English Language Acquisition Collaboration Progress Report (Grades 9-12)
Directions: Use the matrix to identify the increasing quality and quantity of your students’ language processing and use. Record the month and the year on the line to the left of the “CAN DO descriptor” when you
observe your student reach mastery*.
Student: ________________________________ Student ID # ____________________ LEP Status: ________________________________________________
Academic Year: _________________Grade-level: _______ ELL Teacher: ____________________
Given the Level of English language proficiency and with visual, graphic, or interactive support…English language learners can process and produce the language needed to:
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Level 1: Entering
Level 2: Emerging
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
_____ Point to or show basic parts,
components, features,
characteristics, and properties of
objects, organisms, or persons,
named orally
_____ Match everyday oral information to
pictures, diagrams, or photographs
_____ Group visuals by common traits
named orally (e.g., “These are
polygons.”)
_____ Identify resources, places,products,
figures from oral statements, and
visuals
_____ Answer yes/no or choice questions
within context of lessons or
personal experiences
_____ Provide identifying information
about self
_____ Name everyday objects and pretaught vocabulary
_____ Repeat words, short phrases,
memorized chunks of language
_____ Match or classify oral descriptions to
real-life experiences or visuallyrepresented, content-related
examples
_____ Sort oral language statements
according to time frames
_____ Sequence visuals according to oral
directions
_____ Evaluate information in social and
academic conversations
_____ Distinguish main ideas from supporting
points in oral, content-related discourse
_____ Use learning strategies described orally
_____ Categorize content-based examples
described orally
_____ Distinguish between multiple meanings
of oral words or phrases in social and
academic contexts
_____ Analyze content-related tasks or
assignments based on oral discourse
_____ Categorize examples of genres read
aloud
_____ Compare traits based on visuals and
oral descriptions using specific and
some technical language
_____ Interpret cause and effect scenarios
from oral discourse
_____ Make inferences from oral discourse
containing satire, sarcasm, or humor
_____ Identify and react to subtle
differences in speech and register
(e.g., hyperbole, satire, comedy)
_____ Evaluate intent of speech and act
accordingly
_____ Describe persons, places, events, or
objects
_____ Ask WH-questions to clarify
meaning
_____ Give features of content-based
material (e.g., time periods)
_____ Characterize issues, situations,
regions shown in illustrations
_____ Match data or information with its
source or genre (e.g., description of
elements to its symbol on periodic table)
_____ Classify or organize information
presented in visuals or graphs
_____ Follow multi-step instruction
supported by visuals or data
_____ Match sentence-level descriptions to
visual representations
_____ Compare content-related features
in visuals and graphics
_____ Locate main ideas in a series of
related sentences
_____ Make content-related lists of words,
phrases, or expressions
_____ Take notes using graphic organizers
or models
_____ Formulate yes/no, choice and WHquestions from models
_____ Correspond for social purposes
(e.g., memos, e-mails, notes)
_____ Take a stance and use evidence to
defend it.
_____ Explain content-related issues and
concepts
_____ Compare and contrast points of view
_____ Analyze and share pros and cons of
choices
_____ Use and respond to gossip, slang, and
idiomatic expressions
_____ Use speaking strategies (e.g.,
circumlocution)
_____ Compare/contrast authors’ point of
view, characters, information, or events
_____ Interpret visually-or graphicallysupported information
_____ Infer meaning from text
_____ Match cause to effect
_____ Evaluate usefulness of data or
information supported visually or
graphically
_____ Give multimedia oral presentation
on grade-level material
_____ Engage in debates on contentrelated issues using technical language
_____ Explain metacognitive strategies for
solving problems (e.g., “Tell me how
you know it.?)
_____ Negotiate meaning in pairs or group
discussions
_____ Match visuals representations to
words/phrases
_____ Read everyday signs, symbols,
schedules, and school-related
words/phrases
_____ Respond to WH-questions related
to illustrated text
_____ Use references (e.g., picture
dictionaries, bilingual glossaries,
technology)
_____ Suggest ways to resolve issues or pose
solutions
_____ Compare/contrast features, traits,
characteristics using general and some
specific language
_____ Sequence processes, cycles,
procedures, or events
_____ Conduct interviews or gather information
through oral interaction
_____ Estimate, make predictions or
pose hypotheses from models
_____ Apply multiple meanings of
words/phrases to social and academic
contexts
_____ Identify topic sentences or main ideas
and details in paragraphs
_____ Answer questions about explicit
information in texts
_____ Differentiate between fact and opinion in
text
_____ Order paragraphs or sequence
information within paragraphs
_____ Complete reports from templates
_____ Compose short narrative and expository
pieces
_____ Outline ideas and details using graphic
organizers
_____ Compare and reflect on performance
against criteria (e.g., rubrics)
_____ Summarize content-related notes from
lectures or text
_____ Revise work based on narrative or oral
feedback
_____ Compose narrative and expository text
for a variety of purposes
_____ Produce content-related reports
_____ Produce research reports from
multiple source
_____ Create original pieces that represent
the use of a variety of genres and discourses
_____ Critique, peer-edit and make
recommendations on others’ writing from rubrics
_____ Explain, with details, phenomena,
processes, procedures
_____ Label content-related diagrams,
pictures from word/phrase banks
_____ Provide personal information on
forms read orally
_____ Produce short answer responses
to oral questions with visual support
_____ Supply missing words in
short sentences
_____ Interpret grade-level literature
_____ Synthesize grade-level expository text
_____ Draw conclusions from different
sources of informational text
_____ Infer significance of data or
information in grade-level material
_____ Identify evidence of bias and
credibility of source
English Language Acquisition Collaboration Progress Report (Grades 9-12)