SCHOOL DISTRICT OF MENOMONEE FALLS
Student Name:
INDIVIDUAL LANGUAGE PLAN [GRADES PREK-K]
Grade:
Date:
English Proficiency 2012-2013:
ELP LEVEL 1 (1.0 – 1.9)
Entering
L
I
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T
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N
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G
Expected Proficiency Level 2013-2014:
ELP LEVEL 2 (2.0 – 2.9)
Beginning
ELP LEVEL 3(3.0 – 3.9)
Developing
1.A Match oral language to
classroom & everyday objects
2.A Sort pictures or objects according to
oral instructions
1.B Point to stated pictures in
context
2.B Match pictures, objects or movements
3.B Draw pictures in response to oral
to oral descriptions
instructions
1.C Respond non-verbally to
2.C Follow one-step oral directions (e.g.,
oral commands or statements (e.g., “stand up”; “sit down”)
through physical movement)
2.D Identify simple patterns described
1.D Find familiar people &
orally
places named orally
2.E Respond with gestures to songs,
chants, or stories modeled by teachers
3.A Follow two-step oral directions, one
step at a time
3.C Respond non-verbally to confirm or
deny facts (e.g., thumbs up, thumbs down)
ELP LEVEL 4 (4.0 – 4.9)
Expanding
ELP LEVEL5 (5.0 – 5.9)
Bridging
4.A Find pictures that match oral
descriptions
5.A Order pictures of events according
to sequential language
4.B Follow oral directions & compare
with visual or nonverbal models (e.g.,
“Draw a circle under the line.”)
5.B Arrange objects or pictures
according to descriptive oral discourse
5.C Identify pictures/realia associated
4.C Distinguish between what happens with grade-level academic concepts from
oral descriptions
3.D Act out songs & stories using gestures first & next in oral activities or readings
4.D Role play in response to stories read
5.D Make patterns from real objects or
aloud
pictures based on detailed oral descriptions
S
1.A Identify people or objects in
2.A Restate some facts from illustrated
3.A Retell short narrative stories through
4.A Retell narrative stories through
5.A Tell original stories with emerging
P illustrated short stories
short stories
pictures
pictures with emerging detail
detail
E
1.B Repeat words, simple
2.B Describe pictures, classroom objects or
3.B Repeat sentences from rhymes &
4.B Sing repetitive songs & chants
5.B Explain situations (e.g., involving
A
phrases
familiar people using simple phrases
patterned stories
independently
feelings)
K
1.C Answer yes/no questions
2.C Answer questions with one or two
3.C Make predictions (e.g. “What will
4.C Compare attributes of real objects
5.C Offer personal opinions
I
words (e.g., “Where is Sonia?”)
happen next?”)
(e.g., size, shape, color)
5.D Express likes, dislikes, or
N about personal information
2.D Complete phrases in rhymes, songs, &
3.D Answer explicit questions from stories
4.D Indicate spatial relations of real-life preferences with reasons
G
1.D Name classroom &
everyday objects
R 1.A Match icons & symbols to
E corresponding pictures
A 1.B Identify name in print
D 1.C Find matching words or
I pictures
N
1.D Find labeled real-life
G classroom objects
chants
2.A Match examples of the same form of
print
2.B Distinguish between same & different
forms of print (e.g., single letters & symbols)
read aloud (e.g., who, what, or where)
3.A Use pictures to identify words
3.B Classify visuals according to labels or
icons (e.g., animals v. plants)
objects using phrases or short sentences
4.A Identify some high-frequency
words in context
4.B Order a series of labeled pictures
described orally to tell stories
3.C Demonstrate concepts of print (e.g.,
2.C Demonstrate concepts of print (e.g., left title, author, illustrator)
4.C Match pictures to phrases/ short
to right movement, beginning/end, or
3.D Sort labeled pictures by attribute (e.g., sentences
top/bottom of page)
number, initial sound)
4.D Classify labeled pictures by two
2.D Match labeled pictures to those in
attributes (e.g., size & color)
illustrated scenes
5.A Find school-related vocabulary
items
5.B Differentiate between letters,
words, & sentences
5.C String words together to make short
sentences
5.D Indicate features of words, phrases,
or sentences that are the same and different
W 1.A Draw pictures & scribble
2.A Connect oral language to print (e.g.,
3.A Communicate using letters, symbols,
4.A Produce symbols & strings of
5.A Create content-based
R 1.B Circle or underline pictures, language experience)
& numbers in context
letters associated with pictures
representations through pictures & words
I symbols, & numbers
2.B Reproduce letters, symbols, & numbers
3.B Make illustrated “notes” & cards with
4.B Draw pictures & use words to tell a
5.B Make “story books” with drawings
T
from models in context
distinct letter combinations
story
& words
1.C Trace figures & letters
I
2.C Copy icons of familiar environmental
3.C Make connections between speech &
4.C Label familiar people & objects
5.C Produce words/phrases
1.D Make symbols, figures or
N
writing
from models
independently
letters from models & realia (e.g., print
G straws, clay)
5.D Relate everyday experiences using
2.D Draw objects from models & label with
3.D Reproduce familiar words from
4.D Produce familiar words/phrases
letters
labeled models or illustrations
from environmental print & illustrated text phrases/short sentences
Adapted from the WIDA Consortium (2009). The English Language Learner CAN DO Descriptors- www.wida.us
10.24.2012
Strengths/Interests:
Accommodations:
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
10.24.2012