bear include subject or a that I saw last summer?) predicate. Many speech errors are observed. (bear, brown) 1 Identifies the sequence Identifies the sequence of Identifies opinions, sequence of Identifies opinions, Identifies and/or Identify and/or of events from simple events, main ideas and events and uses detailed summarizes sequence of summarizes sequence of summarize informational and some details of familiar sentences to explain main ideas events, and explains the events, main ideas, facts, sequence of practical texts using informational and and details of informational and main ideas and supporting supporting details, and events, main pictures, lists, charts, practical texts using key practical texts. details of informational and opinions in informational ideas, facts, and tables. words or phrases. practical texts. and practical selections supporting with teacher support. details, and opinions in informational and practical selections.
Page 390 Oregon English Language Proficiency Standards READING CIM INFORMATIONAL TEXT: DEMONSTRATE GENERAL UNDERSTANDING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Identifies main ideas Reads and orally responds Uses detailed sentences to orally Reads and analyzes how Analyzes how clarity is None available and some details of to simple literary text and identify two to three examples of clarity is affected by affected by patterns of familiar literature and text in content areas by how clarity of text is affected by patterns of organization, organization, hierarchical informational materials/ answering factual repetition of key ideas and repetition of key ideas, structures, repetition of public documents (e.g., comprehension questions syntax. syntax, and word choice. key ideas, syntax, and newspaper, brochures) using simple sentences. word choice in texts using key words or across content areas. phrases. 3 Identifies main ideas Uses simple sentences to Reads and uses detailed Applies knowledge of Applies knowledge of None available and some details of orally identify the structure sentences to orally identify main language to achieve language to achieve familiar literature and and format of workplace ideas and uses them to make meaning/comprehension meaning/comprehension informational materials/ documents (e.g., format, predictions about informational, from informational from informational public documents (e.g., graphics and headers). literary text, and text in content materials, literary texts, and materials, literary text, newspaper, brochures) areas. texts in content areas. and text in content areas. using key words or phrases. 5 Clarifies understanding Clarifies understanding of Clarifies understanding of Clarifies understanding of Clarifies understanding of Clarify of familiar short and simple informational texts by creating informational texts by informational texts by understanding of informational texts by informational texts by webs, diagrams, semantic creating webs, diagrams, creating outlines, graphic informational creating simple creating comics, Venn webbings, charts, or tables. semantic webbings, charts, organizers, diagrams, texts by creating illustrations, charts, diagrams, semantic tables, or summaries. notes, or summaries with sophisticated tables, or Wenn webbings, charts, or tables. teacher support. outlines, graphic diagrams. organizers, diagrams, logical notes, or summaries.
Page 391 Oregon English Language Proficiency Standards READING CIM INFORMATIONAL TEXT: DEVELOP AN INTERPRETATION 6. CCG (K-12): Develop an interpretation of grade-level informational text across the subject areas (similar to 1996 “Demonstrate inferential comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English p i
r minimal increased comprehension of comprehension of general consistent comprehension of general and implied Language Arts c
s comprehension of general meaning and some meaning and increased general meaning and good meaning, including Standards e
D general meaning; gain specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative
l
e familiarity with the routine expressions meaning. They respond in more meaning. They sustain language. Students v
e sounds, rhythms and independently and respond complex sentences with more conversation, respond with initiate and negotiate L
patterns of English. using phrases and simple detail using newly acquired detail in compound and using appropriate y
c Early stages show no sentences, which include a vocabulary to experiment and complex sentences, actively discourse, varied n
e verbal responses while subject and predicate. form messages. (The brown participate using more grammatical structures i c
i in later stages one or Students show basic errors bear lived with his family in the extensive vocabulary, use and vocabulary, use f
o two word responses are in speech. (The bear is forest.) standard grammar with few conventions for formal r
P expected. Students brown. He is eating.) random errors. (Can bears and informal language. respond in single words live in the forest if they (Would you like me to and phrases, which may find food there?) bring pictures of the bear include subject or a that I saw last summer?) predicate. Many speech errors are observed. (bear, brown) 1 Orders events in a Makes predictions about Reads and uses sentences to Reads and uses detailed Identifies details of Predict probable storyboard. events of stories explain main ideas and details of sentences to explain main informational, literary, future outcomes on familiar informational, literary, and text ideas and details of and text materials in supported by the topics. materials in content areas and informational, literary, and content areas and predict text, including predict outcomes. text materials in content outcomes supported by foreshadowing areas and predict outcomes textual clues. clues. based on textual clues.
Page 392 Oregon English Language Proficiency Standards READING CIM INFORMATIONAL TEXT: DEVELOP AN INTERPRETATION (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Relates symbols to Reads and examines simply Reads and examines simply Infers an author’s unstated Infers an author’s unstated Infer an author’s one’s personal life (e.g., written written allegorical stories with meaning and draws meaning and draws unstated meaning what animal would you allegorical stories teacher support. conclusions about an conclusions about an and draw be?). with teacher author’s stated meaning author’s stated meaning conclusions support. based on facts, events, based on facts, events, about an author’s images, patterns found in images, patterns found in stated meaning text with teacher support. text, with teacher support. based on facts, events, images, patterns or symbols found in text. 3 Relates symbols from a Determines author’s explicit Determines author’s arguments Determines author’s Makes determinations Make reasoned graphic or simple text assumptions about a subject, about a subject using explicitly arguments based on about an author’s assertions about to one’s personal given a brief passage. stated information from a given elements of the text and arguments by using an author’s experience. passage. clarifies interpretations. elements of the text to arguments by defend and clarify using elements of interpretations with the text to defend teacher support. and clarify interpretations. 4 Identifies cause-effect Identifies cause-effect, Uses detailed sentences to Orally and in writing, Analyzes implicit Analyze implicit relationship of familiar sequence-time explain relationships such as analyzes relationships such relationships, such as relationships, objects or events by relationship of cause-effect, sequence-time. as cause-effect, sequence- cause-and-effect, such as cause- pointing, labeling or familiar objects time, comparisons, and sequence-time, and-effect, using graphics. or events using classifications. comparisons, sequence-time words or phrases. classifications, and relationships, generalizations with comparisons, teacher support. classifications, and generalizations. 5 Identifies main ideas Reads and identifies main Reads and uses detailed Identifies and explains the Infers main idea when it is Infer the main and some details of ideas and details sentences to orally explain main main ideas and critical not explicitly stated, and idea when it is familiar texts using key of informational ideas and details of details of informational supports main idea with not explicitly words or phrases. materials, literary informational, literary, and text materials, literary texts, and details from texts. stated, and text and text in materials in content areas. text in content areas. support with content areas evidence from using simple the text. sentences.
Page 393 Oregon English Language Proficiency Standards READING CIM INFORMATIONAL TEXT: EXAMINE CONTENT AND STRUCTURE 7. CCG (K-12): Examine content and structure of grade-level informational text across the subject areas (similar to 1996 “Demonstrate evaluative comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English p i
r minimal increased comprehension of comprehension of general consistent comprehension of general and implied Language Arts c
s comprehension of general meaning and some meaning and increased general meaning and good meaning, including Standards e
D general meaning; gain specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative
l
e familiarity with the routine expressions meaning. They respond in more meaning. They sustain language. Students v
e sounds, rhythms and independently and respond complex sentences with more conversation, respond with initiate and negotiate L
patterns of English. using phrases and simple detail using newly acquired detail in compound and using appropriate y
c Early stages show no sentences, which include a vocabulary to experiment and complex sentences, actively discourse, varied n
e verbal responses while subject and predicate. form messages. (The brown participate using more grammatical structures i c
i in later stages one or Students show basic errors bear lived with his family in the extensive vocabulary, use and vocabulary, use f
o two word responses are in speech. (The bear is forest.) standard grammar with few conventions for formal r
P expected. Students brown. He is eating.) random errors. (Can bears and informal language. respond in single words live in the forest if they (Would you like me to and phrases, which may find food there?) bring pictures of the bear include subject or a that I saw last summer?) predicate. Many speech errors are observed. (bear, brown) 1 Identifies authors’ Selects the authors’ purpose Identifies the author’s purpose Determines author’s Determines the author’s Draw purpose by matching, from a provided list of and relates it to specific details purpose and identifies purpose and perspective conclusions labeling, drawing. appropriate words. in the text. author’s perspective from and relates them to about the provided list of appropriate specific details in the text author’s purpose words. Relates purpose and with teacher’s guidance. based on perspective to details in text. evidence in the text. 2 None available None available Identifies reasoning based on Defends positions with Differentiates among Differentiate fact from selected texts across relevant evidence and reasoning based on fact among reasoning various subject areas using such logical reasoning as stated versus reasoning based on based on fact rhetorical devices as case study in informational texts. opinions, emotional versus reasoning and analogy. appeals, or other based on persuasive techniques opinions, with teacher support. emotional appeals, or other persuasive techniques.
Page 394 Oregon English Language Proficiency Standards READING CIM INFORMATIONAL TEXT: EXAMINE CONTENT AND STRUCTURE (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 None available None available Identifies unsupported Explains author’s Evaluates if and how the Evaluate if and how the inferences and persuasion in credibility by the use of author uses authoritative author uses authoritative text using resources in the credible sources in sources to establish sources to establish text (such as ideas, support of arguments or credibility for credibility for arguments, illustrations, titles). proposed actions. arguments, proposed proposed actions, or actions, or policies with policies. teacher support. 4 None available None available None available Explains how a text Evaluates the logic, unity Evaluate the logic, unity, shows logic and and consistency of text and consistency of text. consistency. with teacher support. 5 Compares familiar Using graphic organizers, Using graphic organizers, Compares and contrasts Compares and contrasts Compare and contrast objects or events using compares compares and contrasts information on the same information on the same information on the same charts, tables or other information on information on the same topic after reading two or topic after reading topic after reading non-verbal resources. the same familiar familiar topic after reading at more familiar passages several passages or several passages or topic after least two or more passages or or articles. articles with teacher articles. reading at least articles. support. two brief passages or articles. 6 None available. None available. Identifies the relationship Explains how an author Evaluates an author’s Evaluate an author’s between generalizations and makes an argument by argument or defense of a argument or defense of a evidence and how the evaluating the claim by evaluating the claim by evaluating the author’s intent or bias affects relationship between relationship between relationship between the tone of a text. generalizations and generalizations and generalizations and evidence, author’s intent evidence, the evidence, the or bias. comprehensiveness of comprehensiveness of evidence, and the way in evidence, and the way in which the author’s intent which the author’s intent or bias affects the or bias affects the structure and tone of the structure and tone of the text with teacher support. text (e.g., in professional journals, sports journals, editorials, political speeches, primary source material).
Page 395 Oregon English Language Proficiency Standards READING CIM INFORMATIONAL TEXT: EXAMINE CONTENT AND STRUCTURE (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 7 None available None available Identifies statements in Examines the sequence of With teacher support, Evaluate the logic of documents containing information and evaluates the logic of documents (e.g., directions (e.g., assembly of an procedures in documents documents (e.g., directions for assembly item) that may lead to possible containing directions (e.g., directions for assembly of of an item, reader misunderstandings. assembly of an item) in an item, applications), applications), anticipation of possible examining the sequence examining the reader misunderstandings. of information and sequence of procedures in anticipation information and of possible reader procedures in misunderstandings. anticipation of possible reader misunderstandings. 8 Uses pictures, lists, None available Elaborates more detailed Locates and evaluates a Applies knowledge of Generate relevant charts, and tables to subject-specific tasks with variety of informational other subject-specific questions about identify the factual teacher and contextual support. text for research purposes classes and generates readings on issues that components of with contextual support. relevant questions about can be researched. informational materials readings on issues that in which the student can be researched. can draw meaning. 9 Identifies relationships Reads and identifies Reads and uses more detailed Paraphrases the ideas of Synthesizes the content Synthesize the content between two simple relationships between two sentences to describe two or more texts on a from several sources or from several sources or texts on a single issue written texts on the same relationships between two or single topic and connects works by a single author works by a single read to them and their issue and their own more texts on the same topic to them to other sources and dealing with a single author dealing with a own experiences using experience using simple demonstrate comprehension. related topics to issue; paraphrases the single issue; paraphrase key words and/or sentences to demonstrate demonstrate ideas and connects them the ideas and connect phrases. comprehension. comprehension. to other sources and them to other sources related topics to and related topics to demonstrate demonstrate comprehension with comprehension. teacher’s support.
Page 396 Oregon English Language Proficiency Standards READING CIM INFORMATIONAL TEXT: EXAMINE CONTENT AND STRUCTURE (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 10 None available Lists ideas about a single Paraphrases and extends ideas Elaborates on ideas Extends ideas presented in Extend ideas topic found in simple presented in primary or presented in primary or primary or secondary presented in primary or secondary texts. secondary sources. secondary sources. sources through original primary or analysis, evaluation, and secondary sources elaboration with teacher through original support. analysis, evaluation, and elaboration.
Page 397 Oregon English Language Proficiency Standards LITERATURE CIM LISTEN TO AND READ LITERARY TEXT 8. CCG (K-12): Listen to text and read text to make connections and respond to a wide variety of literature of varying complexity. s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English p i
r minimal increased comprehension of comprehension of general consistent comprehension of general and implied Language Arts c
s comprehension of general meaning and some meaning and increased general meaning and good meaning, including Standards e
D general meaning; gain specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative
l
e familiarity with the routine expressions meaning. They respond in more meaning. They sustain language. Students v
e sounds, rhythms and independently and respond complex sentences with more conversation, respond with initiate and negotiate L
patterns of English. using phrases and simple detail using newly acquired detail in compound and using appropriate y
c Early stages show no sentences, which include a vocabulary to experiment and complex sentences, actively discourse, varied n
e verbal responses while subject and predicate. form messages. (The brown participate using more grammatical structures i c
i in later stages one or Students show basic errors bear lived with his family in the extensive vocabulary, use and vocabulary, use f
o two word responses are in speech. (The bear is forest.) standard grammar with few conventions for formal r
P expected. Students brown. He is eating.) random errors. (Can bears and informal language. respond in single words live in the forest if they (Would you like me to and phrases, which may find food there?) bring pictures of the bear include subject or a that I saw last summer?) predicate. Many speech errors are observed. (bear, brown) 1 Distinguishes between Distinguishes among poetry, Identifies the major Listens to and reads Listens to and reads Listen to text and fiction and nonfiction drama, and short stories characteristics of short story, sentences to respond to detailed sentences to read text to make using one- or two-word from a variety of cultures, novel, poetry, drama, fiction and comprehension questions respond to a variety of connections and responses. Uses using simple sentences. nonfiction and makes taken from forms of brief works, including fiction, respond to pictures, lists, charts, Uses pictures, lists, charts, connections to a variety of prose (e.g., short story, nonfiction, poetry, drama, historically or and tables to identify and tables to identify the literary works from a variety of essay) from a variety of short story, essay, novel, culturally the characteristics of characteristics of fairy tales, cultures and time periods. cultures. from a variety of cultures significant works fairy tales, folktales, folktales, myths, and and time periods. of literature that myths, and legends. legends from a variety of enhance the cultures. study of other subjects.
Page 398 Oregon English Language Proficiency Standards LITERATURE CIM LISTEN TO AND READ LITERARY TEXT (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Demonstrates listening Demonstrates listening Demonstrates listening Demonstrates listening Demonstrates listening Demonstrate comprehension of comprehension of some comprehension of literary text comprehension of literary comprehension of more listening familiar literary text familiar literary text using through class and/or small- text through class and/or complex literary text comprehension using drawings, words, simple sentences. guided group discussions. small-guided group through class and/or of more complex or phrases. interpretive discussions. small-guided group literary text interpretive discussions. through class and/or small group interpretive discussions.
Page 399 Oregon English Language Proficiency Standards LITERATURE CIM LITERARY TEXT: DEMONSTRATE GENERAL UNDERSTANDING 9. CCG (K-12): Demonstrate general understanding of grade-level literary text (similar to 1996 “Demonstrate literal comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language p i
r minimal increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards c
s comprehension of general meaning and some meaning and increased general meaning and good meaning, including e
D general meaning; gain specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative
l
e familiarity with the routine expressions meaning. They respond in meaning. They sustain language. Students v
e sounds, rhythms and independently and respond more complex sentences with conversation, respond with initiate and negotiate L
patterns of English. using phrases and simple more detail using newly detail in compound and using appropriate y
c Early stages show no sentences, which include a acquired vocabulary to complex sentences, actively discourse, varied n
e verbal responses while subject and predicate. experiment and form participate using more grammatical structures i c
i in later stages one or Students show basic errors messages. (The brown bear extensive vocabulary, use and vocabulary, use f
o two word responses are in speech. (The bear is lived with his family in the standard grammar with few conventions for formal r
P expected. Students brown. He is eating.) forest.) random errors. (Can bears and informal language. respond in single words live in the forest if they (Would you like me to and phrases, which may find food there?) bring pictures of the bear include subject or a that I saw last summer?) predicate. Many speech errors are observed. (bear, brown) 1 Identifies the Responds to factual Reads and uses detailed Applies knowledge of Orally responds to factual None available beginning, middle, and comprehension sentences to orally respond to language to analyze and comprehension questions end of a simple literary questions taken factual comprehension derives meaning/ taken from two forms of text. from two forms questions taken from three comprehension from literary literature (brief excerpts of literature forms of literature. texts. from a comedy and (brief excerpts tragedy) using simple from a comedy sentences. and tragedy) using simple sentences. 2 Uses pictures, lists, Identifies sequence of Reads and uses detailed Identifies sequence of Identifies sequence of Identify and/or charts, and tables to events, main sentences to orally describe events and explains the events and summarizes summarize identify the sequence of ideas and some the sequence of events in main ideas and critical the main ideas and sequence of events, events from simple details of familiar literary texts. details of literary texts. supporting details in main ideas, and literary texts. texts, using key literary selections. supporting details words or phrases. in literary selections.
Page 400 Oregon English Language Proficiency Standards LITERATURE CIM LITERARY TEXT: DEVELOP AN INTERPRETATION 10. CCG (K-12): Develop an interpretation of grade-level literary text (similar to 1996 “Analyze the author’s ideas…and make supported interpretations of the selection”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language p i
r minimal increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards c
s comprehension of general meaning and some meaning and increased general meaning and good meaning, including e
D general meaning; gain specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative
l
e familiarity with the routine expressions meaning. They respond in meaning. They sustain language. Students v
e sounds, rhythms and independently and respond more complex sentences with conversation, respond with initiate and negotiate L
patterns of English. using phrases and simple more detail using newly detail in compound and using appropriate y
c Early stages show no sentences, which include a acquired vocabulary to complex sentences, actively discourse, varied n
e verbal responses while subject and predicate. experiment and form participate using more grammatical structures i c
i in later stages one or Students show basic errors messages. (The brown bear extensive vocabulary, use and vocabulary, use f
o two word responses are in speech. (The bear is lived with his family in the standard grammar with few conventions for formal r
P expected. Students brown. He is eating.) forest.) random errors. (Can bears and informal language. respond in single words live in the forest if they find (Would you like me to and phrases, which may food there?) bring pictures of the bear include subject or a that I saw last summer?) predicate. Many speech errors are observed. (bear, brown) 1 Predicts outcomes Predicts outcomes Predicts outcomes supported Predicts outcomes Predicts future outcomes Predict probable supported by the text supported by the text using by the text using sentences. supported by the text using supported by the text. future outcomes using pictures, simple sentences. more complex sentences. supported by the drawings or words. text.
2 Using pictures, lists, Describes a character in a Describes major characters in Identifies the actions and Identifies the actions and Analyze charts, and tables, brief literary text by a brief literary text by motives of characters in a motives of characters in a interactions identifies contrasting identifying the thoughts and identifying their thoughts, work of fiction and relates work of fiction, including between characters actions (good/bad) of actions of the character, actions, or motivations and these to the plot or theme. contrasting motives that in a literary text major characters from using simple sentences. relate these to the plot. advance the plot or (e.g., internal and simple literary texts promote the theme with external conflicts, read aloud. teacher support. motivations, relationships, influences) and how these interactions affect the plot.
Page 401 Oregon English Language Proficiency Standards LITERATURE CIM LITERARY TEXT: DEVELOP AN INTERPRETATION (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 None available Choosing from a provided Identifies the themes of a literary Identifies the development Identifies themes in Identify themes list of key words work based on evidence from of themes of literary works literary works and in literary works, or phrases, text. based on evidence in the provides support for and provide identifies the text. interpretations from support for theme of a the text with teacher interpretations familiar story. support. from the text. 4 Choosing from a Identifies explicitly stated Identifies explicitly and Identifies explicitly and Infers main ideas not Infer the main provided list of key main ideas of implicitly stated main ideas of implicitly stated main ideas implicitly stated and idea when it is words or phrases, simple literary simple literary texts and uses of simple literary texts and supports with evidence not explicitly identifies main ideas texts and uses them to draw inferences about supports with evidence from from text with teacher stated, and and some details of them to draw written text. text. support. support with familiar texts. inferences about evidence from written text using the text. simple sentences. 5 Choosing from a Identifies explicitly stated Identifies explicitly and Identifies explicitly and Infers reasons for actions Identify and provided list of key reasons for implicitly stated reasons for implicitly stated reasons for not stated, based on analyze unstated words or phrases, actions from actions not stated in simple actions not stated in the text. evidence in the text with reasons for identifies stated reasons simple literary literary texts. teacher support. actions or beliefs for actions from texts. based on familiar texts. explicitly stated information.
Page 402 Oregon English Language Proficiency Standards LITERATURE CIM LITERARY TEXT: EXAMINE CONTENT AND STRUCTURE 11. CCG (K-12): Examine content and structure of grade-level literary text (similar to 1996 “Evaluate how the form of a literary work and the use of literary devices contribute to the work’s message and impact”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English p i
r minimal increased comprehension of comprehension of general consistent comprehension of general and implied Language Arts c
s comprehension of general meaning and some meaning and increased general meaning and good meaning, including Standards e
D general meaning; gain specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative
l
e familiarity with the routine expressions meaning. They respond in more meaning. They sustain language. Students v
e sounds, rhythms and independently and respond complex sentences with more conversation, respond with initiate and negotiate L
patterns of English. using phrases and simple detail using newly acquired detail in compound and using appropriate y
c Early stages show no sentences, which include a vocabulary to experiment and complex sentences, actively discourse, varied n
e verbal responses while subject and predicate. form messages. (The brown participate using more grammatical structures i c
i in later stages one or Students show basic errors bear lived with his family in the extensive vocabulary, use and vocabulary, use f
o two word responses are in speech. (The bear is forest.) standard grammar with few conventions for formal r
P expected. Students brown. He is eating.) random errors. (Can bears and informal language. respond in single words live in the forest if they (Would you like me to and phrases, which may find food there?) bring pictures of the bear include subject or a that I saw last summer?) predicate. Many speech errors are observed. (bear, brown) 1 None available Recognizes simple idioms, Demonstrates sufficient Uses idioms, analogies and Uses common idioms and None available analogies, and knowledge of English syntax to metaphors in literature and some analogies and figures of speech interpret the meaning of idioms, texts in content areas. metaphors (e.g., “shine in literature and analogies, and metaphors. like a star,” “let the cat content area texts out of the bag”). (e.g., "the last word"). 2 Demonstrates Recognizes simple literary Recognizes and uses simple Identifies and uses Identifies literary devices Identify various knowledge of devices such as literary devices such as personification, common such as narrative voice, literary devices, comparisons using similes and personification, analogies and idioms and some analogies, symbolism, dialect, and including pictures, drawings or metaphors in metaphors in literature. similes and metaphors (e.g., irony and uses those figurative other graphics to literature (e.g., to “shine like a star,” “let the elements to analyze and language, compare familiar take a fall). cat out of the bag”). evaluate the work with imagery, objects. teacher support. allegory, and symbolism; evaluate the significance of the devices; and explain their Page 403 Oregon English Language Proficiency Standards appeal.
Page 404 Oregon English Language Proficiency Standards LITERATURE CIM LITERARY TEXT: EXAMINE CONTENT AND STRUCTURE (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 None available Orally identify literary Read and use detailed sentences Identify several literary Explain the significance None available elements of to orally explain the literary elements and techniques of several literary theme, plot, elements of theme, plot, setting, (e.g., figurative language, elements and techniques setting, and and characters. imagery, and symbolism). (e.g., figurative language, character using imagery, allegory, and simple sentences. symbolism) and evaluate how well literary elements contribute to the overall effectiveness of a selection. 4 None available None available Identifies subtleties or Identifies subtleties and Interprets and evaluates Interpret and contradictions used in a contradictions used in a the impact of subtleties, evaluate the selection. selection and tells how these contradictions, and ironies impact of contribute to enhance the in a text with teacher subtleties, text. support. contradictions, and ironies in a text. 5 Identifies and lists Recognizes characteristics Briefly describes what a Reads and uses detailed Analyzes the interaction None available major characters in of major characters from a character is like by what he/she sentences to orally describe between characters and simple literary provided list. does in a familiar narration, what a character is like by subordinate characters in selection. dialogue, or drama, using simple what he/she does in a literary texts (e.g., sentences. narration, dialogue, or motivations and drama. reactions). 6 Reads and orally Recognizes the difference Briefly describes the relationship Explains how voice and the Explains how voice and Explain how identifies the speaker or between first and third between voice and narrator and choice of narrator affect the choice of a narrator voice and the narrator in a simple person using phrases or major characters of a simple characterization and the plot affects characterization choice of a selection. simple sentences. literary text. of a text. and the tone, plot, and narrator affect credibility of a text with characterization teacher guidance. and the tone, plot, and credibility of a text.
Page 405 Oregon English Language Proficiency Standards LITERATURE CIM LITERARY TEXT: EXAMINE CONTENT AND STRUCTURE (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 7 Demonstrates Recognizes more complex Recognizes and uses more Reads and identifies the use Develops an Analyze an knowledge of more literary devices such as complex literary devices such of foreshadowing and understanding of how to author’s complex literary flashbacks. as foreshadowing or flashbacks flashbacks and the impact analyze an author’s development of devices such as in literature. on the development of time development of time and time and sequence, flashbacks using and sequence. sequence, including the including the use of pictures, drawings or use of complex literary complex literary other graphics in devices such as devices, such as familiar texts. foreshadowing or foreshadowing or flashbacks with teacher flashbacks. guidance. 8 Uses pictures, lists, Uses simple sentences to Reads and identifies the With contextual support, With contextual support, Evaluate the impact charts, and tables to identify the vocabulary, vocabulary, syntax, and develops an understanding develops an of word choice and identify the vocabulary, syntax, and grammar used grammar used in various tones of how to analyze how understanding of how to figurative language syntax, and grammar in various tones and moods and moods in simple literary repetition of key ideas, evaluate the impact of on tone, mood, and used in various tones in in simple literary text. text. syntax, and word choice and word choice and theme. simple literary text. figurative language impact figurative language on tone and mood. tone, mood, and theme. 9 Identifies dialogue, Identifies dialogue, Identifies words in dialogue Identifies the function of Identifies and describes Identify and soliloquies and stage soliloquies, asides, character that describe characters in dialogue, scene design, and the function of dialogue, describe the directions by pointing, foils, and stage directions in dramatic literature. asides in dramatic literature. soliloquies, asides, function of labeling or using other dramatic literature, using character foils, and stage dialogue, nonverbal resources. words or phrases. directions in dramatic soliloquies, asides, literature with character foils, and teachersupport. stage directions in dramatic literature. 10 None available Uses detailed sentences to Identifies techniques which Relates literary works and Analyzes the impact the Analyze the impact orally identify at least two have specific rhetorical or authors to major themes and choice of literary form has the choice of ways in which poets use aesthetic purposes in literary issues of their eras. on the author” message or literary form has on personification, figures of texts (e.g., irony, tone, mood, purpose with teacher the author’s speech, and sounds. "sound" of language). support. message or purpose. 11 None available Uses detailed sentences to Orally, and in writing, Identifies recognized works Compares and contrasts a None available orally compare and contrast compares and contrasts a of world literature and similar theme or topic a similar theme or topic similar theme or topic across contrasts the major literary across genres and across three genres. several genres using detailed forms and techniques. explains how the genre sentences. shapes the theme or topic.
Page 406 Oregon English Language Proficiency Standards LITERATURE CIM LITERARY TEXT: EXAMINE CONTENT AND STRUCTURE (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 12 Using pictures, Uses detailed sentences to Orally and in writing, compares Identifies a recognized work Analyzes the way in Analyze the way drawings provided in orally compare and contrast and contrasts a similar theme or of world literature and which a work of literature in which a work text, identifies the text’s a similar theme or topic topic across historical time examines the relationship is related to the themes of literature is historical period. across historical periods. periods using detailed sentences. between its theme or topic and issues of its historical related to the to its historical period. period with teacher themes and support. issues of its historical period. 13 None available From a provided list, Orally and in writing, compares Identifies a universal theme Compares works that Compare works identifies universal themes, works that express a universal in works of literature and express a universal theme that express a (i.e. love, hate, friendship, theme and supports decision with identifies evidence provided and provides evidence to universal theme, enemies). sentences provided in text. in text to support the theme. support the ideas and provide expressed in each work evidence to with teacher support. support the ideas expressed in each work. 14 Using pictures, lists, Identifies the major themes Identifies similar themes or Compares and contrasts a Analyzes recurring Compare and charts, tables or other or topics of a familiar text. topics across familiar or similar theme or topic themes across literary contrast the forms or nonverbal traditional literary works. across known literary works (e.g., good and evil, presentation of a resources, identifies selection. loyalty and betrayal). similar theme or major topics of a topic across familiar text read aloud. genres to explain how the selection of genre shapes the theme or topic. 15 None available Distinguishes the Identifies recognized works of Analyzes a work of Analyzes a work of Analyze a work characteristics of different literature and their genre in order literature and their genre in literature, showing how it of literature, forms of dramatic literature to contrast major periods, order to contrast major reflects the heritage, showing how it using simple sentences, themes, and trends. periods and trends. traditions, attitudes, and reflects the pictures, lists, charts, and beliefs of its author with heritage, tables (e.g., comedy and teacher support. traditions, tragedy). attitudes, and beliefs of its author.
Page 407 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE CIM
1. CCG (K-12): Communicate supported ideas across the subject areas using oral, visual, and multi-media forms in ways appropriate to topic, context, audience, and purpose (1996 Ideas and Content); organize oral, visual, and multi-media presentations in clear sequence, making connections and transitions among ideas and elements (1996 Organization); use language appropriate to topic, context, audience, and purpose (1996 Language); and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other nonverbal techniques (1996 Delivery). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language i r
c minimal comprehension increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards s
e of general meaning; general meaning and some meaning and increased general meaning and good meaning, including D
l gain familiarity with the specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative e
v sounds, rhythms and routine expressions meaning. They respond in meaning. They sustain language. Students initiate e
L patterns of English. independently and respond more complex sentences conversation, respond with and negotiate using
y Early stages show no using phrases and simple with more detail using detail in compound and appropriate discourse, c
n verbal responses while sentences, which include a newly acquired vocabulary complex sentences, actively varied grammatical e i c
i in later stages one or subject and predicate. to experiment and form participate using more structures and vocabulary, f
o two word responses are Students show basic errors messages. (The brown bear extensive vocabulary, use use conventions for r
P expected. Students in speech. (The bear is lived with his family in the standard grammar with few formal and informal respond in single words brown. He is eating.) forest.) random errors. (Can bears language. (Would you and phrases, which may live in the forest if they find like me to bring pictures include subject or a food there?) of the bear that I saw last predicate. Many speech summer?) errors are observed. (bear, brown) 1 Uses short, patterned Asks and answers Actively participates in Presents independently a Presents and supports in Present and support questions to seek questions using phrases or social and academic statement of a familiar some detail a familiar a clear thesis information, express simple sentences. instructional conversations topic, using consistent thesis statement and uses statement and basic needs, and with peers and other adults standard English, appropriate types of choose appropriate identify familiar by asking and answering grammatical form, sounds, proof (e.g., statistic, types of proof (e.g., words. questions and soliciting intonation but may have testimony, specific statistics, testimony, information. some difficulties. instances) that approach specific instances) standard English that meet standard grammatical forms, tests for evidence, sounds, intonations, pitch including credibility, and modulation adding to validity, and the evidence, credibility relevance. and relevance.
Page 408 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE CIM (cont.)
Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Lists and/or organizes a Brainstorms and organizes Explains simple main Identifies appropriate Uses appropriate Choose appropriate story using visual ideas related to a given ideas and organizes basic techniques for developing the techniques for developing techniques for illustrations. topic using visual supporting details. introduction and conclusion the introduction and developing the organizers. (e.g., by using literary conclusion (e.g., by using introduction and quotations, anecdotes, literary quotations, conclusion (e.g., by references to authoritative anecdotes, references to using literary sources). authoritative sources). quotations, anecdotes, references to authoritative sources). 3 Identifies the purpose of Identifies the use and Demonstrates familiarity Demonstrates familiarity with Uses props, visual aids, Use props, visual aids, props, visual aids, graphs, purpose of props, visual with the use of props, the use of props, visual aids, graphs, and/or electronic graphs, and/or and/or electronic media aids, graphs, and/or visual aids, graphs, and/or graphs, and/or electronic media to enhance the electronic media to (not part of scoring guide electronic media (not part electronic media (not part media to enhance the appeal appeal and accuracy of enhance the appeal and criteria). of scoring guide criteria). of scoring guide criteria). and accuracy of rehearsed rehearsed presentations accuracy of rehearsed presentations (not part of (not part of scoring guide presentations (not part scoring guide criteria). criteria) with minimal of scoring guide teacher support. criteria). 4 Constructs meaning from Identifies patterns of Demonstrates knowledge Selects logical patterns of Chooses logical patterns Choose logical patterns different patterns of organization and uses of different patterns of organization (e.g., of organization (e.g., of organization (e.g., organization and various forms of organization for informing chronological, topical, cause- chronological, topical, chronological, topical, communicate basic needs, communication to express and persuasion. and-effect) to inform and to cause-and-effect) to cause-and-effect) to (e.g., hunger, thirst), basic needs, thoughts, and persuade, by seeking inform and to persuade, inform and to feelings. agreement or action, or uniting by seeking agreement or persuade, by seeking audiences behind a common action, or uniting agreement or action, or belief or cause with teacher audiences behind a uniting audiences support. common belief or cause behind a common with teacher support. belief or cause.
Page 409 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE CIM SPEAKING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 5 Uses words, visual aids, Use note-taking strategies to Use note-taking strategies to Begin to produce concise Produce concise notes for Produce concise signs and gestures to prepare for a speaking prepare for a speaking notes for extemporaneous extemporaneous speaking notes for communicate orally. activity with teacher activity. speaking (not part of scoring (not part of scoring guide extemporaneous support. guide criteria) with teacher criteria) with teacher speaking (not part of support. support. scoring guide criteria). 6 Speaks with a few Is understood when With contextual support, Analyzes the occasion and Analyzes the occasion Analyze the occasion words or sentences in speaking and when giving uses nonverbal techniques the interests of the audience and the interests of the and the interests of group settings. oral presentations. to give instructions and and chooses effective verbal audience and chooses the audience, and directions with some detail. and nonverbal techniques effective verbal and choose effective Discusses a variety of such as volume, expression, nonverbal techniques such verbal and nonverbal listeners. rate, gestures, eye contact as volume, expression, techniques, such as for presentations with rate, gestures, eye contact volume, expression, teacher support. for presentations with rate, gestures, eye teacher support. contact for presentations.
Page 410 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE CIM
1. CCG (K-12): Listen critically and respond appropriately across the subject areas. s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language i r
c minimal comprehension of increased good comprehension of consistent comprehension general and implied Arts Standards s
e general meaning; gain comprehension of general meaning and of general meaning and meaning, including D
l familiarity with the sounds, general meaning and increased comprehension good understanding of idiomatic and figurative e
v rhythms and patterns of some specific meaning. of specific meaning. implied meaning. They language. Students initiate e
L English. Early stages show They use routine They respond in more sustain conversation, and negotiate using
y no verbal responses while in expressions complex sentences with respond with detail in appropriate discourse, c
n later stages one or two word independently and more detail using newly compound and complex varied grammatical e i c
i responses are expected. respond using phrases acquired vocabulary to sentences, actively structures and vocabulary, f
o Students respond in single and simple sentences, experiment and form participate using more use conventions for formal r
P words and phrases, which which include a subject messages. (The brown extensive vocabulary, use and informal language. may include subject or a and predicate. Students bear lived with his family standard grammar with few (Would you like me to predicate. Many speech show basic errors in in the forest.) random errors. (Can bears bring pictures of the bear errors are observed. (bear, speech. (The bear is live in the forest if they find that I saw last summer?) brown) brown. He is eating.) food there?) 1 Responds to short simple Listens to and responds Formulates judgments Formulates judgments Formulates own judgments Formulate judgments questions following to familiar about ideas under about ideas under about ideas under about ideas under provided pattern. conversations on discussion with a peer or discussion in small teacher- discussion and supports discussion, and familiar topics. in small teacher-directed directed groups. those judgments with support those groups. convincing evidence and judgments with teacher support. convincing evidence. 2 Follows simple directions Follows simple Follows directions that Follows instructions that Follows complex verbal Follow complex with support from visual directions that include include technical include technical instructions that include verbal instructions clues. familiar vocabulary and vocabulary previously vocabulary with peer and technical vocabulary with that include technical concept-carrying words learned. teacher support. some teacher support. vocabulary and related to specific processes. subjects.
Page 411 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE CIM ANALYSIS 2. CCG (K-12): Evaluate the significance and accuracy of information and ideas presented in oral, visual, and multi-media communications across the subject areas (1996 Analysis). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension of increased comprehension good comprehension of consistent comprehension general and implied Standards s
e general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the sounds, some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v rhythms and patterns of They use routine of specific meaning. implied meaning. They language. Students initiate e
L English. Early stages show expressions independently They respond in more sustain conversation, and negotiate using
y no verbal responses while in and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n later stages one or two word and simple sentences, more detail using newly compound and complex varied grammatical e i c
i responses are expected. which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o Students respond in single and predicate. Students experiment and form participate using more use conventions for formal r
P words and phrases, which show basic errors in messages. (The brown extensive vocabulary, use and informal language. may include subject or a speech. (The bear is bear lived with his family standard grammar with (Would you like me to predicate. Many speech brown. He is eating.) in the forest.) few random errors. (Can bring pictures of the bear errors are observed. (bear, bears live in the forest if that I saw last summer?) brown) they find food there?) 1 Responds to simple Restates points and ideas Explains ideas or Examines the clarity, Evaluates the clarity, Evaluate the clarity, commands, statements, and of conversation or arguments of oral quality, and effectiveness quality, and effectiveness quality, and questions. presentations. presentations; evaluates of a speaker’s important of a speaker’s important effectiveness of a for clarity and arguments, evidence, arguments, evidence, speaker’s important effectiveness with support organization of ideas, and organization of ideas, points, arguments, such as scoring guide. delivery with peer and delivery, diction, and evidence, organization teacher support. syntax with teacher of ideas, delivery, support. diction, and syntax. 2 None available None available Identifies types of Identifies various types of Identifies and analyzes the Identify and analyze arguments including arguments used by the types of arguments used by the types of arguments argument by authority, speaker, including the speaker, including used by the speaker, emotion, and logic with argument by causation, argument by causation, including argument by peer and teacher support. analogy, authority, analogy, authority, causation, analogy, emotion, and logic with emotion, and logic with authority, emotion, peer and teacher support. teacher support. and logic.
Page 412 Oregon English Language Proficiency Standards SPEAKING AND LISTENING GRADE CIM ANALYSIS (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 None available None available Identifies the aesthetic Identifies the aesthetic Identifies the aesthetic Identify the aesthetic effects of a media effects of a media effects of a media effects of a media presentation and the presentation and the presentation, and presentation, and techniques used to create techniques used to create evaluates the techniques evaluate the them. them with peer and teacher used to create them with techniques used to support. teacher support. create them. 4 Distinguishes between the Demonstrates Identifies the various forms Compares and contrasts the Compares and contrasts Compare and contrast various media genres. understanding of the of media genres (e.g., ways in which media the ways in which media the ways in which different media genres. televised news, news genres (e.g., televised genres (e.g., televised media genres (e.g., magazines, documentaries, news, news magazines, news, news magazines, televised news, news online information) used to documentaries, online documentaries, online magazines, cover the same event. information) cover the information) covers the documentaries, online same event with peer and same event with teacher information) cover the teacher support. support. same event. 5 None available None available Identifies key patterns in Recognizes rhetorical Analyzes historically Analyze historically speeches that enhance the devices and features in significant speeches (e.g., significant speeches speaker’s message with the historically significant Abraham Lincoln’s (e.g., Abraham support of small groups, speeches (e.g., Abraham “Gettysburg Address”, Lincoln’s “Gettysburg peers and teacher. Lincoln’s “Gettysburg Martin Luther King, Jr.’s Address,” Martin Address”, Martin Luther “I have a Dream”) to find Luther King, Jr.’s “I King, Jr.’s “I have a the rhetorical devices and Have a Dream”) to Dream”) with peer and features that make them find the rhetorical teacher support. memorable with teacher devices and features support. that make them memorable. 6 None available None available Identifies language and Identifies language and Analyzes how language Analyze how language delivery that affect oral delivery that affect oral and delivery affect the and delivery affect the communication with peer communication and make mood and tone of the oral mood and tone of the and teacher support. an impact on the audience communication and make oral communication with peer and teacher an impact on the audience and make an impact support. with teacher support. on the audience.
Page 413 Oregon English Language Proficiency Standards WRITING GRADE CIM 1. CCG ( K-12): Pre-write, draft, revise, edit, and publish across the subject areas. s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension of increased comprehension good comprehension of consistent comprehension general and implied Standards s
e general meaning; gain of general meaning and general meaning and of general meaning and meaning, including D
l familiarity with the sounds, some specific meaning. increased comprehension good understanding of idiomatic and figurative e
v rhythms and patterns of They use routine of specific meaning. implied meaning. They language. Students initiate e
L English. Early stages show expressions independently They respond in more sustain conversation, and negotiate using
y no verbal responses while and respond using phrases complex sentences with respond with detail in appropriate discourse, c
n in later stages one or two and simple sentences, more detail using newly compound and complex varied grammatical e i c
i word responses are which include a subject acquired vocabulary to sentences, actively structures and vocabulary, f
o expected. Students respond and predicate. Students experiment and form participate using more use conventions for r
P in single words and show basic errors in messages. (The brown extensive vocabulary, use formal and informal phrases, which may speech. (The bear is bear lived with his family standard grammar with language. (Would you like include subject or a brown. He is eating.) in the forest.) few random errors. (Can me to bring pictures of predicate. Many speech bears live in the forest if the bear that I saw last errors are observed. (bear, they find food there?) summer?) brown) 1 Uses a graphic organizer to Uses writing strategies to Uses writing strategies to Uses writing strategies to Uses a variety of Use a variety of strategies prepare an illustrated prepare for writing such prepare for writing such prepare for writing such strategies to prepare for to prepare for writing, narrative. as making lists, using as brainstorming, making as brainstorming, making writing such as such as brainstorming, graphic organizers with lists, mapping, using lists, mapping, grouping brainstorming, making making lists, mapping, teacher support. graphic organizers, and related ideas, using lists, mapping, outlining, outlining, grouping taking notes with peer and graphic organizers, and grouping related ideas, related ideas, using teacher support. taking notes with peer and using graphic organizers, graphic organizers, and teacher support. and taking notes with taking notes. teacher support. 2 Collects and lists Brainstorms ideas for Brainstorms ideas for Discusses ideas for Discusses ideas for Discuss ideas for writing vocabulary on a specified writing using visual writing with classmates, writing with classmates, writing with classmates, with classmates, teachers, topic in a teacher-led class organizers in a teacher-led teachers, and other teachers, and other teachers, and other and other writers, and activity. class activity. writers, and develops writers, and develops writers, and develops develop drafts alone and drafts with peer and drafts collaboratively with drafts alone and collaboratively. teacher support. teacher support. collaboratively.
Page 414 Oregon English Language Proficiency Standards WRITING GRADE CIM (cont) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Identifies purpose through Identifies purpose through Identifies audience and Identifies audience and Identifies audience and Identify audience and illustrations or visuals. illustrations or visuals. purpose. purpose. purpose. purpose. 4 Identifies various forms of Identifies various forms Chooses the form of Choosees the form of Choosees the form of Choose the form of writing (personal letter, of writing (personal letter, writing that suits the writing that suits the writing that best suits the writing that best suits the letter to the editor, review, letter to the editor, review, intended purpose intended purpose intended purpose intended purpose— poem, report, or narrative) poem, report, or narrative) (personal letter, letter to (personal letter, letter to (personal letter, letter to personal letter, letter to and develops vocabulary with teacher support. the editor, review, poem, the editor, review, poem, the editor, review, poem the editor, review, poem, related to each with teacher report, or narrative) with report, or narrative) with report, or narrative). report, or narrative. support. teacher support. teacher support. 5 Uses the writing process to Uses the writing process Uses the writing process Uses the writing process Uses the writing process Use the writing process— acquire vocabulary and (prewriting, drafting, (prewriting, drafting, (prewriting, drafting, (prewriting, drafting, prewriting, drafting, grammatical structures revising, editing, and revising, editing, and revising, editing, and revising, editing, and revising, editing, and with extensive teacher publishing) to acquire publishing) with teacher publishing successive publishing successive publishing successive support. vocabulary and support. versions) with teacher versions). versions. grammatical structures support. with teacher support. 6 Groups vocabulary, Focuses on a central idea Focuses on a central idea Focuses on a central idea, Focuses on central idea, Focus on a central idea, focusing on a central idea with teacher support. excluding extraneous excluding loosely related, excluding loosely related, excluding loosely related, with teacher support. information with teacher extraneous, and extraneous, and extraneous, and support. repetitious information repetitious information. repetitious information. with teacher support. 7 Observes how a scoring Uses vocabulary Uses a scoring guide to Uses a scoring guide to Uses a scoring guide to Use a scoring guide to guide is used working with associated with editing revise writing for review, evaluate, and review, evaluate, and review, evaluate, and other students. and revision and uses a meaning and clarity with revise writing for revise writing for revise writing for meaning scoring guide to revise teacher support. meaning and clarity with meaning and clarity. and clarity. writing. teacher support.
Page 415 Oregon English Language Proficiency Standards WRITING GRADE CIM PLANNING, EVALUATION, AND REVISION (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 8 Revises word choice Revises drafts of Revises drafts to improve Revises drafts to improve Revises drafts to improve Revise drafts to improve the as vocabulary is sentences; organizes the organization and the logic, the word choice, the logic, the logic and coherence of the acquired. sentences. word choice with teacher and the organization with organization, the organization and controlling support. teacher support. controlling idea, the word idea, the precision of word choice, and the tone. choice, and the tone—by taking into consideration the audience, purpose, and formality of the context. 9 Edits and proofreads Edits and proofreads Edits and proofreads Edits and proofreads one’s Edits and proofreads Edit and proofread one’s own any vocabulary one’s own writing with one’s own writing, as well own writing, as well as that one’s own writing, as well writing, as well as that of contained in an teacher and peer as that of others, with of others using the writing as that of others, using the others, using the writing illustrated project. support. teacher and peer support, conventions, and, for writing conventions, and, conventions, and, for example, an editing checklist, or list example, an editing for example, an editing an editing checklist or list of of rules with examples of checklist or list of rules with checklist or list of rules rules with specific examples of corrections of specific examples of corrections of with examples of corrections of specific errors. errors. specific errors with peer and corrections of specific teacher support. errors.
Page 416 Oregon English Language Proficiency Standards WRITING GRADE CIM WRITING 2. CCG (K-12): Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest (1996 “Convey clear, focused main ideas…”); organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs (1996 “Structure information in clear sequence…”); and use precise words and fluent sentence structures that support meaning (1996 “Sentence Structure”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension of increased comprehension of comprehension of general consistent general and implied Standards s
e general meaning; gain general meaning and some meaning and increased comprehension of meaning, including D
l familiarity with the sounds, specific meaning. They use comprehension of specific general meaning and idiomatic and figurative e
v rhythms and patterns of routine expressions meaning. They respond in good understanding of language. Students e
L English. Early stages show independently and respond more complex sentences implied meaning. They initiate and negotiate
y no verbal responses while in using phrases and simple with more detail using sustain conversation, using appropriate c
n later stages one or two word sentences, which include a newly acquired vocabulary respond with detail in discourse, varied e i c
i responses are expected. subject and predicate. to experiment and form compound and complex grammatical structures f
o Students respond in single Students show basic errors messages. (The brown sentences, actively and vocabulary, use r
P words and phrases, which in speech. (The bear is bear lived with his family participate using more conventions for formal may include subject or a brown. He is eating.) in the forest.) extensive vocabulary, and informal language. predicate. Many speech use standard grammar (Would you like me to errors are observed. (bear, with few random errors. bring pictures of the brown) (Can bears live in the bear that I saw last forest if they find food summer?) there?) 1 Uses drawings and/or visual Uses drawings, visual Establishes a thesis for an Establishes a thesis for Establishes a coherent Establish a coherent graphics to establish a thesis graphics, and phrases to essay that interests the an essay that engages and supported thesis for and clearly supported for an essay that interests the establish a thesis for an reader and has a beginning, the reader, conveys a an essay that engages the thesis for an essay that reader and has a beginning, essay that interests the middle, and end with peer clear perspective on the reader, conveys a clear engages the reader, middle, and end. reader and has a beginning, and teacher support. subject, maintains its perspective on the conveys a clear and middle, and end. focus, and has a subject, maintains a distinctive perspective conclusion with peer consistent tone and focus on the subject, and teacher support. throughout the piece of maintains a consistent writing, and ends with a tone and focus supported conclusion. throughout the piece of writing, and ends with a well supported conclusion.
Page 417 Oregon English Language Proficiency Standards WRITING GRADE CIM WRITING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Creates a visual representing an Creates an organizational Creates an Creates an organizational Creates an organizational Create an organizational plan for a story or graphic for presenting organizational graphic structure that logically structure that logically organizational expository piece using drawings information using visual for presenting presents information and presents information structure that logically and graphics. graphics, single words and information and includes uses transitions. using transitional and effectively phrases. a list of simple elements that unify presents information transitions. paragraphs and the work using transitional as a whole. elements that unify paragraphs and the work as a whole. 3 Represents action verbs, concrete Uses some action verbs, Uses action verbs, Uses action verbs, Uses action verbs, Use precise language, adjectives and some sensory concrete adjectives and concrete adjectives and sensory details, and sensory details, and action verbs, sensory details in a piece consisting of some sensory details in a some sensory details some modifiers. appropriate modifiers. details, and drawings and other visual short piece consisting of within short phrases and appropriate modifiers. graphics. single words and phrases. sentences. 4 Uses drawings and visual Uses simple phrases to Demonstrates an Demonstrates an Demonstrates an Demonstrate an graphics to convey meaning. convey meaning. understanding of basic understanding of basic understanding of understanding of sentence construction. sentence construction in sentence construction to sentence construction a few different sentence achieve clarity of —including parallel types. meaning and vary structure and sentence types. subordination—to achieve clarity of meaning, vary sentence types, and enhance flow and rhythm.
Page 418 Oregon English Language Proficiency Standards WRITING GRADE CIM CONVENTIONS 3. CCG (K-12): Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas (similar to 1996 “Use correct spelling, grammar, punctuation, capitalization…”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension increased comprehension comprehension of general consistent comprehension general and implied Standards s
e of general meaning; gain of general meaning and meaning and increased of general meaning and meaning, including D
l familiarity with the some specific meaning. comprehension of specific good understanding of idiomatic and figurative e
v sounds, rhythms and They use routine meaning. They respond in implied meaning. They language. Students e
L patterns of English. Early expressions independently more complex sentences sustain conversation, initiate and negotiate
y stages show no verbal and respond using phrases with more detail using respond with detail in using appropriate c
n responses while in later and simple sentences, newly acquired vocabulary compound and complex discourse, varied e i c
i stages one or two word which include a subject to experiment and form sentences, actively grammatical structures f
o responses are expected. and predicate. Students messages. (The brown bear participate using more and vocabulary, use r
P Students respond in single show basic errors in lived with his family in the extensive vocabulary, use conventions for formal words and phrases, which speech. (The bear is forest.) standard grammar with few and informal language. may include subject or a brown. He is eating.) random errors. (Can bears (Would you like me to predicate. Many speech live in the forest if they bring pictures of the errors are observed. find food there?) bear that I saw last (bear, brown) summer?) Spelling 1 Produces basic words Produces correctly spelled Produces correctly spelled Produces writing that Produces writing that Spelling: Produce correctly spelled. words in context. words in a piece of writing shows accurate spelling for shows accurate spelling. writing that shows consisting of simple phrases commonly used words. accurate spelling. and sentences.
Page 419 Oregon English Language Proficiency Standards WRITING GRADE CIM CONVENTIONS Grammar Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 1 Uses drawings and other Uses single words and Uses simple phrases and Shows control of a few Shows control of some Show control of graphic organizers to phrases. sentences, with occasional simple types of clauses. types of clauses. clauses, including convey ideas. clauses. main and subordinate, and phrases, including gerund, infinitive, and participial. 2 Uses drawings and other Uses modifiers in simple Uses modifiers in some Uses proper placement of Uses proper placement of Understand and use graphic organizers to phrases. phrases and sentences. modifiers. modifiers most of the proper placement of convey ideas. time. modifiers. 3 Uses drawings and other Demonstrates an Demonstrates an Demonstrates an Demonstrates an Demonstrate an graphic organizers to understanding of very understanding of basic understanding of generally understanding of English understanding of convey ideas. basic English usage in English usage in simple correct English usage. usage, including the use proper English usage, simple phrases. phrases and sentences. of verb tenses and forms. including the consistent use of verb tenses and forms. Punctuation 1 Uses periods correctly in Uses commas in simple Uses basic conventions of Uses conventions of Uses conventions of Use conventions of short simple sentences. phrases, e.g., for dividing punctuation, such as punctuation. punctuation correctly. punctuation correctly, city and state. Uses commas and periods in including semicolons, periods correctly in simple sentences. colons, ellipses, and simple sentences. hyphens. Capitalization 1 Uses correct capitalization Uses correct capitalization Uses correct capitalization Uses correct capitalization Uses correct Use correct for proper nouns in a list of for proper nouns and when called for in simple the majority of the time. capitalization. capitalization. vocabulary. when called for in simple phrases and sentences. phrases. Handwriting 1 Writes legibly. Writes legibly. Writes legibly. Writes legibly. Writes legibly. Write legibly.
Page 420 Oregon English Language Proficiency Standards WRITING GRADE CIM WRITING MODES 4. CCG (K-12): Write narrative, expository, and persuasive texts, using a variety of written forms-including journals, essays, short stories, poems, research reports, research papers, business and technical writing-to express ideas appropriate to audience and purpose across the subject areas (1996 Modes/Forms). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c minimal comprehension of increased comprehension of good comprehension of consistent general and implied Standards s
e general meaning; gain general meaning and some general meaning and comprehension of meaning, including D
l familiarity with the sounds, specific meaning. They use increased comprehension general meaning and idiomatic and figurative e
v rhythms and patterns of routine expressions of specific meaning. good understanding of language. Students e
L English. Early stages show independently and respond They respond in more implied meaning. They initiate and negotiate
y no verbal responses while in using phrases and simple complex sentences with sustain conversation, using appropriate c
n later stages one or two word sentences, which include a more detail using newly respond with detail in discourse, varied e i c
i responses are expected. subject and predicate. Students acquired vocabulary to compound and complex grammatical structures f
o Students respond in single show basic errors in speech. experiment and form sentences, actively and vocabulary, use r
P words and phrases, which (The bear is brown. He is messages. (The brown participate using more conventions for formal may include subject or a eating.) bear lived with his extensive vocabulary, and informal language. predicate. Many speech family in the forest.) use standard grammar (Would you like me to errors are observed. (bear, with few random errors. bring pictures of the brown) (Can bears live in the bear that I saw last forest if they find food summer?) there?) 1 Writes personal narrative Writes personal narrative by Writes personal narrative Writes personal Writes personal narrative Personal Narrative using single words, pictures, using single words, phrases, by using short phrases narrative with concrete based on prompt with and organizers with teacher pictures, and organizers with and simple sentences vocabulary and teacher teacher support. support. teacher support. with teacher support. support. 2 Writes fictional narrative Writes fictional narrative Writes fictional narrative Writes fictional Writes fictional narrative Fictional Narrative using single words, pictures, using single words, pictures, by using short phrases narrative with concrete based on prompt with (Imaginative) and organizers with teacher phrases, and organizers with and simple sentences vocabulary and teacher teacher support. support. teacher support. with teacher support. support. 3 Writes expository piece by Writes expository piece by Writes expository essay Writes expository essay Writes expository essay Expository using single words, using single words, organizers, by using short phrases with concrete based on prompt with organizers, and pictures to phrases and pictures to give and simple sentences vocabulary and teacher teacher support. give information with information with teacher with teacher support. support. teacher support. support. 4 Writes persuasive piece by Writes persuasive piece by Writes persuasive essay Writes persuasive essay Writes persuasive essay Persuasive using single words, using single words, organizers, by using short phrases with concrete based on prompt with organizers, and pictures to phrases, and pictures to and simple sentences vocabulary and teacher teacher support. present an opinion with present an opinion with with teacher support. support. teacher support. teacher support.
Page 421 Oregon English Language Proficiency Standards WRITING GRADE CIM WRITING APPLICATIONS 4. CCG (K-12): Write narrative, expository, and persuasive texts, using a variety of written forms-including journals, essays, short stories, poems, research reports, research papers, business and technical writing-to express ideas appropriate to audience and purpose across the subject areas (1996 Modes/Forms). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate minimal Students demonstrate Students demonstrate Students demonstrate Students comprehend English Language Arts i r
c comprehension of general increased comprehension of good comprehension consistent general and implied Standards s
e meaning; gain familiarity with general meaning and some of general meaning comprehension of meaning, including D
l the sounds, rhythms and patterns specific meaning. They use and increased general meaning and idiomatic and figurative e
v of English. Early stages show no routine expressions comprehension of good understanding of language. Students e
L verbal responses while in later independently and respond specific meaning. implied meaning. They initiate and negotiate
y stages one or two word using phrases and simple They respond in more sustain conversation, using appropriate c
n responses are expected. Students sentences, which include a complex sentences respond with detail in discourse, varied e i c
i respond in single words and subject and predicate. with more detail compound and complex grammatical structures f
o phrases, which may include Students show basic errors in using newly acquired sentences, actively and vocabulary, use r
P subject or a predicate. Many speech. (The bear is brown. vocabulary to participate using more conventions for formal speech errors are observed. He is eating.) experiment and form extensive vocabulary, and informal language. (bear, brown) messages. (The use standard grammar (Would you like me to brown bear lived with few random errors. bring pictures of the with his family in the (Can bears live in the bear that I saw last forest.) forest if they find food summer?) there?) Narrative Writing 1 Learns appropriate vocabulary Uses single words or phrases Writes a short Writes biographical or Writes biographical or Write biographical or words and uses them to label an to label an autobiographical biographical or autobiographical autobiographical autobiographical autobiographical timeline. timeline or other graphic autobiographical narratives or short narratives or short stories. narratives or short organizers such as a series of narrative or short stories. Relates a Relates a sequence of stories: illustrations, web an outline. story. sequence of events. events and communicates Relate a sequence of the significance of the events, and events to the audience communicate the with teacher support. significance of the events to the audience.
Page 422 Oregon English Language Proficiency Standards WRITING GRADE CIM WRITING APPICATIONS (cont.) Narrative Writing (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Illustrates and labels a Locates and labels incidents Locates scenes and Locates scenes and Locates scenes and Locate scenes and familiar scene or setting in specific places. incidents in appropriate incidents in appropriate incidents in specific incidents in specific with single words. places with peer and places with peer and places with teacher places. teacher support. teacher support. support. 3 Labels an illustration or Sorts words into categories Describes sights, sounds, Describes sights, sounds, Describes, with concrete Describe with concrete photograph with single for describing sights, smells, actions, and smells, actions, and sensory details, the sights, sensory details the words to describe concrete sounds, actions, and feelings of characters. feelings of characters. sounds, and smells of a sights, sounds, and sights, actions, and some feelings. Uses interior monologue to scene and the specific smells of a scene and feelings. depict characters’ feelings. actions, movements, the specific actions, gestures, and feelings of movements, gestures, the characters; Uses and feelings of the interior monologue to characters; use interior depict the characters’ monologue to depict feelings. the characters’ feelings. 4 Applies action words to a Writes words and phrases Identifies changes in time Paces the presentation of Paces the presentation of Pace the presentation series of events represented that describe feelings, and mood with peer and actions to accommodate actions to accommodate of actions to by an illustration or moods, and states of being, teacher support. changes in time and mood. changes in time and accommodate changes timeline. using illustrations. mood. in time and mood. 5 Applies adjectives to Combines adjectives with Writes a descriptive Makes use of descriptions Makes use of descriptions Make effective use of illustrations in order to nouns to create short passage to describe of appearances, images, of appearance, images, descriptions of describe appearances, phrases that describe appearances, images, and perspectives, and sensory shifting perspectives, and appearance, images, images, and other sensory appearances, images, and other sensory details. details. sensory details. shifting perspectives, details. other sensory details. and sensory details.
Page 423 Oregon English Language Proficiency Standards WRITING GRADE CIM WRITING APPLICATIONS (cont.)
Expository Writing: Response to Literary Text Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient
1 Demonstrates an Demonstrates an Demonstrates an understanding Demonstrates understanding Demonstrates an Write responses understanding of the understanding of the of the significant ideas of of some of the significant understanding of to literature: significant ideas of significant ideas of familiar familiar literary works. ideas of literary works with significant ideas of Demonstrate an familiar literary works literary works using teacher support. literary works. understanding of using illustrations. vocabulary words and the significant phrases to label a visual ideas of literary organizer. works. 2 Makes references to Locates previously Supports important ideas and Supports important ideas Supports important ideas Support familiar, specific text instructed vocabulary viewpoints through references to and viewpoints through and viewpoints through important ideas that represents words and phrases that a context-embedded text when references to a context- references to the text or to and viewpoints important ideas or relate to the important ideas given a small selection of simple embedded text. other works. through accurate viewpoints. of the text. text. Locates phrases and and detailed sentences that relate to the references to the important ideas of the text. text or to other works. 3 Uses similes with Categorizes phrases Locates specified examples of Demonstrates an awareness Demonstrates an Demonstrate an familiar vocabulary. according to categories of stylistic devices in a simple of the author’s use of awareness of the author’s awareness of the stylistic devices with passage of text. stylistic devices with peer use of stylistic devices author’s use of teacher support. and teacher support. and an appreciation of the stylistic devices effects created with and an teacher support. appreciation of the effects created. 4 Identifies common Identifies and discusses Identifies ambiguities and Identifies and analyzes Identifies and analyzes Identify and homonyms with teacher homonyms in simple phrases in a simple passage of ambiguities in a context- ambiguities, nuances and analyze the support. phrases or labels. text. reduced text. complexities within the impact of text. perceived ambiguities, nuances, and complexities within the text. Page 424 Oregon English Language Proficiency Standards WRITING GRADE CIM WRITING APPLICATIONS (cont.) Expository Writing: Research Reports/ Multi-media Presentations Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 1 Categorizes concrete Categorizes words and Locates phrases and Writes research reports. Writes essays and Write analytical essays vocabulary words according phrases according to a sentences in a simple Gathers evidence in research reports: and research reports: to a theme. theme. passage of text that supports support of a thesis. Gathers evidence in Gather evidence in a specified theme. support of a thesis, support of a thesis, including information including information on on relevant all relevant perspectives. perspectives. 2 Lists some types of sources Locates and lists Conveys information and Conveys information and Conveys information Convey information and that one would use to find vocabulary words and ideas from primary sources ideas from primary and and ideas from primary ideas from primary and information. phrases on a particular using short phrases and secondary sources with and secondary sources secondary sources topic. sentences. peer and teacher support. coherently. accurately and coherently. 3 Identifies those which best Identifies words and Categorizes sentences as Makes distinctions Makes distinctions Make distinctions pertain to a specified phrases that best pertain facts or ideas, given a list of between the relative value between the relative between the relative value concrete topic, given a list to a specified concrete familiar phrases and and significance of value and significance and significance of of previously instructed topic, given a list of sentences. specific data, facts, and of specific data, facts, specific data, facts, and vocabulary words. previously instructed ideas in a context- and ideas. ideas. vocabulary. embedded text. 4 Includes visual aids by Includes visual aids by Includes visual aids by Includes visual aids by Includes visual aids by Include visual aids by employing appropriate employing appropriate employing appropriate employing appropriate employing appropriate employing appropriate technology to organize and technology to organize technology to organize and technology to organize technology to organize technology to organize record information or and record information or record information on and record information on and record information and record information on single-word labels on simple written labels on charts, maps, and graphs. charts, maps, and graphs. on charts, maps, and charts, maps, and graphs. charts, maps, and graphs. charts, maps, and graphs. graphs. 5 None available None available Anticipates and addresses Anticipates and addresses Anticipates and Anticipate and address readers’ potential readers’ potential addresses readers’ readers’ potential misunderstandings and misunderstandings, potential misunderstandings, expectations. biases, and expectations. misunderstandings, biases, and expectations. biases, and expectations. 6 Copies format for notations. Uses a few technical Uses some technical terms Uses technical terms and Uses technical terms Use technical terms and words and terms in short and notations in short notations for selected and notations accurately notations accurately. phrases for selected phrases and sentences for topics. for selected topics. topics. selected topics. 7 Copies documentation Demonstrates knowledge Documents sources. Documents sources. Documents sources. Document sources. formats. of documentation formats.
Page 425 Oregon English Language Proficiency Standards WRITING GRADE CIM WRITING APPLICATIONS (cont.) Persuasive Writing Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 1 None available None available Structures ideas and Writes persuasive Writes persuasive Write persuasive opinions in a logical compositions. compositions. Structures compositions: Structure fashion. Writes persuasive Structures ideas and ideas and arguments in a ideas and arguments in a paragraph. opinions in a logical logical fashion. sustained and logical fashion. fashion. 2 Uses gestures, drawings, Uses single words and Uses short phrases and Uses specific rhetorical Uses specific rhetorical Use specific rhetorical and actions to convey basic phrases to convey basic sentences to convey (communication) (communication) devices (communication) devices thoughts and needs. thoughts, opinions, and thoughts, opinions, and devices to support to support assertions such to support assertions, needs. ideas. assertions such as as appealing to logic such as appealing to logic appealing to logic through reasoning, through reasoning; through reasoning, appealing to emotion or appealing to emotion or appealing to emotion or ethical beliefs, or relating a ethical beliefs; or relating ethical beliefs, or personal anecdote, case a personal anecdote, case relating a personal study, or analogy with peer study, or analogy. anecdote, case study, or or teacher support. analogy. 3 Uses gestures, drawings, Uses single words and Uses short phrases and Uses somewhat Clarifies and defends Clarify and defend words and actions to phrases to convey basic sentences to express facts complex phrases and positions with relevant positions with precise convey basic facts. facts. and opinions. sentences to present evidence, including facts, and relevant evidence, evidence, including expert opinions, including facts, expert facts, opinions, quotations, and logical opinions, quotations, and quotations, and reasoning. expressions of commonly reasoning. accepted beliefs and logical reasoning. 4 Uses gestures, drawings, Uses single words and Addresses readers’ Addreses readers’ Addresses readers’ Address readers’ and actions to convey basic phrases to convey basic concerns, using simple concerns. concerns, counter-claims, concerns, counter-claims, ideas. ideas. phrases and sentences. biases, and expectations. biases, and expectations.
Page 426 Oregon English Language Proficiency Standards WRITING GRADE CIM WRITING APPLICATIONS (cont.) Summaries, Business Letters, Job Applications and Resumes, Technical Writing Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 1 Lists vocabulary that Lists vocabulary and Writes business letters. Writes business letters. Writes business letters. Write business letters: could be used in a phrases that could be Provides basic Provides information and Provides clear information Provide clear and purposeful business letter. used in a business information and addresses the intended and addresses the intended information and address the letter. addresses an audience audience with teacher audience. intended audience with teacher and support. appropriately. organizational support. 2 Provides limited Provides very basic Uses vocabulary and Uses general vocabulary, Uses appropriate Use appropriate vocabulary, information by using information by using appropriate tone; appropriate tone, and style vocabulary, tone, and style tone, and style to take into cued words. cued words, and addresses varied to address varied audiences. to address varied audiences. account the nature of the phrases. audiences. relationship with, and the knowledge and interests of, the intended audience. 3 Uses words, pictures, and Conveys a central idea Conveys a central idea Conveys central ideas or Emphasizes central ideas or Emphasize central ideas or organizers to convey a with words, pictures, with simple sentences. images. images. images. central idea. and organizers. 4 Follows a conventional Follows a conventional Follows a conventional Follows a conventional style Follows a conventional style Follow a conventional style style with page formats, style with page formats, style with page formats, with page formats, fonts, with page formats, fonts, with page formats, fonts, fonts, and spacing that fonts, and spacing that fonts, and spacing that and spacing that contributes and spacing that contributes and spacing that contributes contributes to the contributes to the contributes to the to the document’s to the document’s to the document’s document’s readability. document’s readability. document’s readability. readability. readability and impact. readability and impact. 5 Reports limited Reports very basic Reports basic Reports information and Writes technical documents, Write technical documents, information and conveys information and information and conveys ideas logically such as a manual on rules of such as a manual on rules of limited ideas by using conveys a general idea conveys general ideas. about a process. behavior for conflict behavior for conflict cued words, pictures, and by using cued words, resolution, procedures for resolution, procedures for organizers. phrases, pictures, and conducting a meeting, or conducting a meeting, or organizers. minutes of a meeting. minutes of a meeting: Reports information and Report information and conveys ideas logically. convey ideas logically and correctly.
Page 427 Oregon English Language Proficiency Standards WRITING GRADE CIM WRITING APPLICATIONS (cont.) Summaries, Business Letters, Job Applications and Resumes, Technical Writing (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 6 None available None available Offers specifications Offers specifications. Offers accurate Offer detailed and accurate with teacher support. specifications. specifications. 7 None available None available Includes at least one Includes a few definitions Include scenarios, Include scenarios, definition or example to and/or examples with definitions, and/or examples definitions, and examples to aid comprehension. teacher support to aid to aid comprehension. aid comprehension. comprehension. 8 None available None available Anticipates readers’ Anticipates readers’ Anticipates readers’ Anticipate readers’ problems, mistakes, and problems, mistakes, and problems, mistakes, and problems, mistakes, and misunderstandings with misunderstandings with misunderstandings with misunderstandings. peer and teacher teacher support. teacher support. support.
Page 428 Oregon English Language Proficiency Standards WRITING GRADE CIM RESEARCH REPORT WRITING 5. CCG (K-12): Investigate topics of interest and importance across the subject areas, selecting appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materials (see Writing Applications-Expository Writing: Research Reports). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language i r
c minimal comprehension increased comprehension comprehension of general consistent comprehension of general and implied Arts Standards s
e of general meaning; gain of general meaning and meaning and increased general meaning and good meaning, including D
l familiarity with the some specific meaning. comprehension of specific understanding of implied idiomatic and figurative e
v sounds, rhythms and They use routine meaning. They respond in meaning. They sustain language. Students initiate e
L patterns of English. Early expressions independently more complex sentences conversation, respond with and negotiate using
y stages show no verbal and respond using phrases with more detail using detail in compound and appropriate discourse, c
n responses while in later and simple sentences, newly acquired vocabulary complex sentences, actively varied grammatical e i c
i stages one or two word which include a subject to experiment and form participate using more structures and vocabulary, f
o responses are expected. and predicate. Students messages. (The brown bear extensive vocabulary, use use conventions for r
P Students respond in single show basic errors in lived with his family in the standard grammar with few formal and informal words and phrases, which speech. (The bear is forest.) random errors. (Can bears language. (Would you like may include subject or a brown. He is eating.) live in the forest if they find me to bring pictures of predicate. Many speech food there?) the bear that I saw last errors are observed. summer?) (bear, brown) 1 None available None available Uses research questions Uses research questions and Uses research questions Use clear research with teacher support and research sources with and research sources, questions and suitable uses research sources, teacher support, including including the library, research sources, including the library, the library, electronic electronic media, and including the library, electronic media, and media, and personal personal interviews, to electronic media, and personal interviews, to interviews, to gather and gather and present personal interviews, gather and present evidence present evidence from evidence from primary to gather and present on visual organizers from primary and secondary print and secondary print or evidence from primary and secondary print or Internet sources. Internet sources. primary and or Internet sources. secondary print or Internet sources. 2 None available None available Uses note-taking techniques Uses note-taking techniques Uses note-taking Use effective note- to ensure documentation of to ensure documentation of techniques to ensure taking techniques to quoted and paraphrased quoted and paraphrased documentation of quoted ensure appropriate material with teacher material with teacher and paraphrased material. documentation of support. support. quoted as well as paraphrased material.
Page 429 Oregon English Language Proficiency Standards WRITING GRADE CIM RESEARCH REPORT WRITING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 None available None available Develops a main idea within Develops the main ideas Develops the main ideas Develop the main ideas the body of a short within the body of the within the body of the within the body of the composition through composition through composition through composition through supporting evidence. supporting evidence with supporting evidence. supporting evidence, such teacher support. as scenarios, commonly held beliefs, hypotheses, and definitions. 4 None available None available Synthesizes information Synthesizes information Synthesizes information Synthesize information from several sources such as from several sources and from several sources and from multiple sources and online resources, news identifies differences in the identifies complexities and identify complexities and sources, and other easily information and discrepancies in the discrepancies in the interpreted sources. perspectives found in each information and the information and the medium, including different perspectives found different perspectives almanacs, online sources, in each medium, including found in each medium, news sources, speeches, almanacs, online sources, including almanacs, journals, and technical news sources, in-depth field microfiche, news sources, documents with teacher studies, speeches, journals, in-depth field studies, support. and technical documents. speeches, journals, and technical documents. 5 Identifies a quotation Identifies a quotation Uses at least one quotation Integrates relevant Integrates relevant Integrate quotations and within a text. within a text and a and identifies its source in a quotations and citations into quotations and citations into citations into a written citation within a text short written text. a written text with teacher a written text. text while maintaining the and its source (e.g. support. flow of ideas. works cited page). 6 None available None available Follows the formats for Uses conventions for Uses conventions for Use appropriate documentation in text and documentation in text and documentation in text and conventions for works cited for specific works cited, following the works cited, following the documentation in text, style manuals (e.g. Works formats in specific style formats in specific style notes, and works cited, Cited entries—MLA, manuals (e.g. Works Cited manuals (e.g. Works Cited following the formats in reference entries—APA) entries—MLA, reference entries—MLA, reference specific style manuals with teacher support. entries—APA) with teacher entries—APA). (e.g., Works Cited Entries support. —MLA, Reference Entries—APA).
Page 430 Oregon English Language Proficiency Standards WRITING GRADE CIM RESEARCH REPORT WRITING (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 7 Designs and publishes Designs and publishes Design and publishes Designs and publishes Designs and publishes Design and publish documents by using documents by using documents by using documents by using documents by using documents by using publishing software publishing software and publishing software and publishing software and publishing software and publishing software and and graphics programs. graphics programs. graphics programs. graphics programs. graphics programs. graphics programs. 8 None available None available Reflects manuscript Reflects manuscript Reflects manuscript Reflect manuscript requirements, including title requirements, including title requirements, including title requirements, including page presentation, page presentation, page presentation, title page presentation, pagination, and spacing and pagination, spacing and pagination, spacing and pagination, spacing and margins with teacher margins, and integration of margins, and integration of margins, and integration support. source and support material source and support material of source and support such as citing sources within such as citing sources within material, such as citing the text and using direct the text, using direct sources within the text, quotations with teacher quotations, and using direct quotations, support . paraphrasing. and paraphrasing.
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