When using the Standards to construct language and This is the target score for exiting newcomer services.

learning targets, define exactly what students are expected The language in this proficiency descriptor represents
to know and do. The text in green define what students are Level 3 performance on the ELP Standards. Students
ELP Standards - Newcomer Rubric
expected to do in terms of task (i.e., construct meaning of can do grade level work with moderate scaffolding -
oral presntations and literary and informational text) and scoring at level 3 accross domains should exit newcomer
domain (i.e., Standard 1; listening, reading, viewing). setting.
Corresponding
Standards 1 2 3 4
CCSS Standards
use a developing set of strategies to:
Use a very limited set of strategies: use an emerging set of strategies to:
(1) Construct meaning from oral use a very limited set of strategies to:
- determine the central idea or theme in oral
presentations and literary and RI.1,2,3,7
- identify a few key words and phrases in oral - identify the main topic presentations and written texts
informational text through grade- RL.1,2,3,7 - identify a few key words and phrases in oral
communications and simple oral and written texts. - retell a few key details in oral presentations and simple - explain how the theme is developed by specific details
appropriate listening, reading, and SL.2 communications and simple oral and written texts.
- may require significant support and reliance on the oral and written texts. in the texts
viewing . . .
student's L1. - summarize part of the text.

- participate in conversations, discussions, and written

(2) participate in grade-appropriate
oral and written exchanges of
information, ideas, and analyses,
responding to peer, audience, or
reader comments and questions.
(3) speak and write about grade-
appropriate complex literary and
informational texts and topics
(4) construct grade-appropriate oral
and written claims and support them
with reasoning and evidence
(5) conduct research and evaluate and
W.7,8,9
communicate findings to answer
SL.4
questions or solve problems
(6) analyze and critique the arguments W.1b
of others orally and in writing
(7) adapt language choices to
purpose, task, and audience when
speaking and writing
RI.4
(8) determine the meaning of words
RL.4
and phrases in oral presentations and
L.4
literary and informational text
L.5
(9) create clear and coherent grade-
appropriate speech and text
- participate in short conversational and written
exchanges on familiar topics, texts, and issues
exchanges on familiar topics - participate in short conversational and written
- participate in short conversational and written - build on the ideas of others
- present information exchanges on familiar topics
W.6 exchanges on familiar topics and texts - express his or her own ideas
- respond to simple yes/no questions and some wh- - present information
SL.1 - present information and ideas - ask and answer relevant questions
questions. - respond to simple yes/no questions and some wh-
- respond to simple questions and wh- questions. - add relevant information and evidence
- heavy support needed, including clarification in questions.
- restate some of the key ideas expressed.
student's L1 and/or L1 used in response.
with support (including modeled sentences): with support (including modeled sentences):
with support (including modeled sentences):
with support (including modeled sentences):
- communicate information - deliver short oral presentations
W.2,3 - deliver short oral presentations
- information may be unclear - communicate information - compose written informational texts
SL.4 - compose written narratives or informational texts
- student may rely heavily on their L1. - develop the topic with a few details
about familiar texts, topics, and experiences.
about familiar texts, topics, experiences, or events.
about familiar texts, topics, and experiences. about familiar texts, topics, or events.
- construct a claim about familiar topics - construct a claim about familiar topics
W.1 - express an opinion about a familiar topic.
- introduce the topic - introduce the topic
SL.4 - may require significant support - express an opinion about a familiar topic.
- give a reason to support the claim - provide sufficient reasons or facts to support the claim
L.6 - may rely heavily on L1
- provide a concluding statement. - provide a concluding statement.
- carry out short research projects to answer a question
- gather information from multiple provided print and
digital sources
- gather information from one or two select print and - gather information from a few provided print and digital - gather information from provided print and digital
- evaluate the reliability of each source
digital sources sources sources
- paraphrase key information in a short written or oral
- label collected information, experiences, or events. - label collected information, experiences, or events. - summarize data and information.
report
- include illustrations, diagrams, or other graphics
- provide a list of sources.
RI.8
with heavy support: - identify the main argument an author or speaker makes - explain the reasons an author or a speaker gives to
- identify a point an author or a speaker makes. - identify one reason an author or a speaker gives to support a claim
SL.3
- identify a point an author or a speaker makes. support the argument. - cite textual evidence to support the analysis.
L.6
- adapt language choices and style according to
purpose, task, and audience with developing ease
- adapt language choices to task and audience with
W.5 - use an increasing number of general academic and
- recognize the meaning of few words learned through - recognize the meaning of some words learned through emerging control
SL.6 content-specific words and expressions in speech and
conversations, reading, and being read to. conversations, reading, and being read to. - use some frequently occurring general academic and
L.6 written text
content-specific words in conversation and discussion.
- show developing control of style and tone in oral or
written text.
using context, some visual aids, reference materials, and
relying heavily on context, visual aids, and knowledge of relying heavily on context, visual aids, and knowledge of using context, visual aids, reference materials, and a developing knowledge of English morphology (e.g.,
morphology in their native language: morphology in their native language: knowledge of morphology in their native language: affixes and root words):
- recognize the meaning of very few frequently occurring - recognize the meaning of a few frequently occurring - determine the meaning of frequently occurring words, - determine the meaning of general academic and
words, simple phrases, and formulaic expressions words, simple phrases, and formulaic expressions phrases, and expressions content-specific words and phrases and frequently
occurring expressions
in texts about familiar topics, experiences, or events. in texts about familiar topics, experiences, or events. in texts about familiar topics, experiences, or events.
in texts about familiar topics, experiences, or events.
- recount a sequence of events, with a beginning,
with support (including context and visual aids) and non- with support (including context and visual aids) and non- with support (including modeled sentences):
middle, and end
verbal communication: verbal communication:
- introduce and develop an informational topic with facts
- recount a short sequence of events in order, and
and details
- communicate basic information about an event or topic - communicate basic information about an event or topic - introduce an informational topic
W.1c,2c,3c,4 - use common transitional words and phrases to connect
- use a narrow range of vocabulary and syntactically - use a narrow range of vocabulary and syntactically - provide one or two facts about the topic
SL.4,6 events, ideas, and opinions (e.g., after a while, for
simple sentences simple sentences - use common linking words to connect events and ideas
example, as a result)
- may rely heavily on the student's L1 (e.g., first, next, because)
- provide a conclusion
with limited control.
with limited control. with emerging control.
with developing control.

(10) make accurate use of standard
English to communicate in grade-
appropriate speech and writing
with support (including modeled sentences):
- recognize and use a small number of frequently
occurring nouns, noun phrases, verbs, conjunctions, and
L.1,3
prepositions
- understand and respond to simple questions
- may produce short, unclear phrases
- may rely on L1
with support (including modeled sentences):
with support (including modeled sentences):
with support (including modeled sentences):
- use simple phrases (e.g., noun, verb, adjective,
- recognize and use a small number of frequently adverbial, prepositional)
- use frequently occurring verbs, nouns, adjectives,
occurring nouns, noun phrases, verbs, conjunctions, and - use simple clauses (e.g., independent, dependent,
adverbs, prepositions, and conjunctions
prepositions relative, adverbial)
- produce simple and compound sentences.
- understand and respond to simple questions. - produce and expand simple, compound and a few
complex sentences.