Social and Instructional Language
English language learners communicate for social and instructional purposes within the school setting.

Learning Target:
I can engage with adults and peers in purposeful social and instructional dialog.

Advanced:

• Student engages in dialog beyond what is expected at grade level

Proficient:

• Language use is fluent and clear; at grade level
• Word choice is precise
• Includes sufficient detail and elaboration
• Multiple exchanges of information

 Developing: 

• Language use is usually fluent and clear; approaching grade level
• Word choice lacks precision, but does not obscure meaning
• Some details may be missing, but meaning is not obscured
• More than one exchange of information; student can engage in turn taking though it may be limited

• Language is neither fluent nor clear; difficult to follow or understand
• Student struggles to chose words or communicate ideas
• Insufficient details, meaning is obscured
• Student struggles to engage in turn taking; does not engage in dialog with others

Insufficient:

• Not observed

Language of Mathematics
English language learners communicate information, ideas, and concepts necessary for academic success in the content area of mathematics.

Learning Target:
I can use grade level academic vocabulary to share my ideas and demonstrate understanding of language arts skills and concepts.

Advanced:

• Correctly uses grade level mathematics vocabulary
• Is able to participate in grade level tasks without accommodation or modification of materials
• Successfully completes formative and summative assessments; is at or above grade level

Proficient:

• Correctly uses grade level mathematics vocabulary
• Is able to participate in grade level tasks with minimal accommodation; no modification of materials is necessary
• Formative and summative assessments are at or approaching grade level; no accommodations or modifications are necessary; student is not at risk

 Developing: 

• Attempts to use grade mathematics vocabulary
• Participates in grade level tasks with accommodation; some modification of materials may be necessary
• Formative and summative assessments are below grade level; student is at risk

Novice: 

• Does not attempt to use grade level mathematics vocabulary
• Participates in grade level tasks only with substantial accommodations and/or modification of materials
• Formative and summative assessments are two or more grade levels below; student is high risk

Insufficient:

• Not observed

Language of Language Arts
English language learners communicate information, ideas, and concepts necessary for academic success in the content area of language arts.

Learning Target:
I can use grade level academic vocabulary to share my ideas and demonstrate understanding of language arts skills and concepts.

Advanced:

• Correctly uses grade level language arts vocabulary
• Is able to participate in grade level tasks without accommodation or modification of materials
• Successfully completes formative and summative assessments; is at or above grade level

Proficient:

• Correctly uses grade level language arts vocabulary
• Is able to participate in grade level tasks with minimal accommodation; no modification of materials is necessary
• Formative and summative assessments are at or approaching grade level; no accommodations or modifications are necessary; student is not at risk

 Developing: 

• Attempts to use grade level language arts vocabulary
• Participates in grade level tasks with accommodation; some modification of materials may be necessary
• Formative and summative assessments are below grade level; student is at risk

Novice: 

• Does not attempt to use grade level language arts vocabulary
• Participates in grade level tasks only with substantial accommodations and/or modification of materials
• Formative and summative assessments are two or more grade levels below; student is high risk

Insufficient:

• Not observed

Language of Science
English language learners communicate information, ideas, and concepts necessary for academic success in the content area of science.

Learning Target:
I can use grade level academic vocabulary to share my ideas and demonstrate understanding of language arts skills and concepts.

Advanced:

• Correctly uses grade level science vocabulary
• Is able to participate in grade level tasks without accommodation or modification of materials
• Successfully completes formative and summative assessments; is at or above grade level

Proficient:

• Correctly uses grade level science vocabulary
• Is able to participate in grade level tasks with minimal accommodation; no modification of materials is necessary
• Formative and summative assessments are at or approaching grade level; no accommodations or modifications are necessary; student is not at risk

 Developing: 

• Attempts to use grade level science vocabulary
• Participates in grade level tasks with accommodation; some modification of materials may be necessary
• Formative and summative assessments are below grade level; student is at risk

Novice: 

• Does not attempt to use grade level science vocabulary
• Participates in grade level tasks only with substantial accommodations and/or modification of materials
• Formative and summative assessments are two or more grade levels below; student is high risk

Insufficient:

• Not observed

Language of Social Studies
English language learners communicate information, ideas, and concepts necessary for academic success in the content area of social studies.

Learning Target:
I can use grade level academic vocabulary to share my ideas and demonstrate understanding of language arts skills and concepts.

Advanced:

• Correctly uses grade level social studies vocabulary
• Is able to participate in grade level tasks without accommodation or modification of materials
• Successfully completes formative and summative assessments; is at or above grade level

Proficient:

• Correctly uses grade level social studies vocabulary
• Is able to participate in grade level tasks with minimal accommodation; no modification of materials is necessary
• Formative and summative assessments are at or approaching grade level; no accommodations or modifications are necessary; student is not at risk

 Developing: 

• Attempts to use grade level social studies vocabulary
• Participates in grade level tasks with accommodation; some modification of materials may be necessary
• Formative and summative assessments are below grade level; student is at risk

Novice: 

• Does not attempt to use grade level social studies vocabulary
• Participates in grade level tasks only with substantial accommodations and/or modification of materials
• Formative and summative assessments are two or more grade levels below; student is high risk

Insufficient:

• Not observed