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PreK - K2ELP Standard 1: Social and Instructional Language, Formative FrameworkREADINGWRITINGLevel 1EnteringLevel 2BeginningLevel 3DevelopingLevel 4ExpandingLevel 5BridgingMusic &movementMimic musical beats ormovements modeledby teachers in a wholegroup (e.g., hop, hop,jump; one clap, twoclaps)Respond to chants basedon illustrations usinggestures, movement orinstruments modeledby teachers in a wholegroupRespond to songs basedon illustrations usinggestures, movement orinstruments modeledby teachers in a wholegroupInterpret songs, (e.g.,melodies from diversecultures) based onillustrations throughmovement or playingof instruments in smallgroups or whole classFollow lyrics of songsand respond accordinglyin small groups orwhole class (e.g., “Putyour right foot in ”)SpatialrelationsRepeat answers toquestions about positionor location of real-lifeobjects or persons (e.g.,“Where’s Maria? Here.”)Answer questionsor commands aboutposition or locationof real-life objects orpersons using relationalwords (e.g., “Where’sthe bunny? Over there.”)Relate position orlocation of real-lifeobjects or persons usingphrases (e.g., “under thetable,” “on the floor,”“in the corner”)Indicate contrastingor opposite positionor location of reallife objects or personsusing phrases or shortsentences (e.g., “Theball goes up. The ballcomes down.”)Describe position orlocation of real-lifeobjects or persons usingsentencesHygiene &safetyIdentify environmentalprint related to hygieneor safety aroundclassroom or school(e.g., washrooms, fireextinguisher) inL1 or L2Find real-life objectsor pictures related tohygiene or safety thatmatch environmentalprint around classroomor school (e.g., labels forsoap, sink) in L1 or L2Identify icons, symbolsand words related tohygiene or safety foundin environmental printor pictures aroundclassroom or school inL1 or L2Connect environmentalprint or pictures relatedto hygiene or safetyto teacher reading ofillustrated books inL1 or L2Share “oral reading” ofillustrated books relatedto hygiene or safety witha partnerGamesProduce drawings offamiliar games fromhome or school basedon class models usinglanguage experience inL1 or L2Describe familiargames from home orschool based on classmodels using languageexperience in L1 or L2Tell how to play familiargames from home orschool based on classmodels using languageexperience in L1 or L2Depict stories aboutfamiliar games fromhome or school withthe class using languageexperience in L1 or L2Create class books aboutgames from home orschool using languageexperience in L1 or L2Level 6- ReachingSPEAKINGLISTENINGExampleTopics

Level 2BeginningLevel 3DevelopingLevel 4ExpandingRecreationalobjects &activitiesIdentify recreationalobjects (e.g., balls,swings) from pictures(e.g., of school,playground or parkscenes) as directed orallyFollow one-step oraldirections from picturesof recreational objectsused in activities andoral statementsFollow two-step oraldirections pertainingto use of recreationalobjects in activitiesfrom pictures and oraldescriptions (e.g., “Pickup the ball. Then give itto a friend.”)Indicate use ofrecreational objects inactivities from picturesand complex oraldirections (e.g., “Showme how to pass the ballfrom person to person.”)Simulate playingactivities according topictures and sequentialoral descriptions (e.g.,“Make two rows.Choose a friend. Havethe friend go betweenthe rows.”)SocialbehaviorRepeat polite wordsor expressions whenmodeled (e.g., “Please”and “Thank you”) inshort dialoguesMake polite requestsfrom models or gestures(e.g., “Please sit down.”)Use polite language inconversations (e.g., roleplay, telephone talk)Give compliments,offer apologies orexpress gratitude withinconversationsAdapt polite languageto social situationsappropriate to audienceClassroomPair shapes of wordsrelated to illustratedclassroom objects withprint versionsMatch labeled picturesof familiar objects tothose in illustratedclassroom scenes (e.g.,“Here is a picture witha word inside. Find thesame word.”)Associate initial soundsor letters of illustratedclassroom objects withwords in printDistinguish letters,words and sentences inillustrated classroomscenesIdentify wordsor phrases withinillustrated classroomscenesRoutinesTrace, copy or depictdaily routines indrawingsReproduce initial lettersassociated with dailyroutines from labeleddrawings or illustratedmodelsLabel pictures of dailyroutines from illustratedmodels using wordswith invented spellingsDescribe daily routinesfrom illustrated modelsusing words and phraseswith invented spellingsCompose notes aboutdaily routines usingphrases or shortsentences with inventedspellingsWRITINGREADINGLevel 1EnteringLevel 5BridgingLevel 6- ReachingSPEAKINGLISTENINGExampleTopicsELP Standard 1: Social and Instructional Language, Summative FrameworkPreK - K3

PreK - K4ELP Standard 2: The Language of Language Arts, Formative FrameworkREADINGLevel 2BeginningLevel 3DevelopingLevel 4ExpandingLevel 5BridgingPoint to features of bigbooks in a large group(e.g., “cover,” “title,”“author,” “illustrator”)according to oralcommandsShow directionality ofprint in various sourcesin a large group (e.g.,left to right, beginning/ending of pages, top/bottom) according tooral commandsIdentify features oftext in context with apartner (e.g., spacesbetween words,sentences) according tooral directionsSort features of textwith a partner (e.g.,lower/upper case letters,periods/question marks)according to oraldirectionsMatch illustrations tooral reading of relatedsentences or shortstoriesNursery rhymesRepeat key words inrhymes from picturecues in a whole groupChant phrases or shortsentences in rhymesusing gestures frompicture cues in a wholegroupRehearse short rhymesusing gestures frompicture cues in whole orsmall groupsComplete short rhymesusing gestures frompicture cues in whole orsmall groupsRecite rhymes usinggestures from memoryin whole or smallgroupsSame &differentMatch pictures andicons with those that arethe same with a partnerSort pictures and iconsthat are the same ordifferent with a partnerClassify illustratedwords that are the sameor different with apartnerIdentify letters inillustrated words thatare the same or differentwith a partnerPoint out features ofwords that are the sameand different with apartner (e.g., capital v.lower case letters)Sounds &symbolsExperiment makingsymbols or letters frommodels using realia(e.g., in the sand, fromplay dough)Reproduce symbolsor letters from modelsusing realia (e.g., straws)Trace symbols or lettersassociated with picturesor realiaCopy symbols or lettersof beginning soundsfrom labeled pictures incontextProduce letters ofbeginning sounds frompictures in contextLevel 6- ReachingWRITINGLevel 1EnteringConcepts aboutprintSPEAKINGLISTENINGExampleTopics

ExampleTopicsLevel 2BeginningLevel 3DevelopingLevel 4ExpandingLevel 5BridgingIdentify pictures ofmake-believe animalsor persons as modeledorally (e.g., “Here isa make believe horse.Find another one.”)Match make-believepictures of animalsor persons to oralstatements (e.g., “Thismake-believe horse has ahorn. Find one withouta horn.”)Place pictures of makebelieve animals orpersons according tooral directions (e.g.,“First is the girl; she isthe princess. The princeis next to her.”)Arrange pictures ofmake-believe animalsor persons in logicalorder according to oraldirectionsOrganize pictures tocreate make-believestories (e.g., beginning,middle, end) accordingto descriptive oraldiscourseRhymeRepeat words or phrasesfrom rhymes supportedby illustrationsComplete phrases fromrhymes supported byillustrated modelsDescribe personsor events in rhymessupported byillustrationsDiscuss what happens(plot or events) inrhymes supported byillustrationsParaphrase rhymessupported byillustrationsForms of printDistinguish betweenillustrated examples ofprint and non-printMatch illustratedexamples of the sameform of print (e.g., twosigns, two magazines)Match functions ofdifferent forms ofprint with illustratedexamples (e.g., notes,lists, menus)Identify elements ofprint (e.g., letters,words, sentences)represented inillustrated formsFind elements of printin different forms(e.g., the same word indifferent fonts)EnvironmentalprintDraw or trace examplesof environmental print(e.g., from foods orclothes)Copy examples ofenvironmental printfrom labeled icons orobjectsProduce names ofobjects or iconsrepresented inenvironmental printusing invented spellings(e.g., sun)List examples ofenvironmental print inillustrated scenes usingicons, words or phraseswith invented spellingsUse examples ofenvironmental printin illustrated scenes toproduce phrases or shortsentences with eveLevel 6- ReachingWRITINGLevel 1EnteringELP Standard 2: The Language of Language Arts, Summative FrameworkPreK - K5

PreK - K6ELP Standard 3: The Language of Mathematics, Formative FrameworkLevel 2BeginningLevel 3DevelopingLevel 4ExpandingLevel 5BridgingAssociate size of reallife objects (e.g., “big,”“little”) with nonstandard measurementtools with a partner asmodeled orallySort real-life objectsby size (e.g., “short,”“long”) using nonstandard measurementtools with a partner asmodeled orallyDetermine size of reallife objects using nonstandard measurementtools (e.g., three handslong) with a partner asmodeled orallyEstimate size ofobjects from picturesusing non-standardmeasurement tools witha partner as directedorallyRank size of objectsdescribed accordingto non-standardmeasurement tools witha partner as directedorallyQuantityParticipate in andsupply quantity wordsin songs and chants in awhole group (e.g., “One,two, button my shoe.”)Complete phrasesin songs and chantsinvolving quantity in awhole group (e.g., “Onepotato, two potato,.”)Repeat verses and chantsinvolving quantity in awhole groupProvide sentencesor lines from songsand chants involvingquantity in a wholegroupInitiate and lead songsand chants involvingquantity in a wholegroupAttributesIdentify icons orpictures of real-lifeobjects with a singleattribute as modeled(e.g., “This is a toy. Findthe picture of a toy.”)Classify icons orpictures of real-lifeobjects with a singleattribute that belongand don’t belong to agroup as modeledIdentify icons orpictures of real-lifeobjects with twoattributes that belongto a group as modeled(e.g., “Find the big,yellow ones.”)Sort labeled iconsor pictures of reallife objects with twoattributes into groups asmodeledArrange labeled iconsor pictures of reallife objects with twoattributes by groupmembership as modeled(e.g., small animals withfour legs)EquivalencyDraw or trace matchedpairs of real-life objectsas modeled and directedorally (e.g., two hands,two feet)Connect 1:1 matchedsets of real-life objectsor pictures as modeledand directed orally (e.g.,three pencils with threepencils)Trace numerals thatcorrespond to matchedsets of real-life objectsor pictures as modeledand directed orallyMake or reproducenumerals up tonumber ten withvarious materials thatcorrespond to matchedsets of pictures fromword walls or wordbanks as modeledSupply numerals andnumber words thatcorrespond to matchedsets of pictures fromword walls or wordbanksREADINGLevel 6- ReachingWRITINGLevel NINGExampleTopics

ExampleTopicsLevel 3DevelopingLevel 4ExpandingLevel 5BridgingImitate pattern soundswith physical movementfrom modeling (e.g.,clap, snap, stomp)Select “What comesfirst, next or last?” inillustrated patternsaccording to oraldirectionsSort patterns from nonpatterns in picturesfrom oral directionsIdentify patterns frompictures (e.g., “girl, boy,girl, boy”) from oraldirectionsForm patterns frompictures (e.g., “the tallgirl, the short girl,the tall boy, the shortboy”) from detailed oraldirectionsSizeIndicate size of objectsin pictures (e.g., “small,”“big”) using gesturesand wordsSpecify size of objects inpictures (e.g., “a smallball,” “a big ball”)Compare the size oftwo objects in picturesusing phrases (e.g., “thesmaller ball”)Make statements aboutsize from pictures orillustrated scenes (e.g.,“This is the biggest.”)Make up relatedsentences or “stories”about differences insize using comparativelanguage fromillustrated scenesGeometricshapesMatch pictures ofreal-life objects (e.g.,books or windows) withfigures of geometricshapesClassify pictures of reallife objects according togeometric shapes (e.g.,circles or squares)Sort diagrams ofgeometric shapesaccording to their firstletter (e.g., “c” or “r”)Find pairs of matchingwords and diagrams ofgeometric shapesIdentify words forgeometric shapes fromlabeled diagramsTimeDraw, trace or copypictures from models toexpress times of dayDepict times of day(e.g., day or night)from illustrated scenesand models usingicons, letters or scribblewritingsExpress times of day(e.g., morning, noon ornight) from illustratedscenes and models usingwords with inventedspellingsComplete “story”starters related to timesof day from illustratedscenes and models usingwords or phrases withinvented spellingsProduce “stories” abouttimes of day relatedto events or actionsusing phrases or shortsentences with evel 2BeginningLevel 6- ReachingWRITINGLevel 1EnteringELP Standard 3: The Language of Mathematics, Summative FrameworkPreK - K7

PreK - K8ELP Standard 4: The Language of Science, Formative FrameworkLevel 2BeginningLevel 3DevelopingLevel 4ExpandingLevel 5BridgingIndicate change inself through gesturesor environment frompictures, according tooral commandsMatch pictures orphotographs ofoffspring with adultsfollowing oral models(e.g., from seeds toplants, from kittensto cats) as examples ofchangeIdentify stages ofdevelopment in picturesof self or organismsin the environmentfollowing oral models asexamples of changeSort illustratedactivities by stages ofdevelopment of selfor organisms in theenvironment followingoral models as examplesof changeSequence illustratedactivities that denotechange in self orenvironment (e.g.,life cycle of plants) asdirected orallySensesAssociate senses withphysical actions with apartner in L1 or L2Give examples of usesof senses with a partnerin L1 or L2 (e.g., “Isee ”)Describe everydayactivities that involvesenses with a partner inL1 or L2Explain why senses areuseful or important to apartner in L1 or L2Predict how senses areaffected by change (e.g.,injury, temperature)AnimalsMatch outlines ofanimals to pictures orobjects (e.g., fittingpuzzle pieces) with apartnerMatch pictures ofanimals with labels toanimal icons with apartnerSort pictures of animalswith labels by first letter(e.g., cat, cow) with apartnerFind animal wordsin picture books andclassrooms (e.g., onword walls, bulletinboards) with or withouta partnerClassify pictures ofanimals with labelsaccording to picturebooks (e.g., at the farm)ColorsCreate “messages” in L1or L2 by experimentingwith or mixing colors(e.g., paints)Practice making lettersor scribble writingsfrom models in L1 orL2 using a variety ofcolors and mediaProduce letters andwords with inventedspellings in L1 or L2based on model picturebooks or experimentsabout colorsReproduce words orphrases with inventedspellings in L1 or L2found in picture booksor experiments aboutcolorsCompose “stories”about colors (e.g.,rainbows) usingdrawings and words,phrases or shortsentences with inventedspellings in L1 or L2READINGLevel 6- ReachingWRITINGLevel 1EnteringChange in self& environmentSPEAKINGLISTENINGExampleTopics

LISTENINGLevel 2BeginningLevel 3DevelopingLevel 4ExpandingLevel 5BridgingLiving & non–living thingsClassify living or nonliving things from oralstatements and picturesMatch oral descriptionsof living or non-livingthings with pictures(e.g., “It lives in water.It swims.”)Identify living or nonliving things from WHquestions and pictures(e.g., “Which animalhas no legs?”)Match features (e.g.,feathers/birds, fur/dogs,skin/people) of livingor non-living thingsaccording to picturesand oral directionsOrganize pictureswith labels or othergraphic representationsof features of livingor non-living thingsdescribed orallyWeatherName familiar objectsin photographs orillustrations associatedwith weather conditions(e.g., “cloud”)Describe weatherconditions fromphotographs orillustrations (e.g.,“windy”)Predict weatherconditions fromillustrated scenes (e.g.,“It’s going to rain.”)Compare/contrastweather conditions inillustrated scenesExpress likes, dislikesor preferences, withreasons, related toweather conditions fromillustrated scenesBody partsApply concepts of printto books about bodyparts (e.g., “The bookis about eyes. Show methe title of the book.”)Pair labeled picturesof body parts withmatching iconsAssociate labeledpictures of body partswith initial consonants(e.g., nose-n)Find labeled picturesof body parts with thesame initial consonant(e.g., fingers-feet)Match pictures of bodyparts with wordsScientificinquiryProduce drawings ofmaterials needed forscientific inquiry fromlabeled picturesCopy names ofmaterials needed forscientific inquiry fromlabeled picturesReproduce lists ofmaterials needed forscientific inquiry (e.g.,bean, water, soil) fromlabeled pictures usingwords with inventedspellingsDescribe materials usedin scientific inquiryusing words or phraseswith invented spellingsRelate experiencesfrom use of materialsin scientific inquiryusing phrases or shortsentences with inventedspellingsWRITINGREADINGSPEAKINGLevel 1EnteringLevel 6- ReachingExampleTopicsELP Standard 4: The Language of Science, Summative FrameworkPreK - K9

PreK - K10ELP Standard 5: The Language of Social Studies, Formative FrameworkLevel 2BeginningLevel 3DevelopingLevel 4ExpandingLevel 5BridgingPoint to or locatesymbols or holidayscenes in classrooms,pictures or objectsnamed orally (e.g., flags)Show symbols ofholidays from picturesor objects based onoral commands (e.g., apumpkin with a face)Match symbols ofholidays with illustratedscenes based on oraldirectionsIdentify symbolsof holidays withinillustrated scenes basedon oral directionsFind symbols ofholidays based on oraldescriptions or oralreadingClothingRepeat names of andidentify clothing on selfor peers when modeledin L1 or L2Brainstorm names ofarticles of clothing (e.g.,“shorts,” “pants”) withpeers in L1 or L2Describe clothing onself to peers in phrasesor short sentencesDescribe, with details,clothing worn by peersor by characters inpicture books (e.g.,“He has a red and bluesweater.”)Give reasons for wearingdifferent kinds ofclothingSeasonsCategorize picturesaccording to namesof seasons in a wholegroupFind labeled illustrationsor photographs modeledon word walls ordisplays of seasons insmall groupsMatch labeledillustrations orphotographs of seasonsto those in trade booksin small groupsCompare label

populations), and a form of support through level 4 (e.g., pictures or illustrations, working in small groups). Th e components of . English Language Profi ciency Standard 1: English language learners communicate for Soc