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 ageappropriate expectations.
MICRO FUNCTION 1: CLASSIFY by grouping objects or ideas according to their characteristics or features.
TASKS ASSOCIATED WITH FUNCTION: classify, group, sort, break down, organize, select, categorize, arrange, describe, match, construct, create, generate, summarize, explain, etc.
KEY WORDS ASSOCIATED WITH FUNCTION: characteristics, critical, class, category, membership, objects, ideas, organization, genre, species, fits into, principles, features, traits, qualities,
similar, different, because, group, texture, shape, size, color, selection, belong, belongs to, hierarchy, theory, hypothesis, salient, arranged, correlates, deductive, inductive, quantities, sort, type,
common, related, generalize, kind, criteria, preclude, include, etc.
I. COMMONLY EMBEDDED FORMS
Non-prescriptive, and when participating in grade-appropriate classroom activities
5
1
Classify showing independent control of English. Classify 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
How much information is
What is the range and specificity of words,
content-specific language
packed within a sentence
phrases, and expressions used?
that can be quickly processed
structure (clause) or
or easily produced?
sentence?
Classify using descriptive
Classify using a wide vocabulary,
• Classify complex
including:
sequences of events, ideas, sentences characterized by
opinions, and/or steps in a wide variety of
• A larger proportion of vivid, less
sophisticated sentence
process. Demonstrate
frequently occurring words and
structures, including:
stamina in receiving or
phrases.
providing explanations of
• Verb forms such as
• Precise derivations of words and
classification.
passive voice and
phrases regardless of context, such as
subjunctive.
general, specific, technical, and abstract
• Classify information from
content-related vocabulary, cognates,
multiple paragraphs,
• Modifiers such as phrases
content-specific collocations, and
chapters, and essays on
and clauses within a
figurative language.
grade-appropriate contentsentence (recognizing and
area text.
correcting misplaced and
• Precise use of intensive pronouns.
dangling modifiers).
• Opaque idioms (i.e., expressions with
● Classify using an accurate
an undetectable link between literal
● A wide range of idiomatic
application of a variety of
and figurative language) with
linking words and phrases
and unique sentence
grammatical and metaphorical
to connect and organize
patterns characteristic of
complexity.
ideas, information, or
content areas.
events.
II. SENTENCE FRAME EXAMPLES
Typical patterns, non-prescriptive; order is from more complex frames to less
(see note at top of page)
• Based upon my analysis of the attributes of _________, it should/ should not
be classified as _________ because _______.
• An appropriate name for this group would be __________, owing to the fact
that they all _______.
• ______________ tends to ________________. This suggests it __________.
• Despite the fact that ________ and ___________ both possess ____________, they
cannot be classified together because____________.
• According to our classification of _______, we can see that __________________.
• After we look at ________, we will have to classify ______ based on _____________.
• We can infer that all _____________ are/have_____________.
• Although all members of _________ possess ___________, only some _____________.
• On top of it all, the compelling evidence to support this classification
is_____________.
• I agree/disagree with the characterization of ____being a____
because___________.
• In my opinion, ___ should be characterized as ____ because ____.
• One of the key characteristics of ________________ is ____________. A secondary
characteristic is ________.
• All ___________ have ________. _________has _________. Therefore, _______________.
• _________________ is an example/ non- example of _________________.
Shafer Willner, L. (2013). Proficiency level descriptors for English Language Proficiency Standards. Council of Chief State School Officers.
4
3
Classify showing increasingly independent control of English. Classify related events, ideas, and/or
opinions, using multiple related paragraphs with increasingly complex, descriptive sentence structures
and a wider vocabulary.
Discourse
Sentence
Word/Phrase
Classify using descriptive
Classify using a wider vocabulary,
• Classify related events,
sentences characterized by
including:
ideas, and/or opinions
increasingly complex
(developing ability to
• An increasing proportion of less
sentence structures,
receive or provide a more
frequently occurring words and
including:
elaborated explanation of
phrases; increasing use of vivid words
classification).
and phrases.
• Verb tenses such as past
perfect.
• Classify information from
• Multiple meanings of words and
multiple paragraphs
phrases across contexts, such as
• Modifiers such as
containing a variety of
phrases and clauses
specific and technical content-related
sentences on gradewithin a sentence
terms, cognates, and expressions and
appropriate content-area
(recognizing and
some content-specific collocations.
text.
correcting most
• An increasing number of intensive
misplaced and dangling
• Classify using an
pronouns to add emphasis to a
modifiers).
increasingly accurate
statement (e.g., myself, ourselves).
application of transitional
• Expanded simple
• Semi-transparent idioms (i.e.,
words and phrases to
compound and complex
expressions in which the link between
connect and organize
sentence patterns
literal and figurative meaning is less
events, ideas, and opinions
characteristic of content
obvious) with increasing grammatical
(yet may struggle with
areas.
and figurative complexity.
naturalness of phrasing).
Classify showing developing control of English. Classify related paragraphs to convey related events,
ideas, and/or opinions, using frequently occurring complex sentence structures and a developing
vocabulary.
Discourse
Sentence
Word/Phrase
Classify using descriptive
Classify using a developing vocabulary,
• Classify related events,
sentences characterized by
including:
ideas, and/or opinions
frequently occurring
(may retrace or restart an
• Words and phrases in spoken and
complex sentence
explanation of a
written forms in a growing number of
structures, including:
classification being
contexts, such as specific content-area
received or produced).
• Verb tenses such as
terms, cognates, and expressions.
present perfect.
• Classify information from
• An emerging awareness of how to
related paragraphs on
create new words from familiar words
• Modifiers such as
grade-appropriate content(e.g., electricity from electric),
subordinating
area texts.
collocations (i.e., habitual juxtaposition
conjunctions and
of a particular word with another
prepositional phrases.
• Classify using a developing
word or words, with a frequency
application of an
• Simple, compound, and
greater than chance) and multipleincreasing range of
some complex
meaning words.
temporal and linking
grammatical constructions
words and phrases to
• Relative pronouns (e.g., who, whom,
(e.g., independent,
connect and organize
which, that), relative adverbs (e.g.,
dependent, relative, and
events, ideas, and opinions.
where, when, why)
adverbial) across content
areas.
• Transparent idioms with developing
grammatical complexity.
• The most salient characteristic of this group is _________.
• A point often overlooked is that members of __________________ often _________.
• We can classify ___________ according to __________.
• A common characteristic of ______ and ______ is_____.
• A characteristic of ______________ and __________ is____________.
• One attribute of _______________ is ____________.
• _________ and ________ have the following traits in common: ______________.
• _______________ can be identified by ________________.
• I grouped ___________ and __________ together because _________________.
• _________ is a member of __________ but _______ is not____________.
• I believe/think ________ is a member of ________ because ____.
• _________ is not a member of ________ because _____.
• _________ is a member of _________ because______.
• ______ and _______ are similar/ different because___________.
• All ___________ are/are not _____________.
• All _________ have/ do not have ______________.
• I classified these by ___________.
• I sorted these by _____________.
• ______ is an example of _________.
• _______ and _________ are different.
• _______ and __________ are similar.
• ____________ goes with __________.
• __________________ means the same as ____________.
• ____________ is similar to ____________.
• _______ and __________ are ___________.
• __________ is a ____________.
QESTION STEM EXAMPLES
• Based on _________, how would you classify __________?
• What types of ________ are represented here?
• What traits do these have in common?
• How could we group ____________?
• What characteristics do these have in common?
• What makes these different/similar?
• What is the texture like? Shape? Color?
2
1
Classify showing emerging control of English. Classify briefly sequenced and/or simply detailed
information, using combinations of simple sentence structures and simple vocabulary.
Discourse
• Classify simply detailed
information, briefly
sequenced events in order
and/or topics with
supporting details.
• Classify information from
multiple, related, simple
sentences containing
content-area descriptions
in grade-appropriate text
or word problems.
• Classify using a loose
cohesion of information
and/or ideas using
frequently occurring
linking words,
accomplished by repetition
of words or phrases.
Sentence
Classify using combinations
of simple sentence
structures, including:
• Verb tenses such as past
tense (irregular), past
progressive, simple future.
• Modifiers such as
frequently occurring
prepositions, adjectives,
adverbs.
• Repetitive phrases and
sentence patterns across
content areas.
Word/Phrase
Classify using a simple vocabulary,
including:
• Frequently occurring words and
phrases
• One to two forms of words and
phrases based on specific context, such
as social, instructional, and general
terms; cognates; and expressions
across content areas.
• Frequently occurring pronouns used
with increasingly precise control.
• A few transparent idioms (i.e.,
expressions in which literal meaning is
clearly linked to figurative meaning)
that are grammatically simple in form.
Discourse
Sentence
Word/Phrase
• Classify using simple
information about an
event, experience, and/or
topic.
• Classify using short
sentences composed of
simple or predictable
phrases.
• Classify using a limited (i.e.,
initial) cohesion among
sentence structures.
Classify 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.
Classify 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.
Classify showing limited control of English. Classify simple information using simply constructed phrases and
sentences with a limited range of vocabulary.