Language Proficiency 1.0-1.

Student Description Assessments Text Items/Prompts Responses

• May understand • Simplified directions • Preview vocabulary • Pictures and • Drawing

familiar words and by providing visuals, definitions can be
• Students need extra • Labeling
phrases. explanations, and added.
time to complete
examples. • Verbalizing
• May produce assessments and • The text can be
familiar words graded assignments. • Build background chunked or divided • Cloze or Fill in the
(high-frequency for the text. into sections. blank
• Project and
words or words from
performance-based • Highlighting key • Matching pictures to
the prompt) and
assessments are terms and phrases phrases
phrases instead of
recommended.
complete sentences. • Passages can be read • Sequencing images
• Have passages and aloud
• May experience a • Phrases instead of
items read aloud or
silent period in • The amount of text sentences
text to speech.
which they do not can be reduced.
attempt to speak • Graphic organizer
• Teacher supported completion
assignments can be
graded. • Word Banks
• Sentence Frames

Language Proficiency 2.0-2.9

Student Description Assessments Text Items/Prompts Responses

• May understand • Simplified directions • Preview vocabulary • Pictures and • Drawing

simple sentences.
• Students need extra
• May speak and write
repetitive phrases or
short sentences,
using words from
the stimulus/prompt
• May use simple
sentence structure
with beginning
• Have passages and
levels of
organization, usually
resembling a list.
• May make
grammatical errors
that affect meaning.
time to complete
assessments and
graded assignments.
• Project and
performance-based
assessments are
recommended.
items read aloud or
text to speech.
by providing visuals, definitions can be
• Labeling
explanations, and added.
examples. • Verbalizing
• The text can be
• Build background chunked or divided • Cloze or Fill in the
for the text. into sections. blank
• Highlighting key • Matching pictures to
terms and phrases phrases
• Passages can be read • Sequencing images
aloud
• Phrases instead of
• The amount of text sentences
can be reduced.
• Graphic organizer
• Teacher supported completion
assignments can be
graded. • Word Banks
• Sentence Frames

Language Proficiency 3.0-3.9

Student Description Assessments Text Items/Prompts Responses

• May speak and • Simplified • Preview vocabulary • Items and answer • Reducing the number of
write short and directions by providing choices can be read distractors on multiple
expanded visuals, aloud. choice items
• Students need extra
sentences. explanations, and
time to complete • Items can be • Graphic organizer
examples.
• May show assessments and labeled to the completion
developing graded • Build background corresponding
• Sentence Starters
organization assignments. for the text. section of text.
including the use of • Paragraph Frames
• Project and • The text can be • Questions and
elaboration and
performance-based chunked or divided answer options can • Guidance and support
detail, though the
assessments are into sections. be paraphrased may be given to assist
progression of
recommended. when individual students in responding
ideas may not • Highlighting key
students need that to
always be clear. • Preview vocabulary terms and phrases
accommodation. assessments/assignment
by providing
• May speak and • The amount of text Students may need s
visuals,
write multiple can be reduced. multiple step items
explanations, and
connected clarified.
examples. • The teacher can
sentences.
provide • The number of
• Build background
• May be able to clarification of questions can be
for the text.
elaborate complex portions reduced.
discussions. of the text.

Language Proficiency 4.0-4.9

Student Description Assessments Text Items/Prompts Responses

• May understand • Simplified directions • Preview vocabulary • Pictures and • Sentence Frames
simple sentences. by providing visuals, definitions can be
• Students need extra • Paragraph Frames
explanations, and added.
• May speak and write time to complete
examples. • Paragraph
repetitive phrases or assessments and • The text can be
short sentences, graded assignments. • Build background chunked or divided
using words from for the text. into sections.
• Project and
the stimulus/prompt
performance-based • Highlighting key
• May use simple assessments are terms and phrases
sentence structure recommended.
• Passages can be read
with beginning
• Have passages and aloud
levels of
items read aloud or
organization, usually • The amount of text
text to speech.
resembling a list. can be reduced.
• May make • Teacher supported
grammatical errors assignments can be
that affect meaning. graded.

Additional Accommodations
 • Refocus
• Small Group
• Time of Day
• Text-to-Speech/Read Aloud
• Native Language Glossary
• Bilingual Dictionary
• WhisperPhone
**Students will be made aware during the first week of ELL class and throughout the school year what accommodations they have available to them.