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: IDENTIFY by naming/labeling an object, action, event, idea, fact, problem, need, or process.
TASKS ASSOCIATED WITH FUNCTION: identify, name, label, represent, organize, categorize, inform, classify, symbolize, sort, match, retell, report, list, recount, enumerate, sequence,
summarize, arrange, choose, define, etc.
KEY WORDS ASSOCIATED WITH FUNCTION: object, action, event, idea, fact, problem, need, purpose, tone, evidence, priority, facts, opinions, criteria, first, second, third, etc.
I. COMMONLY EMBEDDED FORMS
Non-prescriptive, and when participating in grade-appropriate classroom activities
5
1
Identify showing independent control of English. Identify using a complex sequence of events, ideas,
opinions, and/or steps in a process. Identify 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?
Identify
using
descriptive
Identify using a wide vocabulary,
• Identify using a complex
sentences characterized by
including:
sequences of events, ideas,
wide variety of sophisticated • A larger proportion of vivid, less
opinions, and/or steps.
sentence structures,
Demonstrate stamina in
frequently occurring words and
including:
receiving or providing an
phrases.
elaborated identification.
• Verb forms such as passive • Precise derivations of words and
voice and subjunctive.
phrases regardless of context, such as
• Identify using multiple
paragraphs, chapters, and
general, specific, technical, and
• Modifiers such as phrases
essays on gradeabstract content-related vocabulary;
and clauses within a
appropriate content-area
cognates’ content-specific
sentence (recognizing and
text.
collocations; and figurative language.
correcting misplaced and
dangling modifiers).
• Identify using an accurate
• Precise use of intensive pronouns.
application of a variety of
Opaque idioms (i.e., expressions with
• A wide range of idiomatic
linking words and phrases
an undetectable link between literal
and unique sentence
to connect and organize
and figurative language) with
patterns characteristic of
ideas, information, or
grammatical and metaphorical
content-area
events..
complexity.
identifications.
II. SENTENCE FRAME EXAMPLES
Typical patterns, non-prescriptive; order is from more complex frames to less
(see note at top of page)
• Based on the results of my research, I believe that a solution to ______________
could be…
• Based on ______________, one can conclude ____________.
• To support the main claim, the author provides evidence that suggests
_____________________.
• _____________; consequently __________________.
• _______; thus we can see that __________________ is a member of
__________________.
• In my opinion, the best course of action should be ____ because ____.
• ____________; therefore ________.
• The study concluded that ________________________.
• X, which is perhaps the key fact, is the main reason why ______________.
• On top of it all, the compelling evidence to support this…
• One of the integral factors would have been ___________.
• From our perspective, the primary justification was…
• The primary reason for X is _____.
• A piece of evidence that supports the central claim is _________.
• An example of ______________ would be _____________.
• One of the most important reasons was ____________
• A point often overlooked is __________________.
Shafer Willner, L. (2013). Proficiency level descriptors for English Language Proficiency Standards. Council of Chief State School Officers.
4
3
Identify showing increasingly independent control of English. Identify 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
Identify using descriptive
Identify using a wider vocabulary,
• Identify using related
sentences characterized by
including:
events, ideas, and/or
opinions (developing ability increasingly complex
• An increasing proportion of less
to receive or provide a more sentence structures,
frequently occurring words and
including:
elaborated identification).
phrases; increasing use of vivid words
and phrases.
• Verb tenses such as past
• Identify using multiple
perfect.
paragraphs containing a
• Multiple meanings of words and
variety of sentences on
phrases across contexts, such as
• Modifiers such as phrases
grade-appropriate contentand clauses within a
specific and technical content-related
area text.
sentence (recognizing
terms, cognates, and expressions and
and correcting most
some content-specific collocations.
• Identify using an
misplaced and dangling
increasingly accurate
• An increasing number of intensive
modifiers).
application of transitional
pronouns to add emphasis to a
• Expanded simple,
words and phrases to
statement (e.g., myself, ourselves).
compound, and complex
connect and organize
• Semi-transparent idioms (i.e.,
sentence patterns
events, ideas, and opinions
expressions in which the link between
characteristic of contentin a (yet may struggle with
literal and figurative meaning is less
naturalness of phrasing).
area identifications.
obvious) with increasing grammatical
and figurative complexity.
Identify showing developing control of English. Identify 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
Identify using descriptive
Identify using a developing vocabulary,
• Identify using related
sentences characterized by
including:
events, ideas, and/or
frequently occurring
opinions involving (may
• Words and phrases in spoken and
complex sentence
retrace or restart an
written forms in a growing number of
structures, including:
identification being
contexts, such as specific content-area
received or produced).
terms, cognates, and expressions.
• Verb tenses such as
present perfect.
• Identify 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
• Identify 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
(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 content
where, when, why).
areas.
Transparent idioms with developing
grammatical complexity.
• ______________ is the reason.
• _____ happened because of _______.
• I think ___________ is a __________ because ___________.
• A piece of evidence that supports ______________ is…
• ____________________ is an opinion.
• _____________________ is a fact.
• ______________ was a ________________.
• The ____________________ in the ____________ is….
• The characteristics of __________ are ____________.
• The most crucial point is ___________.
• An important detail is ______________.
• A common attribute of ________ is ________.
• The main idea is ______________.
• The definition is _____________________.
• The author is ________________.
• The pattern is ___________________.
• The answer is ____________.
• _______________ has ___________ and ___________.
• A ___________________ has ____________.
• ____________ is a ______________.
2
1
Identify showing emerging control of English. Identify using briefly sequenced and/or simply detailed
information, using combinations of simple sentence structures and simple vocabulary.
Discourse
Sentence
Word/Phrase
Identify using combinations
Identify using simple vocabulary,
• Identify using a brief
of simple sentence
including:
sequence of events in
structures, including:
order and/or introduction
• Frequently occurring words and
of a topic with supporting
phrases.
• Verb tenses such as past
details.
tense (irregular), past
• One to two forms of words and
progressive, simple future.
phrases based on specific context, such
• Identify using multiple,
related, simple sentences
as social, instructional, and general
• Modifiers such as
containing content-area,
terms; cognates; and expressions
frequently occurring
grade-appropriate text or
across content areas.
prepositions, adjectives,
word problems.
adverbs.
• Frequently occurring pronouns used
with increasingly precise control.
• Identify using a loose
• Repetitive phrases and
cohesion of information
sentence patterns across
• A few transparent idioms (i.e.,
and/or ideas using
content-area
expressions in which literal meaning is
frequently occurring
identifications.
clearly linked to figurative meaning)
linking words,
that are grammatically simple in form.
accomplished by repetition
of words or phrases.
Identify showing limited control of English. Identify using simple information using simply constructed
phrases and sentences with a limited range of vocabulary.
Discourse
Sentence
Word/Phrase
• Identify using simple
information about an
event, experience, and/or
topic.
• Identify using short
sentences composed of
simple or predictable
phrases or sentences.
• Identify using a limited
(i.e., initial) cohesion
among sentence structures.
Identify 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.
Identify 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 on the research, what would be a viable solution to _____________?
• What was the consequence of the protagonist’s choice when he
•
•
•
•
•
•
•
•
•
•
•
•
______________?
___________ would most likely believe in which political system?
What is a common attribute of the members of X, Y, Z genus?
Why did __________________ happen?
What is the main idea of _______________?
What is the theme of ________________?
What is the perspective of ________________?
What is an example of _________________?
What is _____________ about _______________?
Describe ____________ using specific details.
Locate and label ____________________.
Match the _____________ to the ____________.
Identify the ______________ in the _______________.
• Who is the author of ____________________?