English Progress Checklist

Progress Checklist for English Learners
Mississippi Department of Education

August 2020
Purpose
The purpose of this document is to serve as a guide for planning language acquisition goals for English Learner (EL) students for the 2020-2021 academic year. Many
of our EL students were not assessed or did not complete the English Learner Proficiency Test (ELPT) in the 2019-2020 academic year due to school closings related
to the COVID-19 pandemic. As a result, many schools/districts are seeking a way to determine language goals for the upcoming year. This document serves as a tool
to assist in determining language levels for individual students and may be used for multiple purposes including setting goals for student Language Service Plans.
Suggestions for Implementation

The Mississippi Department of Education (MDE) encourages flexibility in implementing the use of this tool and encourages districts/schools to use it in a manner that
will best meet the needs of their staff and students. Below are suggestions for the implementation of this tool:
1. Collaboration is key and general education and EL teachers are encouraged to work together to complete the tool
2. Information should be based upon the most recent interactions with the student (spring, summer, etc.)
3. Teachers from the previous year should be involved in order to get information from personnel who know the students well
4. Teachers are encouraged to observe linguistic interactions in a holistic manner.
Can Do Descriptor Key
KEY USE DEFINITION EXAMPLES

To retell to display knowledge or narrate experiences or telling or summarizing stories, producing information reports, and sharing past experiences, stating the steps to make
Recount
events something, describing experiences, ordering steps to get an answer
describing life cycles, sharing why or how things work, stating causes and effects, sharing results of experiments, stating
To clarify the “why” or the “how” of ideas, actions, or consequences
Explain
phenomena of behaviors, describing factors that contribute to events, examining relationships among content-related ideas and
concepts
stating preferences or opinions, constructing arguments supported with evidence, critiquing the reasoning of others, giving
Argue To persuade by making claims supported by evidence
reasons for a stance
To interact with others to build meaning and share Participating in small or large group activities and projects, contributing ideas to a conversation, extending knowledge with
Discuss
knowledge a mentor, elaborating ideas with peers, questioning and critiquing ideas in small groups
Based on LAS Links Proficiency Level Descriptors and WIDA Can Do Descriptors
EL Progress Checklist Speaking (Kindergarten)
Please provide feedback for domain specific skills for this EL student. Student Name _________________________________________________
Teacher(s) completing this form_________________________________ Subject(s) you teach/taught this student _____________________________
Above Proficient/ Bridging Proficient/Expanding Intermediate/Developing Early Intermediate/ Beginning/Entering
Reaching Emerging
(Check all that apply) (Check all that apply) (Check all that apply) (Check all that apply) (Check all that apply) (Check all that apply)
1. The student can produce simple 1. The student can recount by: 1. The student can produce simple 1. In social and academic settings, the 1. In social and academic situations, 1. The student is starting to develop:
sentences and use correct grammar ❑ Relating school-based content and sentences and use correct student can use appropriate students typically use basic ❑ receptive skills in English
when: personal experiences with peers and grammar when: words and phrases when: vocabulary and simple phrases ❑ productive skills in English
❑ making requests adults ❑ making requests ❑ conducting transactions to:
❑ asking for clarification ❑ Rephrasing events from stories or ❑ asking for clarification ❑ making requests ❑ name or describe common objects 2. The student can narrate a story
❑ describing situations information with a partner (e.g., ❑ asking for clarification ❑ express opinions or preferences. with extensive and accurate:
class rules or routines) 2. The student can use appropriate ❑ vocabulary
2. The student can recount by: words and phrases to: 2. The student can narrate a story 2. The student can narrate a story ❑ grammar appropriate for their age
❑ Retelling familiar stories, ❑ label and describe the purpose of related to a sequence of pictures related to a sequence of pictures
including key details with 2. The student can explain by: less common objects about school-related activities about school-related activities 3. The student can recount by:
prompting and support ❑ Providing details related to using vocabulary that is: using: ❑ Repeating words, simple phrases or
❑ Describing details about classroom activities and tasks in 3. The student can use accurate ❑ mostly accurate ❑ restricted vocabulary expressions from familiar stories as
characters, settings, and major small groups (e.g., how we work vocabulary to ❑ limited ❑ developing grammar which limits a whole class
events in illustrated stories with together) ❑ narrate a story related to a sequence expression ❑ Participating in group songs,
prompting and support ❑ Describing steps in familiar cycles of pictures about school related 3. The student can recount by: chants, or poems using gestures or
and processes (e.g., getting in a activities ❑ Retelling main events in short 3. The student can recount by: physical movement
3. The student can explain by: circle to play a game) narrative stories to peers using ❑ Restating some language associated
❑ Comparing two objects using 4. The student can recount by: pictures with illustrated short stories or
measurable attributes (e.g., “The ❑ Retelling familiar stories through a ❑ Describing attributes of familiar informational text (e.g., “I see.” “I 4. The student can explain by:
3. The student can argue by: ❑ Identifying familiar objects used in
table is higher than the chair.”) ❑ Offering personal opinions about series of pictures objects, people, and places hear.”)
everyday routines and activities
❑ Describing the causes or effects of content-related ideas in small ❑ Sharing personal stories or ❑ Re-enacting various roles when with a partner (e.g., in the home
different phenomena based on groups experiences with others (e.g., in 4. The student can explain by: interacting in pairs or in small language and in English)
observations and experiences (e.g., ❑ Giving reasons for content-related multiple languages) ❑ Comparing sizes of familiar groups
pull/push, sink/float) phenomena (e.g., bigger than/ ❑ Rehearsing and acting out key steps
information when modeled (e.g. in procedures or classroom routines
“These animals go together because 5. The student can explain by: smaller than, longer/ wider) 4. The student can explain by:
following models (e.g., “Put away
4. The student can argue by: they have spots.”) ❑ Describing classroom routines (e.g., ❑ Stating reasons for classroom ❑ Describing uses of everyday objects
or roles of familiar people (e.g., toys. Get in line.”)
❑ Agreeing or disagreeing with putting away puzzles) routines or procedures with a
reasons for categorizing content- partner (e.g., expected behaviors) “Teacher reads.”)
4. The student can discuss by ❑ Comparing and contrasting
related information with a partner ❑ Asking questions to extend placement of real-life objects and ❑ Stating attributes and classifying
❑ Stating personal opinions with conversations phenomena (e.g., “on the table,” v. objects into illustrated categories to
“under the table”) show how they go together (e.g.,
justification for content-related ❑ Demonstrating active listening to
ideas or topics shapes, colors, sizes)
show respect to the speaker
Continued on next page Continued on next page
Continued on next page Continued on next page Continued on next page
5. The student can discuss by: 6. The student can argue by: 5. T5. The student can argue by: 5. The student can argue by: 5. The student can argue by:
❑ Sustaining conversations on a topic ❑ Expressing likes, dislikes, or ❑ Stating personal preferences or ❑ Stating personal preferences (e.g., ❑ Stating personal likes from oral
❑ Building on comments/ responses preferences with reasons (e.g., “I opinions (e.g., “Recess is best.”) “I like this) prompts (e.g., sports, food,
of others like ___ because___.”) ❑ Predicting everyday situations or ❑ Agreeing or disagreeing with animals)
❑ Giving reasons for classifying events from illustrations familiar questions (e.g., “Are you ❑ Naming choices from models (e.g.,
familiar objects with classmates ready?” “Yes, I am.”) “Apples or bananas?”)
(e.g., in open sorts) 6. The student can discuss by 6. The student can discuss by
❑ Working together collaboratively 6. The student can discuss by ❑ Attending to the speaker to
7. The student can discuss by (e.g., taking turns, listening to ❑ Addressing others according to demonstrate understanding
❑ Proposing ideas to contribute to others) relationship (e.g., student-student, ❑ Following routines, chants, and
conversations ❑ Using language and body student-teacher) songs
❑ Asking questions to request movement to include others in ❑ Participating in exchanges
clarification conversations between peers (e.g., thumb buddies,
turn and talk)
8. Minor errors 7. The student provides
❑ Do not interfere with ❑ Mostly clear information although 7. Errors
communication errors interfere with Frequently impede communication
communication
Additional comments:
EL Progress Checklist (Listening Kindergarten)

Reaching Emerging
1. The student typically 1. The student can process recounts 1. The student typically: 1. The student typically 1. The student typically 1. The student is starting to develop
❑ recalls details by: ❑ follows oral directions to ❑ follows simple oral directions ❑ follows some simple oral ❑ receptive skills in English
❑ recalls sequence of events ❑ Arranging content-related objects distinguish the location of an ❑ identifies locations directions using knowledge of ❑ productive skills in English
❑ determines the main idea(s) in or illustrations according to oral object in relation to another ❑ identifies main idea(s) everyday tasks and basic
oral stories that have advanced discourse with a partner object ❑ makes some inferences from academic vocabulary 2. The student can process recounts
vocabulary ❑ Making patterns from real objects ❑ recalls details in an oral story simple oral stories ❑ identifies common shapes, by:
or pictures based on detailed oral ❑ makes inferences letters, numbers, and familiar ❑ Pointing to pictures described
2. The student can process recounts descriptions from a model (e.g., ❑ identifies the main idea(s) in 2. The student can process recounts locations orally in context (e.g., “the big
by: “Follow me. Put two blue more complex stories by: ❑ identifies details in simple oral dog”)
❑ Identifying drawings or other crayons on your table. Then put ❑ Acting out songs, chants, stories stories ❑ Finding familiar people, places,
visual displays from elaborate two red crayons. Now put two 2. The student can process recounts and poems with gestures as a or objects named orally (e.g.,
descriptions with details more crayons of another color.”) by: whole group 2. The student can process recounts “Where’s your chair?”)
❑ Identifying detailed information ❑ Role playing in response to ❑ Following sequential language by:
in oral discourse or through illustrated stories read aloud for oral directions one step at a ❑ Responding with gestures to
2. The student can process songs, chants, or stories modeled 3. The student can process
multimedia explanations by: ❑ Matching extended oral time (e.g., “Walk to the door. explanations by:
descriptions of content-related Now come to the circle.”) by teachers
❑ Identifying illustrations related to ❑ Identifying illustrated activities
3. The student can process cause and effect from oral topics to illustrations or graphics 3. The student can process ❑ Matching familiar pictures, described orally
explanations by: information (e.g., “The bright yellow ball is explanations by: objects, or movements to oral
shining in the sky.”) statements (e.g., “Clap your ❑ Following modeled actions to
❑ Recognizing language related to ❑ Reenacting procedural ❑ Identifying language associated show likes or dislikes (e.g., using
scientific or mathematical 3. The student can process with features of objects or print hands.”)
information obtained from videos “or” words and phrases, “read” or
processes or other media (e.g., “Show me explanations by: (e.g., “Show me a word in the 3. The student can process “write”)
❑ Identifying patterns in procedures how to make day and night.”) ❑ Drawing individual phases or title.”) explanations by:
steps to “how” questions (e.g., ❑ Matching real-life objects to 4. The students can process
or natural phenomena in ❑ Following peer-modeled oral arguments by:
illustrated stories read aloud “How does a caterpillar change commands with a partner illustrations about their use based
into a butterfly?”) on oral statements ❑ Identifying personal choices
(e.g., “Show me your
Continued on next page ❑ Pointing out illustrated details Continued on next page ❑ Identifying people and places favorite…”) from different
Continued on next page that match oral descriptions of associated with everyday events examples
cycles or procedures described orally (e.g., “It is
Monday. You are in school.”) ❑ Classifying everyday objects by
descriptive features (e.g., red
Continued on next page ones, blue ones)
Continued on next page
4. The students can process 3. The students can process 4. The students can process 4. The students can process 4. The students can process
arguments by: arguments by: arguments by: arguments by: arguments by:
❑ Interpreting which side to take ❑ Agreeing or disagreeing with oral ❑ Drawing to make predictions ❑ Acting out opposites using ❑ Discriminating between words
and why from dialogs or short claims using gestures (e.g., from illustrated stories read aloud gestures (e.g., through songs or and phrases related to personal
conversations “Tomorrow will be hotter than (e.g., “What happens next?”) chants) choices (e.g., “The park or the
❑ Identifying details of stories or today.”) ❑ Classifying fact from fiction in ❑ Responding non-verbally to zoo?”)
scenarios read aloud that ❑ Identifying reasons for choices in oral discourse (e.g., through show agreement or disagreement ❑ Identifying oral preferences
represent different points of view real life scenarios read aloud physical responses or sorting with opinions of others (e.g., stated by others (e.g., choosing
(e.g., by circling pictures) pictures) thumbs up, thumbs down) pictures or objects)
5. The student produces errors which 5. The student’s restricted

interfere with vocabulary and developing grammar
❑ Communication comprehension limit
❑ comprehension
❑ communication
EL Progress Checklist (Reading Kindergarten)

Reaching Emerging
1. The student typically: 1. The student can process recounts 1. The student typically: 1. The student typically: 1. The student typically: 1. The student is starting to develop:
❑ Uses context clues to determine by: ❑ identifies rhyming words ❑ decodes words with short vowel ❑ identifies capital and lowercase ❑ receptive skills in English
meanings of words ❑ Ordering words to form short ❑ matches words to definitions or sounds letters in isolation ❑ productive skills in English
❑ recalls subtle details sentences from oral models (e.g., descriptions ❑ matches text to pictures ❑ identifies beginning, middle, and
❑ identifies sequence in short using pocket charts, cards) ❑ makes Inferences ❑ recalls details and main ideas in ending sounds 2. The student can process recounts
passages ❑ Identifying language related to ❑ recalls events from short short passages ❑ identifies main ideas and details by:
❑ recognizes words that relate to spatial relations (e.g., in front of, passages ❑ makes simple inferences in simple texts ❑ Matching icons and symbols to
spatial relationships next to, in between) ❑ reads simple sentences ❑ recognizes words that relate to ❑ matches text to pictures corresponding pictures
Independently spatial relationships ❑ applies letter-sound relationships ❑ Identifying labeled real-life
2. The student can process recounts ❑ does not allow errors to interfere ❑ has restricted vocabulary classroom objects (e.g., tables,
by: 2. The student can process with comprehension 2. The student can process recounts ❑ is limited in comprehension due
explanations by: books, door)
❑ Identifying major events in by: to developing grammar
stories with prompting and ❑ Matching familiar descriptive 2. The student can process recounts ❑ Identifying familiar words in
support phrases to objects or illustrations by: context (e.g., in Big Books or 2. The student can process recounts 3. The student can process
with a partner (e.g., steps in ❑ Identifying words in picture wall charts) in small groups by: explanations by
❑ Identifying main ideas and morning routines) ❑ Matching illustrations with
details in common types of dictionaries (e.g., in multiple ❑ Recognizing persons and ❑ Reproducing content-related
❑ Comparing how to do something languages) information in oral text through modeled language with a partner
illustrated text (e.g., trade books, settings in illustrated text read
rhymes) in different ways from illustrated ❑ Recognizing common types of aloud drawings ❑ Identifying steps in procedures
stories (e.g., making fruit salad) text (e.g., storybooks, poems) ❑ Acting out familiar rhymes from from illustrations and icons (e.g.,
read aloud text read aloud or chanted in “It goes up. It comes down.”)
3. The student can process 3. The student can process
explanations by: 3. The student can process explanations by: small groups
❑ Drawing sketches or models to arguments by: 3. The student can process ❑ Pointing out causes or motives in 4. The student can process
show how to solve problems read ❑ Evaluating situations in picture explanations by: illustrated stories read aloud 3. The student can process arguments by:
from illustrated informational books and matching them to ❑ Demonstrating the relationship explanations by: ❑ Pointing to labeled pictures or
related reasons for choices ❑ Showing relationships depicted objects of personal preferences
text between objects, people, or in informational text with real- ❑ Identifying illustrated words or
❑ Locating descriptive language ❑ Agreeing or disagreeing with animals from detailed life objects (e.g., “5 is more than icons to show why (e.g., in play- ❑ Matching illustrations to words
related to “how” or “why” in actions of characters in illustrated descriptions read aloud using 3.”) based activities) of personal interest as modeled
illustrated text in small groups text read aloud gestures (e.g., “the big tall giraffe ❑ Following illustrated directions
and the teeny tiny mouse”) with a peer (e.g., to form shapes
Continued on next page ❑ Classifying how to resolve or patterns)
situations faced by characters or
in content-related text using
graphic organizers Continued on next page
4. The student can process 4. The student can process 4. The student can process 4. The student can process
arguments by: arguments by: arguments by: arguments by:
❑ Identifying different points of ❑ Interpreting pictures in ❑ Predicting next steps, actions, or ❑ Classifying labeled pictures of
view from illustrated text with informational text as true or false events in informational text and personal choices from stories
prompting and support in small groups stories read aloud (e.g., by according to different character
❑ Identifying similarities in and ❑ Comparing choices of different pointing to pictures) traits
differences between two texts on characters in illustrated text read ❑ Indicating agreement or ❑ Making choices from illustrated
the same topic (e.g., pasting or aloud (e.g., using T charts) disagreement with authors’ descriptions read aloud and
matching words found in both points of view of text read aloud sharing with peers (e.g., based on
sources) with a partner “or” phrases)
5. Produces errors that 5. Produces errors that

❑ interfere with comprehension ❑ frequently impede
comprehension
EL Progress Checklist (Writing Kindergarten)
Above Proficient/ Reaching Bridging Proficient/Expanding Intermediate/Developing Early Intermediate/ Beginning/Entering

Emerging
1
1. The student typically: 1. The student can recount by: 1. The student typically: 1. The student typically: 1. The student typically: . The student is starting to develop:
❑ writes a complete sentence to ❑ Describing everyday experiences ❑ uses correct basic grammar ❑ writes one or more words to ❑ copies simple words and ❑ receptive skills in English
describe a picture using illustrated phrases and ❑ capitalizes the beginning of a describe a picture sentences that describe pictures ❑ productive skills in English
❑ writes a complete sentence to short sentences sentence ❑ writes one or more words to or respond to other prompts
respond to prompts ❑ Producing illustrated stories ❑ uses correct ending punctuation respond to other prompts 2. The student can recount by:
❑ forms regular plural nouns and about self or family (e.g., using in declarative, interrogative, and ❑ is beginning to recognize correct 2. The student can recount by: ❑ Dictating personal information
possessive pronouns one or more languages) imperative sentences sentence format ❑ Reproducing symbols, numbers, scribed by adults (e.g., about self
❑ chooses correct sentence-ending ❑ identifies standard sentence and illustrated words from and family members)
punctuation structure 2. The student can recount by: models in context ❑ Reproducing icons or
2. The student can explain by: ❑ generates descriptive and ❑ Reproducing familiar words from
❑ Describing uses of tools or ❑ Drawing and labeling familiar environmental print related to
2. The student typically explanatory sentences labeled models or illustrations people, objects, or events from self from models
communicates in a way that is: objects with a peer (e.g., from (e.g., labeled dioramas)
illustrated phrase walls) models (e.g., word walls, posters,
❑ clear and complete 2. The student can recount by: ❑ Restating facts about personal cards)
❑ communicates content that may ❑ Sequencing content-related ❑ Producing familiar words and 3. The student can explain by:
experiences shared with 3. The student can explain by: ❑ Describing familiar routines by
contain minor errors processes by drawing and phrases from environmental print classmates (e.g., through
describing objects (e.g., from and illustrated text ❑ Connecting oral language to print drawing pictures and dictating to
illustrated text) (e.g., through language adults (e.g., in one or more
3. The student can recount by: seeds to plants) ❑ Drawing and describing different
❑ Stating information to answer experience) languages)
parts of stories, personal 3. The student can explain by:
modeled questions about 3. The student can argue by: experiences, or events (e.g., ❑ Reproducing labeled pictures or ❑ Drawing what comes next (e.g.,
❑ Describing familiar events or photographs to describe in stories or experiments)
experiences with guidance ❑ Making requests to indicate written conversations) with a phenomena using sentence
❑ Using new words and phrases preferences (e.g., “Can I peer processes or procedures (e.g.,
starters and drawings producing an album)
acquired through conversations have…?”) 4. The student can argue by:
❑ Identifying self as an author ❑ Illustrating likes or dislikes from
or oral reading in short illustrated ❑ Listing reasons for content- 3. The student can explain by: through pictures and invented
sentences related choices with guidance and ❑ Describing how to do something 4. The student can argue by: real-life objects or pictures
words (e.g., by keeping a journal) ❑ Drawing and reproducing words
support (e.g., “Why do you like through a sequence of pictures ❑ Drawing or making collages
Continued on next page number 5?”) and words about preferences (e.g., from about personal interests or
4. The student can argue by: charts or posters) content-related topics in small
❑ Composing group drafts on ❑ Agreeing or disagreeing with
different processes based on oral ❑ Stating personal choices from groups
choices (e.g., producing “yes” or models (e.g., labeling photos or
input or experiences modeled by “no”) from models
teachers drawings of self)
❑ Completing text about personal
opinions on different topics (e.g., Continued on next page
Continued on next page “I like…”)
4. The student can explain by: 4. The student can argue by: 5. The student typically 5. The student typically
❑ Stating steps of familiar routines ❑ Producing statements about communicates in a way that: communicates in a way that:
or events by drawing, dictating, choices using different models as ❑ produces errors that interfere ❑ produces errors that frequently
and writing examples (e.g., “I want to…”) with communication impede communication
❑ Responding to “how” questions ❑ Building short sentences from
and suggestions from peers, with personal preferences using
guidance from adults, to add pictures or photos with partners
details to text
5. The student typically
5. The student can argue by: communicates in a way that:
❑ Composing opinion pieces using ❑ produces errors that do not
content-related language with interfere with communication
prompting and support
❑ Making claims using content-
related language about topics or
books (e.g., dictated to adults)
EL Progress Checklist (Speaking Grade 1)

Emerging
1. The student typically: 1. The student recounts by: 1. The student typically: 1. The student typically uses 1. The student typically uses basic 1. The student is starting to develop:
❑ produces simple sentences ❑ Presenting information on ❑ produces simple and accurate appropriate words and phrases vocabulary and simple phrases ❑ receptive skills in English
content-related topics sentences when making requests when: to: ❑ productive skills in English
2. The student typically uses correct ❑ Sharing details about personal ❑ produces simple and accurate ❑ conducting transactions ❑ name or describe common
grammar when: experiences with peers and adults sentences when asking for ❑ making requests and asking for objects 2. The student recounts by:
❑ making requests and conducting clarifications clarification in social and ❑ express opinions or preferences ❑ Repeating words, phrases and
transactions in the classroom ❑ uses appropriate words and academic settings in social and academic situations memorized chunks of language
❑ describing familiar social 2. The student explains by: phrases to label and describe the ❑ narrates a story related to a ❑ narrates a story related to a related to different topics
situations ❑ Stating conditions for cause and purpose of less common objects sequence of pictures about sequence of pictures about
effect (e.g., “If it rains, I play ❑ Answering yes or no questions
❑ describing a process ❑ narrates a story related to a school-related activities using school-related activities using about stories or experiences
inside.”) sequence of pictures about mostly accurate, although basic vocabulary
3. The student typically narrates a ❑ Elaborating on details of school-related activities using limited, vocabulary
story with: content-related procedures accurate vocabulary ❑ provides mostly clear 2. The student typically uses: 3. The student explains by:
❑ extensive and accurate information ❑ restricted vocabulary that limits ❑ Answering questions with words
vocabulary appropriate to their 2. The student recounts by: expression or phrases (e.g., “Go
3. The student argues by: washroom.”)
age ❑ Comparing and contrasting ❑ Restating information with some 2. The student recounts by: ❑ developing grammar that limits
❑ grammar appropriate to their age content-related ideas (e.g., details ❑ Retelling simple stories from expression ❑ Describing pictures or classroom
“Winter is hot in Hawaii. Winter ❑ Summarizing a series of familiar picture cues objects
4.The student recounts by: is cold in Alaska.”) events or routines ❑ Participating in dialog with peers 3. The student recounts by:
❑ Producing discourse appropriate ❑ Stating content-related facts in 4. The student argues by:
❑ Providing evidence for specific on familiar topics
to task and situation
claims 3. The student explains by:
context (e.g., playing telephone) ❑ Expressing preferences in
❑ Rehearsing content-related ❑ Connecting ideas by building on 3. The student explains by: ❑ Describing characters or places in naming and pointing to objects
presentations with peers
4. The student discusses by: guided conversations with peers ❑ Stating associations between two picture books ❑ Repeating language to express
❑ Asking and answering questions ❑ Describing in detail the function objects, people, or events (e.g., agreement or disagreement
5. The student explains by: to maintain conversations of objects or roles of people “Lisa is my sister and Lydia is 4. The student explains by:
❑ Asking and answering content- ❑ Elaborate on someone else’s my sister.”) ❑ Demonstrating how to do 5. The student discusses by:
related “how” and “why” comments to participate in ❑ Telling why something something using gestures or real- ❑ Tracking the speakers to
questions 4. The student argues by: life objects (e.g., tie a bow)
conversations ❑ Justifying the use of objects for happened demonstrate understanding
❑ Expressing connected ideas with particular purposes ❑ Describing what people do from ❑ Sharing pictures, created work, or
supporting details action pictures (e.g., jobs of visuals to contribute to
❑ Supporting content-related ideas Continued on next page community workers)
with examples conversations
6. The student argues by: 5. The student discusses by: 4. The student argues by: 5. The student argues by:
❑ Defending solutions to simple ❑ Using intonation appropriate for ❑ Describing characters or objects ❑ Responding to short statements
problems the purposes of communication using pictures or actions or questions about choices (e.g.,
❑ Elaborating reasons to justify ❑ Restating statements to clarify ❑ Stating choices of materials or “I am sure. I am not sure.”)
content-related ideas ideas supplies and reasons for their ❑ Stating likes and dislikes to
selection participate in conversations with
The student discusses by: 5. Produces errors that peers
❑ Sustaining conversations by ❑ do not interfere with 5. The student discusses by:
responding to comments made in communication ❑ Asking clarifying questions 6. The student discusses by:
multiple exchanges ❑ Inviting others to participate ❑ Following along familiar routines
❑ Asking and answering questions of small and large groups
about key details in social and 6. The student typically: ❑ Recognizing different types of
academic contexts ❑ produces errors which interfere intonation used by speakers
with communication
7. The student typically:
❑ produces errors that frequently
impede communication
EL Progress Checklist (Listening Grade 1)

Emerging
❑ recalls details by: ❑ follows oral directions to ❑ follows simple oral directions ❑ follows some simple oral ❑ receptive skills in English
❑ recalls the sequence of events ❑ Constructing models based on distinguish the location of an ❑ identifies locations directions using knowledge of ❑ productive skills in English
❑ determines the main idea(s) in instructions from extended oral object in relation to another ❑ identifies main idea(s) everyday tasks and basic
oral stories that have advanced discourse with a partner object ❑ makes simple inferences from academic vocabulary 2. The student can process recounts
vocabulary ❑ Following multi-step oral ❑ recalls details in an oral story simple oral stories ❑ identifies common shapes by:
directions during content-related ❑ draws inferences ❑ identifies letters ❑ Mimicking gestures or movement
2. The student can process recounts activities ❑ identifies main idea(s) in 2. The student can process recounts ❑ identifies numbers associated with oral commands
by: more complex stories by: ❑ identifies familiar locations ❑ Matching key words or
❑ Matching relevant details to main ❑ Sequencing pictures of stories ❑ identifies details in simple oral expressions in songs, chants, and
ideas presented in oral discourse 2. The student can process 2. The student can process recounts read aloud (e.g., beginning, stories
explanations by: poems to illustrations
❑ Identifying different genres by: middle, end) ❑ possesses restricted vocabulary
❑ Organizing causes and effects of ❑ Identifying characters, plots, and and developing grammar which
through multiple readings of text various phenomena presented ❑ Following modeled oral 3. The student can process
by adults (e.g., rhymes, stories, settings from oral stories instructions related to content limit comprehension
orally explanations by:
informational text) ❑ Finding details in illustrated 3. The student can process ❑ Identifying real-life objects based
❑ Using strategies and procedures narrative or informational text 2. The student can process recounts
shared by peers explanations by: by: on descriptive oral phrases or
3. The student can process read aloud ❑ Following peer statements to short sentences
❑ Acting out oral statements using
explanations by: create projects manipulatives or real-life objects ❑ Pointing to objects or people
❑ Identifying details from oral 3. The student can process 3. The student can process
arguments by: ❑ Identifying illustrated cycles or ❑ Pointing to objects, characters or reflective of content-related
descriptions of processes or explanations by: processes described orally vocabulary (e.g., family
procedures ❑ Identifying claims and reasons ❑ Following illustrated content- places from oral descriptions
from oral discourse members)
❑ Representing ideas from oral related procedures shared orally
❑ Identifying reasons for choices 4. The student can process 3. The student can process
discussions or multimedia ❑ Organizing real-life objects based arguments by: 4. The student can process
from oral stories on oral comparisons explanations by:
❑ Classifying objects according to ❑ Classifying real-life objects arguments by:
4. The student can process descriptive oral statements according to their function based ❑ Answering questions about likes
arguments by: 4. The student can process ❑ Following conditional directions on oral directions and preferences
❑ Identifying reasons authors give arguments by: (e.g., “Raise two hands if you ❑ Identifying words or phrases that
to support points in text read ❑ Organizing information from oral ❑ Interpreting oral descriptions and
like ice cream.”) matching them to illustrations express opinions
aloud comparisons of people or objects
❑ Distinguishing opinions from ❑ Identifying claims about real-life 5. Produces errors
reasons in oral discourse objects or events based on Continued on next page
❑ which interfere with
observations or experiences communication
4. The student can process
arguments by:
❑ Evaluating options to make
personal choices from oral simple
sentences
❑ Signaling agreement or
disagreement with short oral
statements using gestures (e.g.,
“Today is Monday. Clap one
time for yes. Clap two times for
no.”)
5. Produces errors
❑ which frequently impede
communication
EL Progress Checklist (Reading Grade 1)

Emerging
1. The student typically: 1. The student processes recounts 1. The student typically: 1. The student typically: 1. The student typically: 1. The student is starting to develop:
❑ uses context clues to determine by: ❑ identifies rhyming words ❑ decodes basic words ❑ identifies capital and lowercase ❑ receptive skills in English
meanings of words ❑ Distinguishing among ❑ matches basic text to pictures ❑ matches text to pictures letters in isolation ❑ productive skills in English
❑ recalls subtle details characters, settings, and events ❑ makes inferences ❑ makes simple inferences ❑ identifies beginning, middle,
❑ determines sequence in short in narratives ❑ recalls details and main ideas in ❑ recognizes words related to spatial and ending sounds 2. The student processes recounts
passages ❑ Reconstructing texts read orally short passages relationships ❑ recalls main idea(s) and by:
❑ uses interpretation and using drawings or re-enacting ❑ reads simple sentences important details in simple text ❑ Using pictures and illustrations to
inference to comprehend a story text with performances independently 2. The student processes recounts by: ❑ applies letter-sound identify themes or storylines
❑ recognizes words that relate to ❑ Identifying wh-words in questions (e.g., relationships ❑ Matching vocabulary to
spatial relationships 2. The student processes recounts by: who, what, when) illustrated stories
2. The student processes ❑ Identifying the main topic of 2. The student typically possesses:
explanations by: ❑ Recalling content-related information
2. The student processes recounts texts from illustrated texts read aloud ❑ a restricted vocabulary that
by: ❑ Ordering content-related events limits comprehension 3. The student processes
according to information in ❑ Ordering illustrations based on explanations by:
❑ Identifying who is telling the sequence of events from texts ❑ developing grammar that limits
story at various points in texts illustrated texts 3. The student processes explanations by: comprehension ❑ Identifying icons from illustrated
read aloud ❑ Sorting illustrated content words and texts or media with a partner
❑ Matching original text to ❑ Identifying steps or stages of
content-related processes or phrases into categories 3. The student processes recounts ❑ Sorting objects according to their
paraphrased versions 3. The student processes explanations
events from informational or ❑ Matching labeled illustrations to “how” by: use based on labeled illustrations
3. The student processes explanatory texts by: or “why” questions ❑ Pointing to icons, letters, or
explanations by: ❑ Finding details in illustrated illustrated words that represent
❑ Identifying words and phrases narrative or informational texts 4. The student processes arguments
3. The student processes arguments 4. The student processes arguments by: ideas by:
related to cause and effect read aloud
by: ❑ Identifying persuasive words in written ❑ Identifying repetitive words ❑ Categorizing labeled pictures or
❑ Identifying reasons for actions ❑ Determining what happens next ❑ Identifying what authors say in phrases or statements in context (e.g., and phrases in texts photographs
in stories, songs, and poems from illustrated observations oral stories “have to,” “must”) ❑ Identifying opinions from
❑ Identifying evidence or reasons ❑ Identifying language of wants and needs 4. The student processes illustrated statements (e.g., likes
4. The student processes arguments in peers’ written text 4. The student processes arguments in illustrated short stories read aloud explanations by: and dislikes)
by: by: ❑ Matching descriptive labels or
❑ Predicting meaning of words ❑ Distinguishing characters’ headings to illustrated text
based on clues from sentence- opinions or preferences from 5. Produces errors that
level context illustrated text read aloud ❑ interfere with comprehension ❑ Identifying labeled illustrations
signaled by wh- questions
❑ Identifying similarities in and ❑ Determining the author’s point of
differences between two texts view from illustrated texts
on the same topic (e.g., in Continued on next page
illustrations, descriptions, or 5. Produces errors that
procedures) ❑ do not interfere with
comprehension
5. The student processes arguments
by:
❑ Identifying information related
to events from graphics (e.g.,
birthday charts, weather
calendars)
❑ Sharing likes and dislikes using
environmental print
6. The student typically produces

errors that frequently impede:
❑ communication
❑ comprehension
EL Progress Checklist (Writing Grade 1)

Emerging
1. The student typically: 1. The student can recount by: 1. The student typically: 1. The student typically: 1. The student typically: 1. The student is starting to develop:
❑ writes a complete sentence to ❑ Composing stories or narratives ❑ uses correct basic grammar ❑ writes words, phrases, or ❑ copies simple sentences ❑ receptive skills in English
describe a picture or respond to using sequential language ❑ capitalizes the beginning of a sentences that attempt to describe ❑ writes one or more words to ❑ productive skills in English
other prompts ❑ Editing personal narratives based sentence or explain a picture describe or explain a picture
❑ forms regular plural nouns on criteria for success ❑ uses correct ending punctuation ❑ selects grammatically correct 2. The student can recount by:
❑ forms possessive pronouns in declarative, interrogative, and 2. The student typically begins to sentences from a set of choices ❑ Forming words using a variety of
❑ chooses correct sentence-ending imperative sentences recognize sentences illustrating: strategies
punctuation 2. The student can recount by: ❑ identifies standard sentence ❑ correct grammar 2. The student typically possesses:
❑ Composing stories or narratives ❑ Answering wh- oral questions or
❑ communicates in a clear and structure ❑ proper subject/verb agreement ❑ restricted vocabulary which using icons to plan stories
complete way using sequential language ❑ generates descriptive and ❑ correct pluralization limits expression
❑ communicates content that may ❑ Editing personal narratives based explanatory sentences ❑ correct capitalization ❑ developing grammar which
contain minor errors on criteria for success limits expression 3. The student can explain by:
2. The student can recount by: 3. The student typically: ❑ Designing, drawing and labeling
2. The student can recount by: ❑ Producing a series of related ❑ possesses a limited range of 3. The student can recount by: content-specific models
3. The student can explain by:
❑ Producing narratives with at least ❑ Describing causes and effects of sentences from transition word vocabulary knowledge ❑ Providing information in graphic ❑ Identifying topics through
two sequential events actions and strategies starters (e.g., first, next, last) organizers photographs, illustrated word walls,
❑ Producing narrative sequences ❑ Describing observations first- 4. The student can recount by: ❑ Presenting content-related or software
❑ Sequencing steps in solving
from timelines and labeled hand or from media ❑ Describing feelings or reactions information labeling visuals or 4. The student can argue by:
problems using short sentences,
drawings illustrations, and symbols
to personal events or situations graphics ❑ Indicating agreement with opinions
3. The student can explain by: ❑ Recalling information from of others using labeled drawings
3. The student can explain by: 4. The student can argue by: ❑ Describing models related to events or experiences 4. The student can explain by: ❑ Drawing icons or symbols to
❑ Predicting how stories, events, or ❑ Providing simple edits to peers’ content-related phenomena in ❑ Labeling and illustrating represent preferences
situations might end writing pictures or real-life observations over time (e.g.,
❑ Producing texts that can name a ❑ Expressing feelings and a reason 5. The student can explain by: growing plants)
❑ Elaborating content-related
topic and supply topic-related related to situations or events ❑ Classifying illustrated words and ❑ Describing people, places, or
claims with examples
facts phrases into groups (e.g., objects from illustrated examples
4. The student can argue by: “Animals that fly.” “Animals that
❑ Describing patterns in processes swim.”)
4. The student can argue by: and stories to use as evidence Continued on next page
❑ Using persuasive language in a ❑ Comparing real-life objects,
❑ Stating reasons for particular numbers, or animals using
variety of sentences claims or opinions in content- models
❑ Producing opinion pieces by related topics
stating an opinion and providing Continued on next page
a connected reason
5. Produces errors which 6. The student can argue by: 5. The student can argue by:
❑ do not interfere with ❑ Participating in interactive ❑ Producing simple sentences from
communication journals with peers models about likes, wants, and
❑ Stating preferences related to needs (e.g., “I like…,” “I don’t
social and academic topics (e.g., like…”)
“I want to go…”) ❑ Supplying facts about topics
7. Produces errors which 6. The student typically

❑ interfere with communication produces errors that frequently
impede:
❑ communication
❑ comprehension
EL Progress Checklist Speaking (Grades 2-3)

Expanding
1. The student typically produces 1. The student recounts by: 1. The student typically produces 1. The student typically uses 1. The student typically: 1. The student is starting to develop:
sentences with sophisticated ❑ Describing main ideas of content- complete sentences with few appropriate words and phrases ❑ uses basic vocabulary and grammar ❑ receptive skills in English
vocabulary and correct grammar related information grammatical and vocabulary when: ❑ productive skills in English
when: ❑ Asking and answering questions errors when: ❑ expressing a preference 2. The student typically produces
❑ providing information about information from speakers ❑ describing situations ❑ asking questions simple phrases or sentences to: 2. The student recounts by:
❑ describing situations ❑ explaining their reasoning ❑ providing information ❑ make requests or comparisons ❑ Responding to questions related
❑ explaining their reasoning ❑ narrating a story ❑ providing explanations ❑ ask questions to stories or experiences (e.g.,
2. The student explains by: ❑ naming common objects ❑ express opinions or preferences “Who comes to the door?”)
2. The student recounts by: ❑ Connecting ideas in content- 2. The student typically uses broad ❑ describing common functions ❑ describe a sequence of pictures
related presentations ❑ Acting out and naming events or
❑ Providing descriptive details of vocabulary to accurately: about familiar events and experiences throughout the
content-related information or ❑ Elaborating on the cause of ❑ express opinions or preferences 2. The student typically produces: situations school day
activities various phenomena (e.g., ❑ ask appropriate questions ❑ mostly accurate sentences when
❑ Naming the steps for producing shooting stars, sunsets) narrating simple stories about 3. The student recounts by:
3. The student recounts by: familiar events and situations ❑ Reproducing facts or statements 3. The student explains by:
multi-media presentations with ❑ Describing the outcomes of
some detail 3. The student argues by: ❑ Sequencing events in stories with in context
temporal transitions (e.g., “After experiments or stories with
❑ Expressing and supporting 3. The student recounts by: ❑ Participating in multi-media guidance and visual support
different ideas with examples the sun sets…”) ❑ Retelling simple stories from presentations based on research
3. The student explains by: picture cues ❑ Naming or answering wh-
❑ Elaborating on ideas in light of ❑ Providing evidence to defend ❑ Describing situations and events
from school and the community ❑ Stating information from questions related to classroom
conversations among students own ideas 4. The student explains by: routines (e.g., “What do we do
personal or school-related ❑ Naming steps in processes or
❑ Synthesizing main ideas from experiences now?”)
supporting details of text read 4. The student discusses by: 4. The student explains by: procedures
aloud or information obtained ❑ Initiating and maintaining ❑ Stating details of processes or ❑ Describing familiar phenomena
procedures 4. The student explains by: 4. The student argues by:
from diverse media conversations in words or phrases ❑ Stating a claim or position from
❑ Describing consequences of ❑ Describe relationships between
❑ Challenging ideas respectfully models or examples
behaviors or occurrences objects or uses for tools
4. The student argues by: ❑ Listening to, building, and 5. The student argues by: ❑ Sharing facts as evidence using
❑ Connecting personal comments ❑ Expressing cause and effect of ❑ Telling what comes next and sentence starters or sentence
extending ideas
to the remarks of others to build a Continued on next page behaviors or events showing why frames
case for ideas or opinions ❑ Sharing reasons for opinions or
❑ Summarizing ideas or opinions Continued on next page claims (e.g., science experiments) Continued on next page
from two sides
5. The student discusses by: 5. The student argues by: 5. The student argues by: 6. The student discusses by: 5. The student discusses by:
❑ Sharing topic-related information ❑ Defending claims or opinions to ❑ Describing organizing categories ❑ Asking yes or no questions to ❑ Expressing own ideas through
❑ Building on remarks of others by content-related topics for content-related information request clarification drawings, gestures, words and
linking comments ❑ Posing different solutions to (e.g., fish/birds, forests/ deserts) ❑ Recognizing how different phrases
❑ Maintaining audience content-related issues or ❑ Asking and answering questions intonation conveys different ❑ Expressing agreement/
engagement through specific problems in collaborative groups meanings disagreement nonverbally (e.g.,
language and body movement thumbs up or down)
6. The student discusses by: 6. The student discusses by: 7. The student typically:
❑ Expressing own ideas and ❑ Negotiating agreement in small ❑ produces errors which frequently
supporting ideas of others groups impede communication
❑ Proposing new solutions to ❑ Expressing own ideas consistent
resolve conflict in small groups with the topic discussed
7. The student typically: 7. Produces errors which

❑ produces minor errors which do ❑ interfere with communication
not interfere with communication
EL Progress Checklist (Listening Grades 2-3)

Emerging
1. The student typically recalls: 1. The student can process recounts 1. The student typically: 1. The student typically: 1. The student typically: 1. The student is starting to develop:
❑ details by: ❑ understands academic vocabulary ❑ understands a limited range of ❑ follows simple oral directions ❑ receptive skills in English
❑ sequence of events ❑ Identifying details of content- ❑ follows some complex directions vocabulary ❑ identifies high-frequency ❑ productive skills in English
related topics from oral discourse ❑ recalls subtle details ❑ recalls details vocabulary
2. The student typically: ❑ Making designs or models ❑ determines main idea(s) ❑ identifies main idea(s) ❑ identifies a few details 2. The student can process recounts
❑ determines main ideas in oral following oral directions and ❑ identifies speaker purpose ❑ draws inferences in more ❑ makes simple inferences from by:
stories that have advanced specifications (e.g., maps, complex oral stories oral stories ❑ Showing what happens next
vocabulary origami) 2. The student can process recounts based on familiar oral stories
by: 2. The student can process recounts 2. The student can process recounts (e.g., by pointing or drawing)
3. The student can process recounts ❑ Re-enacting content-related by: by: ❑ Drawing or providing other
by: 2. The student can process situations or events from oral ❑ Identifying linking words or ❑ Identifying the “who,” “where”
explanations by: visual displays of people,
❑ Identifying key ideas or details descriptions phrases related to passage of time and “when” of illustrated animals, or objects in response to
from texts read aloud or ❑ Identifying the purpose of in speech (e.g., “on Monday,” statements
language/the message in each ❑ Identifying content-related ideas oral prompts
information presented orally from oral discourse using multi- “the next day”) ❑ Identifying main materials or
content area
❑ Determining the main ideas and media (e.g., retracing steps of a ❑ Illustrating events in response to resources from oral descriptions 3. The student can process
supporting details of texts read ❑ Following a series of short oral process) audio recordings of stories or
directions to create models of explanations by:
aloud or information in diverse poems 3. The student can process ❑ Pointing to visual characteristics
media and formats content-area phenomena or
processes 3. The student can process explanations by: of models or real-life objects
explanations by: 3. The student can process ❑ Matching oral descriptions to from oral clues
4. The student can process ❑ Identifying connectors in speech explanations by: photos, pictures, or icons ❑ Pairing objects, pictures, or
explanations by: 3. The student can process or text read aloud ❑ Carrying out steps described
arguments by: ❑ Following simple sequences equations as directed by a partner
❑ Distinguishing shades of ❑ Identifying content-related ideas orally to solve problems presented orally to create patterns
meaning among closely related ❑ Comparing oral arguments with
representations and models and details in oral discourse ❑ Completing graphic organizers or or sequences 4. The student can process
words in oral discourse (e.g., representations from oral
jump/leap, huge/ enormous) ❑ Identifying claims in oral arguments by:
4. The student can process comparisons Continued on next page ❑ Indicating personal points of
❑ Comparing strategies from presentations
arguments by: view in response to oral phrases
extended oral discourse ❑ Interpreting oral information Continued on next page or short sentences (e.g., by
from different sides thumbs up/thumbs down;
❑ Identifying opposing sides of agree/disagree cards)
Continued on next page arguments in dialogues ❑ Identifying preferences from
short oral statements
5. The student can process 4. The student can process 4. The student can process
arguments by: arguments by: arguments by:
❑ Identifying evidence to support ❑ Identifying similarities and ❑ Distinguishing opinions from
claims/ opinions from differences from oral content- facts from peers’ oral
multimedia related materials or equipment presentations
❑ Following agreed-upon rules for ❑ Identifying different points of ❑ Categorizing content-based
discussions around differing view in short oral dialogues pictures or objects from oral
opinions descriptions (e.g., “animals that
5. The student typically produces form groups to help members
errors which interfere with: survive”)
❑ communication
❑ comprehension 5. Produces errors which
❑ frequently impede
communication
EL Progress Checklist (Reading 2-3)

Emerging
1. The student typically identifies: 1. The student processes recounts by: 1. The student typically identifies: 1. The student typically applies: 1. The student typically understands: 1. The student is starting to develop:
❑ two-syllable words ❑ Paraphrasing narratives or ❑ synonyms of social and academic ❑ knowledge of morphemes ❑ word meanings ❑ receptive skills in English
❑ rhyming words written with informational text with support vocabulary ❑ knowledge of syllables ❑ synonyms ❑ productive skills in English
digraphs (e.g., arranging paragraph strips) ❑ literary features
❑ Highlighting relevant information 2. The student typically recalls: 2. The student typically: 2. The student processes recounts by:
2. The student typically: in grade-level texts to produce 2. The student typically recalls: ❑ stated details ❑ possesses basic knowledge of ❑ Identifying key words and
❑ uses common multiple-meaning summaries ❑ implicit details ❑ main idea(s) morphemes and syllables phrases in illustrated text
words ❑ main idea(s) ❑ identifies one-syllable words ❑ Signaling language associated
❑ recognizes synonyms 2. The student processes explanations 3. The student typically: ❑ recognizes simple rhyming words
by: with content-related information
❑ makes generalizations 3. The student typically: ❑ matches words to definitions or ❑ makes simple inferences (e.g., during preview, view, &
❑ uses self-monitoring techniques ❑ Identifying relevant information ❑ interprets words and phrases descriptions
from texts on the same content review)
to check for understanding ❑ uses context clues to determine ❑ interprets words and basic 3. The student processes recounts by:
area topic (e.g., in open sorts) meaning phrases ❑ Identifying time-related language
3. The student typically determines: ❑ Identifying the main purpose of ❑ makes complex inferences ❑ makes inferences in context (e.g., in biographies) 3. The student processes explanations
❑ story sequence texts ❑ transfers concepts to new ❑ determines characters' feelings by:
❑ Illustrating experiences of ❑ Identifying words and phrases in
❑ details of fictional and academic situations characters in illustrated
texts 4. The student processes recounts by: titles and highlighted texts
3. The student processes arguments statements
by: 4. The student processes recounts by: ❑ Creating timelines or graphic ❑ Matching pictures with graphic
4. The student processes recounts by: ❑ Identifying data from written ❑ Ordering a series of events based organizers from illustrated information from illustrated texts
❑ Identifying setting and character on familiar texts related statements or paragraphs 4. The student processes explanations
sources to support positions by:
details from grade-level text ❑ Identifying main ideas and details ❑ Identifying temporal-related 4. The student processes arguments
❑ Matching opinions to reasons in ❑ Interpreting images, illustrations,
❑ Determining the central in illustrated texts words that signal order of events by:
informational texts and literature and graphics
messages, lessons, or morals of (e.g., “In the beginning…”) ❑ Identifying facts in illustrated
fables and folktales from diverse ❑ Identifying elements of informational text read orally
cultures 5. The student processes explanations expository texts (e.g., graphs,
by: 5. The student processes explanations captions) in illustrated texts ❑ Identifying language related to
5. The student processes explanations ❑ Illustrating cause/ effect by: likes, needs, and wants in labeled
by: relationships in content area texts ❑ Sequencing sentences descriptive illustrations
of processes or procedures in 5. The student processes arguments
❑ Describing the connection ❑ Classifying main ideas and by:
details in informational or informational texts
between a series of historical ❑ Distinguishing fact from fiction
events, scientific ideas, or steps explanatory texts ❑ Locating details in content area (e.g., using sentence strips or
in technical procedures in texts texts or media highlighting texts)
❑ Connecting ideas with details in Continued on next page Continued on next page ❑ Identifying claims or opinions in
extended content area texts illustrated texts
6. The student processes arguments 6. The student processes arguments 6. Produces errors that
6. The student processes arguments by: by: ❑ frequently impede
by: ❑ Sorting content-related ❑ Identifying different ideas or comprehension
❑ Identifying authors’ point of view information according to specific opinions in written texts
in texts criteria (e.g., pros and cons) ❑ Identifying general academic
❑ Evaluating characters, settings, ❑ Identifying reasons to strengthen and content-related words and
and events from a variety of arguments phrases in text relevant to the
media genre/key use (e.g., “once upon a
time” indicates a fairy tale)
7. Produces errors that
❑ do not interfere with 7. Produces errors that
comprehension ❑ interfere with comprehension
EL Progress Checklist (Writing 2-3)

Emerging
1. The student typically writes 1. The student can recount by: 1. The student typically: 1. The student typically: 1. The student typically: 1. The student is starting to develop:
fluently to a variety of pictures, ❑ Describing the sequence of ❑ makes predictions in response to ❑ responds to various prompts or ❑ describes, explains, or expresses ❑ receptive skills in English
prompts, or purposes with: content-related ideas pictures using complete pictures using multiple sentences ideas in sentences ❑ productive skills in English
❑ precise vocabulary ❑ Providing details and examples sentences ❑ makes simple predictions in ❑ makes simple comparisons
❑ ease of expression about narratives ❑ expresses opinions in response to response to pictures 2. The student can recount by:
pictures using complete 2. The student typically demonstrates ❑ Labeling images that illustrate
2. The student typically uses: sentences 2. The student typically expresses: basic: the steps for different processes
❑ correct verb tenses 2. The student can explain by: ❑ uses correct auxiliary verb forms ❑ vocabulary knowledge (e.g., writing workshop)
❑ subject/verb agreement ❑ Describing details of processes, and verb tenses ❑ some opinions in response to ❑ grammar skills such as use of
procedures, and events ❑ Creating visual representations of
❑ appropriate articles ❑ correctly uses writing pictures auxiliary verbs, verb tenses, and ideas or stories
❑ appropriate punctuation ❑ Producing “how to” manuals conventions such as ❑ meaning, which is somewhat conjunctions
based on personal experiences or capitalization and punctuation clear, although vocabulary may
3. The student can recount by: scientific experiments ❑ organizes and writes responses in be limited 3. The student can recount by: 3. The student can explain by:
❑ Signaling order of events using logical and sequential order ❑ Listing ideas using graphic ❑ Listing and illustrating ideas
temporal words and phrases 3. The student can argue by: 3. The student typically: organizers
❑ Stating facts associated with
❑ Relating real or imagined ❑ Producing persuasive pieces 2. The student can recount by: ❑ identifies appropriate verb forms ❑ Describing visual information images or illustrations
experiences or events supported by multiple reasons or ❑ Describing a series of events or based on contextual clues
procedures 4. The student can explain by:
details ❑ Describing elements of processes
4. The student can recount by: 4. The student can argue by:
❑ Stating reasoning for content- ❑ Creating stories with details
4. The student can explain by: ❑ Retelling past experiences or procedures ❑ Indicating decisions or
❑ Elaborating topics with facts, related choices about characters and events
❑ Expressing ideas in various ❑ Stating how something happens preferences through labeled
definitions, and details using illustrations and sequential pictures, words, or phrases
3. The student can explain by: genres (e.g., poetry, interactive
❑ Comparing different strategies journals) language (e.g., eruption of ❑ Providing evidence of natural
related to procedures or problem- ❑ Relating details and illustrating volcanoes) phenomena or opinions through
solving stages of different cycles (e.g.
labeled drawings
frogs, plants) 5. The student can explain by:
❑ Comparing causes of different 5. The student can argue by:
5. The student can argue by: ❑ Describing strategies to solve ❑ Participating in shared opinion
problems phenomena
❑ Elaborating on opinions and writing experiences
reasons ❑ Stating ideas about content-
related topics ❑ Connecting preferences, choices,
❑ Comparing and contrasting Continued on next page or opinions to reasons
important points and details Continued on next page
presented in two texts on the
same topic
4. The student can argue by: 6. The student can argue by: 6. The student typically:
6. The student typically produces: ❑ Supporting main ideas or ❑ Communicating different ❑ produces errors which frequently
❑ responses which contain few opinions with evidence from content-related ideas or opinions impede communication
digressions or repetitions texts ❑ Describing pros and cons related
❑ communication that is clear and ❑ Providing evidence to support or to social issues or familiar topics
complete refuse peers’ ideas
❑ communication that though may
contain minor errors 5. Produces errors that 7. Produces errors that
❑ do not interfere with ❑ interfere with communication
communication
EL Progress Checklist (Speaking Grades 4-5)
Above Proficient/ Reaching Bridging Proficient/Expanding Intermediate/Developing Early

Intermediate/Emerging Beginning/Entering
1. The student typically produces 1. The student can recount by: 1. The student typically produces 1. The student typically uses 1. The student typically uses basic 1. The student is starting to develop:
sentences with sophisticated ❑ Conveying personal and content- complete sentences when: appropriate words and phrases and vocabulary and grammar and simple ❑ receptive skills in English
vocabulary and correct grammar related experiences in a team ❑ providing information, complete sentences when: sentences to: ❑ productive skills in English
when: ❑ asking questions, ❑ making requests, ❑ identify common objects and
❑ providing information, ❑ Using technical and specific ❑ explaining a process, ❑ expressing opinions or describe their function, 2. The student can recount by:
❑ describing situations, vocabulary when sharing content ❑ expressing an preferences, ❑ provide basic information,
information ❑ Stating key words and phrases
❑ asking questions, ❑ opinion, and ❑ providing information, and ❑ make requests, associated with the content using
❑ expressing opinions and subtle ❑ narrating a story ❑ describing locations ❑ ask questions, and visual or graphic support
nuances of meanings, and 2. The student can explain by: ❑ express opinions or preferences
❑ explaining processes and their ❑ Elaborating by adding precision 2. The student can: 2. The student can: ❑ Communicating personal
reasoning and details to content-related ❑ organize responses in logical and 2. The student can: experiences orally
sequence or causal phenomena sequential order ❑ construct a narrative from a ❑ construct a narrative from a
2. The student: ❑ accurately identify and compare sequence of pictures and sequence of pictures about 3. The student can explain by
❑ Describing relationships of
❑ creates detailed and structured and contrast features of less ❑ compare and contrast information familiar events and school- ❑ Naming components of
components within systems (e.g.,
narratives common objects found in texts and graphic related activities and phenomena using illustrations,
ecosystems, government)
organizers using mostly accurate, ❑ compare and contrast information photographs, or diagrams
3. The student can recount by: 3. The student can recount by: although limited, vocabulary found in texts and graphic
3. The student can argue by: ❑ Demonstrating procedures using
❑ Summarizing discussions on ❑ Giving content-related oral organizers using basic
❑ Supporting claims with evidence realia
content-related topics reports 3. The student can recount by: vocabulary
from various sources
❑ Expanding on topics with ❑ Sequencing steps to solve a ❑ Presenting detailed content- 4. The student can argue by:
❑ Using claims and evidence to related information that has been 3. The student can recount by:
descriptive details using varied problem ❑ Stating reasons for choices using
vocabulary
persuade an audience rehearsed ❑ Retelling short stories or content-
words or phrases
4. The student can explain by: ❑ Stating main ideas in classroom related events
4. The student can discuss by: ❑ Answering yes/no or choice
4. The student can explain by: ❑ Connecting the sequential, conversations on social and ❑ Stating procedural steps across
❑ Recognizing how language can be questions across content or
❑ Analyzing how variables cyclical, or causal relationships academic topics content areas
used to express bias and influence personal preferences
contribute to events or outcomes of content-related issues and
others 4. The student can explain by: 4. The student can explain by:
❑ Maintaining a formal register concepts 5. The student can discuss by:
❑ Challenging ideas respectfully ❑ Stating clear sequential ❑ Giving reasons why or how
❑ Presenting detailed information ❑ Expressing own ideas in a variety
Continued on next page ❑ Managing conversations to stay in small groups procedures to peers something works using diagrams,
of ways (e.g., drawing, using
focused on a topic ❑ Comparing data or information charts or images
gestures, graphing)
Continued on next page ❑ Stating key words or phrases in
processes in a sequential order ❑ Tracking the person speaking
❑ Sharing own work (e.g., graphic
Continued on next page organizers, drawings) to
contribute to the conversation
5. The student can argue by: 5. The student can argue by: 5. The student can argue by: 5. The student can argue by:
❑ Countering with a different point ❑ Stating relevant evidence for ❑ Expressing opinions using ❑ Stating opinions based on
of view claims content-area specific language experiences
❑ Stating conclusions based on a ❑ Responding to opinion ❑ Presenting content-based facts ❑ Responding to opinion
summary of information from the statements of others with reasons that support a position statements of others with
various sides or evidence personal preferences
6. The student can discuss by:
6. The student can discuss by: 6. The student can discuss by: ❑ Asking clarifying questions to 6. The student can discuss by:
❑ Examining the value of examples ❑ Elaborating on statements of demonstrate engagement ❑ Taking turns and applying
to bring clarity to statements others to extend ideas conventions specific to particular
❑ Extend conversations by ❑ Using examples to clarify
❑ Presenting creative solutions to statements conversations
developing topics with clear
examples and information resolve communication issues ❑ Answering questions to ❑ Addressing others according to
❑ Contributing ideas to co-create contribute to a topic relationship (e.g., student-peers,
group responses student-teacher)
7. Errors
7. Errors ❑ interfere with communication 7. Errors
❑ are minor that do not interfere ❑ frequently impede
with communication communication

Emerging
❑ follows directions that use verb by: ❑ follows multistep directions ❑ follows oral directions and ❑ follows some simple oral ❑ receptive skills in English
phrases and ❑ Conveying personal and content- using academic vocabulary, ❑ interprets both basic vocabulary directions and ❑ productive skills in English
❑ determines key information to related experiences in a team ❑ recalls details, identifies main and idiomatic expressions ❑ understands common vocabulary
summarize a task ideas, and and idiomatic expressions
❑ Using technical and specific ❑ determines sequence of steps in 2. The student can: 2. The student can process recounts
2. The student can: vocabulary when sharing content classroom discussions and lesson ❑ identify some main ideas and 2. The student can: by:
❑ recall subtle details, identify information ❑ make simple inferences from ❑ identify details ❑ matching oral words and phrases
main ideas and speaker purpose 2. The student can: passages to content-related pictures or
❑ The student can: 2. The student can process ❑ make inferences from more 3. The student can process recounts objects
❑ make sophisticated inferences explanations by: complex oral stories 3. The student can: by: ❑ identify the topic in oral
from classroom discussions and ❑ Recognizing language used to ❑ understand details within graphic ❑ Classifying time-related language statements
lessons enhance the specificity of 3. The student can: organizers in oral statements (e.g., present,
phenomena in class discussions ❑ interpret tables and other graphic past, future)
3. The student can process recounts organizers 4. The student can process recounts 3. The student can process recounts
❑ Identifying components of ❑ Connecting the context of by:
by: by:
systems (e.g., ecosystems, narratives (e.g., the who, what,
❑ Identifying the overall structure branches of government) in small
4. The student can process recounts ❑ Identifying the beginning, middle ❑ Matching oral words and phrases
by: when, & where) to illustrations to content-related pictures or
(e.g., chronology) of events, ideas, group interactions and end in oral retelling of a text
concepts, or information in oral ❑ Sequencing events or steps based objects
❑ Following tasks and directions 4. The student can process
presentations 3. The student can process on oral reading of informational retold by peers explanations by: ❑ Identifying the topic in oral
❑ Differentiating similarities and arguments by: text statements
❑ Organizing routine causal or
differences of information ❑ Distinguishing certainty from ❑ Recognizing the language of 5. The student can process sequential relationships described
presented through multimedia uncertainty of spoken words or related genres (e.g., news reports, explanations by: orally 4. The student can process
and written text phrases in context historical accounts) ❑ Interpreting cause and effect ❑ Following oral directions to show explanations by:
❑ Identifying the degree of relationships in conversations recurring steps in cycles or ❑ Sequencing oral procedures or
formality in oral presentations ❑ Recognizing relationships in a problem-solving cycles with images
explanations by: explanations by:
series of oral statements
❑ Interpreting the specific language ❑ Identifying precise details, ❑ Distinguishing key words and
used to enhance descriptions of descriptions, or comparisons that phrases related to phenomena
phenomena support conversation
❑ Attending to the language related ❑ Following oral information on Continued on next page
to events or phenomena in peer how or why phenomena occur
presentations
5. The student can process 6. The student can process 6. The student can process 5. The student can process 5. The student can process
arguments by: arguments by: arguments by: arguments by: arguments by:
❑ Recognizing the strength of the ❑ Identifying evidence that ❑ Identifying different ❑ Sorting evidence and claims from ❑ Matching illustrations with oral
quality of evidence presented in supports predictions or perspectives, stances, or points of oral descriptions points of view
oral discourse hypotheses view ❑ Distinguishing words and phrases ❑ Identifying language related to
❑ Identifying the purpose of ❑ Differentiating between multiple ❑ Recognizing reasons for related to opinions or facts from facts or opinions from oral
arguments points of view in class positions in oral presentations oral statements presentations
discussions
7. Errors 6. Errors
❑ interfere with communication ❑ frequently impede
and comprehension communication and
comprehension
EL Progress Checklist (Reading Grades 4-5)

Emerging
❑ identifies synonyms and by: ❑ uses knowledge of more ❑ uses knowledge of high- ❑ interprets basic words and ❑ receptive skills in English
antonyms of less familiar words ❑ Becoming familiar with the advanced affixes to determine frequency affixes to determine phrases and ❑ productive skills in English
and language of related genres (e.g., word meanings word meanings ❑ identifies some main ideas and
❑ interprets complex words and news reports, historical ❑ can identify synonyms, details in simple text 2. The student can process recounts
phrases accounts) ❑ use context clues to determine 2. The student can: by:
word meanings, and interpret ❑ recall main ideas and stated 2. The student can explain by: ❑ Identifying words in context
2. The student can: ❑ Summarizing information from slightly complex words and details in text, and
multiple related sources ❑ Classifying time-related language during oral reading of illustrated
❑ use prediction, phrases ❑ can interpret simple words and in text as present or past text on familiar topics or
❑ determine story sequence, and phrases experiences
❑ use self-monitoring techniques to 2. The student can process 2. The student can: ❑ Identifying the “who,” “what,”
check for understanding explanations by: ❑ read for specific information in 3. The student can process recounts “where,” and “when” in narrative ❑ Highlighting previewed or
❑ Identifying how text provides graphic organizers, by: text with a partner familiar phrases
3. The student can process recounts clear details of the topic or ❑ make inferences from ❑ Sequencing events in stories or
by: phenomena information and 3. The student can process 3. The student can process
content-related processes explanations by: explanations by:
❑ Identifying the overall structure ❑ draw conclusions
❑ Identifying components of ❑ Identifying main ideas in
(e.g., chronology) of events, systems (e.g., ecosystems, ❑ Identifying different types of ❑ Matching illustrated words/
3. The student can process recounts narrative and informational text connectors (e.g., first, next, phrases to causal or sequential
ideas, concepts, or information in government)
text by: because, so) language
4. The student can process
❑ Highlighting events or 3. The student can process ❑ Connecting details to main ideas explanations by: ❑ Identifying key words and ❑ Sequencing sentences strips to
procedures that happened in arguments by: or themes phrases that describe the topic or show content-area processes
❑ Matching causes with effects phenomena from illustrated texts
historical, scientific, or technical ❑ Connecting personal experience ❑ Identifying conclusions in multi-
text with textual evidence to paragraph text ❑ Identifying words or phrases to
strengthen an interpretation of the determine the type of explanation Continued on next page 4. The student can process
Continued on next page text Continued on next page (e.g., linear sequence, cycle, arguments by:
system) ❑ Identifying key words and
❑ Evaluating the strength of
evidence as support for claims phrases of claims
❑ Identifying a claim or an opinion
in multimedia with a partner
explanations by: explanations by: arguments by: arguments by:
❑ Identifying how text presents ❑ Identifying the different words or ❑ Identifying evidence from ❑ Identifying language indicative
information in a factual or neutral phrases that are used to describe multiple places within text of points of view
manner the same topic or phenomena ❑ Identifying different ❑ Organizing evidence based on
❑ Evaluating the specific language ❑ Organizing information on how perspectives, stances, or points of sequential language in texts
used to enhance descriptions of or why phenomena occur view ❑ Differentiating between claims
phenomena and evidence
5. The student can process 5. The student can process 6; Errors
arguments by: arguments by: ❑ interfere with comprehension 5. Errors
❑ Evaluating claims and evidence ❑ Hypothesizing or predicting ❑ frequently impede
by drawing from multiple print based on evidence comprehension
sources ❑ Comparing multiple points of
❑ Differentiating from the strength view on a topic
of different pieces of evidence as
support for claims 6. Errors
❑ do not interfere with
comprehension
EL Progress Checklist (Writing Grades 4-5)

Emerging
1. The student typically: 1. The student can recount by: 1. The student typically: 1. The student typically: 1. The student typically writes 1. The student is starting to develop:
❑ writes fluently in response to a ❑ Producing content-related reports ❑ writes complete sentences with ❑ responds appropriately to various sentences using basic vocabulary ❑ receptive skills in English
variety of prompts and purposes mostly accurate vocabulary and verbal prompts or graphic and grammar to: ❑ productive skills in English
❑ can skillfully organize, interpret, ❑ Creating narratives that connect grammar that demonstrates organizers by using complete ❑ describe and discuss text,
summarize, and evaluate personal experiences and content appropriate use of punctuation, sentences that exhibit correct ❑ interpret graphic organizers, and 2. The student can recount by:
information from texts and prepositional phrases, and other basic grammar ❑ compare and contrast information ❑ Communicating personal
graphic organizers 2. The student can explain by: conventions experiences through drawings
❑ Describing how factors 2. The student’s: 2. The student can recount by: and words
2. Communication is: contribute to events or outcomes 2. The student can: ❑ meaning is somewhat clear, ❑ Listing procedural steps across
❑ clear and complete, though it ❑ summarize passages; although ❑ Reproducing a series of events
❑ Describing how systems relate or content areas through illustrated text
may contain minor errors ❑ interpret, compare, and contrast ❑ vocabulary may be limited
interact ❑ Listing positive and negative 3. The student can explain by:
information from graphic
3. The student can recount by: organizers and from implicit and 3. The student demonstrates a grasp effects of events in informational ❑ Producing short-answer
3. The student can argue by: or narrative text
❑ Summarizing content-related explicit context clues; and of responses to questions using
❑ Evaluating positive and negative ❑ organize and write responses to ❑ pronouns, prepositions, auxiliary 3. The student can explain by: word/ phrase banks
information
implications associated with open-ended questions in logical verbs and verb tenses ❑ Using key terms related to
❑ Using narrative themes to extend various positions (e.g., historical ❑ Labeling charts and graphs to
and sequential order phenomena
the storyline events, scientific discoveries) describe phenomena (e.g.,
4. The student can recount by:
❑ Ordering linear and cyclical organisms in ecosystems)
❑ Including evidence from multiple 3. The student can recount by: ❑ Using key words and phrases
4. The student can explain by: sequences of phenomena (e.g., 4. The student can argue by:
sources ❑ Relating a sequence of events reflective of main ideas the steps of how a volcano
❑ Presenting information on ❑ Selecting words and phrases to
using a variety of transitional ❑ Conveying details using concrete erupts)
processes or phenomena represent points of view using
words, phrases, and clauses words and phrases 4. The student can argue by:
supported by facts and details in facts from illustrated text or
essays and reports ❑ Synthesizing information across ❑ Stating reasons for particular posters
related texts (e.g., author study) 5. The student can explain by: points of view
❑ Selecting the appropriate ❑ Using key words or phrases
organizational structure for the ❑ Connecting related ideas or ❑ Listing pros and cons of issues related to the topic
4. The student can explain by: concepts using linking words and
particular purpose
❑ Presenting information on phrases 5. Errors in organization, grammar,
5. The student can argue by: processes or phenomena from a ❑ Answering “how” or “why word choice, and mechanics:
variety of sources questions (e.g., “How does the ❑ frequently impede
❑ Organizing ideas and information communication
logically and coherently ❑ Elaborating topics with facts, water cycle work?” “Why are
definitions, concrete details, or there three branches of
❑ Integrating information from quotations and examples government?”)
multiple sources to provide
evidence for claims Continued on next page Continued on next page
5. The student can argue by: 6. The student can argue by:
❑ Comparing and contrasting ❑ Connecting reasons to opinions
evidence for claims supported by facts and details
❑ Providing reasons and evidence ❑ Making adjustments for audience
which support particular points and context
6. Errors 7. Errors in organization, grammar,

❑ do not interfere with word choice, and mechanics:
communication ❑ interfere with communication

Emerging
1. When expressing opinions, 1. The student can recount by: 1. The student typically produces 1. When expressing opinions, 1. When describing social situations, 1. The student is starting to develop:
providing information, making ❑ Producing oral multimedia, complete sentences to: providing information, giving instructions, and ❑ receptive skills in English
requests, identifying and content-related reports based on ❑ express opinions, conducting transactions, or identifying locations the student ❑ productive skills in English
describing objects, and explaining research from multiple sources ❑ provide information, describing common functions the typically:
processes and their reasoning, the ❑ conduct transactions, student typically: ❑ produces simple sentences using 2. The student can recount by:
student typically produces ❑ Tracing the evolution of literary ❑ make requests ❑ uses appropriate words and basic vocabulary and grammar
characters, themes, and plots ❑ Answering select Wh-questions
sentences with: ❑ explain processes, phrases and
❑ sophisticated vocabulary and from different venues (e.g., ❑ give instructions, and ❑ uses complete sentences 2. The student can: ❑ Naming and briefly describing
correct grammar and digital text or video) ❑ describe social situations ❑ construct a narrative from a past community or school events
❑ subtle nuances of meaning 2. The student can: sequence of pictures about using visual support (e.g.,
2. The student can explain by: 2. The student can: ❑ describe common social familiar events and school- posters, photographs)
2. The student typically: ❑ Giving demonstrations with step- ❑ produce generally fluent situations and related activities and
❑ produces detailed narratives of by-step details (e.g., converting narratives with some hesitations ❑ narrate simple stories ❑ compare and contrast information 3. The student can explain by:
complex structure and Fahrenheit to Celsius) or self-corrections that do not found in texts and graphic ❑ Comparing attributes of real-life
❑ skillfully organizes information obscure meaning 3. Grammatical or vocabulary errors organizers objects with a partner
❑ Evaluating the significance of
for presentations ❑ interfere with communication,
events, people, or phenomena in ❑ Showing how to solve real-world
3. The student can: but the intended meaning is 3. The student can recount by:
oral presentations problems using symbols,
3. The student can recount by: ❑ organize responses in logical and somewhat clear ❑ Stating main ideas or points of numerals, graphs, or diagrams
❑ Restating new information sequential order and classroom conversations
3. The student can argue by:
expressed by others in extended ❑ incorporate idiomatic 4. The student can recount by:
❑ Engaging in debates on content- ❑ Restating details of content- 4. The student can argue by:
speech expressions ❑ Relating a series of events by
related topics with claims and related topics (in home language ❑ Responding yes or no to short
❑ Posing questions that elicit expressing time in multiple and English) in small groups
counterclaims along with 4. Speech is: statements or questions related to
elaboration and responding to tenses
reasonable evidence ❑ coherent and clear but lacks a claim
others’ questions and comments elaboration or detail ❑ Connecting ideas in content- 4. The student can explain by:
❑ Defending points of view with ❑ Expressing personal points of
related discourse using ❑ Describing situations from
specific claims view (in home language and
Continued on next page transitions modeled sentences English) in support of or against
4. The student can discuss by: ❑ Connecting two content-related a claim
❑ Building on the ideas of others ideas that define “how” or “why”
❑ Listening to others with a
purpose (e.g., to challenge own
or others’ ideas)
4. The student can explain by: 5. The student can recount by: 5. The student can explain by: 5. The student can argue by: 5. The student can discuss by:
❑ Adapting speech to a variety of ❑ Paraphrasing and summarizing ❑ Demonstrating how to conduct ❑ Answering simple questions ❑ Using appropriate nonverbal
contexts and tasks (e.g., use of content-related ideas presented experiments, engage in related to claims behaviors to show engagement
register) orally processes, or solve problems with ❑ Stating evidence to support and listening
❑ Posing questions that connect ❑ Connecting ideas with supporting supports claims (in home language and ❑ Contributing to conversations by
several speakers’ ideas and details in a variety of oral venues ❑ Stating why events occur, English) sharing own work (e.g., pictures,
responding to others’ ideas phenomena exist, or some things posters, graphics)
6. The student can explain by: happen 6. The student can discuss by:
5. The student can argue by: ❑ Comparing content-related ❑ Inviting others to participate
❑ Paraphrasing new information concepts 6. The student can argue by:
❑ Answering Wh-questions in
expressed by others and, when ❑ Connecting ideas with supporting ❑ Critiquing opposing claims conversations
warranted, modifying views or details to show relationships ❑ Evaluating the value of options in
positions ❑ Connecting ideas to one’s
(e.g., characters’ actions to their content-based situations experiences
❑ Making presentations with feelings)
multimedia components to clarify 7. The student can discuss by: 7. Errors
claims and emphasize salient 7. The student can argue by: ❑ Supporting ideas with examples ❑ frequently impede
points ❑ Connecting ideas with supporting communication
❑ Asking clarifying questions to
details or evidence demonstrate engagement
6. The student can discuss by:
❑ Taking stances and summarizing ❑ Generating new questions to
❑ Presenting organized ideas and ideas supporting them
information on content topics maintain conversations
including the use of graphics and 8. The student can discuss by:
multimedia
❑ Recognizing purposes of
❑ Synthesizing ideas of several contributions in conversations
speakers, posing questions, and
responding with evidence, ❑ Demonstrating awareness of
examples, and ideas personal bias when defending
one’s point of view
EL Progress Checklist Listening (Grades 6-8)

Emerging
❑ follows complex instructions, by: ❑ follows complex multistep ❑ follows multistep directions that ❑ follows simple oral directions ❑ receptive skills in English
❑ recalls subtle details, ❑ Categorizing details of content- directions use academic vocabulary and ❑ productive skills in English
❑ determines and evaluates key related main ideas seen and heard ❑ determines main ideas, ❑ understands common vocabulary
information to summarize a task, in videos or other technologies ❑ makes inferences from directions, 2. The student can: and idiomatic expressions and 2. The student can process recounts
and ❑ draws simple conclusions and ❑ recall details from class by:
❑ makes sophisticated inferences ❑ Sequencing a series of illustrated ❑ predicts logical outcomes in oral discussions or short oral stories 2. The student can:
events from oral passages (e.g., ❑ Identifying familiar objects or
and predictions from classroom stories and ❑ identify details places from oral statements
discussions or lengthy oral stories historical recaps) ❑ identify the main purpose of
2. The student typically: conversation 3. The student can process recounts ❑ Pointing to objects, people, or
2. The student can: 2. The student can process ❑ understands metaphorical by: places based on short oral
❑ understand increasingly abstract explanations by: language and uncommon 3. The student can: descriptions
❑ Sequencing labeled visuals per
idiomatic expressions, ❑ Carrying out a series of oral idiomatic expressions, and ❑ interpret graphic organizers and oral directions
❑ locate new information in a wider directions to construct ❑ recognizes technical academic ❑ extrapolate conclusions from 3. The student can process
context, and mathematical or scientific models vocabulary discussions ❑ Identifying settings or time explanations by:
❑ distinguish relevant from frames in narrative or ❑ Matching instructional language,
❑ Connecting details to main ideas informational scenarios read
extraneous information 3. The student can process recounts 4. The student can process recounts given orally, with visual
based on extended oral discourse aloud
by: by: representation (e.g., “Show me
3. The student can process recounts
3. The student can process ❑ Identifying main ideas and details ❑ Matching main ideas of familiar your schedule.”)
by: 4. The student can process
arguments by: in oral discourse text read aloud to visuals explanations by: ❑ Identifying functions of content-
❑ Identifying key ideas expressed ❑ Evaluating oral presentations of ❑ Stating the next event in a series related topics based on short oral
❑ Establishing connections among ❑ Classifying content-related
orally peers based on criteria for based on clues from narrative or statements reinforced visually
claims, arguments, and visuals per oral descriptions (e.g.,
❑ Identifying new information supporting evidence within oral success informational oral texts (e.g., organisms in ecosystems)
environmental v. genetic factors)
expressed by others discourse
Continued on next page Continued on next page ❑ Matching oral sentences of cause 4. The student can process
❑ Comparing opposing points-of- and effect to illustrations (e.g., arguments by:
view presented within oral weather or climate conditions)
discourse ❑ Signaling agreement or
disagreement of short oral
Continued on next page statements or questions
❑ Identifying points of view (e.g.,
first or third person) from short
statements
explanations by: explanations by: explanations by: arguments by:
❑ Evaluating main ideas and ❑ Identifying relationships between ❑ Matching main ideas of familiar ❑ Identifying claims from a series
supporting details presented in people, ideas, or events in oral text read aloud with visuals of oral statements
diverse media and oral formats discourse ❑ Showing differences between or ❑ Identifying evidence to support
❑ Developing models from oral ❑ Matching complex oral among content-related claims from charts and tables
discourse and multimedia (e.g., descriptions to images, graphs, or phenomena described orally (e.g.,
YouTube videos) formulas descriptive statistics) 6. Errors
6. The student can process ❑ frequently impede
5. The student can process 5. The student can process arguments by: communication and comprehension
arguments by: arguments by: ❑ Illustrating claims or reasons
❑ Evaluating the soundness of ❑ Matching evidence to claims in from oral narratives
opposing claims presented orally oral discourse ❑ Identifying opposing perspectives
❑ Identifying bias within claims in ❑ Formulating opinions based on from oral text (e.g., sides in wars,
oral discourse evidence presented within oral regimes, or revolutions)
discourse
7. Errors
❑ interfere with communication
and comprehension

Emerging
1. The student typically: 1. The student can process recounts 1. The student: 1. The student: 1. The student typically: 1. The student is starting to develop:
❑ identifies synonyms and by: ❑ interprets idioms and ❑ identifies synonyms of familiar ❑ follows simple oral directions ❑ receptive skills in English
antonyms, ❑ Sequencing main ideas, events, ❑ determines synonyms of grade social and academic vocabulary and ❑ productive skills in English
❑ interprets less familiar idiomatic and conclusions in narrative and level words and ❑ understands common vocabulary
expressions, informational text ❑ interprets common idiomatic and idiomatic expressions 2. The student can process recounts
❑ applies word definitions, and 2. The student can: expressions using context clues by:
❑ restates meanings in variant ❑ Matching details of content- ❑ recall stated and implicit details 2. The student can
related topics to main ideas ❑ Identifying responses to Wh-
language in a variety of genres, 2. The student typically: ❑ identify some details questions in charts or illustrated
❑ identify specific information in ❑ distinguishes main ideas from text
2. The student: 2. The student can process graphic organizers, and supporting details and 3. The student can process recounts
❑ prioritizes main and supporting explanations by: ❑ determine main ideas in fiction ❑ makes inferences from clues in by: ❑ Identifying icons in graphs,
details, and ❑ Sorting grade-level text by and academic texts text charts, and environmental print
❑ Sequencing illustrated text of related to familiar topics
❑ reads closely to make logical highlighting elements of the narrative or informational events
inferences. genre (e.g., differentiating the 3. The student can:
“how” from the “why”) ❑ analyze the structure of texts and 3. The student can process recounts ❑ Locating main ideas in a series of 3. The student can process
3. The student: ❑ identify literary techniques by: simple sentences explanations by:
❑ Sequencing events based on
❑ uses prediction to read fluently ❑ Identifying topic sentences, main ❑ Matching content-related objects,
cause and effect (e.g., how 4. The student can process
and to identify author’s purpose ideas, and details in paragraphs pictures, or media to words and
machines operate) explanations by:
and literary techniques 4. The student can process recounts phrases
by: ❑ Connecting people to actions ❑ Comparing ideas on the same
3. The student can argue by: based on oral descriptions with ❑ Identifying social or academic
4. The student can process recounts ❑ Ordering paragraphs in narrative topic in a series of simple
❑ Evaluating evidence presented in details topics highlighted in text
by: and informational text sentences
support of claims
❑ Identifying a central idea of a ❑ Identifying summaries of 4. The student can process ❑ Identifying how content-related 4. The student can process
text and how it is conveyed ❑ Developing a stance in favor of phenomena relate to one another arguments by:
passages in a variety of genres explanations by:
through particular details; or against claims presented in illustrated text or media
within content-related text ❑ Illustrating relationships between ❑ Identifying words or phrases
summarizing text absent personal Continued on next page main ideas and details in associated with topic choices
opinions or judgments Continued on next page
paragraphs ❑ Classifying true from false short
❑ Evaluating how a central event is
❑ Sequencing steps or events to statements
introduced, illustrated, and
elaborated in text (e.g., through describe processes (e.g., solving
examples or anecdotes) math problems)
explanations by: explanations by: arguments by: arguments by:
❑ Comparing and contrasting ❑ Matching content-related cause ❑ Identifying claims and the ❑ Distinguishing facts from
information from experiments, to effect in graphically supported reasons for each claim opinions in text
simulations, videos, or text ❑ Identifying opposing points of ❑ Identifying features associated
multimedia sources with that of ❑ Highlighting text evidence that view with content-related claims
text on the same topics points to how systems function
❑ Identifying factors that contribute (e.g., different forms of 6. Errors 6. Errors
to phenomena in explanations government) ❑ interfere with comprehension ❑ frequently impede
comprehension
arguments by: arguments by:
❑ Identifying specific evidence to ❑ Identifying evidence to support
support analyses of content area analysis of what texts say (e.g.,
text position papers)
❑ Distinguishing among facts, ❑ Classifying pros and cons of
reasoned judgment, and claims and evidence presented
speculation in text within written texts
7. Errors
❑ do not interfere with
comprehension

Emerging
❑ crafts original responses to by: ❑ writes logically sequenced ❑ writes complete sentences to ❑ writes complete sentences using ❑ receptive skills in English
prompts, fluently conveying ❑ Producing research reports using responses that describe, explain, or compare or basic vocabulary and grammar to ❑ productive skills in English
sequenced logical exposition multiple sources ❑ incorporate idiomatic expressions contrast verbal or graphic describe, explain, or compare
and prompts verbal or graphic prompts 2. The student can recount by:
2. The student responds to open- ❑ Summarizing conclusions ❑ convey original thought in 2. The student:
reached from steps in problem- ❑ Producing labeled illustrations of
ended questions requiring them response to open-ended prompts 2. The student ❑ responds to simple open-ended conclusions reached in problem-
to: solving or conducting ❑ writes responses to open-ended questions and
experiments solving with a partner
❑ extrapolate from information 2. The student: questions and summarizes ❑ summarizes simple passages
indicated in prompts, ❑ accurately interprets pictures or passages ❑ Reproducing words and phrases
❑ interpret and synthesize complex 2. The student can process graphical information 3. The student can recount by: related to topics (e.g., including
information from graphic explanations by: 3. The student cognates)
❑ Completing sentences using word 3. The student can explain by:
organizers, ❑ Producing informational text 3. The student uses: ❑ uses sentence-ending banks
❑ draw sophisticated inferences, around graphs and charts ❑ correct verb tense and agreement, punctuation, pronouns, ❑ Indicating relationships by
❑ explain reasoning, and ❑ subordinating conjunctions, prepositional phrases, auxiliary ❑ Producing statements related to drawing and labeling content-
❑ Comparing content-related ideas main ideas on familiar topics in
❑ express and support opinions ❑ capitalization, verbs and verb tenses related pictures on familiar topics
from multiple sources in essays, home language and English
❑ punctuation, and
reports, and narratives ❑ Describing processes or cycles by
3. The student can recount by: ❑ adjective and adverb placement 4. The student’s responses
4. The student can explain by: labeling diagrams and graphs
❑ Providing a concluding statement ❑ have limited range of vocabulary
3. The student can process 4. The student can argue by:
or section that follows from and arguments by:
4. The student can recount by: ❑ Connecting short sentences
5. The student can recount by: ❑ Generating words and phrases
supports the information ❑ Producing content-related reports ❑ Comparing illustrated
❑ Presenting opinions in persuasive that represent opinions (e.g., “I
presented ❑ Reproducing a sequence of ❑ Producing short paragraphs with descriptions of content-related
essays or reports backed by think…”)
❑ Conveying sequence, signaling events or experiences using main ideas and some details concepts (e.g., mitosis v. meiosis)
content-related research ❑ Making lists of topic choices
shifts from one timeframe to transitional words ❑ Composing dialogues or blogs
❑ Justifying ideas using multiple 5. The student can argue by: with peers
another, and showing the based on personal experiences
sources
relationships among experiences Continued on next page ❑ Stating opinions using evaluative
and events Continued on next page language related to content (e.g.,
“I agree. Metric is better.”)
❑ Connecting simple sentences to
form content-related ideas
4. The student can explain by: 5. The student can explain by: 6. The student can explain by: 6. Errors in organization, grammar,
❑ Determining two or more central ❑ Describing relationships between ❑ Comparing and contrasting word choice, and mechanics
ideas in text and tracing their details or examples and information, events, or characters ❑ frequently impede
development supporting ideas communication
❑ Producing descriptive paragraphs
❑ Evaluating the interactions ❑ Connecting content-related around a central idea
between individuals, events, and themes or topics to main ideas 7. The student can argue by:
ideas in text (e.g., how ideas 6. The student can argue by: ❑ Substantiating opinions with
influence individuals or events ❑ Crafting persuasive pieces (e.g., content-related examples and
and the converse) editorials) with a series of evidence
substantiated content-related ❑ Providing feedback to peers on
5. The student can argue by: claims language used for claims and
❑ Introducing claims and opposing ❑ Composing scripts with evidence
claims, along with their protagonists and antagonists
associated reasons and evidence 8. Errors in organization, grammar,
❑ Closing with concluding 7. Errors word choice, and mechanics
statements or paragraphs that ❑ do not interfere with ❑ interfere with communication
support claims communication
6. Minor errors
❑ are possible, but generally
negligible

Emerging
1. The student typically: 1. The student can recount by: 1. The student typically: 1. When providing information, 1. When interpreting language related 1. The student is starting to develop:
❑ produces complex sentences with ❑ Engaging in extended discussion ❑ uses complete sentences to expressing preferences, to social, school, and academic ❑ receptive skills in English
sophisticated and precise of effects, impacts, or events express opinions, explain conducting transactions, and contexts, explaining personal ❑ productive skills in English.
vocabulary and correct grammar related to content topics processes, conduct transactions, describing personal experiences preferences or describing a
and describe personal the student typically sequence of pictures about familiar 2. The student can recount by:
2. The student can ❑ Giving multimedia oral experiences ❑ uses appropriate words and events and social situations the
presentations on content-related ❑ Naming and briefly describing
❑ conveys detailed academic phrases and complete sentences student typically content topics using visual
content and expressive nuances material learned from various 2. The student: ❑ produces simple sentences using
sources support (e.g., posters, diagrams,
of meaning and ❑ uses accurate vocabulary and 2. The student also typically: basic vocabulary and grammar pictures)
❑ skillfully organizes information grammar to describe the purpose ❑ describes social situations,
for presentations 2. The student can explain by: of less common objects and ❑ gives instructions, and 2. The student can recount by: ❑ Answering select yes/no or Wh-
❑ Presenting information using an ❑ fluently narrates stories with ❑ narrates a simple story questions
❑ Restating information using
3. The student can recount by: objective, neutral tone in creative detail content-specific terms
extended discourse 3. The students intended meaning is 3. The student can explain by:
❑ Adjusting presentation style, ❑ Providing examples of content-
3. The student: ❑ mostly clear, but sometimes ❑ Ordering events or stages of
degree of formality, word choice, ❑ Using nominalization to related information previously
tone, and information to the ❑ organizes responses in logical requires comprehension-check phenomena with sequential
compress information and studied
and sequential order and questions language (e.g., first, next, step 1)
context and audience maintain coherence (e.g., “This
❑ incorporates idiomatic
❑ Presenting information that expansion…,” “Weathering…,” 3. The student can explain by: ❑ Using words and phrases to
expressions 4. The student
follows discipline-specific “An implication...”) identify visually supported
❑ is capable of communicating ❑ Naming properties,
organization (e.g., orientation to phenomena
4. The student some nuances of meaning characteristics or features of
topic, sequence of events, 3. The student can argue by:
❑ conveys subtle distinctions illustrated content-related topics
conclusion) ❑ Challenging evidence and claims 4. The student can argue by:
through rich, specific, and varied 5. The student can recount by:
in debates ❑ Posing and responding to Wh- ❑ Relating points of view with
vocabulary ❑ Posing and responding to
Continued on next page questions that relate to visual support (e.g., posters,
❑ Convincing audiences of questions in small group phenomena
personal points of view using 5. The student can recount by: photographs)
discussions
persuasive language ❑ Presenting factual information on Continued on next page ❑ Stating pros and cons listed
❑ Describing the sequence of
content-related topics to the class visually on a topic
processes, cycles, procedures, or
❑ Paraphrasing and summarizing events with details
content-related ideas in large and
small groups Continued on next page
4. The student can explain by: 4. The student can discuss by: 6. The student can explain by: 6. The student can explain by: 4. The student can argue by: 5. The student can discuss by:
❑ Providing precision and accuracy ❑ Co-creating novel perspectives on ❑ Describing components of ❑ Connecting causes to effects in a ❑ Responding to oral or written ❑ Representing one’s ideas using
in classifications, procedures, issues systems in small groups and class series of statements claims various media
processes, and accounts using ❑ Responding to diverse discussions ❑ Sequencing processes, cycles, or ❑ Offering facts or opinion ❑ Responding to yes and no
abstraction, technical language, perspectives and recognizing bias ❑ Providing precise words and procedures in short extended statements as appropriate to questions posed by the group
and a variety of active/passive in one’s own view phrases to provide details, discourse discussion
verb forms ❑ Using nonverbal signals to
❑ Generating new ideas or descriptions, classifications, demonstrate engagement in
❑ Following discipline-specific questions to sustain comparisons, causes/effects, or 7. The student can argue by: 5. The student can discuss by: conversations
organization (e.g., orienting the conversations procedures ❑ Stating claims matched to ❑ Asking and answering questions
reader, details, conclusion) and evidence using a series of related
supporting presentations with 7. The student can argue by: ❑ Communicating need for clarity of
sentences messages
graphs, formulas, quotes or other ❑ Taking stances and defending
media ❑ Suggesting details or reasons to ❑ Recognizing intonation used to
them with evidence (e.g., using reinforce points of view
data or citations) achieve various purposes of
5. The student can argue by: communication
❑ Comparing and contrasting 8. The student can discuss by:
❑ Organizing claims and counter different points of view
claims in debates with evidence ❑ Suggesting creative ways to 6. Errors frequently impede
from multiple sources resolve communication issues communication due to:
8. The student can discuss by: ❑ minimal English vocabulary and
❑ Negotiating differing cultural ❑ Clarifying one’s own ideas using a
❑ Demonstrating stamina when variety of strategies (e.g., ❑ minimal English grammar
perspectives in pairs or small building ideas in a small group knowledge
groups analogies or metaphors,
❑ Validating ideas of others paraphrasing)
6. The student can discuss by: ❑ Sorting through one’s own ideas to ❑ Asking clarifying questions in a
❑ Identifying and reacting to subtle determine relevant ones respectful manner
differences in speech and register ❑ Providing and receiving
(e.g., hyperbole, satire, comedy) constructive feedback from 9. Grammatical or vocabulary errors
others tactfully ❑ interfere with communication,
❑ Producing coherent oral discourse but the intended meaning is
appropriate to task, purpose, and somewhat clear
audience
❑ Synthesizing and sharing
information from a variety of
sources and perspectives

Emerging
1. The student typically 1. The student can process recounts 1. The student typically 1. The student typically 1. The student typically: 1. The student is starting to develop:
❑ interprets more complex by: ❑ interprets idiomatic expressions ❑ interprets simple academic ❑ follows multistep directions ❑ receptive skills in English
grammar and academic ❑ Reconstructing past experiences and complex academic vocabulary and idiomatic ❑ identifies main ideas ❑ productive skills in English
vocabulary to follow complex or series of events based on oral vocabulary and concepts expressions ❑ makes simple inferences and
instructions discourse ❑ distinguishes essential details and ❑ draws conclusions 2. The student can process recounts
❑ Recognizing nuanced meanings nuances of meaning, 2. The student: by:
2. The student of words and phrases in extended ❑ synthesizes answers from ❑ extrapolates logical outcomes, 2. The student can process recounts ❑ Matching everyday oral content-
❑ uses context clues to interpret oral discourse fragmentary information, and ❑ places new information in a by: related words and phrases to
new vocabulary and ❑ determines key information to broader context, and ❑ Matching oral descriptions of pictures, diagrams, or photographs
❑ draws conclusions about a 2. The student can process summarize a task from complex ❑ recalls details from classroom characters or main events in
character in an oral story explanations by: narratives and discussions discussions or oral stories ❑ Selecting resources, places,
content-related topics products, or figures from oral
❑ Identifying effects and
3. The student consequences of events and 2. The student can process recounts 3. The student can process recounts ❑ Following modeled oral statements and visual supports
❑ distinguishes subtleties of tone phenomena from class by: by: commands
and point of view, discussions 3. The student can process
❑ Following the steps of content- ❑ Identifying main ideas from short 3. The student can process explanations by:
❑ recalls extensive details,
❑ Identifying interdependence of related tasks or assignments content-related oral presentations explanations by:
❑ grasps abstract and uncommon given orally ❑ Ordering events or stages of
different parts of systems from ❑ Classifying examples of genres phenomena from oral statements
idiomatic expressions, and
multimedia presentations ❑ Sequencing steps in processes or
❑ analyzes the structure of oral ❑ Identifying details from oral read aloud (e.g., types of procedures described orally ❑ Identifying words and phrases
passages discussions (e.g., when, who, narration) related to sequence
3. The student can process where, what, and why) ❑ Comparing information, symbols,
arguments by: or icons on charts or tables
4. The student can process recounts 4. The student can process
❑ Identifying how language choices 3. The student can process 4. The student can process described orally arguments by:
by:
connect to particular audiences explanations by: explanations by: ❑ Matching oral information to
❑ Categorizing perspectives of
❑ Evaluating the purpose of ❑ Identifying components of ❑ Recognizing relationships in a pictures, diagrams, or
multiple speakers 4. The student can process photographs that show points of
arguments presented by others systems from multimedia series of oral statements arguments by: view
❑ Identifying important information
on specific events and concepts ❑ Interpreting cause and effect ❑ Identifying causes for particular ❑ Recognizing the pros or cons of ❑ Distinguishing words and phrases
from lectures and presentations from oral discourse events or phenomena in short issues from short oral statements related to opinions or facts from
oral presentations oral statements
4. The student can process ❑ Identifying claims in oral
arguments by: Continued on next page statements
❑ Classifying claims and evidence 5. Errors
from oral presentations ❑ frequently impede
❑ Differentiating multiple communication and
perspectives presented orally comprehension
explanations by: arguments by:
❑ Recognizing specific language ❑ Organizing information related to
used to enhance clarity and different perspectives presented
precision orally
❑ Recognizing and following ❑ Identifying language choices that
language related to the same represent specific points of view
event or phenomenon from a series of oral statements
throughout presentations
6. Errors
6. The student can process ❑ interfere with communication
arguments by: and comprehension
❑ Identifying strengths, limitations,
and potential biases from oral
presentations
❑ Organizing claims and counter
claims presented in debates

Emerging
1. The student 1. The student can recount by: 1. The student typically: 1. The student typically 1. The student: 1. The student is starting to develop:
❑ recognizes uncommon ❑ Identifying how authors connect ❑ draws complex conclusions from ❑ uses knowledge of high- ❑ recalls simple information from ❑ receptive skills in English
synonyms, subtle gradations of related ideas across paragraphs lengthy passages and frequency affixes and context text, ❑ productive skills in English
meanings using context clues, with abstraction, complex ❑ distinguishes nuances of meaning clues to determine word ❑ identifies main ideas and
and unfamiliar idioms sentences, and technical terms meanings and identify synonyms supporting details, and 2. The student can recount by:
2. The student: of high-frequency social and ❑ makes simple inferences ❑ Matching key content-related
2. The student uses prediction to: ❑ Tracing the central idea of text ❑ interprets alternate expressions of academic vocabulary
and how it develops, including terms and ideas to images,
❑ read fluently, ideas, 2. The student can: graphs, icons, or diagrams
❑ make inferences from how it is shaped by specific ❑ analyzes the organization of 2. From a simple narrative, the ❑ identify common idiomatic
challenging texts, details, extended definitions, passages, and student can: expressions and ❑ Sequencing illustrated text of
❑ synthesize text, facts, quotes, or examples ❑ identifies theme, tone, and ❑ recall stated and implicit details, ❑ paraphrases passages narrative or informational events
❑ recognize literary techniques, and author’s purpose ❑ distinguish main ideas,
❑ uses self-monitoring techniques 2. The student can explain by: ❑ compare and contrast information 3. The student can recount by: 3. The student can explain by:
to check for understanding ❑ Identifying how authors connect 3. The student can recount by: ❑ draw conclusions, and ❑ Identifying patterns specific to ❑ Identifying key words and
related ideas across paragraphs ❑ Identifying how the authors make ❑ make some inferences narrative or informational text phrases that describe the topics or
3. The student can recount by: with abstraction, complex language choices and adjusts for (e.g., orientation, presentation of phenomena
❑ Analyzing and comparing how sentences, and technical terms 3. The student can recount by:
audience and purpose events, conclusion) ❑ Recognizing sequence statements
authors use language for specific ❑ Tracing the central idea of text ❑ Reflecting on various accounts of ❑ Recognizing lexical chains that ❑ Locating main ideas in a series of and illustrations that describe
purposes and audiences and how it develops, including a subject told in different media show how characters and ideas related sentences phenomena
❑ Identifying how authors develop how it is shaped by specific (e.g., print and multimedia) are labeled across the text
and maintain cohesion by details, extended definitions, ❑ Identifying detailed descriptions, 4. The student can explain by: 4. The student can argue by:
connecting ideas or events in facts, quotes, or examples 4. The student can explain by: procedures, and information in ❑ Matching media (e.g., posters,
❑ Identifying different types of
extended texts ❑ Identifying the interdependence paragraphs connectors that show photos, banners) with point of
3. The student can argue by: view words and phrases
of parts of systems (e.g., relationships between topics and
Continued on next page ❑ Recognizing multiple technical, government, chemical) 4. The student can explain by: phenomena ❑ Connecting characters/historical
perspectives and points of view ❑ Identifying how language figures with positions or stances
on any given issue ❑ Comparing information on ❑ Differentiating between technical
phenomena across a variety of provides clarity and precision in and everyday vocabulary that on various issues
❑ Identifying evidence of bias and multimedia sources describing topics or phenomena describe phenomena
credibility of sources ❑ Summarizing information with
Continued on next page diagrams, models, flow charts, or Continued on next page
illustrations
4. The student can explain by: 5. The student can argue by: 5. The student can argue by: 5. The student can argue by:
❑ Recognizing discipline-specific ❑ Identifying persuasive language ❑ Identifying their purposes and ❑ Making connections between
patterns (e.g., orienting the across content areas audiences statements that make claims and
reader, part-whole classification, ❑ Following the progression of ❑ Evaluating the strength of those providing evidence
neutral/ authoritative tone) logical reasoning evidence statements ❑ Distinguishing language that
❑ Identifying authors’ precision identifies facts and opinions
and accuracy in classifications, 6. Errors
comparisons, accounts, or 6. Errors ❑ interfere with comprehension 6. Errors
procedures as a result of clear ❑ do not interfere with ❑ frequently impede
language choices comprehension comprehension

❑ Evaluating word choice and
nuance as tools for distinguishing
facts, claims, reasoned judgment,
and opinions
❑ Identifying the logical
connections among claims,
counterclaims, reasons, and
evidence
Above Proficient Proficient Intermediate Early Intermediate Beginning/Entering

1. The student typically: 1. The student can recount by: 1. The student typically 1. The student typically: 1. The student typically: 1. The student is starting to develop:
❑ writes using precise, ❑ Sequencing using language that ❑ writes fluently, using complete ❑ uses correct basic grammar and ❑ receptive skills in English
sophisticated, and varied sentences with accurate ❑ is beginning to demonstrate use ❑ writes complete sentences using ❑ productive skills in English
creates coherence basic vocabulary and grammar to
vocabulary vocabulary to interpret texts and of conjunctions in compound
❑ demonstrates fluent and varied ❑ Organizing information graphical information, while sentences express ideas 2. The student can recount by:
expression; according to content-specific distinguishing nuances of 2. The student
expectations ❑ Listing content words or phrases
❑ expresses subtle nuances of meaning 2. The students also typically ❑ compares and summarizes that relate to the topic
meaning; and ❑ summarizes texts and analyze information found in texts or
❑ expands responses to prompts 2. The student can explain by: 2. The student: information in graphic organizers graphic organizers ❑ Including images, diagrams, and
using related background ❑ Synthesizing information and ❑ incorporates idiomatic charts to add details to the topic
3. The student’s
knowledge details about phenomena from a expressions and
❑ produces responses to open- ❑ meaning is somewhat clear, 3. The student 3. The student can explain by:
variety of sources although vocabulary may be
2. The student can recount by: ended questions and ❑ demonstrates a basic knowledge ❑ Producing short responses to
❑ Organizing information and limited
❑ Summarizing content-related ❑ writes summaries and of auxiliary verbs, pronouns, and questions using word/phrase
details logically and cohesively 4. The student can recount by:
notes from lectures or readings comparisons that correctly use conjunctions. banks
verb forms, capitalization, ❑ Summarizing content-related
❑ Producing research reports using 3. The student can argue by: ❑ Labeling charts, graphs,
punctuation, and advanced material 4. The student can recount by:
multiple sources of information ❑ Organizing information to show timelines, or cycles to describe
grammar
logical reasoning ❑ Including important information ❑ Following patterns specific to phenomena
3. The student can explain by: 3. The student’s and related details narrative or informational text
❑ Integrating multiple perspectives (e.g., orientation, presentation of 4. The student can argue by:
❑ Developing ideas about and evidence from a variety of ❑ responses exhibit minor
errors in grammar and 5. The student can explain by: events, conclusion) ❑ Selecting words and phrases to
phenomena with relevant and sources
sufficient facts, extended content organization that do ❑ Choosing words and phrases to ❑ Sequencing narratives or represent points of view
descriptions, concrete details, or not interfere with provide precise details, informational text using linking ❑ Listing pros and cons of issues
quotations communication descriptions, comparisons, and words and phrases
ordered procedures
❑ Maintaining discipline-specific
Continued on next page ❑ Integrating headings, 5. The student can explain by:
patterns that bridge across key
uses (e.g., explanation to introductory statements, and ❑ Using transitions and connectors
argument in history, explanation other features to organize text to show causal relationships or
to recount for information procedures
reports) Continued on next page
❑ Choosing everyday or technical
language to describe phenomena
4. The student can argue by: 4. The student can recount by: 6. The student can argue by: 6. The student can argue by:
❑ Evaluating positive and negative ❑ Creating narrative or informational ❑ Justifying reasons or opinions ❑ Expressing claims with evidence
implications associated with extended text of past events or with evidence (e.g., “Socialism is a good
various positions (e.g., historical experiences (e.g., lab reports, ❑ Summarizing opposing positions government system because...”)
events, scientific discoveries, current events) with evidence ❑ Listing content-related ideas that
individuals) ❑ Connecting main points, events, represent different points of view
❑ Organizing information logically and central ideas to conclusions 7. Errors on issues
and coherently to represent 7. Errors in organization, grammar,
contrasting views 5. The student can explain by: ❑ interfere with communication word choice, and mechanics
❑ Presenting information ❑ frequently impede
5. Minor errors objectively by using a neutral communication
❑ are possible, but generally tone appropriate to the content
negligible area
❑ Integrating images, diagrams,
formulas, or charts to describe
phenomena

❑ Evaluating and challenging
evidence presented
❑ Creating persuasive essays or
reports making adjustments for
specific audiences
References:
1. LAS Links Proficiency Level Descriptors http://laslinks.com/PDFs/PLDs_LAS_Links_English_FormA_Interpretation_Guide.pdf
2. WIDA Can Do Descriptors https://wida.wisc.edu/teach/can-do/descriptors

English Progress Checklist

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English Progress Checklist

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Progress Checklist for English Learners

Mississippi Department of Education

Suggestions for Implementation

Can Do Descriptor Key

KEY USE DEFINITION EXAMPLES

Above Proficient/ Bridging Proficient/Expanding Intermediate/Developing Early Intermediate/ Beginning/Entering

5. The student produces errors which 5. The student’s restricted

Above Proficient/ Bridging Proficient/Expanding Intermediate/Developing Early Intermediate/ Beginning/Entering

5. Produces errors that 5. Produces errors that

Above Proficient/ Reaching Bridging Proficient/Expanding Intermediate/Developing Early Intermediate/ Beginning/Entering

Above Proficient/ Reaching Bridging Proficient/Expanding Intermediate/Developing Early Intermediate/ Beginning/Entering

Above Proficient/ Reaching Bridging Proficient/Expanding Intermediate/Developing Early Intermediate/ Beginning/Entering

Above Proficient/ Reaching Bridging Proficient/Expanding Intermediate/Developing Early Intermediate/ Beginning/Entering

6. The student typically produces

Above Proficient/ Reaching Bridging Proficient/Expanding Intermediate/Developing Early Intermediate/ Beginning/Entering

7. Produces errors which 6. The student typically

Above Proficient/ Reaching Bridging Proficient/Expanding Intermediate/Developing Early Intermediate/ Beginning/Entering

7. The student typically: 7. Produces errors which

Above Proficient/ Reaching Bridging Proficient/Expanding Intermediate/Developing Early Intermediate/ Beginning/Entering

Above Proficient/ Reaching Bridging Proficient/Expanding Intermediate/Developing Early Intermediate/ Beginning/Entering

Above Proficient/ Reaching Bridging Proficient/Expanding Intermediate/Developing Early Intermediate/ Beginning/Entering

Above Proficient/ Reaching Bridging Proficient/Expanding Intermediate/Developing Early

Above Proficient/ Reaching Bridging Proficient/Expanding Intermediate/Developing Early Intermediate/ Beginning/Entering

Above Proficient/ Reaching Bridging Proficient/Expanding Intermediate/Developing Early Intermediate/ Beginning/Entering

Above Proficient/ Reaching Bridging Proficient/Expanding Intermediate/Developing Early Intermediate/ Beginning/Entering

6. Errors 7. Errors in organization, grammar,

Above Proficient/ Reaching Bridging Proficient/Expanding Intermediate/Developing Early Intermediate/ Beginning/Entering

Above Proficient/ Reaching Bridging Proficient/Expanding Intermediate/Developing Early Intermediate/ Beginning/Entering

Above Proficient/ Reaching Bridging Proficient/Expanding Intermediate/Developing Early Intermediate/ Beginning/Entering

Above Proficient/ Reaching Bridging Proficient/Expanding Intermediate/Developing Early Intermediate/ Beginning/Entering

Continued on next page

Above Proficient/ Reaching Bridging Proficient/Expanding Intermediate/Developing Early Intermediate/ Beginning/Entering

Above Proficient/ Reaching Bridging Proficient/Expanding Intermediate/Developing Early Intermediate/ Beginning/Entering

Above Proficient/ Reaching Bridging Proficient/Expanding Intermediate/Developing Early Intermediate/ Beginning/Entering

Continued on next page

5. The student can argue by:

Above Proficient Proficient Intermediate Early Intermediate Beginning/Entering

6. The student can argue by:

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