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    Summaries of ELPS

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    mmanzan1
    LEVEL The student comprehends. Speaking (d2: k-12) 2A(i) using single words and short phrases with practiced material; tends to give up on attempts. Reading (d4: 2-12) 4A(ii) slowly, word by word with very limited sense of English structure 4A(v) with comprehension of practiced, familiar text 4A(vi) modified and adapted text.

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    Summaries of ELPS

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    mmanzan1
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    LEVEL The student comprehends. Speaking (d2: k-12) 2A(i) using single words and short phrases with practiced material; tends to give up on attempts. Reading (d4: 2-12) 4A(ii) slowly, word by word with very limited sense of English structure 4A(v) with comprehension of practiced, familiar text 4A(vi) modified and adapted text.

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    LEVEL The student comprehends. Speaking (d2: k-12) 2A(i) using single words and short phrases with practiced material; tends to give up on attempts. Reading (d4: 2-12) 4A(ii) slowly, word by word with very limited sense of English structure 4A(v) with comprehension of practiced, familiar text 4A(vi) modified and adapted text.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    4K views1 page

    Summaries of ELPS

    Uploaded by

    mmanzan1
    LEVEL The student comprehends. Speaking (d2: k-12) 2A(i) using single words and short phrases with practiced material; tends to give up on attempts. Reading (d4: 2-12) 4A(ii) slowly, word by word with very limited sense of English structure 4A(v) with comprehension of practiced, familiar text 4A(vi) modified and adapted text.

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    of 1

    Summaries of ELPS: Proficiency Level Descriptors

    (subsection d)
    LEVEL The student comprehends 1A(i) few simple conversations with linguistic support 1A(ii) modified conversation

    Listening (d1: k-12)

    The student speaks

    Speaking (d2: k-12)


    2A(i) using single words and short phrases with practiced material; tends to give up on attempts 2A(ii) using limited bank of key vocabulary 2A(iii) with recently practiced familiar material 2A(iv) with frequent errors that hinder communication 2A(v) with pronunciation that inhibits communication

    The student reads

    Reading (d4: 2-12)


    4A(i) little except recently practiced terms, environmental print, high frequency words, concrete words represented by pictures 4A(ii) slowly, word by word 4A(iii) with very limited sense of English structure 4A(iv) with comprehension of practiced, familiar text 4A(v) with need for visuals and prior knowledge 4A(vi) modified and adapted text

    Writing (d6: 2-12)


    The student writes
    6A(i) with little ability to use English 64A(ii) without focus and coherence, conventions, organization, voice 6A(iii) labels, lists, and copies of printed text and highfrequency words/phrases, short and simple, practiced sentences primarily in present tense with frequent errors that hinder or prevent understanding

    Beginning (A)

    1A(iii) few words, does not seek clarification, watches others for cues

    Intermediate (B)

    1B(i) unfamiliar language with linguistic supports and adaptations 1B(ii) unmodified conversation with key words and phrases 1B(iii) with requests for clarification by asking speaker to repeat, slow down, or rephrase speech

    2B(i) with simple messages and hesitation to think about meaning 2B(ii) using basic vocabulary 2B(iii) with simple sentence structures and present tense 2B(iv) with errors that inhibit unfamiliar communication 2B(v) with pronunciation generally understood by those familiar with English language learners 2C(i) in conversations with some pauses to restate, repeat, and clarify 2C(ii) using content-based and abstract terms on familiar topics 2C(iii) with past, present, and future 2C(iv) using complex sentences and grammar with some errors 2C(v) with pronunciation usually understood by most

    4B(i) wider range of topics: and everyday academic language 4B(ii) slowly and rereads 4B(iii) basic language structures 4B(iv) simple sentences with visual cues, pretaught vocabulary and interaction 4B(v) grade-level texts with difficulty 4B(vi) at high level with linguistic accommodation 4C(i) abstract grade appropriate text 4C(ii) longer phrases and familiar sentences appropriately 4C(iii) while developing the ability to construct meaning from text 4C(iv) at high comprehension level with linguistic support for unfamiliar topics and to clarify meaning 4D(i) nearly comparable to native speakers 4D(ii) grade appropriate familiar text appropriately 4D(iii) while constructing meaning at near native ability level 4D(iv) with high level comprehension with minimal linguistic support

    6B(i) with limited ability to use English in content area writing 6B(ii) best on topics that are highly familiar with simple English 6B(iii) with simple oral tone in messages, high-frequency vocabulary, loosely connected text, repetition of ideas, mostly in the present tense, undetailed descriptions, and frequent errors 6C(i) grade appropriate ideas with second language support 6C(ii) with extra need for second language support when topics are technical and abstract 6C(iii) with a grasp of basic English usage and some understanding of complex usage with emerging gradeappropriate vocabulary and a more academic tone 6D(i) grade appropriate content area ideas with little need for linguistic support 6D(ii) develop and demonstrate grade appropriate writing 6D(iii) nearly comparable to native speakers with clarity and precision, with occasional difficulties with naturalness of language

    Advanced (C)

    1C(i) with some processing time, visuals, verbal cues, and gestures; for unfamiliar conversations 1C(ii) most unmodified interaction 1C(iii) with occasional requests for the speaker to slow down, repeat, rephrase, and clarify meaning

    Advanced High (D)

    1D(i) longer discussions on unfamiliar topics 1D(ii) spoken informati on nearly comparable to native speaker 1D(iii) with few requests for speaker to slow down, repeat, or rephrase

    2D(i) in extended discussions with few pauses 2D(ii) using abstract contentbased vocabulary except low frequency terms; using idioms 2D(iii) with grammar nearly comparable to native speaker 2D(iv) with few errors blocking communication 2D(v) occasional mispronunciation

    *These summaries are not appropriate to use in formally identifying student proficiency levels for TELPAS. TELPAS assessment and training materials are provided by the Texas Education Agency Student Assessment Division: http://www.tea.state.tx.us/index3.aspx?id=3300&menu_id3=793 Used with permission from Canter Press, 2008.

    ELPS Resource Supplement

    Texas Education Agency / Education Service Center, Region 20

    19

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