English Language Proficiency Standard 4: English language

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Framework for

Formative/Classroom

Assessment

English Language Proficiency Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of

Science.

Grade Level Cluster: 9-12

Level 1

Entering

Level 2

Beginning

Level 3

Developing

Level 4

Expanding

Level 5

Bridging

Standard or

Anchor

Collect and prepare materials needed for scientific experiments based on single-step oral directions.

Replicate scientific experiments from oral directions within a small group.

Complete an experiment based on oral descriptions of scientific issues working with a partner.

Make inferences and draw conclusions based on experimental data presented orally.

Conduct scientific investigations using multimedia resources (such as: tapes, lectures and video).

S.11.A.2.1

Match pictures of scientific equipment with their uses

(such as: “Telescope – see stars”).

Select pictures of scientific equipment based on written descriptions of scientists who use them (such as:

“Biologists use this tool to see cells”).

Identify scientific equipment needed for scientific investigations based on illustrated written scenarios.

Specify scientific equipment associated with illustrated written descriptions of scientific investigations.

Evaluate the appropriate use of scientific equipment based on readings from scientific investigations.

S.11.A.2.2

Identify scientific issues

(such as: nuclear energy) from pictures and video.

Give examples of scientific issues that affect everyday life (such as: pollution) based on illustrations.

Describe ways to resolve scientific issues (such as:

“We can reduce pollution by”) working with a partner.

Discuss societal implications of scientific issues using graphic organizers.

Participate in a debate on scientific issues (such as: nuclear energy) using notes.

S.11.A.1.2

Use drawings, words and phrases to answer WHquestions on lab reports based on science experiments within a small group.

Use phrases or sentences, with diagrams, to answer questions on lab reports based on experiments working with a partner.

Complete lab reports following step-by-step procedures based on experiments.

Produce lab reports from outlines or learning logs based on science experiments.

Produce detailed lab reports based on gradelevel science experiments.

S.11.A.2.1

Framework for

Summative/Classroom

Assessment

English Language Proficiency Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of

Science

.

Grade Level Cluster: 9-12

Example

Topics

Level 1

Entering

Level 2

Beginning

Level 3

Developing

Level 4

Expanding

Level 5

Bridging

Atoms, molecules, nuclear structures

Locate atomic, molecular, or nuclear structures from diagrams and oral statements

(e.g., cells)

Distinguish between types of atomic, molecular, or nuclear structures from diagrams and oral statements

(e.g., plant cells, animal cells)

Match functions of related atomic, molecular, or nuclear structures from diagrams and oral descriptions (e.g., homeostasis/ dormancy)

Compare/contrast functions of related atomic, molecular, or nuclear structures from diagrams and oral descriptions

Match analogies (of the functions) of related atomic, molecular, or nuclear structures from oral descriptions of grade level material

Food chains

Life cycles

Identify components of chains or cycles from diagrams or graphic organizers

Give examples of components or functions of chains or cycles from diagrams or graphic organizers

Describe sequence within chains or cycles from diagrams or graphic organizers

Discuss how chains or cycles are interdependent with or without visual or graphic support

Explain and give examples of the iterative nature of chains or cycles

Framework for

Summative/Classroom

Assessment

English Language Proficiency Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of

Science

.

Grade Level Cluster: 9-12

Example

Topics

Level 1

Entering

Level 2

Beginning

Level 3

Developing

Level 4

Expanding

Level 5

Bridging

Scientific research and investigation

Identify data from scientific research from tables, charts, or graphs

Match sources of data depicted in tables, charts, or graphs from scientific studies with research questions

Answer questions on use of data from scientific research presented in tables, charts, or graphs with text

Interpret scientific research data presented in text and tables

Infer significance of data presented in grade level text on scientific research

Taxonomies

Label examples from different taxonomies using illustrations and word/ phrase banks (e.g., one-cell plants and animals)

Describe features of taxonomies using illustrations and graphic organizers

(e.g., vertebrates and invertebrates)

Compare and contrast features of taxonomies from illustrations and graphic organizers

Summarize features of taxonomies from illustrations and graphic organizers

Integrate information about taxonomies into essays or reports

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