Effective July, 2019

Florida Department of Education
Adult General Education-ESOL
Curriculum Framework

ADULT ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL)	
Program/Course Title	Adult English for Speakers of Other Languages	
Program/Course Number	9900040	
CIP Number	1532.010300	
Grade Level	30, 31	
Standard Length	2700 hours maximum recommended	
	
PURPOSE
The purpose of the Adult ESOL program is to assist immigrants and other individuals who are English language learners in: improving their reading, writing, speaking, listening, and comprehension skills in English, mathematics skills and provide an understanding of the American system of Government, individual freedom, and the responsibilities of citizenship. In addition, the Adult ESOL program is designed to lead to attainment of a secondary school diploma or its recognized equivalent; and transition to postsecondary education and training; or employment. Adult Education and Family Literacy Act (AEFLA), Title II, Section 202, Workforce Innovation and Opportunity Act (WIOA), 2014.

STUDENTS
The Adult Education and Family Literacy Act supports English language learners in the attainment of the following goals:

•	Improve their literacy skills in English 
•	Obtain knowledge and skills for employment and economic self-sufficiency 
•	Participate in the educational development of their children
•	Improve economic opportunities for their families
•	Understand the rights and responsibilities of citizenship

Students eligible to enroll in the Adult ESOL course are those who:

•	Are age 16 years or older
•	Have officially withdrawn from the K12 educational system
•	Demonstrate skills below the exit score of level 6 as measured by FDOE-approved assessments

It is not permitted to enroll students in the Adult ESOL and English Literacy and Career Education (ELCATE) courses simultaneously. Students must be withdrawn from the Adult ESOL course before enrolling in ELCATE. 

English language learners holding a secondary or postsecondary degree and/or credential may enroll in the Adult ESOL course if their reading and/or listening pretest scores are below the exit score for NRS level 6. 

Students who score below the accurate range on the lowest level tests during their initial intake should be given the FDOE Native Language Screening to determine their ability to read and write in their native language. If the scores obtained on the FDOE Native Language Screening indicate they are non-literate or semi-literate in their native language, these students should not be enrolled in the Adult ESOL course, but in the Literacy Skills course instead. 

CURRICULUM FRAMEWORK 
Programs and instructors will find the Adult ESOL curriculum framework to be a useful guide for planning and designing a curriculum for their students. As a “framework,” it is a set of “building blocks” for programs to complement with a high-quality curriculum. Programs may use text and digital curricula that align with the content of the Adult ESOL framework. 

The framework is aligned to the NRS educational functioning levels, as noted below:
FDOE Adult ESOL Levels	NRS  EFLs	
1 Foundations	ESL Level 1	
2 Low Beginning	ESL Level 2	
3 High Beginning	ESL Level 3	
4 Low Intermediate	ESL Level 4	
5 High Intermediate	ESL Level 5	
6 Advanced	ESL Level 6	

EFL completions are measured by assessing students with approved assessments in accordance with Rule 6A‐6.014, F.A.C. The following tests have been approved by FDOE and the NRS: CASAS (Life and Work 80 Reading Series and 980 Listening Series), TABE CLAS-E, BEST Plus 2.0 and BEST Literacy. See http://www.fldoe.org/academics/career-adult-edu/adult-edu/technical-assistance-papers.stml for additional information. 

The framework consists of three parts:

1.	College and Career Readiness (CCR) Standards for adult education
2.	English Language Proficiency (ELP) Standards for adult education
3.	The FDOE Life and Work Competencies

The CCR Standards are listed first because they are the end goal of Adult ESOL students as they work toward achieving their long-term personal and career goals. The CCR standards cover the essential oral and written English communication skills students need for real-world applications. 

The ELP Standards follow the CCR Standards, and perform three fundamental roles in relation to Adult ESOL students meeting the expectations of the CCR Standards:

•	Support implementation of the Adult Education CCR Standards in all programs statewide.
•	Offer guidance on the language knowledge and skills students need to access the CCR standards.
•	Make recommendations on the types of linguistic supports that adult ESOL students may need.

Both the CCR and ELP Standards reflect the following three key advances for teaching Adult Basic Education (ABE) students and English language learners (ELLs):

1	Complex text: The standards provide regular practice with complex text and academic language. 
2	Evidence from text: The standards prioritize students’ ability to cite evidence from literary and informational text across the domains of reading, writing, speaking, and listening.
3	Content-rich text: The standards focus not only on English language skills but also on literacy across disciplines of science, social studies, technical subjects, and on students’ ability to build knowledge through comprehension of content-rich informational text.

In lesson planning and classroom instruction, the CCR Standards and ELP Standards work together. The CCR Standards identify the academic skills learners need to access, process, discuss, and relay content and the ELP Standards provide language supports. The CCR Language Standards are distinct from the ELP standards. Although there is some overlap between the two, the ELP Standards focus on overall language development in English learners and the CCR Language Standards largely concern accuracy in grammar, punctuation, spelling, and vocabulary.

The 10 ELP Standards integrate four key communication skills: listening, speaking, reading, and writing. The standards represent different types of skills:

•	Standards 1 and 8: Receptive skills of listening and reading
•	Standards 3, 4, 7: Productive skills of speaking and writing
•	Standards 2, 5, 6: Interactive skills requiring collaborative use of both receptive and productive skills
•	Standards 9 and 10: Linguistic structures of English

ELP Standards 1–7 highlight the language skills highlight the language skills required for ELLs to engage in content-specific practices necessary for full engagement in English language arts and literacy, mathematics, and science. Standards 8–10 highlight the linguistic skills needed to support Standards 1–7. For example, ELP Standard 8 (An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text) is necessary in order for ELLs to engage with ELP Standard 1 (An ELL can construct meaning from oral presentations and literary and informational text through level appropriate listening, reading, and viewing).

The third section of the framework provides a comprehensive set of Life and Work Competencies. The competencies allow teachers to contextualize instruction of the CCR and ELP Standards around life and work activities that directly relate to students’ personal and career goals. Many of the competencies can be taught across the full range of the Adult ESOL levels, while some are more applicable to beginning levels and others to advanced levels.

The FDOE Life and Work Competencies have nine subject areas:

1.	
1.	Communication
2.	Employment
3.	Community 
4.	Consumer Education
5.	Health
6.	Civics
7.	Environment
8.	Mathematics
9.	Learning and Thinking

ACCOMMODATIONS
Federal and state legislation requires the provision of accommodations for students with disabilities to meet individual needs and ensure equal access. Adult students with disabilities must self-identify and request such services. Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology, and special communication systems.

ADULT EDUCATION INSTRUCTOR CERTIFICATION REQUIREMENTS 
As per section 1012.39 (1)(b), F.S., each school district shall establish the minimal qualifications for part-time and full-time teachers in adult education programs.

CAREER AND EDUCATION PLANNING
The following career development standards are designed to be integrated in the Adult ESOL frameworks to assist students with career exploration and planning. Students can access Florida’s career information delivery system or a comparable system for career exploration and development of a career plan.
 
CP.01 	Develop skills to locate, evaluate, and interpret career information.
CP.02 	Identify interests, skills, and personal preferences that influence career and education choices.
CP.03	Identify career cluster and related pathways that match career and education goals.
CP.04 	Develop and manage a career and education plan. 

DIGITAL LITERACY
Computer skills have become essential in today’s world. Students use a variety of technology tools such as calculators, cell phones, and computers for multiple uses; to communicate with friends and family, apply for work, classroom instruction, testing, and in the workplace. Technology standards are designed to be integrated into the ESOL framework.

DL.01	Develop basic keyboarding and numerical keypad skills.
DL.02	Produce a variety of documents such as research papers, resumes, charts, and tables using word processing programs.
DL.03	Use Internet search engines such as Google, Bing, or Yahoo to collect data and information.
DL.04	Practice safe, legal, and responsible sharing of information, data, and opinions online. 

WORKFORCE PREPARATION ACTIVITIES
The term “workforce preparation activities” means skills, activities, programs, or services designed to help an individual acquire a combination of basic academic skills, critical thinking skills, digital literacy skills, and self-management skills, including competencies in utilizing resources, using information, working with others, understanding systems, and obtaining skills necessary for successful transition into and completion of postsecondary education or training, or employment. (Workforce Innovation and Opportunity Act (WIOA), 2014). The following workforce preparation activities should be included in classroom instruction.

Critical Thinking 
All students will make decisions and solve problems by specifying goals, identifying resources and constraints, generating alternatives, considering impacts, choosing appropriate alternatives, implementing plans of action, and evaluating results.
Teamwork
All students will learn to work cooperatively with people with diverse backgrounds and abilities. Students will identify with the group’s goals and values, learn to exercise leadership, teach others new skills, serve clients or customers, and contribute with ideas, suggestions, and work efforts.
Employment
All students will develop job search skills for employment such as completing an application, resume, cover letter, thank you letter, and interviewing techniques.
Self-Management
All students should display personal qualities such as responsibility, self-management, self-confidence, ethical behavior, and respect for self and others.
Utilizing Resources
All students will learn to identify, organize, plan, and allocate resources (such as time, money, material, and human resources) efficiently and effectively.
Using Information
All students will acquire, organize, interpret, and evaluate information in post-secondary, training, or work situations.
Understanding Systems
All students will learn to understand, monitor, and improve complex systems, including social, technical, and mechanical systems, and work with and maintain a variety of technologies.

College and Career Readiness Anchor Standards

Reading Anchor Standards	
Reading
Anchor Standard 1	Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.	
Reading
Anchor Standard 2	Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.	
		
Reading
Anchor Standard 3	Analyze how and why individuals, events, and ideas develop and interact over the course of a text.	
Reading
Anchor Standard 4	Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.	
		
Reading
Anchor Standard 5	Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of text (e.g., a section chapter, scene, or stanza) relate to each other and the whole. 	
Reading
Anchor Standard 6	Assess how point of view or purpose shapes the content and style of a text.	
Reading
Anchor Standard 7	Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.	
Reading
Anchor Standard 8	Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.	
Reading
Anchor Standard 9	Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.	
Reading
Anchor Standard 10	Read and comprehend complex literary and informational texts independently and proficiently.	

Writing Anchor Standards	
Writing
Anchor Standard 1	Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.	
		
Writing
Anchor Standard 2	Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. [Including narration of historical events, scientific procedures/experiments, technical processes.]	
Writing
Anchor Standard 3	Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.	
Writing
Anchor Standard 4	Produce clear and coherent writing in which the development, organization, an
d style are appropriate to task, purpose, and audience.	
Writing
Anchor Standard 5	Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying new approach.	
Writing
Anchor Standard 6	Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.	
Writing
Anchor Standard 7	Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.	
Writing
Anchor Standard 8	Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.	
Writing
Anchor Standard 9	Draw evidence from literary or informational texts to support analysis, reflection, and research.	

Speaking and Listening Anchor Standards	
Speaking and Listening
Anchor Standard 1	Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.	
Speaking and Listening
Anchor Standard 2	Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.	
Speaking and Listening
Anchor Standard 3	Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.	
Speaking and Listening
Anchor Standard 4	Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.	
Speaking and Listening
Anchor Standard 5	Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.	
		
Speaking and Listening
Anchor Standard 6	Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.	

Language Anchor Standards	
Language
Anchor Standard 1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.	
Language
Anchor Standard 2	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.	
Language
Anchor Standard 3	Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.	
Language
Anchor Standard 4	Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.	
Language
Anchor Standard 5	Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.	
Language
Anchor Standard 6	Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering a word or phrase important to comprehension or expression.	

English Language Proficiency Anchor Standards

ELP Anchor Standard 1	An ELL can construct meaning from oral presentations and literary and informational text through level appropriate listening, reading, and viewing.	
ELP Anchor Standard 2	An ELL can participate in level appropriate oral and written exchanges of information, ideas, and analyses, in various social and academic contexts, responding to peer, audience, or reader comments and questions.	
ELP Anchor Standard 3	An ELL can speak and write about level-appropriate complex literary and informational texts and topics.	
ELP Anchor Standard 4	An ELL can construct level-appropriate oral and written claims and support them with reasoning and evidence.	
ELP Anchor Standard 5	An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems.	
ELP Anchor Standard 6	An ELL can analyze and critique the arguments of others orally and in writing.	
ELP Anchor Standard 7	An ELL can adapt language choices to purpose, task, and audience when speaking and writing.	
ELP Anchor Standard 8	An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text.	
ELP Anchor Standard 9	An ELL can create clear and coherent level-appropriate speech and text.	
ELP Anchor Standard 10	An ELL can demonstrate command of the conventions of standard English to communicate in level-appropriate speech and writing.	

Correspondences of the CCR and ELP Standards for the Adult ESOL Course

CCR Standards	ELP Standards	
	ELP 1	ELP 2 	ELP 3 	ELP 4 	ELP 5	ELP 6	ELP 7	ELP 8	ELP 9	ELP 10	
Reading Foundations
CCR Standards	RF 1											
	RF 2											
	RF 3											
	RF 4											
Reading
CCR Standards	R 1	1								9 		
	R 2	1								9		
	R 3	1								9		
	R 4								8	9		
	R 5											
	R 6											
	R 7	1										
	R 8						6					
	R 9											
	R 10											
Writing 
CCR Standards	W 1				4		6					
	W 2			3								
	W 3			3								
	W 4											
	W 5							7				
	W 6		2									
	W 7					5						
	W 8					5						
	W 9					5						
Speaking and Listening 
CCR Standards	SL 1		2									
	SL 2	1										
	SL 3						6					
	SL 4			3	4	5				9		
	SL 5			3		5						
	SL 6							7		9		
Language 
CCR Standards	L 1										10	
	L 2											
	L 3										10	
	L 4								8			
	L 5								8			
	L 6							7				

READING FOUNDATIONS				READING FOUNDATIONS	
Reading Foundations 
Anchor Standard 2	Reading Foundations 
Anchor Standard 2 Level A 
ESOL Levels 1-2-3	Reading Foundations 
Anchor Standard 2 Level B
ESOL Level 4	Reading Foundations 
Anchor Standard 2 Level C
ESOL Level 5	Reading Foundations 
Anchor Standard 2 Level D
ESOL Level 6	
Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (Phonological Awareness)	Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a.	Recognize and produce rhyming words.
b.	Distinguish long from short vowel sounds in spoken single-syllable words.
c.	Count, pronounce, blend, and segment syllables in spoken words.
d.	Blend and segment onsets and rimes of single-syllable spoken words.
e.	Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
f.	Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
g.	Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
h.	Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.	Blank	Blank	Blank	
No ELP Standard Provided	No ELP Standard Provided	No ELP Standard Provided	No ELP Standard Provided	No ELP Standard Provided	
Reading Foundations 
Anchor Standard 3
	Reading Foundations 
Anchor Standard 3 Level A 
ESOL Levels 1-2-3	Reading Foundations 
Anchor Standard 3 Level B
ESOL Level 4	Reading Foundations 
Anchor Standard 3 Level C
ESOL Level 5	Reading Foundations 
Anchor Standard 3 Level D
ESOL Level 6	
Know and apply grade-level phonics and word analysis skills in decoding words. (Phonics and Word Recognition)	Know and apply grade-level phonics and word analysis skills in decoding words.
a.	Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
b.	Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
c.	Know the spelling-sound correspondences for common consonant digraphs.
d.	Decode regularly spelled one-syllable words.
e.	Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
f.	Know final -e and common vowel team conventions for representing long vowel sounds.
g.	Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
h.	Decode two-syllable words following basic patterns by breaking the words into syllables.
i.	Read words with inflectional endings.
j.	Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
k.	Recognize and read grade-appropriate irregularly spelled words.	Know and apply grade-level phonics and word analysis skills in decoding words.
a.	Distinguish long and short vowels when reading regularly spelled one-syllable words.
b.	Know spelling-sound correspondences for additional common vowel teams.
c.	Identify and know the meaning of the most common prefixes and derivational suffixes.
d.	Identify words with inconsistent but common spelling-sound correspondences.
e.	Identify words with inconsistent but common spelling-sound correspondences.
f.	Decode words with common Latin suffixes.
g.	Decode multi-syllable words.
h.	Recognize and read grade-appropriate irregularly spelled words.
	Know and apply grade-level phonics and word analysis skills in decoding words.
a.	Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. 	Blank	
No ELP Standard Provided	No ELP Standard Provided	No ELP Standard Provided	No ELP Standard Provided	No ELP Standard Provided	
Reading Foundations 
Anchor Standard 4
	Reading Foundations 
Anchor Standard 4 Level A 
ESOL Levels 1-2-3	Reading Foundations 
Anchor Standard 4 Level B
ESOL Level 4	Reading Foundations 
Anchor Standard 4 Level C
ESOL Level 5	Reading Foundations 
Anchor Standard 4 Level D
ESOL Level 6	
Read with sufficient accuracy and fluency to support comprehension. (Fluency)	Read with sufficient accuracy and fluency to support comprehension.
a.	Read grade-level text with purpose and understanding.
b.	Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
c.	Use context to confirm or self-correct word recognition and understanding, rereading as necessary. 	Read with sufficient accuracy and fluency to support comprehension.
a.	Read grade-level text with purpose and understanding.
b.	Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c.	Use context to confirm or self-correct word recognition and understanding, rereading as necessary. 	Read with sufficient accuracy and fluency to support comprehension.
a.	Read grade-level text with purpose and understanding.
b.	Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c.	Use context to confirm or self-correct word recognition and understanding, rereading as necessary. 	Blank	
No ELP Standard Provided	No ELP Standard Provided	No ELP Standard Provided	No ELP Standard Provided	No ELP Standard Provided	

READING				READING	
Reading 
Anchor Standard 1	Reading 
Anchor Standard 1 Level A 
ESOL Levels 1-2-3	Reading
 Anchor Standard 1 Level B
ESOL Level 4	Reading 
Anchor Standard 1 Level C
ESOL Level 5	Reading 
Anchor Standard 1 Level D
ESOL Level 6	
Read closely to determine what the text says explicitly to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 
	Ask and answer questions about key details in a text	Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.	Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.	Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 
Application: Cite specific textual evidence to support analysis of primary and secondary sources.
Application: Cite specific textual evidence to support analysis of science and technical texts	
ELP Anchor Standard 1	ELP Anchor Standard Level 1
ESOL Levels 1-2-3	ELP Anchor Standard Level 2
ESOL Level 4	ELP Anchor Standard Level 3
ESOL Level 5	ELP Anchor Standard Level 4
ESOL Level 6	
An ELL can construct meaning from oral presentations and literary and informational text through level-appropriate listening, reading, and viewing. 	By the end of English language proficiency level 1, an ELL can use a very limited set of strategies to:
•	identify a few key words and phrases in oral communications and simple spoken and written texts. 	By the end of English language proficiency level 2, an ELL can use an emerging set of strategies to: 
•	identify the main topic in oral presentations and simple spoken and written texts 
•	retell a few key details. 	By the end of English language proficiency level 3, an ELL can use a developing set of strategies to:
•	determine a central idea or theme in oral presentations and spoken and written texts 
•	retell key details
•	answer questions about key details
•	explain how the theme is developed by specific details in texts
•	summarize part of a text.	By the end of English language proficiency level 4, an ELL can use an increasing range of strategies to:
•	determine a central idea or theme in oral presentations and spoken and written texts 
•	analyze the development of the themes/ideas 
•	cite specific details and evidence from texts to support the analysis 
•	summarize a text.	
ELP Anchor Standard 9	ELP Anchor Standard Level 1
ESOL Levels 1-2-3	ELP Anchor Standard Level 2
ESOL Level 4	ELP Anchor Standard Level 3
ESOL Level 5	ELP Anchor Standard Level 4
ESOL Level 6	
An ELL can create clear and coherent level-appropriate speech and text. 
	By the end of English language proficiency level 1, an ELL can, with support,
•	communicate basic information about an event or topic 
•	use a narrow range of vocabulary and syntactically simple sentences. 	By the end of English language proficiency level 2, an ELL can, with support,
•	recount a short sequence of events in order 
•	introduce an informational topic 
•	provide one or two facts about the topic 
•	use common linking words to connect events and ideas. 	By the end of English language proficiency level 3, an ELL can, with support,
•	recount a sequence of events, with a beginning, middle, and end 
•	introduce and develop an informational topic with facts and details 
•	use common transitional words and phrases to connect events, ideas, and opinions 
•	provide a conclusion. 	By the end of English language proficiency level 4, an ELL can 
•	recount a longer, more detailed sequence of events or steps in a process, with a clear sequential or chronological structure 
•	introduce and develop an informational topic with facts, details, and evidence 
•	use a variety of more complex transitions to link the major sections of speech and text and to clarify relationships among events and ideas 
•	provide a concluding section or statement. 	
Reading 
Anchor Standard 2	Reading
Anchor Standard 2 Level A 
ESOL Levels 1-2-3	Reading 
Anchor Standard 2 Level B
ESOL Level 4	Reading
Anchor Standard 2 Level C
ESOL Level 5	Reading 
Anchor Standard 2 Level D
ESOL Level 6	
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 	Identify the main topic and retell key details of a text. 
	Determine the main idea of a text; recount the key details and explain how they support the main idea.
	Determine the main idea of a text and explain how it is supported by key details; summarize the text. 
Determine a theme of a story, drama, or poem from details in the text; summarize the text.	Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 
Application: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.	
ELP Anchor Standard 1	ELP Anchor Standard Level 1
ESOL Levels 1-2-3	ELP Anchor Standard Level 2
ESOL Level 4	ELP Anchor Standard Level 3
ESOL Level 5	ELP Anchor Standard Level 4
ESOL Level 6	
An ELL can construct meaning from oral presentations and literary and informational text through level-appropriate listening, reading, and viewing. 
	By the end of English language proficiency level 1, an ELL can use a very limited set of strategies to:
•	identify a few key words and phrases in oral communications and simple spoken and written texts. 	By the end of English language proficiency level 2, an ELL can use an emerging set of strategies to:
•	identify the main topic in oral presentations and simple spoken and written texts 
•	retell a few key details. 	By the end of English language proficiency level 3, an ELL can use a developing set of strategies to:
•	determine a central idea or theme in oral presentations and spoken and written texts 
•	retell key details
•	answer questions about key details
•	explain how the theme is developed by specific details in texts
•	summarize part of a text.	By the end of English language proficiency level 4, an ELL can use an increasing range of strategies to:
•	determine a central idea or theme in oral presentations and spoken and written texts 
•	analyze the development of the themes/ideas 
•	cite specific details and evidence from texts to support the analysis 
•	summarize a text.	
ELP Anchor Standard 9	ELP Anchor Standard Level 1
ESOL Levels 1-2-3	ELP Anchor Standard Level 2
ESOL Level 4	ELP Anchor Standard Level 3
ESOL Level 5	ELP Anchor Standard Level 4
ESOL Level 6	
An ELL can create clear and coherent level-appropriate speech and text. 
	By the end of English language proficiency level 1, an ELL can, with support,
•	communicate basic information about an event or topic 
•	use a narrow range of vocabulary and syntactically simple sentences. 	By the end of English language proficiency level 2, an ELL can, with support,
•	recount a short sequence of events in order 
•	introduce an informational topic 
•	provide one or two facts about the topic 
•	use common linking words to connect events and ideas. 	By the end of English language proficiency level 3, an ELL can, with support,
•	recount a sequence of events, with a beginning, middle, and end 
•	introduce and develop an informational topic with facts and details 
•	use common transitional words and phrases to connect events, ideas, and opinions 
•	provide a conclusion. 	By the end of English language proficiency level 4, an ELL can 
•	recount a longer, more detailed sequence of events or steps in a process, with a clear sequential or chronological structure 
•	introduce and develop an informational topic with facts, details, and evidence 
•	use a variety of more complex transitions to link the major sections of speech and text and to clarify relationships among events and ideas 
•	provide a concluding section or statement. 	
Reading 
Anchor Standard 3	Reading 
Anchor Standard 3 Level A 
ESOL Levels 1-2-3	Reading 
Anchor Standard 3 Level B
ESOL Level 4	Reading 
Anchor Standard 3 Level C
ESOL Level 5	Reading 
Anchor Standard 3 Level D
ESOL Level 6	
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.	Describe the connection between two individuals, events, ideas, or pieces of information in a text.
	Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.	Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.	Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
Application: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). 
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.	
ELP Anchor Standard 1	ELP Anchor Standard Level 1
ESOL Levels 1-2-3	ELP Anchor Standard Level 2
ESOL Level 4	ELP Anchor Standard Level 3
ESOL Level 5	ELP Anchor Standard Level 4
ESOL Level 6	
An ELL can construct meaning from oral presentations and literary and informational text through level-appropriate listening, reading, and viewing. 	By the end of English language proficiency level 1, an ELL can use a very limited set of strategies to:
•	identify a few key words and phrases in oral communications and simple spoken and written texts. 	By the end of English language proficiency level 2, an ELL can use an emerging set of strategies to: 
•	identify the main topic in oral presentations and simple spoken and written texts 
•	retell a few key details. 	By the end of English language proficiency level 3, an ELL can use a developing set of strategies to:
•	determine a central idea or theme in oral presentations and spoken and written texts 
•	retell key details
•	answer questions about key details
•	explain how the theme is developed by specific details in texts
•	summarize part of a text.	By the end of English language proficiency level 4, an ELL can use an increasing range of strategies to:
•	determine a central idea or theme in oral presentations and spoken and written texts 
•	analyze the development of the themes/ideas 
•	cite specific details and evidence from texts to support the analysis 
•	summarize a text.	
ELP Anchor Standard 9	ELP Anchor Standard Level 1
ESOL Levels 1-2-3	ELP Anchor Standard Level 2
ESOL Level 4	ELP Anchor Standard Level 3
ESOL Level 5	ELP Anchor Standard Level 4
ESOL Level 6	
An ELL can create clear and coherent level-appropriate speech and text. 
	By the end of English language proficiency level 1, an ELL can, with support,
•	use a narrow range of vocabulary and syntactically simple sentences. 
	By the end of English language proficiency level 2, an ELL can, with support,
•	recount a short sequence of events in order 
•	introduce an informational topic 
•	provide one or two facts about the topic 
•	use common linking words to connect events and ideas. 	By the end of English language proficiency level 3, an ELL can, with support,
•	recount a sequence of events, with a beginning, middle, and end 
•	introduce and develop an informational topic with facts and details 
•	use common transitional words and phrases to connect events, ideas, and opinions 
•	provide a conclusion. 	By the end of English language proficiency level 4, an ELL can 
•	recount a longer, more detailed sequence of events or steps in a process, with a clear sequential or chronological structure 
•	introduce and develop an informational topic with facts, details, and evidence 
•	use a variety of more complex transitions to link the major sections of speech and text and to clarify relationships among events and ideas 
•	provide a concluding section or statement. 	
Reading 
Anchor Standard 4 	Reading 
Anchor Standard 4 Level A 
ESOL Levels 1-2-3	Reading 
Anchor Standard 4 Level B
ESOL Level 4	Reading 
Anchor Standard 4 Level C
ESOL Level 5	Reading 
Anchor Standard 4 Level D
ESOL Level 6	
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 	Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.	Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a topic or subject area.
	Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a topic or subject area.) 
Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. 	Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. 	
ELP Anchor Standard 8	ELP Anchor Standard Level 1
ESOL Levels 1-2-3	ELP Anchor Standard Level 2
ESOL Level 4	ELP Anchor Standard Level 3
ESOL Level 5	ELP Anchor Standard Level 4
ESOL Level 6	
An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text. 	By the end of English language proficiency level 1, an ELL can, relying heavily on context, questioning, and knowledge of morphology in their native language(s),
•	recognize the meaning of a few frequently occurring words, simple phrases, and formulaic expressions in spoken and written texts about familiar topics, experiences, or events. 	By the end of English language proficiency level 2, an ELL can, using context, questioning, and knowledge of morphology in their native language(s), 
•	determine the meaning of frequently occurring words, phrases, and expressions in spoken and written texts about familiar topics, experiences, or events. 	By the end of English language proficiency level 3, an ELL can, using context, questioning, and a developing knowledge of English and their native language(s)' morphology, 
•	determine the meaning of general academic and content-specific words and phrases and frequently occurring expressions in spoken and written texts about familiar topics, experiences, or events. 	By the end of English language proficiency level 4, an ELL can, using context, questioning, and an increasing knowledge of English morphology, 
•	determine the meaning of general academic and content-specific words and phrases, figurative and connotative language, and a growing number of idiomatic expressions in spoken and written texts about a variety of topics, experiences, or events. 	
ELP Anchor Standard 9	ELP Anchor Standard Level 1
ESOL Levels 1-2-3	ELP Anchor Standard Level 2
ESOL Level 4	ELP Anchor Standard Level 3
ESOL Level 5	ELP Anchor Standard Level 4
ESOL Level 6	
An ELL can create clear and coherent level-appropriate speech and text. 	By the end of English language proficiency level 1, an ELL can, with support,
•	communicate basic information about an event or topic 
•	use a narrow range of vocabulary and syntactically simple sentences. 	By the end of English language proficiency level 2, an ELL can, with support,
•	recount a short sequence of events in order 
•	introduce an informational topic 
•	provide one or two facts about the topic 
•	use common linking words to connect events and ideas. 	By the end of English language proficiency level 3, an ELL can, with support,
•	recount a sequence of events, with a beginning, middle, and end 
•	introduce and develop an informational topic with facts and details 
•	use common transitional words and phrases to connect events, ideas, and opinions 
•	provide a conclusion. 	By the end of English language proficiency level 4, an ELL can
•	recount a longer, more detailed sequence of events or steps in a process, with a clear sequential or chronological structure 
•	introduce and develop an informational topic with facts, details, and evidence 
•	use a variety of more complex transitions to link the major sections of speech and text and to clarify relationships among events and ideas 
•	provide a concluding section or statement. 	
Reading 
Anchor Standard 5 	Reading 
Anchor Standard 5 Level A 
ESOL Levels 1-2-3 	Reading 
Anchor Standard 5 Level B
ESOL Level 4	Reading 
Anchor Standard 5 Level C
ESOL Level 5	Reading 
Anchor Standard 5 Level D
ESOL Level 6	
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of text (e.g., a section chapter, scene, or stanza) relate to each other and the whole. 	Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.	Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. 
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. 	Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.	Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. 
Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. 	
No ELP Standard Provided	No ELP Standard Provided	No ELP Standard Provided	No ELP Standard Provided	No ELP Standard Provided	
Reading 
Anchor Standard 6	Reading 
Anchor Standard 6 Level A 
ESOL Levels 1-2-3	Reading 
Anchor Standard Level B
ESOL Level 4	Reading 
Anchor Standard Level C
ESOL Level 5	Reading 
Anchor Standard 6 Level D
ESOL Level 6	
Assess how point of view or purpose shapes the content and style of a text. 	Blank	Identify the main purpose of a text, including what the author wants to answer, explain, or describe. 
Distinguish their own point of view from that of the author of a text. 	Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. 
Describe how a narrator’s or speaker’s point of view influences how events are described. 	Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. 
Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).	
No ELP Standard Provided	No ELP Standard Provided	No ELP Standard Provided	No ELP Standard Provided	No ELP Standard Provided	
Reading 
Anchor Standard 7	Reading 
Anchor Standard 7 Level A 
ESOL Levels 1-2-3	Reading 
Anchor Standard 7 Level B
ESOL Level 4	Reading 
Anchor Standard 7 Level C
ESOL Level 5	Reading 
Anchor Standard 7 Level D
ESOL Level 6	
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 	Use the illustrations and details in a text to describe its key ideas (e.g., maps, charts, photographs, political cartoons, etc.).
	Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 
Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).	Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. 
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.	Integrate information presented in different media or formats (e.g., in charts, graphs, photographs, videos, or maps) as well as in words to develop a coherent understanding of a topic or issue. 
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).	
ELP Anchor Standard 1	ELP Anchor Standard Level 1
ESOL Levels 1-2-3	ELP Anchor Standard Level 2
ESOL Level 4	ELP Anchor Standard Level 3
ESOL Level 5	ELP Anchor Standard Level 4
ESOL Level 6	
An ELL can construct meaning from oral presentations and literary and informational text through level-appropriate listening, reading, and viewing.
	By the end of English language proficiency level 1, an ELL can use a very limited set of strategies to: identify a few key words and phrases in oral communications and simple spoken and written texts. 	By the end of English language proficiency level 2, an ELL can use an emerging set of strategies to: 
•	identify the main topic in oral presentations and simple spoken and written texts 
•	retell a few key details. 	By the end of English language proficiency level 3, an ELL can use a developing set of strategies to:
•	determine a central idea or theme in oral presentations and spoken and written texts 
•	retell key details
•	answer questions about key details
•	explain how the theme is developed by specific details in texts
•	summarize part of a text.	By the end of English language proficiency level 4, an ELL can use an increasing range of strategies to:
•	determine a central idea or theme in oral presentations and spoken and written texts 
•	analyze the development of the themes/ideas 
•	cite specific details and evidence from texts to support the analysis 
•	summarize a text.	
Reading 
Anchor Standard 8	Reading 
Anchor Standard 8 Level A 
ESOL Levels 1-2-3	Reading 
Anchor Standard 8 Level B
ESOL Level 4	Reading 
Anchor Standard 8 Level C
ESOL Level 5	Reading 
Anchor Standard 8 Level D
ESOL Level 6	
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 
	Identify the reasons an author gives to support points in a text.	Describe how reasons support specific points the author makes in a text.	Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).	Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.	
ELP Anchor Standard 6	ELP Anchor Standard Level 1
ESOL Levels 1-2-3	ELP Anchor Standard Level 2
ESOL Level 4	ELP Anchor Standard Level 3
ESOL Level 5	ELP Anchor Standard Level 4
ESOL Level 6	
An ELL can analyze and critique the arguments of others orally and in writing. 
	By the end of English language proficiency level 1, an ELL can, with support,
•	identify a point an author or a speaker makes. 	By the end of English language proficiency level 2, an ELL can, with support,
•	identify the main argument an author or speaker makes 
•	identify one reason an author or a speaker gives to support the argument. 	By the end of English language proficiency level 3, an ELL can, with support,
•	explain the reasons an author or a speaker gives to support a claim 
•	identify one or two reasons an author or a speaker gives to support the main point. 	By the end of English language proficiency level 4, an ELL can
•	analyze the reasoning in persuasive spoken and written texts 
•	determine whether the evidence is sufficient to support the claim 
•	cite textual evidence to support the analysis. 	
Reading 
Anchor Standard 9	Reading 
Anchor Standard 9 Level A 
ESOL Levels 1-2-3	Reading 
Anchor Standard 9 Level B
ESOL Level 4	Reading 
Anchor Standard 9 Level C
ESOL Level 5	Reading 
Anchor Standard 9 Level D
ESOL Level 6	
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. 	Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).	Compare and contrast the most important points and key details presented in two texts on the same topic.
	Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.	Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.	
No ELP Standard Provided	No ELP Standard Provided	No ELP Standard Provided	No ELP Standard Provided	No ELP Standard Provided	
Reading Anchor Standard 10	
Read and comprehend complex literary and informational texts independently and proficiently.	
(Apply one or more of the Associated Quantitative Measures of Text Complexity to Reading Anchor Standards 1-9.)	
CCR Band	ATOS	Degrees of Reading Power®	Flesch-Kincaid	The Lexile Framework®	Reading Maturity	SourceRater	
CCR Level B	2.75-5.14	42-54	1.98-5.34	420-820	3.53-6.13	0.05-2.48	
CCR Level C	4.97-7.03	52-60	4.51-7.73	740-1010	5.42-7.92	0.84-5.75	
CCR Level D	7.00-9.98	57-67	6.51-10.34	925-1185	7.04-9.57	4.11-10.66	
CCR Level E	9.67-12.01	62-72	8.32-12.12	1050-1335	8.41-10.81	9.02-13.93	
CCR Level E	11.20-14.10	67-74	10.34-14.2	1185-1385	9.57-12.00	12.30-14.50	

WRITING				WRITING	
Writing 
Anchor Standard 1	Writing 
Anchor Standard 1 Level A 
ESOL Levels 1-2-3	Writing 
Anchor Standard 1 Level B
ESOL Level 4	Writing 
Anchor Standard 1 Level C
ESOL Level 5	Writing 
Anchor Standard 1 Level D
ESOL Level 6	
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 	Blank	Write opinion pieces on topics or texts, supporting a point of view with reasons.
a.	Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
b.	Provide reasons that support the opinion.
c.	Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
d.	Provide a concluding statement or section. 	Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a.	Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
b.	Provide logically ordered reasons that are supported by facts and details.
c.	Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). 
d.	Provide a concluding statement or section related to the opinion presented. 	Write arguments to support claims with clear reasons and relevant evidence.
a.	Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. 
b.	Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
c.	Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
d.	Establish and maintain a formal style. 
e.	Provide a concluding statement or section that follows from and supports the argument presented.	
ELP Anchor Standard 4	ELP Anchor Standard Level 1
ESOL Levels 1-2-3	ELP Anchor Standard Level 2
ESOL Level 4	ELP Anchor Standard Level 3
ESOL Level 5	ELP Anchor Standard Level 4
ESOL Level 6	
An ELL can construct level-appropriate oral and written claims and support them with reasoning and evidence. 	By the end of English language proficiency level 1, an ELL can 
•	express an opinion about a familiar topic, experience or event. 
•	give a reason for the opinion. 	By the end of English language proficiency level 2, an ELL can 
•	construct a claim about familiar topics, experiences, or events 
•	introduce the topic, experience, or event 
•	give a reason to support the claim 
•	provide a concluding statement. 	By the end of English language proficiency level 3, an ELL can 
•	construct a claim about familiar topics 
•	introduce the topic 
•	provide sufficient reasons or facts to support the claim 
•	provide a concluding statement. 	By the end of English language proficiency level 4, an ELL can 
•	construct a claim about a variety of topics 
•	introduce the topic 
•	provide logically ordered reasons or facts that effectively support the claim 
•	provide a concluding statement. 	
ELP Anchor Standard 6	ELP Anchor Standard Level 1
ESOL Levels 1-2-3	ELP Anchor Standard Level 2
ESOL Level 4	ELP Anchor Standard Level 3
ESOL Level 5	ELP Anchor Standard Level 4
ESOL Level 6	
An ELL can analyze and critique the arguments of others orally and in writing. 	By the end of English language proficiency level 1, an ELL can, with support,
•	identify a point an author or a speaker makes. 	By the end of English language proficiency level 2, an ELL can, with support,
•	identify the main argument an author or speaker makes 
•	identify one reason an author or a speaker gives to support the argument. 	By the end of English language proficiency level 3, an ELL can, with support,
•	explain the reasons an author or a speaker gives to support a claim 
•	identify one or two reasons an author or a speaker gives to support the main point. 	By the end of English language proficiency level 4, an ELL can
•	analyze the reasoning in persuasive spoken and written texts 
•	determine whether the evidence is sufficient to support the claim 
•	cite textual evidence to support the analysis. 	
Writing 
Anchor Standard 2 	Writing 
Anchor Standard 2 Level A 
ESOL Levels 1-2-3	Writing 
Anchor Standard 2 Level B
ESOL Level 4	Writing 
Anchor Standard 2 Level C
ESOL Level 5	Writing 
Anchor Standard 2 Level D
ESOL Level 6	
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. [This includes the narration of historical events, scientific procedures/experiments, or technical processes.] 	Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.	Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a.	Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
b.	Develop the topic with facts, definitions, and details.
c.	Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
d.	Provide a concluding statement or section. 	Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a.	Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
b.	Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c.	Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
d.	Use precise language and domain-specific vocabulary to inform about or explain the topic.
e.	Provide a concluding statement or section related to the information or explanation presented. 	Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. [This includes the narration of historical events, scientific procedures/ experiments, or technical processes.]
a.	Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/ effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b.	Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c.	Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
d.	Use precise language and domain-specific vocabulary to inform about or explain the topic.
e.	Establish and maintain a formal style. 
f.	Provide a concluding statement or section that follows from and supports the information or explanation presented.	
ELP Anchor Standard 3	ELP Anchor Standard Level 1
ESOL Levels 1-2-3	ELP Anchor Standard Level 2
ESOL Level 4	ELP Anchor Standard Level 3
ESOL Level 5	ELP Anchor Standard Level 4
ESOL Level 6	
An ELL can speak and write about level-appropriate complex literary and informational texts and topics. 
	ELP Standard 3 Level 1: By the end of English language proficiency level 1, an ELL can, with support,
•	communicate information and feelings about familiar texts, topics, and experiences. 	By the end of English language proficiency level 2, an ELL can, with support,
•	deliver short oral presentations
•	compose simple written narratives or informational texts about familiar texts, topics, experiences, or events. 	By the end of English language proficiency level 3, an ELL can, with support,
•	deliver short oral presentations
•	compose written informational texts
•	develop the topic with a few details about familiar texts, topics, or events. 	By the end of English language proficiency level 4, an ELL can deliver oral presentations
•	compose written informational texts
•	develop the topic with some relevant details, concepts, examples, and information
•	integrate graphics or multimedia when useful about a variety of texts, topics, or events. 	
Writing 
Anchor Standard 3
	Writing 
Anchor Standard 3 Level A 
ESOL Levels 1-2-3	Writing 
Anchor Standard 3 Level B
ESOL Level 4	Writing 
Anchor Standard 3 Level C
ESOL Level 5	Writing 
Anchor Standard 3 Level D
ESOL Level 6	
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences. 	Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.	Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.	Note: Students’ narrative skills continue to grow in these levels as students work to incorporate narrative elements effectively into their arguments and informative/explanatory texts.	Note: Students’ narrative skills continue to grow in these levels as students work to incorporate narrative elements effectively into their arguments and informative/explanatory texts.	
ELP Anchor Standard 3	ELP Anchor Standard Level 1
ESOL Levels 1-2-3	ELP Anchor Standard Level 2
ESOL Level 4	ELP Anchor Standard Level 3
ESOL Level 5	ELP Anchor Standard Level 4
ESOL Level 6	
An ELL can speak and write about level-appropriate complex literary and informational texts and topics. 
	By the end of English language proficiency level 1, an ELL can, with support,
•	communicate information and feelings about familiar texts, topics, and experiences. 	By the end of English language proficiency level 2, an ELL can, with support,
•	deliver short oral presentations
•	compose simple written narratives or informational texts about familiar texts, topics, experiences, or events. 	By the end of English language proficiency level 3, an ELL can, with support,
•	deliver short oral presentations
•	compose written informational texts
•	develop the topic with a few details about familiar texts, topics, or events. 	By the end of English language proficiency level 4, an ELL can 
•	deliver oral presentations
•	compose written informational texts
•	develop the topic with some relevant details, concepts, examples, and information
•	integrate graphics or multimedia when useful about a variety of texts, topics, or events. 	
Writing 
Anchor Standard 4
	Writing 
Anchor Standard 4 Level A 
ESOL Levels 1-2-3	Writing 
Anchor Standard 4 Level B
ESOL Level 4	Writing 
Anchor Standard 4 Level C
ESOL Level 5	Writing 
Anchor Standard 4 Level D
ESOL Level 6	
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.	Blank	Produce writing in which the development and organization are appropriate to task and purpose.	Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.	
No ELP Standard Provided	No ELP Standard Provided	No ELP Standard Provided	No ELP Standard Provided	No ELP Standard Provided	
Writing 
Anchor Standard 5
	Writing 
Anchor Standard 5 Level A 
ESOL Levels 1-2-3	Writing 
Anchor Standard 5 Level B
ESOL Level 4	Writing 
Anchor Standard 5 Level C
ESOL Level 5	Writing 
Anchor Standard 5 Level D
ESOL Level 6	
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 
	With guidance and support focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.	With guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 at this level.)	With guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 at this level.)	With some guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 at this level.)	
ELP Anchor Standard 7	ELP Anchor Standard Level 1
ESOL Levels 1-2-3	ELP Anchor Standard Level 2
ESOL Level 4	ELP Anchor Standard Level 3
ESOL Level 5	ELP Anchor Standard Level 4
ESOL Level 6	
An ELL can adapt language choices to purpose, task, and audience when speaking and writing. 	By the end of English language proficiency level 1, an ELL can 
•	show emerging awareness of differences between informal and formal language use
•	recognize the meaning of some words learned through conversations, reading, and being read to.	By the end of English language proficiency level 2, an ELL can 
•	show increasing awareness of differences between informal and formal language use
•	adapt language choices to task and audience with emerging control in various social and academic contexts
•	begin to use some frequently occurring general academic and content-specific words.	By the end of English language proficiency level 3, an ELL can 
•	adapt language choices and style according to purpose, task, and audience with developing ease in various social and academic contexts
•	use an increasing number of general academic and content-specific words and expressions in spoken and written texts
•	show developing control of style and tone in spoken and written texts.	By the end of English language proficiency level 4, an ELL can 
•	adapt language choices and style according to purpose, task, and audience in various social and academic contexts
•	use a wider range of complex general academic and content-specific words and phrases
•	adopt and maintain a formal and informal style and tone in spoken and written texts, as appropriate.	
Writing 
Anchor Standard 6	Writing 
Anchor Standard 6 Level A 
ESOL Levels 1-2-3	Writing 
Anchor Standard 6 Level B
ESOL Level 4	Writing 
Anchor Standard 6 Level C
ESOL Level 5	Writing 
Anchor Standard 6 Level D
ESOL Level 6	
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. 
	With guidance and support, use a variety of digital tools to produce and publish writing, including in collaboration with peers. 	With guidance and support, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.	With some guidance and support, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. 	Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. 	
ELP Anchor Standard 2	ELP Anchor Standard Level 1
ESOL Levels 1-2-3	ELP Anchor Standard Level 2
ESOL Level 4	ELP Anchor Standard Level 3
ESOL Level 5	ELP Anchor Standard Level 4
ESOL Level 6	
An ELL can participate in level appropriate oral and written exchanges of information, ideas, and analyses, in various social and academic contexts, responding to peer, audience, or reader comments and questions. 	By the end of English language proficiency level 1, an ELL can 
•	actively listen to others 
•	participate in short conversations and written exchanges about familiar topics and in familiar contexts 
•	present simple information 
•	respond to simple yes/no questions and some wh- questions. 	By the end of English language proficiency level 2, an ELL can 
•	participate in short conversations and written exchanges about familiar topics and texts 
•	present information and ideas 
•	appropriately take turns in interactions with others 
•	respond to simple questions and wh- questions. 	By the end of English language proficiency level 3, an ELL can 
•	participate in conversations, discussions, and written exchanges about familiar topics, texts, and issues 
•	build on the ideas of others 
•	express his or her own ideas 
•	ask and answer relevant questions 
•	add relevant information and evidence 
•	restate some of the key ideas expressed 
•	follow rules for discussion 
•	ask questions to gain information or clarify understanding. 	By the end of English language proficiency level 4, an ELL can 
•	participate in conversations, discussions, and written exchanges about a range of topics, texts, and issues 
•	build on the ideas of others 
•	express his or her own ideas 
•	clearly support points with specific and relevant evidence 
•	ask and answer questions to clarify ideas and conclusions 
•	summarize the key points expressed. 	
Writing 
Anchor Standard 7	Writing 
Anchor Standard 7 Level A 
ESOL Levels 1-2-3	Writing 
Anchor Standard 7 Level B
ESOL Level 4	Writing 
Anchor Standard 7 Level C
ESOL Level 5	Writing 
Anchor Standard 7 Level D
ESOL Level 6	
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.	Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).	Conduct short research projects that build knowledge about a topic.	Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 	Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. 	
ELP Anchor Standard 5	ELP Anchor Standard Level 1
ESOL Levels 1-2-3	ELP Anchor Standard Level 2
ESOL Level 4	ELP Anchor Standard Level 3
ESOL Level 5	ELP Anchor Standard Level 4
ESOL Level 6	
An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems. 	By the end of English language proficiency level 1, an ELL can, with support,
•	carry out short, shared research projects 
•	gather information from a few provided print and digital sources 
•	label collected information, experiences, or events 
•	recall information from experience or from a provided source. 	By the end of English language proficiency level 2, an ELL can, with support,
•	carry out short individual or shared research projects 
•	gather information from provided print and digital sources 
•	record information in simple notes 
•	summarize data and information. 	By the end of English language proficiency level 3, an ELL can, with support,
•	carry out short research projects to answer a question 
•	gather information from multiple provided print and digital sources 
•	paraphrase key information in a short written or oral report 
•	include illustrations, diagrams, or other graphics as appropriate 
•	provide a list of sources. 	By the end of English language proficiency level 4, an ELL can 
•	carry out both short and more sustained research projects to answer a question 
•	gather information from multiple print and digital sources 
•	evaluate the reliability of each source 
•	use search terms effectively 
•	synthesize information from multiple print and digital sources 
•	integrate information into an organized oral or written report 
•	include illustrations, diagrams, or other graphics as appropriate 
•	cite sources appropriately. 	
Writing 
Anchor Standard 8	Writing 
Anchor Standard 8 Level A 
ESOL Levels 1-2-3	Writing 
Anchor Standard 8 Level B
ESOL Level 4	Writing 
Anchor Standard 8 Level C
ESOL Level 5	Writing 
Anchor Standard 8 Level D
ESOL Level 6	
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 
	With guidance and support, recall information from experiences or gather information from provided sources to answer a question.
	Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.	Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. 	Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 	
ELP Anchor Standard 5	ELP Anchor Standard Level 1
ESOL Levels 1-2-3	ELP Anchor Standard Level 2
ESOL Level 4	ELP Anchor Standard Level 3
ESOL Level 5	ELP Anchor Standard Level 4
ESOL Level 6	
An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems. 	By the end of English language proficiency level 1, an ELL can, with support,
•	carry out short, shared research projects 
•	gather information from a few provided print and digital sources 
•	label collected information, experiences, or events 
•	recall information from experience or from a provided source. 	By the end of English language proficiency level 2, an ELL can, with support,
•	carry out short individual or shared research projects 
•	gather information from provided print and digital sources 
•	record information in simple notes 
•	summarize data and information. 	By the end of English language proficiency level 3, an ELL can, with support,
•	carry out short research projects to answer a question 
•	gather information from multiple provided print and digital sources 
•	paraphrase key information in a short written or oral report 
•	include illustrations, diagrams, or other graphics as appropriate 
•	provide a list of sources. 	By the end of English language proficiency level 4, an ELL can 
•	carry out both short and more sustained research projects to answer a question 
•	gather information from multiple print and digital sources 
•	evaluate the reliability of each source 
•	use search terms effectively 
•	synthesize information from multiple print and digital sources 
•	integrate information into an organized oral or written report 
•	include illustrations, diagrams, or other graphics as appropriate 
•	cite sources appropriately. 	
Writing 
Anchor Standard9	Writing 
Anchor Standard 9 Level A 
ESOL Levels 1-2-3	Writing 
Anchor Standard 9 Level B
ESOL Level 4	Writing 
Anchor Standard 9 Level C
ESOL Level 5	Writing 
Anchor Standard 9 Level D
ESOL Level 6	
Draw evidence from literary or informational texts to support analysis, reflection, and research. 
	Blank	Blank 	Draw evidence from literary or informational texts to support analysis, reflection, and research. 
a.	Apply Reading standards from this level to literature (e.g., “Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text”). 
b.	Apply Reading standards from this level to informational text (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s)”).	Draw evidence from literary or informational texts to support analysis, reflection, and research.
a.	Apply Reading standards from this level to literature (e.g., “Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments”).
b.	Apply Reading standards from this level to literary nonfiction (e.g., “Analyze how a text makes connections among and distinctions between individuals’ ideas or events”).	
ELP Anchor Standard 5	ELP Anchor Standard Level 1
ESOL Levels 1-2-3	ELP Anchor Standard Level 2
ESOL Level 4	ELP Anchor Standard Level 3
ESOL Level 5	ELP Anchor Standard Level 4
ESOL Level 6	
An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems. 	By the end of English language proficiency level 1, an ELL can, with support,
•	carry out short, shared research projects 
•	gather information from a few provided print and digital sources 
•	label collected information, experiences, or events 
•	recall information from experience or from a provided source. 	By the end of English language proficiency level 2, an ELL can, with support,
•	carry out short individual or shared research projects 
•	gather information from provided print and digital sources 
•	record information in simple notes 
•	summarize data and information. 	By the end of English language proficiency level 3, an ELL can, with support,
•	carry out short research projects to answer a question 
•	gather information from multiple provided print and digital sources 
•	paraphrase key information in a short written or oral report 
•	include illustrations, diagrams, or other graphics as appropriate 
•	provide a list of sources. 	By the end of English language proficiency level 4, an ELL can
•	carry out both short and more sustained research projects to answer a question 
•	gather information from multiple print and digital sources 
•	evaluate the reliability of each source 
•	use search terms effectively 
•	synthesize information from multiple print and digital sources 
•	integrate information into an organized oral or written report 
•	include illustrations, diagrams, or other graphics as appropriate 
•	cite sources appropriately. 	

SPEAKING & LISTENING				SPEAKING & LISTENING	
Speaking & Listening Anchor Standard 1	Speaking & Listening
 Anchor Standard 1 Level A 
ESOL Levels 1-2-3	Speaking & Listening
 Anchor Standard 1 Level B
ESOL Level 4	Speaking & Listening
 Anchor Standard 1 Level C
ESOL Level 5	Speaking & Listening
 Anchor Standard 1 Level D
ESOL Level 6	
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.	Participate in collaborative conversations with diverse partners in small and larger groups. 
a.	Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). 
b.	Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
c.	Ask questions to clear up any confusion about the topics and texts under discussion. 	Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing their own clearly.
a.	Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
b.	Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). 
c.	Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
d.	Explain their own ideas and understanding in light of the discussion.	Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing their own clearly
a.	Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
Follow agreed-upon rules for discussions and carry out assigned roles.
b.	Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
c.	Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. 	Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing their own clearly.
a.	Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
b.	Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
c.	Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
d.	Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.	
ELP Anchor Standard 2	ELP Anchor Standard Level 1
ESOL Levels 1-2-3	ELP Anchor Standard Level 2
ESOL Level 4	ELP Anchor Standard Level 3
ESOL Level 5	ELP Anchor Standard Level 4
ESOL Level 6	
An ELL can participate in level appropriate oral and written exchanges of information, ideas, and analyses, in various social and academic contexts, responding to peer, audience, or reader comments and questions. 	By the end of English language proficiency level 1, an ELL can 
•	actively listen to others 
•	participate in short conversations and written exchanges about familiar topics and in familiar contexts 
•	present simple information 
•	respond to simple yes/no questions and some wh- questions. 	By the end of English language proficiency level 2, an ELL can
•	participate in short conversations and written exchanges about familiar topics and texts 
•	present information and ideas 
•	appropriately take turns in interactions with others 
•	respond to simple questions and wh- questions. 	By the end of English language proficiency level 3, an ELL can
•	participate in conversations, discussions, and written exchanges about familiar topics, texts, and issues 
•	build on the ideas of others 
•	express his or her own ideas 
•	ask and answer relevant questions 
•	add relevant information and evidence 
•	restate some of the key ideas expressed 
•	follow rules for discussion 
•	ask questions to gain information or clarify understanding. 	By the end of English language proficiency level 4, an ELL can 
•	participate in conversations, discussions, and written exchanges about a range of topics, texts, and issues 
•	build on the ideas of others 
•	express his or her own ideas 
•	clearly support points with specific and relevant evidence 
•	ask and answer questions to clarify ideas and conclusions 
•	summarize the key points expressed. 	
Speaking & Listening 
Anchor Standard 2	Speaking & Listening
 Anchor Standard 2 Level A 
ESOL Levels 1-2-3	Speaking & Listening
 Anchor Standard 2 Level B
ESOL Level 4	Speaking & Listening
 Anchor Standard 2 Level C
ESOL Level 5	Speaking & Listening
 Anchor Standard 2 Level D
ESOL Level 6	
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 
	Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.	Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 	Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 
Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 	Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. 	
ELP Anchor Standard 1	ELP Anchor Standard Level 1
ESOL Levels 1-2-3	ELP Anchor Standard Level 2
ESOL Level 4	ELP Anchor Standard Level 3
ESOL Level 5	ELP Anchor Standard Level 4
ESOL Level 6	
An ELL can construct meaning from oral presentations and literary and informational text through level-appropriate listening, reading, and viewing. 	By the end of English language proficiency level 1, an ELL can use a very limited set of strategies to:
•	identify a few key words and phrases in oral communications and simple spoken and written texts. 	By the end of English language proficiency level 2, an ELL can use an emerging set of strategies to:
•	identify the main topic in oral presentations and simple spoken and written texts 
•	retell a few key details. 	By the end of English language proficiency level 3, an ELL can use a developing set of strategies to:
•	determine a central idea or theme in oral presentations and spoken and written texts 
•	retell key details
•	answer questions about key details
•	explain how the theme is developed by specific details in texts
•	summarize part of a text.	By the end of English language proficiency level 4, an ELL can use an increasing range of strategies to:
•	determine a central idea or theme in oral presentations and spoken and written texts 
•	analyze the development of the themes/ideas 
•	cite specific details and evidence from texts to support the analysis 
•	summarize a text.	
Speaking & Listening 
Anchor Standard 3	Speaking & Listening
 Anchor Standard 3 Level A 
ESOL Levels 1-2-3	Speaking & Listening
 Anchor Standard 3 Level B
ESOL Level 4	Speaking & Listening
 Anchor Standard 3 Level C
ESOL Level 5	Speaking & Listening
 Anchor Standard 3 Level D
ESOL Level 6	
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. 	Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 	Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. 	Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. 	Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.	
ELP Anchor Standard 6	ELP Anchor Standard Level 1
ESOL Levels 1-2-3	ELP Anchor Standard Level 2
ESOL Level 4	ELP Anchor Standard Level 3
ESOL Level 5	ELP Anchor Standard Level 4
ESOL Level 6	
An ELL can analyze and critique the arguments of others orally and in writing.	By the end of English language proficiency level 1, an ELL can, with support,
•	identify a point an author or a speaker makes. 	By the end of English language proficiency level 2, an ELL can, with support,
•	identify the main argument an author or speaker makes 
•	identify one reason an author or a speaker gives to support the argument. 	By the end of English language proficiency level 3, an ELL can, with support,
•	explain the reasons an author or a speaker gives to support a claim 
•	identify one or two reasons an author or a speaker gives to support the main point. 	By the end of English language proficiency level 4, an ELL can 
•	analyze the reasoning in persuasive spoken and written texts 
•	determine whether the evidence is sufficient to support the claim 
•	cite textual evidence to support the analysis. 	
Speaking & Listening 
Anchor Standard 4	Speaking & Listening
 Anchor Standard 4 Level A 
ESOL Levels 1-2-3	Speaking & Listening
 Anchor Standard 4 Level B
ESOL Level 4	Speaking & Listening
 Anchor Standard 4 Level C
ESOL Level 5	Speaking & Listening
 Anchor Standard 4 Level D
ESOL Level 6	
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 	Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. 	Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.	Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.	Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.	
ELP Anchor Standard 3	ELP Anchor Standard Level 1
ESOL Levels 1-2-3	ELP Anchor Standard Level 2
ESOL Level 4	ELP Anchor Standard Level 3
ESOL Level 5	ELP Anchor Standard Level 4
ESOL Level 6	
An ELL can speak and write about level-appropriate complex literary and informational texts and topics. 
	By the end of English language proficiency level 1, an ELL can, with support,
•	communicate information and feelings
about familiar texts, topics, and experiences. 	By the end of English language proficiency level 2, an ELL can, with support,
•	deliver short oral presentations
•	compose simple written narratives or informational texts
about familiar texts, topics, experiences, or events. 	By the end of English language proficiency level 3, an ELL can, with support,
•	deliver short oral presentations
•	compose written informational texts
•	develop the topic with a few details
about familiar texts, topics, or events. 	By the end of English language proficiency level 4, an ELL can 
•	deliver oral presentations
•	compose written informational texts
•	develop the topic with some relevant details, concepts, examples, and information
•	integrate graphics or multimedia when useful
about a variety of texts, topics, or events. 	
ELP Anchor Standard 4	ELP Anchor Standard Level 1
ESOL Levels 1-2-3	ELP Anchor Standard Level 2
ESOL Level 4	ELP Anchor Standard Level 3
ESOL Level 5	ELP Anchor Standard Level 4
ESOL Level 6	
An ELL can construct level-appropriate oral and written claims and support them with reasoning and evidence. 	By the end of English language proficiency level 1, an ELL can 
•	express an opinion about a familiar topic, experience or event. 
•	give a reason for the opinion. 	By the end of English language proficiency level 2, an ELL can 
•	construct a claim about familiar topics, experiences, or events 
•	introduce the topic, experience, or event 
•	give a reason to support the claim 
•	provide a concluding statement. 	By the end of English language proficiency level 3, an ELL can 
•	construct a claim about familiar topics 
•	introduce the topic 
•	provide sufficient reasons or facts to support the claim 
•	provide a concluding statement. 	By the end of English language proficiency level 4, an ELL can 
•	construct a claim about a variety of topics 
•	introduce the topic 
•	provide logically ordered reasons or facts that effectively support the claim 
•	provide a concluding statement. 	
ELP Anchor Standard 5	ELP Anchor Standard Level 1
ESOL Levels 1-2-3	ELP Anchor Standard Level 2
ESOL Level 4	ELP Anchor Standard Level 3
ESOL Level 5	ELP Anchor Standard Level 4
ESOL Level 6	
An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems. 	By the end of English language proficiency level 1, an ELL can, with support,
•	carry out short, shared research projects 
•	gather information from a few provided print and digital sources 
•	label collected information, experiences, or events 
•	recall information from experience or from a provided source. 	By the end of English language proficiency level 2, an ELL can, with support,
•	carry out short individual or shared research projects 
•	gather information from provided print and digital sources 
•	record information in simple notes 
•	summarize data and information. 	By the end of English language proficiency level 3, an ELL can, with support,
•	carry out short research projects to answer a question 
•	gather information from multiple provided print and digital sources 
•	paraphrase key information in a short written or oral report 
•	include illustrations, diagrams, or other graphics as appropriate 
•	provide a list of sources. 	By the end of English language proficiency level 4, an ELL can 
•	carry out both short and more sustained research projects to answer a question 
•	gather information from multiple print and digital sources 
•	evaluate the reliability of each source 
•	use search terms effectively 
•	synthesize information from multiple print and digital sources 
•	integrate information into an organized oral or written report 
•	include illustrations, diagrams, or other graphics as appropriate 
•	cite sources appropriately. 	
ELP Anchor Standard 9	ELP Anchor Standard Level 1
ESOL Levels 1-2-3	ELP Anchor Standard Level 2
ESOL Level 4	ELP Anchor Standard Level 3
ESOL Level 5	ELP Anchor Standard Level 4
ESOL Level 6	
An ELL can create clear and coherent level-appropriate speech and text. 
	By the end of English language proficiency level 1, an ELL can, with support,
•	communicate basic information about an event or topic 
•	use a narrow range of vocabulary and syntactically simple sentences. 	By the end of English language proficiency level 2, an ELL can, with support,
•	recount a short sequence of events in order 
•	introduce an informational topic 
•	provide one or two facts about the topic 
•	use common linking words to connect events and ideas. 	By the end of English language proficiency level 3, an ELL can, with support,
•	recount a sequence of events, with a beginning, middle, and end 
•	introduce and develop an informational topic with facts and details 
•	use common transitional words and phrases to connect events, ideas, and opinions 
•	provide a conclusion. 	By the end of English language proficiency level 4, an ELL can 
•	recount a longer, more detailed sequence of events or steps in a process, with a clear sequential or chronological structure 
•	introduce and develop an informational topic with facts, details, and evidence 
•	use a variety of more complex transitions to link the major sections of speech and text and to clarify relationships among events and ideas 
•	provide a concluding section or statement. 	
Speaking & Listening 
Anchor Standard 5	Speaking & Listening
 Anchor Standard 5 Level A 
ESOL Levels 1-2-3	Speaking & Listening
 Anchor Standard 5 Level B
ESOL Level 4	Speaking & Listening
 Anchor Standard 5 Level C
ESOL Level 5	Speaking & Listening
 Anchor Standard 5 Level D
ESOL Level 6	
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 	Blank	Blank	Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. 	Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. 	
ELP Anchor Standard 3	ELP Anchor Standard Level 1
ESOL Levels 1-2-3	ELP Anchor Standard Level 2
ESOL Level 4	ELP Anchor Standard Level 3
ESOL Level 5	ELP Anchor Standard Level 4
ESOL Level 6	
An ELL can speak and write about level-appropriate complex literary and informational texts and topics. 
	By the end of English language proficiency level 1, an ELL can, with support,
•	communicate information and feelings
about familiar texts, topics, and experiences. 	By the end of English language proficiency level 2, an ELL can, with support,
•	deliver short oral presentations
•	compose simple written narratives or informational texts 
about familiar texts, topics, experiences, or events. 	By the end of English language proficiency level 3, an ELL can, with support,
•	deliver short oral presentations
•	compose written informational texts
•	develop the topic with a few details 
about familiar texts, topics, or events. 	By the end of English language proficiency level 4, an ELL can 
•	deliver oral presentations
•	compose written informational texts
•	develop the topic with some relevant details, concepts, examples, and information
•	integrate graphics or multimedia when useful
about a variety of texts, topics, or events. 	
ELP Anchor Standard 5	ELP Anchor Standard Level 1
ESOL Levels 1-2-3	ELP Anchor Standard Level 2
ESOL Level 4	ELP Anchor Standard Level 3
ESOL Level 5	ELP Anchor Standard Level 4
ESOL Level 6	
An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems. 	By the end of English language proficiency level 1, an ELL can, with support,
•	carry out short, shared research projects 
•	gather information from a few provided print and digital sources 
•	label collected information, experiences, or events 
•	recall information from experience or from a provided source. 	By the end of English language proficiency level 2, an ELL can, with support,
•	carry out short individual or shared research projects 
•	gather information from provided print and digital sources 
•	record information in simple notes 
•	summarize data and information. 	•	carry out short research projects to answer a question 
•	gather information from multiple provided print and digital sources 
•	paraphrase key information in a short written or oral report 
•	include illustrations, diagrams, or other graphics as appropriate 
•	provide a list of sources. 	By the end of English language proficiency level 4, an ELL can 
•	carry out both short and more sustained research projects to answer a question 
•	gather information from multiple print and digital sources 
•	evaluate the reliability of each source 
•	use search terms effectively 
•	synthesize information from multiple print and digital sources 
•	integrate information into an organized oral or written report 
•	include illustrations, diagrams, or other graphics as appropriate 
•	cite sources appropriately. 	
Speaking & Listening Anchor Standard 6	Speaking & Listening
 Anchor Standard 6 Level A 
ESOL Levels 1-2-3	Speaking & Listening
 Anchor Standard 6 Level B
ESOL Level 4	Speaking & Listening
 Anchor Standard 6 Level C
ESOL Level 5	Speaking & Listening
 Anchor Standard Level D
ESOL Level 6	
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. 	Speak audibly and express thoughts, feelings, and ideas clearly.
Produce complete sentences when appropriate to task and situation. (See Language standards 1 and 3.)	Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Language standards 1 and 3.)	Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See Language standards 1 and 3.) 	Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See Language standards 1 and 3 for specific expectations.) 	
ELP Anchor Standard 7	ELP Anchor Standard Level 1
ESOL Levels 1-2-3	ELP Anchor Standard Level 2
ESOL Level 4	ELP Anchor Standard Level 3
ESOL Level 5	ELP Anchor Standard Level 4
ESOL Level 6	
An ELL can adapt language choices to purpose, task, and audience when speaking and writing. 	By the end of English language proficiency level 1, an ELL can 
•	show emerging awareness of differences between informal and formal language use
•	recognize the meaning of some words learned through conversations, reading, and being read to.	By the end of English language proficiency level 2, an ELL can 
•	show increasing awareness of differences between informal and formal language use
•	adapt language choices to task and audience with emerging control in various social and academic contexts
•	begin to use some frequently occurring general academic and content-specific words.	By the end of English language proficiency level 3, an ELL can 
•	adapt language choices and style according to purpose, task, and audience with developing ease in various social and academic contexts
•	use an increasing number of general academic and content-specific words and expressions in spoken and written texts
•	show developing control of style and tone in spoken and written texts.	By the end of English language proficiency level 4, an ELL can 
•	adapt language choices and style according to purpose, task, and audience in various social and academic contexts
•	use a wider range of complex general academic and content-specific words and phrases
•	adopt and maintain a formal and informal style and tone in spoken and written texts, as appropriate.	
ELP Anchor Standard 9	ELP Anchor Standard Level 1
ESOL Levels 1-2-3	ELP Anchor Standard Level 2
ESOL Level 4	ELP Anchor Standard Level 3
ESOL Level 5	ELP Anchor Standard Level 4
ESOL Level 6	
An ELL can create clear and coherent level-appropriate speech and text. 
	By the end of English language proficiency level 1, an ELL can, with support,
•	communicate basic information about an event or topic 
•	use a narrow range of vocabulary and syntactically simple sentences. 	By the end of English language proficiency level 2, an ELL can, with support,
•	recount a short sequence of events in order 
•	introduce an informational topic 
•	provide one or two facts about the topic 
•	use common linking words to connect events and ideas. 	By the end of English language proficiency level 3, an ELL can, with support,
•	recount a sequence of events, with a beginning, middle, and end 
•	introduce and develop an informational topic with facts and details 
•	use common transitional words and phrases to connect events, ideas, and opinions 
•	provide a conclusion. 	By the end of English language proficiency level 4, an ELL can 
•	recount a longer, more detailed sequence of events or steps in a process, with a clear sequential or chronological structure 
•	introduce and develop an informational topic with facts, details, and evidence 
•	use a variety of more complex transitions to link the major sections of speech and text and to clarify relationships among events and ideas 
•	provide a concluding section or statement. 	

LANGUAGE				LANGUAGE	
Language 
Anchor Standard 1	Language 
Anchor Standard 1 Level A 
ESOL Levels 1-2-3	Language 
Anchor Standard 1 Level B
ESOL Level 4	Language 
Anchor Standard 1 Level C
ESOL Level 5	Language 
Anchor Standard 1 Level D
ESOL Level 6	
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 
a.	Print all upper- and lowercase letters. 
b.	Use common, proper, and possessive nouns. 
c.	Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). 
d.	Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). 
e.	Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). 
f.	Use frequently occurring adjectives. 
g.	Use frequently occurring nouns and verbs. 
h.	Use frequently occurring conjunctions (e.g., and, but, or, so, because). 
i.	Use determiners (e.g., articles, demonstratives). 
j.	Use frequently occurring prepositions (e.g., during, beyond, toward). 
k.	Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). 
l.	Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. 	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 
a.	Use collective nouns (e.g., group). 
b.	Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. 
c.	Form and use regular and irregular plural nouns. 
d.	Use reflexive pronouns (e.g., myself, ourselves). 
e.	Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). 
f.	Use abstract nouns (e.g., childhood). 
g.	Form and use regular and irregular verbs. 
h.	Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. 
i.	Ensure subject-verb and pronoun-antecedent agreement. 
j.	Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. 
k.	Use coordinating and subordinating conjunctions. 
l.	Produce simple, compound, and complex sentences. 
m.	Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). 	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 
a.	Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. 
b.	Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). 
c.	Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. 
d.	Use modal auxiliaries (e.g., can, may, must) to convey various conditions. 
e.	Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. 
f.	Use verb tense to convey various times, sequences, states, and conditions. 
g.	Recognize and correct inappropriate shifts in verb tense. 
h.	Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). 
i.	Form and use prepositional phrases. 
j.	Use correlative conjunctions (e.g., either/or, neither/nor). 
k.	Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. 
l.	Correctly use frequently confused words (e.g., to, too, two; there, their). 	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 
a.	Ensure that pronouns are in the proper case (subjective, objective, possessive). 
b.	Use intensive pronouns. 
c.	Recognize and correct inappropriate shifts in pronoun number and person. 
d.	Recognize and correct vague or unclear pronouns. 
e.	Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language. 
f.	Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. 
g.	Form and use verbs in the active and passive voice. 
h.	Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. 
i.	Recognize and correct inappropriate shifts in verb voice and mood. 
j.	Explain the function of phrases and clauses in general and their function in specific sentences. 
k.	Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. 
l.	Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. 	
ELP Anchor Standard 10	ELP Anchor Standard Level 1
ESOL Levels 1-2-3	ELP Anchor Standard Level 2
ESOL Level 4	ELP Anchor Standard Level 3
ESOL Level 5	ELP Anchor Standard Level 4
ESOL Level 6	
An ELL can demonstrate command of the conventions of standard English to communicate in level-appropriate speech and writing. 	By the end of English language proficiency level 1, an ELL can, with support,
•	recognize and use a small number of frequently occurring nouns, noun phrases, verbs, conjunctions, and prepositions 
•	understand and respond to simple questions. 	By the end of English language proficiency level 2, an ELL can, with support,
•	use frequently occurring verbs, nouns, adjectives, adverbs, prepositions, and conjunctions 
•	produce simple and compound sentences. 	By the end of English language proficiency level 3, an ELL can, with support,
•	use simple phrases 
•	use simple clauses 
•	produce and expand simple, compound, and a few complex sentences. 	By the end of English language proficiency level 4, an ELL can
•	use increasingly complex phrases 
•	use increasingly complex clauses 
•	produce and expand simple, compound, and complex sentences. 	
Language 
Anchor Standard 2	Language 
Anchor Standard 2 Level A 
ESOL Levels 1-2-3	Language 
Anchor Standard 2 Level B
ESOL Level 4	Language 
Anchor Standard 2 Level C
ESOL Level 5	Language 
Anchor Standard 2 Level D
ESOL Level 6	
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 
a.	Capitalize the first word in a sentence and the pronoun I.
b.	Capitalize dates and names of people. 
c.	Recognize and name end punctuation. 
d.	Use end punctuation for sentences. 
e.	Use commas in dates and to separate single words in a series. 
f.	Write a letter or letters for most consonant and short-vowel sounds (phonemes). 
g.	Spell simple words phonetically, drawing on knowledge of sound-letter relationships. 
h.	Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. 
i.	Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 
a.	Capitalize holidays, product names, and geographic names. 
b.	Capitalize appropriate words in titles. 
c.	Use commas in greetings and closings of letters. 
d.	Use commas in addresses. 
e.	Use commas and quotation marks in dialogue. 
f.	Use an apostrophe to form contractions and frequently occurring possessives. 
g.	Form and use possessives. 
h.	Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). 
i.	Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). 
j.	Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. 
k.	Consult reference materials, including beginning dictionaries, as needed to check and correct spellings	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 
a.	Use correct capitalization. 
b.	Use commas and quotation marks to mark direct speech and quotations from a text. 
c.	Use punctuation to separate items in a series. 
d.	Use a comma to separate an introductory element from the rest of the sentence. 
e.	Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). 
f.	Use underlining, quotation marks, or italics to indicate titles of works. 
g.	Use a comma before a coordinating conjunction in a compound sentence.
h.	Spell grade-appropriate words correctly, consulting references as needed	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
a.	Use punctuation (commas, parentheses, ellipsis, dashes) to set off nonrestrictive/parenthetical elements. 
b.	Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt). 
c.	Use an ellipsis to indicate an omission.
d.	Spell correctly.	
No ELP Standard Provided	No ELP Standard Provided	No ELP Standard Provided	No ELP Standard Provided	No ELP Standard Provided	
Language 
Anchor Standard 3	Language 
Anchor Standard 3 Level A 
ESOL Levels 1-2-3	Language 
Anchor Standard 3 Level B
ESOL Level 4	Language 
Anchor Standard 3 Level C
ESOL Level 5	Language 
Anchor Standard 3 Level D
ESOL Level 6	
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. 	Blank 	Use knowledge of language and its conventions when writing, speaking, reading, or listening. 
a.	Choose words and phrases for effect. 
b.	Recognize and observe differences between the conventions of spoken and written standard English.	Use knowledge of language and its conventions when writing, speaking, reading, or listening. 
a.	Choose words and phrases to convey ideas precisely. 
b.	Choose punctuation for effect. 
c.	Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). 
d.	Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
e.	Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. 	Use knowledge of language and its conventions when writing, speaking, reading, or listening. 
a.	Vary sentence patterns for meaning, reader/listener interest, and style. 
b.	Maintain consistency in style and tone.
c.	Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. 	
ELP Anchor Standard 10	ELP Anchor Standard Level 1
ESOL Levels 1-2-3	ELP Anchor Standard Level 2
ESOL Level 4	ELP Anchor Standard Level 3
ESOL Level 5	ELP Anchor Standard Level 4
ESOL Level 6	
An ELL can demonstrate command of the conventions of standard English to communicate in level-appropriate speech and writing. 	By the end of English language proficiency level 1, an ELL can, with support,
•	recognize and use a small number of frequently occurring nouns, noun phrases, verbs, conjunctions, and prepositions 
•	understand and respond to simple questions.	By the end of English language proficiency level 2, an ELL can, with support,
•	use frequently occurring verbs, nouns, adjectives, adverbs, prepositions, and conjunctions 
•	produce simple and compound sentences. 	By the end of English language proficiency level 3, an ELL can, with support,
•	use simple phrases 
•	use simple clauses 
•	produce and expand simple, compound, and a few complex sentences. 	By the end of English language proficiency level 4, an ELL can 
•	use increasingly complex phrases 
•	use increasingly complex clauses 
•	produce and expand simple, compound, and complex sentences. 	
Language 
Anchor Standard 4	Language 
Anchor Standard 4 Level A 
ESOL Levels 1-2-3	Language 
Anchor Standard 4 Level B
ESOL Level 4	Language 
Anchor Standard 4 Level C
ESOL Level 5	Language 
Anchor Standard 4 Level D
ESOL Level 6	
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 	Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from an array of strategies. 
a.	Use sentence-level context as a clue to the meaning of a word or phrase. 
b.	Use frequently occurring affixes as a clue to the meaning of a word. 
c.	Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).	Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from an array of strategies. 
a.	Use sentence-level context as a clue to the meaning of a word or phrase. 
b.	Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). 
c.	Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). 
d.	Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). 
e.	Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. 	Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies. 
a.	Use context (e.g., definitions, examples, restatements, cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. 
b.	Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, autograph, photograph, photosynthesis).
c.	Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.	Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies. 
a.	Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. 
b.	Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). 
c.	Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
d.	Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 	
ELP Anchor Standard 8	ELP Anchor Standard Level 1
ESOL Levels 1-2-3	ELP Anchor Standard Level 2
ESOL Level 4	ELP Anchor Standard Level 3
ESOL Level 5	ELP Anchor Standard Level 4
ESOL Level 6	
An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text.	By the end of English language proficiency level 1, an ELL can, relying heavily on context, questioning, and knowledge of morphology in their native language(s),
•	recognize the meaning of a few frequently occurring words, simple phrases, and formulaic expressions in spoken and written texts about familiar topics, experiences, or events. 	By the end of English language proficiency level 2, an ELL can, using context, questioning, and knowledge of morphology in their native language(s),
•	determine the meaning of frequently occurring words, phrases, and expressions in spoken and written texts about familiar topics, experiences, or events. 	By the end of English language proficiency level 3, an ELL can, using context, questioning, and a developing knowledge of English and their native language(s)' morphology,
•	determine the meaning of general academic and content-specific words and phrases and frequently occurring expressions in spoken and written texts about familiar topics, experiences, or events. 	By the end of English language proficiency level 4, an ELL can, using context, questioning, and an increasing knowledge of English morphology,
•	determine the meaning of general academic and content-specific words and phrases, figurative and connotative language, and a growing number of idiomatic expressions in spoken and written texts about a variety of topics, experiences, or events. 	
Language 
Anchor Standard 5	Language 
Anchor Standard 5 Level A 
ESOL Levels 1-2-3	Language 
Anchor Standard 5 Level B
ESOL Level 4	Language 
Anchor Standard 5 Level C
ESOL Level 5	Language 
Anchor Standard 5 Level D
ESOL Level 6	
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.	With guidance and support, demonstrate understanding of word relationships and nuances in word meanings. 
a.	Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. 
b.	Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). 
c.	Identify real-life connections between words and their use (e.g., note places at home that are cozy). 
d.	Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. 	Demonstrate understanding of word relationships and nuances in word meanings. 
a.	Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps). 
b.	Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
c.	Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, 	Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 
a.	Interpret figurative language, including similes and metaphors, in context. 
b.	Recognize and explain the meaning of common idioms, adages, and proverbs. 
c.	Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.	Blank	
ELP Anchor Standard 8	ELP Anchor Standard Level 1
ESOL Levels 1-2-3	ELP Anchor Standard Level 2
ESOL Level 4	ELP Anchor Standard Level 3
ESOL Level 5	ELP Anchor Standard Level 4
ESOL Level 6	
An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text. 	By the end of English language proficiency level 1, an ELL can, relying heavily on context, questioning, and knowledge of morphology in their native language(s),
•	recognize the meaning of a few frequently occurring words, simple phrases, and formulaic expressions in spoken and written texts about familiar topics, experiences, or events. 	By the end of English language proficiency level 2, an ELL can, using context, questioning, and knowledge of morphology in their native language(s), 
•	determine the meaning of frequently occurring words, phrases, and expressions in spoken and written texts about familiar topics, experiences, or events. 	By the end of English language proficiency level 3, an ELL can, using context, questioning, and a developing knowledge of English and their native language(s)' morphology, 
•	determine the meaning of general academic and content-specific words and phrases and frequently occurring expressions in spoken and written texts about familiar topics, experiences, or events. 	By the end of English language proficiency level 4, an ELL can, using context, questioning, and an increasing knowledge of English morphology, 
•	determine the meaning of general academic and content-specific words and phrases, figurative and connotative language, and a growing number of idiomatic expressions in spoken and written texts about a variety of topics, experiences, or events. 	
Language 
Anchor Standard 6	Language 
Anchor Standard 6 Level A 
ESOL Levels 1-2-3	Language 
Anchor Standard 6 Level B
ESOL Level 4	Language 
Anchor Standard 6 Level C
ESOL Level 5	Language 
Anchor Standard 6 Level D
ESOL Level 6	
 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering a word or phrase important to comprehension or expression. 	Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). 	Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other people are happy that makes me happy). 
Acquire and use accurately level-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). 	Acquire and use accurately level-appropriate general academic and domain-specific words and phrases, including those that:
•	signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered). 
•	are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
•	signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).	Acquire and use accurately level-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.	
ELP Anchor Standard 7	ELP Anchor Standard Level 1
ESOL Levels 1-2-3	ELP Anchor Standard Level 2
ESOL Level 4	ELP Anchor Standard Level 3
ESOL Level 5	ELP Anchor Standard Level 4
ESOL Level 6	
An ELL can adapt language choices to purpose, task, and audience when speaking and writing. 	By the end of English language proficiency level 1, an ELL can 
•	show emerging awareness of differences between informal and formal language use
•	recognize the meaning of some words learned through conversations, reading, and being read to.	By the end of English language proficiency level 2, an ELL can 
•	show increasing awareness of differences between informal and formal language use
•	adapt language choices to task and audience with emerging control in various social and academic contexts
•	begin to use some frequently occurring general academic and content-specific words.	By the end of English language proficiency level 3, an ELL can 
•	adapt language choices and style according to purpose, task, and audience with developing ease in various social and academic contexts
•	use an increasing number of general academic and content-specific words and expressions in spoken and written texts
•	show developing control of style and tone in spoken and written texts.	By the end of English language proficiency level 4, an ELL can 
•	adapt language choices and style according to purpose, task, and audience in various social and academic contexts
•	use a wider range of complex general academic and content-specific words and phrases
•	adopt and maintain a formal and informal style and tone in spoken and written texts, as appropriate.	

LIFE AND WORK COMPETENCIES	
		
	SUBJECT AREAS	
1	COMMUNICATION	
2	EMPLOYMENT	
3	COMMUNITY 	
4	CONSUMER ECONOMICS	
5	HEALTH	
6	CIVICS	
7	ENVIRONMENT	
8	MATHEMATICS	
9	LEARNING AND THINKING	
1	COMMUNICATION	
1.1	Interact with others effectively in the classroom 	
1.2	Respond appropriately to common information questions (name, address, family members, country)	
1.3	Identify or use appropriate non-verbal behavior (e.g., handshaking)	
1.4	Converse about daily and leisure activities, every day topics, and personal interests 	
1.5	Identify family members and their relationships	
1.6	Complete a personal information form	
1.7	Use a telephone or similar device to make and receive calls and for other functions	
1.8	Interpret or write a personal note, invitation, or letter 	
1.9	Identify the months of the year and the days of the week	
1.10	Understand, follow, or give instructions, including commands and polite request (e.g., Do this; Will you do this?)	
1.11	Understand or use appropriate language to clarify or request clarification	
1.12	Understand or use appropriate language for informational purpose (e.g., to identify, describe, ask for information, state needs, agree or disagree) 	
1.13	Understand or use appropriate language to influence or persuade (e.g., to caution, advise, persuade, negotiate) 	
1.14	Understand or use appropriate language in general social situations (e.g., to greet, introduce, thank, apologize	
1.15	Understand or use appropriate language to express emotions and states of being (e.g., happy, hungry, upset)	
2	EMPLOYMENT	
	OBTAINING EMPLOYMENT	
2.1	Identify and use sources of information about job opportunities such as job descriptions	
2.2	Identify procedures involved in interviewing for a job, such as arranging for an interview, acting and dressing appropriately, and selecting appropriate questions and responses	
2.3	Follow procedures for applying for a job, including interpreting and completing job applications, resumes, and letters of application	
2.4	Identify and use information about training opportunities	
2.5	Identify common occupations and the skills and education required for them	
2.6	Identify procedures for career planning, including self-assessment	
2.7	Identify appropriate skills and education for keeping a job and getting a promotion	
2.8	Interpret job responsibilities and performance reviews	
2.9	Identify job training needs and set learning goals	
2.10	Identify/interpret appropriate behaviors, attire, attitudes, and interpersonal interactions in the workplace	
	WAGES	
2.11	Interpret information about wages, deductions, pay statements, and timekeeping forms	
2.12	Interpret employee handbooks, personnel policies, employee benefits, and job manuals	
2.13	Interpret information about legal rights of employees, including issues such as discrimination and sexual harassment 	
	WORKPLACE SAFETY	
2.15	Identify/interpret safety signs and manuals, safe work procedures, and ergonomic requirements in the workplace	
2.16	Identify common safety equipment and safe work attire	
2.17	Identify/interpret unsafe conditions and accidents in the workplace and procedures for reporting them	
	WORKPLACE TOOLS AND TECHNOLOGY	
2.18	Demonstrate use of common business machines	
2.19	Demonstrate the ability to use a computer in performing work tasks	
2.20	Identify tools, equipment, and machines in the workplace	
2.21	Interpret work-related technical service manuals	
2.22	Identify/interpret procedures to troubleshoot/resolve problems with machines, and maintain them	
	WORKPLACE COMMUNICATION	
2.23	Interpret general work-related vocabulary (e.g., supervisor, shift)	
2.24	Interpret job-related signs, charts, diagrams, forms, and procedures, and record information on forms charts, checklists, etc.	
2.25	Follow, clarify, give, or provide feedback to instructions; give and respond appropriately to criticism	
2.26	Demonstrate ability to select, set up, and apply appropriate technology for a given task	
2.27	Demonstrate ability to work cooperatively with others as a member of a team, contributing to team efforts, maximizing the strengths of team members, promoting effective group interaction, and taking personal responsibility for accomplishing goals	
2.28	Demonstrate effective communication skills in working with customers and clients 	
2.29	Demonstrate initiative and resourcefulness in meeting the needs and solving the problems of customers	
2.30	Assess the operation of a system or organization and make recommendations for improvement, including development of new systems	
2.31	Interpret and write work-related correspondence, including notes, memos, letters, and e-mail	
2.32	Interpret written workplace announcements and notices	
2.33	Report progress on activities, status of assigned tasks, and problems and other situations affecting job completion	
2.34	Select and analyze work-related information for a given purpose and communicate it to others orally or in writing	
2.35	Identify or demonstrate effective management of material resources, including acquisition, storage, and distribution	
2.36	Identify or demonstrate effective management of human resources, including assessing skills, making appropriate work assignments, and monitoring performance	
	WORKPLACE RESOURCE MANAGEMENT	
2.37	Identify, secure, evaluate, process, and/or store information needed to perform tasks or keep records	
2.38	Demonstrate ability to use a filing system or other ordered system (e.g., coded or numbered) 	
3	COMMUNITY 	
3.1	Ask for, give, follow, or clarify directions to a place or location, including reading signs	
3.2	Identify/interpret signs related to public transportation	
3.3	Identify/interpret different types of transportation in the community, and interpret traffic information	
3.4	Identify/interpret maps relating to travel needs, including internet-based map systems	
3.5	Interpret information about weather conditions (e.g., hurricanes, tornadoes, lightning)	
3.6	Locate and utilize services of agencies that provide emergency help	
3.7	Identify and access governmental social services (e.g., Social Security, Medicare, welfare programs)	
3.8	Locate and interpret information related to classes and schedules	
3.9	Interpret school-related registration and application forms	
3.10	Interpret information about social issues	
4	CONSUMER ECONOMICS	
	MEASUREMENT AND MONEY	
4.1	Interpret recipes	
4.2	Interpret, use and compute measurement for consumer-related purposes	
4.3	Count, convert, and use coins and currency, and recognize symbols such as ($) and (.)	
4.4	Interpret advertisements, labels, charts, and price tags in selecting goods and services	
	PURCHASING GOODS AND SERVICES	
4.5	Compare price, quality, and product information to determine the best buys for goods and services	
4.6	Identify common food items	
4.7	Identify common articles of clothing	
4.8	Identify, compare and use methods for purchasing goods and services, including online purchasing	
4.9	Make returns, exchanges, and customer service requests 	
4.10	Use automated devices (e.g., ticket machines, self-checkout) to make purchases and payments	
4.11	Identify common articles of clothing	
	CONSUMER PROTECTION	
4.12	Identify consumer protection resources concerning business practices and solicitations	
4.13	Identify procedures the consumer can follow if merchandise or service is unsatisfactory	
4.14	Interpret product guarantees and warranties	
4.15	Interpret operating instructions, directions, or labels for consumer products	
4.16	Interpret information to obtain repairs	
	FINANCIAL LITERACY	
4.17	Interpret information about personal and family budgets	
4.18	Consider need, affordability, and long-term implications in making purchases	
4.19	Interpret bills	
4.20	Demonstrate ability to use and manage savings and checking accounts, including services such as ATMs, direct deposit, debit card purchasing, and online banking	
4.21	Interpret information about the types of loans available through lending institutions	
4.23	Interpret information about credit and debt, including interest rates, payment terms and credit reports	
	HOUSING	
4.24	Identify different kinds of housing, areas of the home, and common household items	
4.25	Select appropriate housing by reading ads, signs, and other information, and by making inquiries	
4.26	Interpret lease and rental documents	
4.27	Interpret information about tenant and landlord rights and obligations	
4.28	Interpret information about housing loans and homeowner insurance	
4.29	Communicate maintenance needs and housing problems to a landlord or property manager	
4.30	Recognize home theft and fire prevention measures	
	TRANSPORTATION	
4.31	Interpret highway and traffic signs and signals, including parking information	
4.32	Identify driving regulations and procedures to obtain a driver’s license	
4.33	Compute mileage and gasoline consumption	
4.34	Interpret maps related to driving	
4.35	Interpret information related to the selection and purchase of a car	
4.36	Interpret information related to automobile maintenance	
4.37	Identify types of vehicles and basic car parts and features, including safety equipment	
5	HEALTH	
	BASIC HEALTH AND MEDICAL INFORMATION	
5.1	Identify parts of the body	
5.2	Identify information necessary to make or keep medical and dental appointments 	
5.3	Identify and use health care services and facilities, including interacting with staff	
5.4	Identify and access counseling services 	
5.5	Interpret information about health care plans, insurance, and benefits 	
5.6	Fill out medical health history forms 	
5.7	Interpret medical bills 	
5.8	Identify and use appropriate medications, including prescription, over-the-counter, and generic	
5.9	Interpret medicine labels	
5.10	Interpret product labels, including directions and warnings 	
5.11	Identify safety measures that can prevent accidents and injuries 	
5.12	Interpret procedures for first-aid	
5.13	Interpret information about AIDS and other sexually transmitted diseases	
5.14	Recognize problems related to drugs, tobacco, alcohol and identify where treatment may be obtained	
5.15	Interpret immunization requirements	
5.16	Interpret health and danger alerts 	
5.17	Interpret medical-related vocabulary (e.g., X-ray, blood test)	
	MAINTAINING HEALTH	
5.18	Interpret information about nutrition, including food labels	
5.19	Identify/interpret information about a healthy diet 	
5.20	Identify how to handle, prepare and store food safely	
5.21	Identify practices that promote dental health	
5.22	Identify practices to maintain health such as regular checkups, exercise, and disease prevention measures	
5.23	Interpret information about illnesses, diseases, and health conditions, and their symptoms	
5.24	Communicate with medical personnel regarding condition, diagnosis, treatment, concerns, and instructions	
5.25	Interpret information on the development, care, and health and safety concerns of children	
6	CIVICS	
	VOTING AND CIVIC ENGAGEMENT	
6.1	Identify/interpret voter qualifications and registration forms	
6.2	Interpret a ballot	
6.3	Interpret information about electoral politics, political parties, and candidates	
6.4	Identify, interpret, and express opinions on political and other public issues	
6.5	Identify how to contact public officials about issues and concerns	
	U.S. HISTORY	
6.6	Identify the U.S. flag, other national symbols, and principal monuments 	
6.7	Interpret information about U.S. history	
6.8	Identify/interpret U.S. historical documents	
6.9	Interpret information about U.S. states, cities, geographical features, and points of interest	
	LEGAL RIGHTS AND RESPONSIBILITIES	
6.10	Interpret laws and ordinances, and legal forms and documents 	
6.11	Identify individual legal and civil rights and procedures for obtaining legal advice	
6.12	Interpret basic court procedures	
6.13	Interpret information or identify requirements for establishing residency and/or obtaining citizenship	
6.14	Identify common infractions, crimes, legal consequences	
6.15	Identify procedures for reporting a crime	
6.16	Identify legal obligations in domestic relationships and how to report problems	
	FUNCTIONS OF GOVERNMENT	
6.17	Interpret information about the legislative, judicial, and executive branches and their activities	
6.18	Interpret information about the military and law enforcement	
6.19	Identify local, state and federal government officials	
	CIVIC ACTIVITIES AND RESPONSIBLITIES	
6.20	Interpret information about neighborhood or community problems and their solutions	
6.21	Interpret information about civic organizations and public service groups 	
6.22	Identify civic responsibilities, e.g., voting, jury duty, and paying taxes	
	ECONOMICS	
6.23	Interpret economic information and statistics	
6.24	Interpret information on economic issues and trends	
7	ENVIRONMENT	
7.1	Identify ways of conserving resources, including recycling and using energy efficiently	
7.2	Interpret information related to environmental issues	
7.3	Interpret information related to energy issues	
7.4	Interpret information about issues related to natural sciences, such as biology	
7.5	Interpret information related to technological issues	
7.6	Identify the principal components of Earth’s climate system and ways they interact	
7.7	Interpret the impact of climate change on environmental, biological, and social systems. 	
8	MATHEMATICS	
8.1	Count to 100 by ones and by tens	
8.2	Identify and classify numeric symbols	
8.3	Count and associate numbers with quantities, including recognizing correct number sequencing	
8.4	Measure area and volume of geometric shapes	
8.5	Use or interpret measurement instruments, such as rulers, scales, gauges, and dials	
8.6	Interpret diagrams, illustrations, and scale drawings	
8.7	Compare objects with a measurable attribute in common, using “more of”/“less of”	
9	LEARNING AND THINKING	
9.1	Identify and prioritize personal, educational, and workplace goals 	
9.2	Identify and paraphrase pertinent information 	
9.3	Analyze a situation, statement, or process, identifying component elements and casual and part/whole relationships	
9.4	Make comparisons, differentiating among, sorting, and classifying items, information, or ideas	
9.5	Identify or make inferences through inductive and deductive reasoning to hypothesize, predict, conclude, and synthesize	
9.6	Identify a problem and its possible causes	
9.7	Generate ideas using various approaches, such as brainstorming	
9.8	Devise and implement a solution to an identified problem	
9.9	Evaluate the outcome of a solution and suggest modifications to it as needed	
9.10	Take notes or write a summary or an outline	
9.11	Use an index or table of contents	
9.12	Identify/interpret test-taking skills and strategies	
9.13	Interpret visual representations, e.g., symbols, blueprints, flowcharts, and schematics	
9.14	Distinguish fact from opinion, fiction from non-fiction, and point of view in media messages and presentations