Please note: “Students may demonstrate a range of abilities within and across each ELP level; second language acquisition does not necessarily occur in a linear fashion within or across proficiency levels.
Differences in abilities within ELP levels are based upon ELLs’ native language proficiency, their academic background in their first language, and their individual differences. For the purposes of
presentation and understanding, the Levels 1–5 descriptors describe proficiency at the end of each ELP level in terms of a linear progression across the proficiency levels of an aligned set of knowledge,
skills, and abilities. At any given point along their trajectories of English learning, ELLs may exhibit some abilities (e.g., speaking skills) at a higher proficiency level while exhibiting other abilities (e.g.,
writing skills) at a lower proficiency level. Additionally, a student may successfully perform a particular task at a lower proficiency level but need review at the next highest proficiency level when presented
with a new or more complex type of task. Since, by definition, ELL status is a temporary status, an ELP level does not categorize a student (e.g., ‘a Level 1 student’), but, rather, identifies what a student
knows and can do at a particular stage of ELP (e.g., ‘a student at Level 1’ or ‘a student whose listening performance is at Level 1’).” 1 In addition, when reviewing sentence frames and question exemplars
below, consider the complexity progression in tandem with language development goals and grade-appropriate or age-appropriate expectations.
MICRO FUNCTION: CONTRADICT/DISAGREE to have and express a different opinion/point of view.
TASKS ASSOCIATED WITH FUNCTION: contradict, disagree, differ, rebut, dispute, convince, challenge, refute, contradict, agree, counter, oppose, claim, express, draw, justify, argue, persuade, make a
case for or against, compare, contrast, distinguish, differentiate, illustrate, recognize, point out, combine, document, support, criteria, refer, include, give/support your point of view, etc.
KEY WORDS ASSOCIATED WITH FUNCTION: on the contrary, therefore, from my point of view, moreover, give reasons, irrelevant, critical, crucial, different, according to, since, in my opinion, despite,
but, however, wrong, in favor, right, because, detail, point of view, perspective, although, based on, evidence, it seems to me, etc.
.
5
1
I. COMMONLY EMBEDDED FORMS
Non-prescriptive, and when participating in grade-appropriate classroom activities
Contradict showing independent control of English. Contradict based on a complex sequence of events,
ideas, opinions, and/or steps in a process, using a wide variety of complex and sophisticated, descriptive
sentence structures and a wide vocabulary.
Discourse
Sentence
Word/Phrase
What is the amount of contentHow much information is
What is the range and specificity of
specific language that can be
packed within a sentence
words, phrases, and expressions used?
quickly processed or easily
structure (clause) or
produced?
sentence?
Contradict using descriptive
Contradict using a wide vocabulary,
• Contradict using sequences
sentences characterized by
including:
of events, ideas, opinions,
wide variety of sophisticated • A larger proportion of vivid, less
and/or steps. Demonstrate
sentence structures,
stamina in receiving or
frequently occurring words and
including:
providing an elaborated
phrases.
contradiction.
• Verb forms such as passive • Precise derivations of words and
voice and subjunctive.
phrases regardless of context, such as
• Contradict based on
multiple paragraphs,
general, specific, technical, and
• Modifiers such as phrases
chapters, and essays on
abstract content-related vocabulary,
and clauses within a
grade-appropriate contentcognates, content-specific
sentence (recognizing and
area text.
collocations, and figurative language.
correcting misplaced and
dangling modifiers).
• Contradict using an
• Precise use of intensive pronouns.
accurate application of a
• A wide range of idiomatic
• Opaque idioms (i.e., expressions with
variety of linking words and
and unique sentence
an undetectable link between literal
phrases to connect and
patterns characteristic of
and figurative language) with
organize ideas, information,
content-area
grammatical and metaphorical
or events.
contradictions.
complexity.
II. SENTENCE FRAME EXAMPLES
Typical patterns, non-prescriptive; order is from more complex frames to less
(see note at top of page)
• From our perspective, the primary point of contention would be
___________.
• In lieu of _______________, the evidence supports _________.
• Despite _______________, _______________.
• Despite that, the weight of the evidence indicates ____________.
• While I acknowledge ___________, the fact of the matter is _______________.
• While I acknowledge that __________ has valid points, I have to disagree
with _______.
• On the contrary, __________________.
• The central premise is illogical because __________.
• On top of it all, the evidence refutes the central premise that _______________.
• Arguably, ____________________________.
• ______ can be rebutted by ____________.
• I do not think that the evidence supports _________ because _________.
• Although many may claim ____________, a point often overlooked is
__________.
• Although I agree with _______________, the evidence indicates _______________.
• _____________; consequently __________________.
• _______; thus we can see that __________________.
• I can see _____________; however, I disagree with ___________.
• Although I agree with _________ up to a point, I cannot accept his/her
overall conclusion that ____________.
• Others may say ______________________; however, ______________.
• Critics argue that ________________.
• I was thinking more along the lines of ____________.
• I do not quite agree with your point about __________, because ______________.
Shafer Willner, L. (2013). Proficiency level descriptors for English Language Proficiency Standards. Council of Chief State School Officers.
4
3
Contradict showing increasingly independent control of English. Contradict using related events, ideas,
and/or opinions, using multiple related paragraphs with increasingly complex, descriptive sentence
structures and a wider vocabulary.
Discourse
Sentence
Word/Phrase
Contradict using
Contradict using a wider vocabulary,
• Contradict using related
descriptive sentences
including:
events, ideas, and/or
opinions (developing ability characterized by
• An increasing proportion of less
to receive or provide a more increasingly complex
frequently occurring words and
sentence structures,
elaborated contradiction).
phrases; increasing use of vivid words
including:
and phrases.
• Contradict using multiple
• Verb tenses such as past
paragraphs containing a
• Multiple meanings of words and
perfect.
variety of sentences on
phrases across contexts, such as
grade-appropriate contentspecific and technical content-related
• Modifiers such as phrases
area text.
terms, cognates, and expressions and
and clauses within a
some content-specific collocations.
sentence (recognizing
• Contradict using an
and correcting most
increasingly accurate
• An increasing number of intensive
misplaced and dangling
application of transitional
pronouns to add emphasis to a
modifiers).
words and phrases to
statement (e.g., myself, ourselves).
connect and organize
• Expanded simple,
• Semi-transparent idioms (i.e.,
events, ideas, and opinions
compound, and complex
expressions in which the link between
(yet may struggle with
sentence patterns
literal and figurative meaning is less
naturalness of phrasing).
characteristic of contentobvious) with increasing grammatical
area contradictions.
and figurative complexity.
Contradict showing developing control of English. Contradict using related paragraphs to convey related
events, ideas, and/or opinions, using frequently occurring complex sentence structures and a developing
vocabulary.
Discourse
Sentence
Word/Phrase
Contradict using descriptive Contradict using a developing
• Contradict using related
sentences characterized by
vocabulary, including:
events, ideas, and/or
frequently occurring
opinions (may retrace or
• Words and phrases in spoken and
complex sentence
restart a contradiction
written forms in a growing number of
structures, including:
being received or
contexts, such as specific content-area
produced).
terms, cognates, and expressions.
• Verb tenses such as
present perfect.
• Contradict using related
• An emerging awareness of how to
paragraphs on gradecreate new words from familiar words
• Modifiers such as
appropriate content-area
subordinating
(e.g., electricity from electric),
texts.
conjunctions and
collocations (i.e., habitual juxtaposition
prepositional phrases.
of a particular word with another
• Contradict using a
word or words, with a frequency
developing application of
• Simple, compound, and
greater than chance), and multiplean increasing range of
some complex
meaning words.
temporal and linking
grammatical constructions
words and phrases to
(e.g., independent,
• Relative pronouns (e.g., who, whom,
connect and organize
dependent, relative, and
which, that), relative adverbs (e.g.,
events, ideas, and opinions.
adverbial) across contentwhere, when, why).
area contradictions.
• Transparent idioms with developing
grammatical complexity.
• Based on ____________, it seems to me that __________.
• Based on ___________, I disagree that ___________.
• I believe _______ was incorrect when he/she stated that ______.
• One could argue that if ___________, then ___________.
• I do not think _________________ since/because ______.
• ____________. Therefore ________.
• One may disagree because _________.
• I disagree because ____ and ____.
• I disagree with ________ because __________.
• I think ___________ because _________________.
• I disagree because ______________.
• I believe ___ and I believe _____.
• I disagree with __________________.
QESTION STEM EXAMPLES
• Author x states ______; do you agree with author x’s assessment? Why or
why not?
• How could you refute _________’s claim?
• Do you agree that _________ was the only option? Why or why not?
• Do you agree or disagree? Why?
• What evidence could you use to support your claim?
• What is your opinion of _________?
• Do you agree with ____________
2
1
Contradict showing emerging control of English. Contradict using briefly sequenced and/or simply
detailed information, using combinations of simple sentence structures and simple vocabulary.
Discourse
Sentence
Word/Phrase
Contradict using
Contradict using a simple vocabulary,
• Contradict using a brief
combinations of simple
including:
sequence of events in
sentence structures,
order and/or introduction
• Frequently occurring words and
including:
of a topic with supporting
phrases.
details.
• Verb tenses such as past
• One to two forms of words and
tense (irregular), past
phrases based on specific context, such
• Contradict using multiple,
progressive, simple future.
related, simple sentences
as social, instructional, and general
containing content-area,
terms; cognates; and expressions
• Modifiers such as
grade-appropriate text or
across content areas.
frequently occurring
word problems.
prepositions, adjectives,
• Frequently occurring pronouns used
adverbs.
with increasingly precise control.
• Contradict using a loose
cohesion of information
• Repetitive phrases and
• A few transparent idioms (i.e.,
and/or ideas using
sentence patterns across
expressions in which literal meaning is
frequently occurring
content-area
clearly linked to figurative meaning)
linking words,
contradictions.
that are grammatically simple in form.
accomplished by repetition
of words or phrases.
Contradict showing limited control of English. Contradict using simple information and simply
constructed phrases and sentences with a limited range of vocabulary.
Discourse
Sentence
Word/Phrase
• Contradict using simple
information about an
event, experience, and/or
topic.
• Contradict using short
sentences composed of
simple or predictable
phrases or sentences.
• Contradict using a limited
(i.e., initial) cohesion
among sentence structures.
Contradict using
syntactically simple
sentences, including:
• Verb tenses such as
present, present
progressive, simple future
(going to), simple past.
• Modifiers such as
adjectives, adverbs.
• Simple grammatical
constructions (e.g.,
commands, some whquestions, declaratives).
• Common social and
instructional patterns or
forms.
Contradict using a limited (i.e., initial)
range of simple vocabulary including:
• Very frequently occurring words and
phrases (everyday terms, cognates,
and expressions with clear, easily
demonstrated referents).
• A small number of frequently
occurring words, phrases, and
formulaic expressions based on literal
definitions of words.
• Frequently occurring pronouns used
with initial control (and occasional
misapplications).
• Nonverbal communication.