1. Listening Grade 2Beginning High Beginning Intermediate High Intermediate Advanced

Vocabulary1. Demonstrate

comprehension of grade- level vocabulary within familiar, basic questions and simple academic directions, including multiple-meaning words and idioms, supported by simplified speech, repetition, and visual or non-verbal cues.

1. Demonstrate comprehension of grade-level vocabulary within simple questions and academic instruction, includingmultiple-meaning words and idioms, supportedby repetition, visualand/or non-verbal cues.

1. Demonstrate comprehension of grade- level vocabularyincluding multiple- meaning words and idioms within scaffolded conversations and academic instruction on familiar topics, with repetition and visual or non-verbal support.

1. Demonstrate comprehension of grade- level vocabularyincluding multiple- meaning words and idioms within most everyday conversations and academic instruction, with visual or non-verbal support.

1. Demonstrate comprehension of grade-level vocabulary including multiple- meaning words and idioms, with minimal support.

2. Demonstrate recognition 2. Demonstrate recognition 2. Demonstrate recognition 2. Demonstrate recognition 2. Demonstrate recognitionof word structures within of word structures within of word structures to of word structures to of word structures tofamiliar, simple speech to simple questions and determine the meaning determine the meaning of determine the meaningdetermine the meaning of academic instruction to of words within words within most of words, with minimalwords, supported by determine the meaning scaffolded conversations everyday conversations support.simplified speech, of words, supported by and academic instruction and academic instruction,repetition, and visual or repetition, visual and/or on familiar topics, with with visual or non-verbalnon-verbal cues. non-verbal cues. repetition and visual or support.

non-verbal support.Pronunciation and Intonation Patterns3. Distinguish common 3. Distinguish phonemes 3. Distinguish phonemes 3. Distinguish phonemes 3. Distinguish phonemes

phonemes and phonemic and phonemic patterns and phonemic patterns and phonemic patterns in and phonemic patternspatterns in initial and final in initial and final in initial and final initial, medial and final including blends andconsonant sounds. consonant sounds and positions and long vowel positions. digraphs in initial, medial

short vowel sounds. sounds. and final positions.4. Distinguish intonation

patterns in familiar questions andstatements.

4. Distinguish intonationpatterns that affect meaning in familiarquestions, exclamations,and statements.

4. Distinguish intonationpatterns that affect meaning in less familiarquestions, statements,and exclamations.

4. Distinguish intonationpatterns that affect meaning in questions,statements,exclamations, and commands.

4. Distinguish intonationpatterns and word stress that affect meaning inquestions, statements,exclamations, and commands.

Beginning High Beginning Intermediate High Intermediate AdvancedComprehension of Oral Instructions, Questions, and Prompts

5. Respond appropriately to classroom commands and instructions to complete grade-leveltasks containing modeled one-step directions,supported by visualand/or non-verbal cues.

5. Respond appropriatelyto classroom commands and instructions to complete grade-level tasks containingmodeled two-step directions, supported by simplified speech, repetition, and visual or non-verbal cues.

5. Respond appropriately to classroom commands and instructions to complete grade-level tasks containingmodeled multi-step directions, with repetition and visual or non-verbal cues.

5. Respond appropriately to classroom commands and instructions to complete grade-level tasks containing multi- step directions, withvisual or non-verbal cues.

5. Respond appropriatelyto classroom commands and instructions to complete multi-step grade-level tasks.

6. Respond appropriately to 6. Respond appropriately 6. Respond appropriately to 6. Respond appropriately to 6. Respond appropriatelyshort, simply phrased to grade-level questions a variety of factual and grade-level questions to a variety of factualquestions about familiar that contain simple inferential grade-level that contain complex and inferential grade-topics. language structures. questions that have language structures. level questions and

simple language prompts.structures.

Comprehension of Information Presented Orally7. Demonstrate listening 7. Demonstrate listening 7. Demonstrate listening 7. Demonstrate listening 7. Demonstrate listening

comprehension of comprehension of topic comprehension of topic, comprehension of comprehension ofcontent presented, with and details about details and main idea familiar and unfamiliar familiar and unfamiliarsimplified speech and familiar information about familiar and content information in a content information in avisual support. presented, with unfamiliar information variety of settings, with variety of settings, with

simplified speech and presented in normal occasional support. minimal support.visual support. speech, with visual

support.Conversations and Discussions8. Demonstrate active 8. Demonstrate active 8. Demonstrate active 8. Demonstrate active 8. Demonstrate active

listening strategies about listening strategies in listening strategies in listening strategies in listening strategies byfamiliar topics by routine social and grade- social and grade-level social and grade-level attending to the speakerattending to the speaker level academic academic interactions by academic interactions by and respondingnonverbally, making eye interactions by asking on-topic asking on-topic appropriately to clarifycontact and using responding questions, with support. questions. and understand, andappropriate gestures. appropriately, with retelling.

support.

2. Speaking Grade 2Beginning High Beginning Intermediate High Intermediate Advanced

Vocabulary1. Use basic, concrete

grade-level content- specific vocabulary about familiar information,within phrases, one-word responses, andmemorized responses,with visual, non-verbal and text support.

1. Use concrete grade-level content-specific vocabulary within simple questions andstatements, supported by repetition, visual, non-verbal and text support.

1. Use grade-level content- specific vocabulary within scaffolded academic discussions, with visual, non-verbal and text support.

1. Use grade-level content- specific vocabularywithin academic discussions, withoccasional visual, non-verbal and text support.

1. Use grade-level content- specific vocabulary within academic discussions, with minimal support.

2. Use basic general 2. Use basic general 2. Use general grade-level 2. Use general grade-level 2. Use general academicacademic vocabulary, academic vocabulary, academic vocabulary, academic vocabulary vocabulary withinincluding terms used as including terms used as including terms used as within academic academic discussions,academic language academic language academic language discussions, with with minimal support.functions within phrases, functions, within simple functions, within occasional supportone-word responses, and questions and scaffolded academicmemorized responses statements, supported by discussions, with visual,about familiar topics, with visual, non-verbal and non-verbal and textvisual, non-verbal and text support. support.text support.

3. Use general vocabulary 3. Use general vocabulary 3. Use general vocabulary 3. Use expressive grade- 3. Use expressive grade-terms from all parts of terms from all parts of terms from all parts of level vocabulary within level vocabulary withinspeech, about familiar speech, within simple speech, within scaffolded interpersonal interpersonal discussions,topics, with visual, non- questions and interpersonal discussions, with with minimal support.verbal and text support. statements, supported by discussions, with visual, occasional support.

visual, non-verbal and non-verbal and texttext support. support.

Beginning High Beginning Intermediate High Intermediate AdvancedGrammar

2. Speaking Grade 2

4. Use appropriate word order in modeled short phrases, highly patterned statements, and questions, with visual support.

4. Use appropriate word order in simple statements and questions, with visual support.

4. Use appropriate word order in simple and compound statementsand questions, with visual support.

4. Use appropriate word order in complete and correct statements and questions, with support.

4. Use appropriate word order in complete and correct declarative, interrogative, imperative, and exclamatory sentences, with minimal support.

5. Use subject-verb 5. Use subject-verb 5. Use subject-verb 5. Use subject-verb 5. Use singular subjectsagreement in highly agreement in simple agreement in simple and agreement in a variety of with singular verbs andpatterned simple statements and compound statements statements and plural subjects with pluralstatements, with visual questions, with visual and questions, with visual questions, with support. verbs, with minimalsupport. support. support. support.

6. Use present tense of 6. Use verb tenses to 6. Use verb tenses to 6. Use verb tenses to 6. Use verb tenses tocommon verbs, with indicate present and indicate present, past, indicate present, past, indicate present, past,modeling and visual future events, with and future events, with and future events, with and future events, withsupport. modeling and visual modeling and visual support. minimal support.

support. support.

7. Use simple transitional 7. Use basic transitional 7. Use grade-level 7. Use grade-level 7. Use a variety of grade-words to communicate a words among sentences transitional words and transitional words and level transitions tomessage, with visual to communicate a logical phrases to communicate phrases to create communicate cohesivesupport. message, with visual a cohesive and logical cohesive and logical and logical messages

support. message, with visual text messages, with and presentations, withsupport. occasional support. minimal support.

Pronunciation, Intonation8. Use comprehensible 8. Use comprehensible 8. Use comprehensible 8. Use comprehensible 8. Speak clearly enough to

pronunciation, pronunciation, pronunciation, pronunciation, be heard and understoodenunciation, intonation, enunciation, intonation, enunciation, intonation, enunciation, intonation, in a variety of situationsand fluency in grade-level and fluency in grade-level and fluency in grade-level fluency, and verbal/non- for a variety of purposes,oral language tasks, oral language tasks such oral language tasks and verbal techniques in using appropriate non-using words, phrases, as reciting sentences to presentations, with spontaneous situations verbal techniques toand simple sentences, retell a story, when modeling and multimedia and grade-level oral enhance communication,when repeating after a repeating after a model. support. presentations, with with minimal support.model. modeling and multimedia

support.

2. Speaking Grade 2Beginning High Beginning Intermediate High Intermediate Advanced

Personal Information9. Express personal

information and ideas using short phrases and memorized patterns, with support such as modeled language, props, and visual cues.

10. Express opinions and feelings using short phrases and memorized patterns, with support such as modeled language, props, and visual cues.

11. Express needs and wants using short phrases and memorized patterns, with support such as modeled language, props, and visual cues.

9. Express personal information and ideas using simple modeled sentences, with support such as modeled language, props, and visual cues.

10. Express opinions and feelings using simple sentences, with support such as modeling, props, and visual cues.

11. Express needs and wants using simple sentences, with support such as restating modeled sentences, props, and visual cues.

9. Express personal information and ideas including stating a position and supporting it with reasons, withsupport such as sentence stems and sentence frames.

10. Express opinions and feelings including stating a position and supporting it with reasons, with support of sentence stems and sentence frames.

11. Express needs and wants, including areason, with support such as props, sentencestems, and sentenceframes.

9. Express personal information and ideas including delivering oral presentations, with support such as modeling and prompting for additional detail.

10. Express opinions and feelings while engaging in one-on-one and small group discussions, withsupport such as modeling and prompting foradditional detail.

11. Express needs and wants, including multiple reasons, with support such as modeling and prompting for additional detail.

9. Speak in a variety of situations to inform and/or relate experiences, with minimal support.

10. Express opinions and feelings while engaging in a variety ofdiscussions, with minimal support.

11. Express needs and wants, including multiple reasons using appropriate verbal and non-verbal techniques, with minimal support.

Beginning High Beginning Intermediate High Intermediate AdvancedAcademic Information

12. Explain familiar grade- level academic procedures using single words or short phrases, with support.

12. Explain grade-level academic procedures using sentences, with support.

12. Explain grade-level two- step academic procedures using complex sentences, with support.

12. Explain grade-level multi- step academic procedures usingcomplex sentences, with occasional support.

12. Explain grade-level multi- step academic procedures usingcomplex language structures, with minimal support.

13. Retell events, stories, 13. Retell events, stories, 13. Retell events, stories and 13. Retell the main idea and 13. Retell main ideas andand experiences using and experiences using experiences using details of events, stories, details of events, stories,pictures, words, and simple sentences, with sentences, with support. and experiences using and experiences usingshort phrases, with support. multiple sentences, with grade-level languagesupport. occasional support. structures, with minimal

support.14. Describe attributes of 14. Describe and compare 14. Describe and compare 14. Describe and compare 14. Describe and compare

people, places, and attributes of people, attributes and factual attributes and factual and impliedthings using simple places, and things using characteristics of people, characteristics of people, attributes andwords and short phrases, adjectives in phrases and places, and things using places, and things using characteristics of people,and basic adjectives, with simple sentences, with sentences, with support. multiple sentences, with places, and things usingsupport. support. occasional support. grade-level language

structures, with minimalsupport.

15. Express predictions of 15. Express predictions and 15. Express predictions, 15. Express predictions, 15. Express predictions,future events using future events using probability, and future probability, and future probability, and futuresimple words and short phrases and simple events using sentences, events using multiple events using grade-levelphrases, with support. sentences, with support. with support. sentences, with language structures, with

occasional support. minimal support.16. Express cause-effect 16. Express cause-effect 16. Express cause-effect 16. Express cause-effect 16. Express cause-effect

relationships using relationships using relationships using relationships using relationships using signalsimple words or phrases, phrases and simple sentences, including multiple sentences, words and grade-levelwith pictures or graphic sentences, including because and if/then including because, so, language structures, withorganizers for support. because, with support. statements, with support. and if/then statements, minimal support.

with occasional support.

Beginning High Beginning Intermediate High Intermediate AdvancedConversations and Discussions17. Use basic verbal and

non-verbal communication techniques, including taking turns and eye contact, to participate in short conversations and simple discussions.

18. Repeat and ask modeled questions to gain basic information.

17. Use verbal and non- verbal communication techniques, including volume and proximity, in short paired or small- group discussions.

18. Ask simple questions to gain basic information and clarify academic content, with support of modeling.

17. Use verbal and non- verbal communication techniques, including circumlocution and self- correcting, in grade-level academic discourse and small-group discussions.

18. Ask simple questions to gain basic information and clarify academic content, with support.

17. Use verbal and non- verbal communication techniques, including register, in grade-level academic discourse and large-group discussions.

18. Ask questions to gain information and clarify academic content, with occasional support.

17. Use organization and delivery strategies to participate in conversations and academic discourse and discussions.

18. Ask a variety of questions to gain information and clarify academic content, with minimal support.

3. Reading Grade 2Beginning High Beginning Intermediate High Intermediate Advanced

Connect Written Text and Spoken Language1. Identify letters and their

corresponding sounds, with support.

1. Apply phonics to decode one-syllable words with consonant and vowel patterns, with support.

1. Apply phonics to decode words with consonant and vowel patterns, including blends,digraphs and diphthongs, with support.

1. Apply phonics to decode words and break words into familiar parts, with occasional support.

1. Use a variety of phonetic skills to read unfamiliar words, with minimal support.

2. Identify basic high- 2. Identify grade-level high- 2. Identify grade-level high- 2. Identify grade-level high- 2. Read grade-level sightfrequency words, with frequency words, with frequency words in a frequency words in a words automatically, withsupport. support. sentence, with support. sentence, with occasional minimal support.

support.3. Identify rhyming words, 3. Identify rhyming words in 3. Identify and produce 3. Identify onsets and rimes 3. Manipulates onsets and

with support. a sentence, with support. rhyming words in a in spoken words, with rimes in spoken wordssentence, with support. occasional support. and syllables, with

minimal support.Vocabulary and Symbols4. Determine the meaning 4. Determine the meaning 4. Use context to determine 4. Determine the meanings 4. Determine the meaning

of cognates, new of new vocabulary by the meanings of words by of unknown words by re- of grade-level vocabularyvocabulary, and using context clues, with using dictionaries and reading, using context by using effectiveenvironmental print by support. textbook glossaries, with clues, and reading on, strategies, with minimalexamining illustrations, support. with occasional support. support.with support.

5. Classify and categorize 5. Demonstrate knowledge 5. Identify and explain 5. Identify and classify 5. Demonstrate knowledgewords into sets and of word relationships by common antonyms, common words into of word relationships andgroups, with support. identifying antonyms and synonyms, and conceptual categories to categories to determine

synonyms, with support. homophones, with determine the meaning of the meaning of grade-support. grade-level vocabulary, level vocabulary with

with occasional support. minimal support.6. Use word structure to 6. Use word structure to 6. Use word structure to 6. Use word structure to 6. Use grade appropriate

determine meanings of determine meanings of determine meanings of determine meanings of word structure towords, including basic words including grade- words, including base words including grade- determine meanings ofcompound words and appropriate compound words, inflectional appropriate base words words, with minimalinflectional endings, with words, with support. endings and contractions, and inflectional endings, support.support. with support. with occasional support.

3. Reading Grade 2Beginning High Beginning Intermediate High Intermediate Advanced

Comprehension of Informational and Literary Texts7. Identify the organization

and features of texts, including sentences and short, simplified paragraphs, with support.

8. Identify the organizational structure of words and phrases in short, simplified informational text, with support.

9. Identify important facts in short, simplified informational text, with support.

10. Identify elements of familiar narrative texts including characters, setting, and events, with support.

11. Follow short, simple written directions, with support.

7. Identify the organization and formats of grade- level texts, including sentences, paragraphs, and personal letters, with support.

8. Identify the organizational structure of short informational text, with support.

9. Identify the topic and important facts in simplified informational text, with support.

10. Identify and explain the elements of a familiar narrative text, including the problem, the sequence of events, and the solution to the problem, with support.

11. Follow short, simple, two- step written directionsand prompts, with support.

7. Identify the organization and forms of grade-level texts including dialogues and poems, with support.

8. Identify the organizational structure of informational text by using signalwords and context clues, with support.

9. Identify and explain the main idea and factual supporting details in simplified informational text, with support.

10. Identify and explain elements of an unfamiliar narrative text, including problem and solution,with support.

11. Follow simple multi-step written directions and prompts, with support.

7. Identify the organization and formats of grade- level texts, including newspapers and articles, with occasional support.

8. Identify the organizational structure of informational text by using signalwords and context clues, with occasional support.

9. Identify, explain, and paraphrase the main idea and factual supporting details in informational text, with occasional support.

10. Identify and explain elements of unfamiliar narrative text, including problem and solution, with occasional support.

11. Follow multi-step written directions and procedures, with occasional support.

7. Identify the organization and formats of texts and their purposes, with minimal support.

8. Identify and analyze the organization of texts, with minimal support.

9. Summarize or paraphrase the text or a portion of the text, with minimal support.

10. Identify and explain relationships between and among characters, with minimal support

11. Follow multi-step written directions and procedures, with minimal support.

Beginning High Beginning Intermediate High Intermediate AdvancedFluency12. Recognize word order in

simple sentence patterns.

13. Use end punctuation to guide meaning and expression, with support.

14. Imitate the rhythm of speech in short familiar phrases when repeating after a model.

12. Demonstrate understanding of how word order affects meaning in simple affirmative and negative sentences.

13. Use end punctuation to guide meaning and expression, with support.

14. Imitate the rhythm of speech in familiar text when reading orally.

12. Demonstrate understanding of how word order affects meaning in simple and compound sentences and questions.

13. Use end punctuation and commas to guide meaning and expression, with support.

14. Read with appropriate pace, phrasing, intonation and rhythm of speech in familiar text, with support.

12. Demonstrate understanding of how word order affects meaning in compound and complex sentences and questions.

13. Use punctuation marks to guide meaning and expression, including commas, quotationmarks and apostrophes, with minimal support.

14. Read with appropriate pace, phrasing, intonation and rhythm of speech in familiar text, with occasional support.

12. Demonstrate understanding of how word order affects meaning in a variety of sentences and questions.

13. Use grade-level punctuation cues to guide meaning and expression, with minimal support.

14. Read grade-level text expressively with appropriate pace, phrasing, intonation and rhythm of speech, with minimal support.

Beginning High Beginning Intermediate High Intermediate AdvancedStrategies15. Prepare for reading

(including previewing and surveying the text,making connections and predictions) by answering simple questions using non-verbal responses, familiar words and phrases, with support.

16. During reading, demonstrate comprehension of simplified text about familiar content by using non-verbal or simple verbal responses, with support.

17. Use resources to assist with reading tasks, including environment print, word walls, picture dictionaries, and illustrated word banks, with modeling and non- verbal cues.

18. Use text features, including illustrations, photographs, titles, and labels, to make meaning from text, with support.

19. After reading, respond to simplified text using non- verbal and simple verbal responses, with modeling and support.

15. Prepare for reading (including surveying and previewing the text and making connections and predictions) by answering simple questions about the topic and illustrations, using modeled sentence frames and illustrations.

16. During reading, demonstrate comprehension of simplified text, including using modeled sentence frames or graphic organizers to periodically summarize, with support.

17. Use resources to assist with reading tasks, including environment print, word walls, picture dictionaries, and illustrated word banks, with support.

18. Use text features, including bold print, font size, captions, and headings, to make meaning from text, with support.

19. After reading, respond to simplified text, including using modeled sentence frames, with support.

15. Prepare for reading (including surveying and previewing the text and making connections and predictions) by making comments and asking questions about the text, with support.

16. During reading, demonstrate comprehension of modified text, including confirming and adjusting predictions or asking and answering questions about the text, with support.

17. Use resources to assist with reading tasks, including environment print, word walls, word banks, picture dictionaries, and textbook glossaries, with support.

18. Use text features, including tables of contents, graphs, and charts/tables, to make meaning from text, with support.

19. After reading, respond to modified text, including making comments and asking questions, with support.

15. Prepare for reading (including surveying and previewing the text and making connections and predictions) by answering and asking questions and making comments about the text, with occasional support.

16. During reading, demonstrate comprehension of grade- appropriate text,including confirming or adjusting predictions, with occasional support.

17. Use grade-appropriate resources to determine meaning of unknown words, with occasional support.

18. Use grade-appropriate text features, including print features, graphicand informational aids, to make meaning from text,with support.

19. After reading, respond to grade-level text, including explaining responses and asking questions using more complex language and extended discourse, with occasional support.

15. Prepare for reading (including surveying and previewing the text and making connections and predictions) by answering and asking questions and making comments about the text, with minimal support.

16. During reading, demonstrate comprehension of grade- appropriate text,including periodically paraphrasing important ideas or information, with minimal support.

17. Use grade-appropriate resources to determine the meaning of words, with minimal support.

18. Identify and use grade- appropriate text features to facilitate understanding of texts, with minimal support.

19. After reading, respond to grade-level text, including explaining responses and asking questions using more complex language and extended discourse, with minimal support.

4. Writing Grade 2Beginning High Beginning Intermediate High Intermediate Advanced

Vocabulary1. Use concrete grade-level

nouns and subject pronouns by drawing and labeling, with support.

1. Use concrete grade-level singular and plural nouns and subject pronouns in phrases and sentence frames, with support.

1. Use grade-level vocabulary including possessive pronouns in sentences, with support.

1. Use grade-level vocabulary including demonstrative pronouns in short paragraphs, with occasional support.

1. Use grade-level vocabulary including nouns and pronouns in short paragraphs, with minimal support.

2. Use verbs to express 2. Use verbs and helping 2. Use grade-level verbs 2. Use grade-level verbs 2. Use grade-level verbsaction or state of being verbs to express action and helping verbs in and helping verbs in and helping verbs inby drawing and labeling, and state of being in sentences, with support. simple paragraphs, with simple paragraphs, withwith support. phrases and sentence occasional support. minimal support.

frames, with support.3. Use adjectives by 3. Use articles and 3. Use articles, quantifiers, 3. Use articles, quantifiers, 3. Use articles, quantifiers,

drawing and labeling, adjectives in phrases and determiners, and grade- determiners, and grade- determiners, and grade-with support. sentence frames, with level adjectives and level adjectives and level adjectives and

support. adverbs in sentences, adverbs in simple adverbs in simplewith support. paragraphs, with paragraphs, with minimal

occasional support. support.4. Use basic words to 4. Use basic words to 4. Use grade-level words to 4. Use grade-level words to 4. Use grade-level words to

indicate time, sequence, indicate direction, time, indicate direction, time, indicate direction, time, indicate direction, time,and location by labeling sequence, and location in sequence, and location in sequence, and location in sequence, and location inpicture stories, with phrases and sentence sentences, with support. simple paragraphs, with simple paragraphs, withsupport. frames, with support. occasional support. minimal support.

5. Use basic phrasal verbs 5. Use basic phrasal verbs 5. Use idioms and grade- 5. Use idioms, figurative 5. Use idioms, figurativeby matching pictures to in phrases and sentence level multiple-meaning expressions, and grade- expressions, and grade-text, with support. frames, with support. words, with support. level multiple-meaning level multiple-meaning

words, with occasional words, with minimalsupport. support.

Beginning High Beginning Intermediate High Intermediate AdvancedGrammar

4. Writing Grade 2

6. Use correct word order in modeled short phrases and highly patterned statements, with support.

6. Use correct word order to compose complete modeled statements, with support.

6. Use correct word order in simple and compound statements, with support.

6. Use correct word order in simple and compound sentences, with occasional support.

6. Compose complete correct simple and compound declarative, imperative, and exclamatory sentences, with minimal support.

7. Use correct word order in 7. Use correct word order to 7. Use correct word order in 7. Use correct word order in 7. Compose completemodeled yes/no and compose complete yes/no, choice and yes/no, choice, and tag correct yes/no, choice,choice questions, with modeled yes/no and modeled tag questions, questions, and and tag questions, andsupport. choice questions, with and complete modeled interrogatives, with interrogatives, with

support. simple and compound occasional support. minimal support.interrogatives, withsupport.

8. Use subject-verb 8. Use subject-verb 8. Use subject-verb 8. Use subject-verb 8. Use correct subject-verbagreement in highly agreement in simple agreement in simple and agreement in a variety of agreement in a variety ofpatterned simple statements and compound statements statements and sentences, with minimalstatements, with support. questions, with support. and questions, with questions, with support.

support. occasional support.9. Use present and present 9. Use past, present and 9. Use past, present and 9. Use past, present and 9. Apply consistent and

progressive tenses of present progressive future tenses of regular future tenses of regular appropriate use of verbcommon verbs in highly tenses of common verbs and common irregular and irregular verbs, with tenses, with minimalpatterned simple in phrases and sentence verbs, with support. occasional support. support.statements, with support. frames, with support.

10. Use basic transitional 10. Use basic transitional 10. Use grade-level 10. Use grade-level 10. Use a variety of grade-words in a sentence to words among sentences transitional words and transitional words and level transitions withincreate a message, with to create a logical phrases among phrases within and and among sentences tosupport. message, with support. sentences to create a among sentences to create cohesive and

cohesive and logical create cohesive and logical messages, withmessage, with support. logical messages, with minimal support.

occasional support.

Beginning High Beginning Intermediate High Intermediate AdvancedWriting Conventions

express personal information and ideas, with support.

information and ideas in journals, with support.

express personal information and ideas in short narratives, with support.

using a variety of forms such as journals, narrative, and letters, with occasional support.

using a variety of forms such as journals, narratives, and letters, with minimal support.

15. Express opinions andfeelings, using words, phrases, and sentences, with support.

15. Express opinions andfeelings with relevant reasons, using complete sentences, with support.

15. Express opinions andfeelings with relevant reasons, using sentences and simple paragraphs, with support.

15. Express opinions andfeelings using relevant reasons, with support.

15. Express opinions andfeelings using significant, relevant reasons, with minimal support.

4. Writing Grade 2

11. Use end punctuation, with support.

11. Use grade-level end punctuation, with support.

11. Use grade-level end punctuation and commas, with support.

11. Use grade-level punctuation, with occasional support.

11. Use grade-level punctuation consistently, with minimal support.

12. Use capital letters to 12. Use grade-level 12. Use grade-level 12. Use grade-level 12. Use grade-levelbegin sentences, names, capitalization, including capitalization, including capitalization, including capitalization, withand the pronoun I, with capital letters to begin capital letters to begin capital letters to begin minimal support.support. sentences, names, and sentences and to identify sentences and to identify

the pronoun I, with proper nouns, with proper nouns, withsupport. support. occasional support.

13. Spell grade-level high- 13. Spell grade-level high- 13. Spell grade-level words, 13. Spell grade-level words, 13. Apply conventionalfrequency words and frequency words, words including words with including non-phonetic grade-level spelling, withwords that follow regular that follow regular simple prefixes, suffixes, high-frequency words minimal support.spelling patterns, with spelling patterns, and and inflectional endings, and grade-levelsupport. words with simple with support. appropriate pattern

prefixes, with support. words, with support.Personal Information14. Use words, phrases, and

simple sentences to14. Use sentences to

express personal14. Use sentences and

simple paragraphs to14. Write to express personal

information and ideas14. Express personal

information and ideas,

Beginning High Beginning Intermediate High Intermediate AdvancedAcademic Information

16. Explain grade-level academic procedures using single words, short phrases, and/or illustrations, with support.

16. Explain grade-level academic procedures using simple sentences, with support.

16. Explain two-step academic procedures using a variety of sentences, with support.

16. Explain multi-step academic procedures using details in a simple paragraph, with support.

16. Explain multi-step academic procedures using grade-level language structures, with minimal support.

17. Write narrative text using 17. Write narrative text using 17. Write narrative text using 17. Write narrative text in a 17. Write simple narrativesingle words, short simple sentences, with details in sentences, with simple paragraph using text using details inphrases, and/or support. support. details in sentences, with sentences, with minimalillustrations, with support. occasional support. support.

18. Describe attributes of 18. Describe and compare 18. Describe and compare 18. Describe and compare 18. Describe by usingpeople, places, and attributes of people, attributes and factual attributes and sensory details and vividthings using basic places, and things using characteristics of people, characteristics of people, language, with minimaladjectives and short adjectives in phrases and places, and things in places and things using support.phrases, with support. simple sentences. short paragraphs, with sensory words and

support. details, with occasionalsupport.

19. Express predictions and 19. Express predictions and 19. Express predictions and 19. Express predictions, 19. Express predictions,future events using single future events using future events using probability, and future probability and futurewords, short phrases, phrases and simple compound sentences, events using a variety of events using grade-leveland/or illustrations, with sentences, with support. with support. sentences, with language structures in asupport. occasional support. paragraph, with minimal

support.20. Express cause-effect 20. Express cause-effect 20. Express cause-effect 20. Express cause-effect 20. Express cause-effect

relationships using single relationships in phrases relationships using signal relationships using signal relationships in a simplewords or phrases, with and sentences, with words, with support. words and phrases, with paragraph usingsupport. support. occasional support. appropriate signal words

or phrases, with minimalsupport.

21. Summarize short 21. Summarize short 21. Summarize and 21. Summarize and 21. Summarize andpassages of speech or passages of speech or paraphrase short paraphrase short paraphrase informationtext using words, text using phrases and passages of speech or passages of speech or from various sources,phrases, or illustrations, sentences, with support. text, with support. text using examples, with with minimal support.with support. occasional support.