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: SEQUENCE by arranging in order to analyze how and why objects, individuals, events, and/or ideas interact and develop over time.
TASKS ASSOCIATED WITH FUNCTION: sequence, organize, develop, discover, complete, outline, order, list, identify, analyze, match, explain, process, etc.
KEY WORDS ASSOCIATED WITH FUNCTION: first, second, third, cause, effect, next, before, afterwards, later on, time, not long after/before, now, as when, immediately, preceding, initially,
meanwhile, following, until, flashbacks, foreshadow, soon, today, as soon as, at which point, at this time, simultaneously, subsequently, timeline, at which point, cycle, continuum, what happened
first, transitions, stages between X and Y, chronological order, connection, result in, etc.
I. COMMONLY EMBEDDED FORMS
Non-prescriptive, and when participating in grade-appropriate classroom activities
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1
Sequence showing independent control of English. Sequence a complex series 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?
Sequence using descriptive
Sequence using descriptive phrases
• Sequence a complex series
sentences characterized by
characterized by a wide variety of
of events, ideas, opinions,
wide variety of sophisticated sophisticated structures, including:
and/or steps in a process.
sentence structures,
Demonstrate stamina in
• A larger proportion of vivid, less
including:
receiving or providing an
frequently occurring words and
elaborated sequence of
phrases.
• Verb forms such as passive
events.
voice and subjunctive in
• Precise derivations of words and
sequencing.
phrases regardless of context, such as
• Sequence information from
• Modifiers such as phrases
multiple paragraphs,
general, specific, technical, and
and clauses within a
chapters, and essays on
abstract content-related vocabulary;
sentence (recognizing and
grade-appropriate contentcognates; content-specific
correcting misplaced and
area text involving the
collocations; and figurative language.
dangling modifiers).
interaction and
• Precise use of intensive pronouns.
development of events,
• A wide range of idiomatic
• Opaque idioms (i.e., expressions with
individuals, and ideas.
and unique sentence
an undetectable link between literal
• Sequence while accurately
patterns characteristic of
and figurative language) with
applying a variety of linking
content-area sequencing.
grammatical and metaphorical
words and phrases to
complexity.
connect and organize ideas,
information, or events.
II. SENTENCE FRAME EXAMPLES
Typical patterns, non-prescriptive; order is from more complex frames to less
(see note at top of page)
• If ______ had not occurred, the result would have been______.
• __________ was a red herring used by ___________ to lead the _____________ to
assume _____________.
• As the story ends, ______. Consequently ____________, after that ____________.
• The conflict is between ___. One complication is ______.
• Subsequently, as a result of _______________, _________ occurred.
• Initially, I ____________________; however, as a result of ________, I now________.
• Initially, I thought ___________; however, as a result of __________, I now
believe _________.
• Since ______ occurred, the result was _____________.
• The transition between stages __ and __ can be described as….
• Diagram A shows _________, which leads to diagram B, which _____.
• Preceding ________________, ______________.
• Prior to _________, _________.
• The (event) itself was the vital trigger to
• What had occurred/happened prior to ____ was that ____.
• While [subject 1] was _______, [subject 2] was
simultaneously/concurrently _____.
• While ____ was _______, ________ was ___________.
• Due to the fact that _________ the (event) happened, _________ changed.
• Initially, _______. As a result of ___, ________. After that_____.
• Consequently the ____ began to ______.
Shafer Willner, L. (2013). Proficiency level descriptors for English Language Proficiency Standards. Council of Chief State School Officers.
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Sequence showing developing control of English. Sequence 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
Sequence using descriptive Sequence using a developing vocabulary,
• Sequence related events,
including:
ideas, and/or opinions (may sentences characterized by
frequently occurring
retrace or restart a
• Words and phrases in spoken and
complex sentence
sequence being received or
written forms in a growing number of
structures, including:
retraced).
contexts, such as specific content-area
terms, cognates, and expressions.
• Verb tenses such as
• Sequence information from
present perfect.
related paragraphs on
• An emerging awareness of how to
grade-appropriate contentcreate new words from familiar words
• Modifiers such as
area texts.
subordinating
(e.g., electricity from electric),
conjunctions and
collocations (i.e., habitual juxtaposition
• Sequence using a
prepositional phrases.
of a particular word with another
developing application of an
word or words, with a frequency
increasing range of
• Simple, compound, and
greater than chance), and multiplesome complex
temporal and linking words
meaning words.
grammatical
and phrases to connect and
constructions (e.g.,
organize events, ideas, and
• Relative pronouns (e.g., who, whom,
independent, dependent,
opinions.
which, that), relative adverbs (e.g.,
relative, and adverbial)
where, when, why).
across content areas.
• Transparent idioms with developing
grammatical complexity.
Sequence showing developing control of English. Sequence 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
Sequence using descriptive
Sequence using a developing vocabulary,
• Sequence related events,
sentences characterized by
including:
ideas, and/or opinions
frequently occurring
(may retrace or restart a
• Words and phrases in spoken and
sequence being received or complex sentence
written forms in a growing number of
structures, including:
retraced).
contexts, such as specific content-area
terms, cognates, and expressions.
• Sequence information from • Verb tenses such as
present perfect.
related paragraphs on
• An emerging awareness of how to
grade-appropriate content- • Modifiers such as
create new words from familiar words
area texts.
subordinating
(e.g., electricity from electric),
conjunctions and
collocations (i.e., habitual juxtaposition
• Sequence using a
prepositional phrases.
of a particular word with another
developing application of
word or words, with a frequency
an increasing range of
• Simple, compound, and
greater than chance), and multipletemporal and linking
some complex
meaning words.
words and phrases to
grammatical constructions
connect and organize
(e.g., independent,
• Relative pronouns (e.g., who, whom,
events, ideas, and opinions.
dependent, relative, and
which, that), relative adverbs (e.g.,
adverbial) across content
where, when, why).
areas.
• Transparent idioms with developing
grammatical complexity.
• Previously, ____ had decided to_____.
• Meanwhile, the ___ appeared to be…
• Meanwhile, ___________.
• Finally, __________ proceeded to…
• ________, which had pre-dated ____________, was_________.
• Simultaneously, ________ and _______ were taking place.
• _____ happened because of _______.
• Initially, ____. Sometime later _____.
• Initially, ______. Then, ________.
• In solving the problem, I first _______________; then I had to ______________. The
final step was _______________.
• After ___________, ____________.
• After _____, the next step is/was to ____.
• Immediately before/after ________, _______.
• The climax is _________. In the resolution, _______________.
• The author first writes about _____, followed by _____. He concludes by
____________.
• First the author writes _____. Next, _____. Last, ____.
• In the beginning, ___. Next, _____. Finally, _____.
• Step 1 is ________. Step 2 is ___________. The last step is ______________.
• In the first stage/phase, _____________.
• Now, ________.
First the _____ and then ______. At the end, ____.
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1
Sequence showing emerging control of English. Briefly sequence a series of events and/or simply
detailed information, using combinations of simple sentence structures and simple vocabulary.
Discourse
Sentence
Word/Phrase
Sequence using
Sequence using simple vocabulary,
• Sequence a brief series of
combinations of simple
including:
events in order with
sentence structures,
supporting details.
• Frequently occurring words and
phrases.
• Sequence information from including:
• Verb tenses such as past
multiple, related, simple
• One to two forms of words and
tense (irregular), past
sentences containing
phrases based on specific context, such
progressive, simple future.
content details in gradeas social, instructional, and general
appropriate text or word
terms; cognates; and expressions
• Modifiers such as
problems.
across content areas.
frequently occurring
prepositions, adjectives,
• Sequence using a loose
• Frequently occurring pronouns used
adverbs.
cohesion of information
with increasingly precise control.
and/or ideas using
• Repetitive phrases and
• A few transparent idioms (i.e.,
frequently occurring
sentence patterns across
expressions in which literal meaning is
linking words,
content areas.
clearly linked to figurative meaning)
accomplished by repetition
that are grammatically simple in form.
of words or phrases.
Sequence showing limited control of English. Convey simple information using simply constructed
phrases and sentences with a limited range of vocabulary..
Discourse
Sentence
Word/Phrase
• Sequence using simple
information about an
event, experience, and/or
topic.
• Sequence information from
short sentences composed
of simple or predictable
phrases or sentences.
• Sequence using a limited
(i.e., initial) cohesion
among sentence structures.
Sequence 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.
Sequence 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.
QUESTION STEM EXAMPLES
• Based upon the course of events, how should ___________ proceed from here?
• How are the following events interrelated: _____________, __________, and
•
•
•
•
•
•
•
•
_________?
Based upon your sequencing of _____, ______, and _______, what logically
should come next?
Why is _______________ critical to the development of the story?
How does _______________’s decision alter the course of the story?
How does the author lead up to the climax of the story?
Did _____________ cause _____________ or simply precede it?
What would happen if ___________________?
What event immediately preceded ___________?
Put these in chronological order:
o When was _____________________?
o Which event comes next?
o What happened first (second, third…)?