Student Name: wplt level: Date

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Student Name:

WPLT Level: __________________________


English Language Development Performance Expectations







  • Very limited understanding of English

  • Learns to distinguish and produce English phonemes

  • Uses words, gestures, and actions

  • Practices repetitive social greetings

  • Imitates verbalizations of others to communicate:

    • Basic needs

    • Participate in discussions and activities

    • Respond to simple directions

  • Expresses self using words, drawings, gestures, and actions: Sequences simple text, Answers literal questions, Makes simple predictions

  • Aware of familiar sounds

  • Recognizes and produces rhyming words containing familiar sounds

  • Uses and comprehends highly contextualized vocabulary
  • Follows simple written directions (e.g., color, cut, glue)

  • Reads sight words

  • Begins to understand concepts of print

  • Draws, labels

  • Writes familiar words and sight words

  • Writes to name, describe, or complete a list

  • Begins to use invented spelling, capital letters, participates in group editing

  • Audience may be self, teacher, or known person

  • Sequences pictures to assist with organization

  • Uses graphic organizers to convey main ideas and details

  • Participates in group writing process

Advanced Beginning

  • Uses words and/or phrases

  • Uses appropriate social greetings

  • Participates in social discussions on familiar topics and in academic discussions

  • Develops correct word order in phrases

  • Begins to use content-related vocabulary

  • Retells simple stories and identifies the main points

  • Expresses self using words and/or phrases to identify: Characters, Setting, Main idea and details, Compare and contrast, Cause and effect

  • Aware of familiar and unfamiliar sounds

  • Employs word-meaning strategies

  • Applies inflectional endings to words

  • Increases sight-word and content-area vocabulary

  • Distinguishes between genres

  • Reads highly contextualized text composed of simple sentences

  • Applies concepts of print

  • Writes unfamiliar words and phrases
  • Begins to write based on a model or frame

  • Demonstrates inconsistent use of:

    • Capitals

    • Punctuation

    • Correct spelling

  • Participates in group brainstorming

  • Writes rough draft and revises


  • Uses simple sentences with inconsistent use of syntax, tense, plurals, and subject/verb agreement

  • Tells a story, informs, explains, entertains, and participates in social and academic discussions

  • Begins to use root words, affixes, and cognates to determine the meaning of new words

  • Expresses self using simple sentences

  • Produces unfamiliar sounds

  • Decodes word patterns

  • Employs word-meaning strategies

  • Begins to read familiar text fluently

  • Increases vocabulary through reading across content areas

  • Uses text features to: Gain meaning, Monitor for comprehension, Describe images from text

  • Connects text to prior knowledge

  • Distinguishes between: Fiction/non-fiction, Fact/opinion, Fantasy/reality

  • Infers and makes generalizations from text

  • Reads text at student’s reading level across content areas

  • Writes simple sentences

  • Demonstrates increasing control of:

  • Capitals

  • Punctuation

  • Correct spelling

  • Word order

  • Subject/verb agreement

  • Develops own voice in writing

  • Distinguishes between writing for different audiences and purposes

  • Uses basic transitions

  • Writes individually and in a group process

  • Writes rough draft independently


  • Uses descriptive sentences with common grammatical forms with some errors

  • Participates in academic and social discussions using appropriate ways of speaking based on audience and subject matter

  • Tells a story, informs, explains, entertains, and persuades

  • Uses simple figurative language and idiomatic expressions in discussions

  • Uses root words, affixes, and cognates to determine the meaning of new words

  • Expresses self using descriptive sentences

  • Identifies theme, Recognizes literary devices, Compares and contrasts

  • Uses a variety of strategies to monitor comprehension

  • Recognizes phonemes within multi-syllabic words

  • Uses word parts to determine word meanings

  • Reads with increasing fluency

  • Independently confirms word meanings

  • Uses a variety of resources for research

  • Follows multi-step written directions

  • Text increases in length and complexity

  • Uses descriptive sentences

  • Writes for a variety of audiences and purposes

  • Uses grade level conventions inconsistently

  • Refines voice in writing

  • Uses a topic sentence and supporting details
  • Follows the five step writing process (with assistance in editing and revising)


  • Has met criteria for exiting Transitional Bilingual Instructional Program (TBIP)

  • Speaks clearly and comprehensibly using standard English grammatical forms with random errors

  • Applies content-related vocabulary in a variety of contexts and situations

  • Gives oral presentations

  • Adjusts reading rate as needed

  • Uses specialized vocabulary, uses multiple meaning words appropriately

  • Analyzes literary elements

  • Uses comprehension and questioning strategies, summarizes text, analyzes and applies persuasive devices

  • Explains cause and effect, citing evidence from text

  • Develops research skills

  • Follows increasingly complex written directions

  • Comprehends grade level text

  • Uses specialized vocabulary across content areas

  • Uses standard grammar and conventions with lapses characteristic of ELL students



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