SCHOOL DISTRICT OF MENOMONEE FALLS
Student Name:
INDIVIDUAL LANGUAGE PLANS [GRADES 3-5]
Grade:
English Proficiency 2012-2013:
ELP LEVEL 1 (1.0 – 1.9)
Entering
Date:
Expected Proficiency Level 2013-14:
ELP LEVEL 2 (2.0 – 2.9)
Beginning
ELP LEVEL 3 (3.0 – 3.9)
Developing
ELP LEVEL 4 (4.0 – 4.9)
Expanding
L
I
S
T
E
N
I
N
G
1.A Point to stated pictures;
words, or phrases
1.B Follow one-step oral
directions (e.g., physically or
through drawings)
1.C Identify objects, figures, and
people from oral statements or
questions (e.g., “Which one is a
rock?”)
1.D Match classroom oral
language to daily routines
2.A Categorize content-based
pictures or objects from oral
descriptions
2.B Arrange pictures or objects per
oral information.
2.C Follow two-step oral directions
2.D Draw in response to oral
descriptions
2.E Evaluate oral information (e.g.,
about lunch options)
S
P
E
A
K
I
N
G
1.A Express basic needs or
conditions
1.B Name pre-taught objects,
people, things, diagrams, or pictures
1.C Recite words or phrases from
pictures of everyday objects and oral
modeling
1.D Answer yes/no and choice
questions
2.A Ask simple, everyday questions
3.A Answer simple content-based
4.A Answer opinion questions with
(e.g., “Who is absent?”)
questions
supporting details
2.B Restate content-based facts
3.B Retell short stories or events.
4.B Discuss stories, issues, and concepts
2.C Describe pictures, events,
3.C Make predictions or hypotheses
4.C Give content-based oral reports
objects, or people using phrases or
from discourse
4.D Offer creative solutions to
short sentences
3.D Offer solutions to social conflict
issues/problems
2.D Share basic social information
3.E Present content-based information.
4.E Compare/contrast content-based
with peers
3.F Engage in problems solving
functions and relationships
5.A Justify/defend opinions or
explanations with evidence
5.B Give content-based presentations
using technical vocabulary
5.C Sequence steps in grade level
problem-solving
5.D Explain in detail results of inquiry
(e.g., scientific experiments)
1.A Match icons or diagrams with
R
E words/concepts
1.B Identify cognates from first
A
D language, as applicable
1.C Make sounds/symbols/word
I
N relations
1.D Match illustrated
G
2.A Identify facts and explicit
messages from illustrated text
2.B Find changes to root words in
context Identify elements of story
grammar (e.g., characters, setting
2.C Follow visually supported
written directions (e.g., “Draw a star in
the sky”)
5.A Summarize information from
multiple related sources
5.B Answer analytical questions about
grade-level text
5.C Identify, explain, and give
examples of figures of speech
5.D Draw conclusions from explicit and
implicit text at or near grade level
1.A Label objects, pictures, or
W
R diagrams from word/phrase banks
1.B Communicate ideas by
I
T drawing
1.C Copy words, phrases, and
I
N short sentences
1.D Answer oral questions with
G
2.A Make lists from labels or with
3.A Produce simple expository or
peers
narrative text
2.B Produce sentences from
3.B String related sentences together
word/phrase bank/walls
3.C Compare/contrast content-based
2.C Fill in graphic organizers charts, information
and tables
3.D Describe events, people, processes,
2.D Make comparisons using real- procedures
life or visually-supported materials
words/phrases in differing contexts
(e.g., on the board, in a book)
single words
3.A Follow multi-step oral directions
4.A Interpret oral information and apply
3.B Identify illustrated main ideas from to new situations
paragraph-level oral discourse
4.B Identify illustrated main ideas and
3.C Match literal meanings of oral
supporting details from oral discourse
descriptions or oral reading to illustrations
4.C Infer from and act on oral
3.D Sequence pictures from oral,
information
stories, processes, or procedures
4.D Role play the work of authors,
mathematicians, scientists, historians, from
oral readings, videos, or multi-media
ELP LEVEL 5 (5.0 – 5.9)
Bridging
3.A Interpret information or data from
charts and graphs
3.B Identify main ideas and some
details
3.C Sequence events in stories or
content-based processes
3.D Use context clues and illustrations
to determine meaning of words/phrases
4.A Classify features of various genres
of text (e.g., “and they lived happily ever
after” – fairy tales)
4.B Match graphic organizers to
different texts (e.g., compare/contrast with
Venn diagram)
4.C Find details that support main ideas
4.D Differentiate between fact and
opinion in narrative text and expository text
5.A Carry out oral instructions
containing grade-level, content-based
language
5.B Construct models or use
manipulatives to problem-solve based on
oral discourse
5.C Distinguish between literal and
figurative language in oral discourse
5.D Form opinions of people, places, or
ideas from oral scenarios
4.A Take notes using graphic organizers
5.A Produce extended responses of
4.B Summarize content-based
original text approaching grade level
information
5.B Apply content-based information to
4.C Author multiple forms of writing
new contexts
(e.g., expository, narrative, persuasive)
5.C Connect or integrate personal
from models
experiences with literature/content
4.D Explain strategies or use of
5.D Create grade-level stories or reports
information in solving problems
Adapted from the WIDA Consortium (2009). The English Language Learner CAN DO Descriptors- www.wida.us
10.24.12
Strengths/Interests:
Accommodations: WKCE
Direct Linguistic Support in English
Direct Linguistic Support in Native Language
Indirect Linguistic Support-more time
Program Modifications/Support:
Content-Based ESL
Inclusionary Support/Push-In
Notes/Comments:
Teacher:
Date:
Adapted from the WIDA Consortium (2009). The English Language Learner CAN DO Descriptors- www.wida.us
10.24.12