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ELPS TELPAS descriptions in speaking, listening, writing
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ELPS-TELPAS Proficiency Level Descriptors
Grades K–12 Listening
Beginning
Intermediate
Advanced
Beginning English learners(ELs) have little or no ability tounderstand spoken Englishused in academic and socialsettings.
Intermediate ELs have theability to understand simple,high-frequency spoken Englishused in routine academic andsocial settings.
Advanced ELs have the abilityto understand, with secondlanguage acquisition support,grade-appropriate spokenEnglish used in academic andsocial settings.
Advanced high ELs have theability to understand, withminimal second languageacquisition support, grade-appropriate spoken English usedin academic and social settings.
conversations and simplediscussions even when the topicsare familiar and the speaker useslinguistic supports (e.g., visuals,slower speech and other verbalcues, gestures)
-^
struggle to identify and distinguish individual words and phrases during social and instructional interactions that have not
b
een
intentionally modified for ELs
English when failing tocomprehend the English they hear;frequently remain silent, watchingothers for cues
routine directions, as well as short,simple conversations and short,simple discussions on familiartopics; when topics are unfamiliar,require extensive linguisticsupports and adaptations (e.g.,visuals, slower speech and otherverbal cues, simplified language,gestures, preteaching to previewor build topic-related vocabulary)
words and phrases necessary tounderstand the general meaning (gist) during social and basic instructional interactions that have not been intentionally modified for ELs
clarification in English when failingto comprehend the English theyhear by requiring/requesting thespeaker to repeat, slow down, orrephrase speech
elaborated directions,conversations, and discussions onfamiliar and some unfamiliartopics, but sometimes needprocessing time and sometimesdepend on visuals, verbal cues,and gestures to supportunderstanding
-^
understand most main points, most important details, and some implicit information during social and basic instructional interactions that have not been intentionally modified for ELs
speaker to repeat, slow down, orrephrase to clarify the meaning ofthe English they hear
directions, conversations, anddiscussions on familiar andunfamiliar topics with onlyoccasional need for processingtime and with little dependence onvisuals, verbal cues, and gestures;some exceptions when complexacademic or highly specializedlanguage is used
details, and implicit information ata level nearly comparable to nativeEnglish-speaking peers duringsocial and instructionalinteractions
to repeat, slow down, or rephraseto clarify the meaning of theEnglish they hear
ELPS-TELPAS Proficiency Level Descriptors
Grades K–1 Writing
Beginning
Intermediate
Advanced
Beginning English languagelearners (ELs) have little or noability to use the Englishlanguage to build foundationalwriting skills.
Intermediate ELs have a limitedability to use the Englishlanguage to build foundationalwriting skills.
Advanced ELs have the ability touse the English language tobuild, with second languageacquisition support, foundationalwriting skills.
Advanced high ELs have theability to use the Englishlanguage to build, with minimalsecond language acquisitionsupport, foundational writingskills.
explain self-generated writing(e.g., stories they have createdor other personal expressions),including emergent forms ofwriting (pictures, letter-like forms,mock words, scribbling, etc.)
participate meaningfully in grade-appropriate shared writingactivities using the Englishlanguage
meaningfully in self-generated,connected written text in Englishbeyond the level of high-frequency,concrete words, phrases, or shortsentences that have been recentlypracticed/memorized *
awareness of English printconventions
briefly and simply self-generatedwriting, including emergent formsof writing, as long as the topic ishighly familiar and concrete andrequires very high-frequencyEnglish
grade-appropriate shared writingactivities using the Englishlanguage only when the writingtopic is highly familiar andconcrete and requires very high-frequency English
in self-generated, connectedwritten text in English when theirwriting is limited to shortsentences featuring simple,concrete English used frequentlyin class *
primary language when writing inEnglish (e.g., primary languagewords, spelling patterns, wordorder, literal translating) *
appropriate English to explain, insome detail, most self-generatedwriting, including emergent formsof writing
second language acquisitionsupport, in most grade-appropriateshared writing activities using theEnglish language
acquisition support is needed,have an emerging ability toexpress themselves in self-generated, connected written textin English in a grade-appropriatemanner *
language acquisition errors whenwriting in English *
complexity and detail nearlycomparable to that of nativeEnglish-speaking peers whenexplaining self-generated writing,including emergent forms ofwriting
most grade-appropriate sharedwriting activities using the Englishlanguage
language acquisition support maybe needed, express themselves inself-generated, connected writtentext in English in a manner nearlycomparable to their native English-speaking peers *
These descriptors apply only to students who are at the developmental stage of generating original written text using a standardwriting system.
ELPS-TELPAS Proficiency Level Descriptors
Grades 2–12 Writing
Beginning
Intermediate
Advanced
Beginning English learners(ELs) lack the English vocabulary andgrasp of English language structuresnecessary to address grade-appropriatewriting tasks meaningfully.
Intermediate ELs have enough Englishvocabulary and enough grasp of Englishlanguage structures to address grade-appropriate writing tasks in a limited way.
Advanced ELs have enough Englishvocabulary and command of Englishlanguage structures to address grade-appropriate writing tasks, althoughsecond language acquisition support isneeded.
Advanced high ELs have acquired theEnglish vocabulary and command ofEnglish language structures necessary toaddress grade-appropriate writing taskswith minimal second languageacquisition support.
These students
language to express ideas in writing andengage meaningfully in grade-appropriatewriting assignments in content areainstruction
demonstrate elements of grade-appropriate writing (e.g., focus andcoherence, conventions, organization,voice, and development of ideas) inEnglish Typical writing features at this level: • ability to label, list, and copy• high-frequency words/phrases and short,
simple sentences (or even shortparagraphs) based primarily on recentlypracticed, memorized, or highly familiarmaterial; this type of writing may be quiteaccurate
frequent primary language features(spelling patterns, word order, literaltranslations, and words from the student’sprimary language) and other errorsassociated with second languageacquisition may significantly hinder orprevent understanding, even forindividuals accustomed to the writing ofELs
These students: • have a limited ability to use the English
language to express ideas in writing andengage meaningfully in grade-appropriatewriting assignments in content areainstruction
demonstrate elements of grade-appropriatewriting in English; communicate best whentopics are highly familiar and concrete, andrequire simple, high-frequency English Typical writing features at this level: • simple, original messages consisting of
short, simple sentences; frequentinaccuracies occur when creating or takingrisks beyond familiar English
writing often has an oral tone
cohesive devices or repetitive use, whichmay cause gaps in meaning
and language structures
future and past tenses, if attempted, areused inconsistently or with frequentinaccuracies
lacking detail; difficulty expressing abstractideas
associated with second languageacquisition may be frequent
-^
some writing may be understood only by individuals accustomed to the writing of
ELs;
parts of the writing may be hard to understand even for individuals accustomed to the writing of ELs
These students: • are able to use the English language, with
second language acquisition support, toexpress ideas in writing and engagemeaningfully in grade-appropriate writingassignments in content area instruction
develop or demonstrate elements ofgrade-appropriate writing in English,although second language acquisitionsupport is particularly needed when topicsare abstract, academically challenging, orunfamiliar Typical writing features at this level: • grasp of basic verbs, tenses, grammar
features, and sentence patterns; partialgrasp of more complex verbs, tenses,grammar features, and sentence patterns
academic writing has a more academictone
devices, although some redundancy mayoccur
developed in some detail with emergingclarity; quality or quantity declines whenabstract ideas are expressed, academicdemands are high, or low-frequencyvocabulary is required
errors
-^
communications are usually understoodby individuals not accustomed to thewriting of ELs
These students: • are able to use the English language, with
minimal second language acquisitionsupport, to express ideas in writing andengage meaningfully in grade-appropriatewriting assignments in content areainstruction
develop or demonstrate, with minimalsecond language acquisition support,elements of grade-appropriate writingin English Typical writing features at this level: • nearly comparable to writing of native
English-speaking peers in clarity andprecision with regard to Englishvocabulary and language structures, withoccasional exceptions when writing aboutacademically complex ideas, abstractideas, or topics requiring low-frequencyvocabulary
phrasing and expression
acquisition are minor and usually limitedto low-frequency words and structures;errors rarely interfere with communication
ELPS-TELPAS Proficiency Level Descriptors
Grades 2–12 Reading
Beginning
Intermediate
Advanced
Beginning English learners(ELs) have little or no abilityto read and understandEnglish used in academic andsocial contexts.
Intermediate ELs have the abilityto read and understand simple,high-frequency Englishused in routine academic andsocial contexts.
Advanced ELs have the ability toread and understand, with secondlanguage acquisition support,grade-appropriate English used inacademic and social contexts.
Advanced high ELs have theability to read and understand,with minimal second languageacquisition support, gradeappropriate English used inacademic and social contexts.
limited recently practiced,memorized, or highly familiarEnglish they have learned;vocabulary predominantly includes-^
environmental print
-^
some very high-frequency words
-^
concrete words that can berepresented by pictures
English language structures
familiar words and phrases;comprehend some sentences inhighly routine contexts or recentlypracticed, highly familiar text
prior knowledge to derive meaningfrom text in English
comprehension skills in Englishonly when reading texts writtenfor this level
vocabulary on a somewhat widerrange of topics and with increaseddepth; vocabulary predominantlyincludes-^
everyday oral language
-^
literal meanings of common words
-^
routine academic language andterms
-^
commonly used abstract languagesuch as terms used to describebasic feelings
phrases; may re-read to clarifymeaning
basic, routinely used Englishlanguage structures
connected texts, but are dependenton visual cues, topic familiarity, priorknowledge, pretaught topic-relatedvocabulary, story predictability, andteacher/peer assistance to sustaincomprehension
understand grade-level texts
higher-order comprehension skillswhen reading texts that arelinguistically accommodated and/orsimplified for this level
language acquisition support, a varietyof grade-appropriate Englishvocabulary used in social andacademic contexts:-^
with second language acquisitionsupport, read and understandgrade-appropriate concrete andabstract vocabulary, buthave difficulty with less commonlyencountered words
-^
demonstrate an emerging ability tounderstand words and phrasesbeyond their literal meaning
-^
understand multiple meanings ofcommonly used words
sentences from familiar text withappropriate rate and speed
growing familiarity with Englishlanguage structures to constructmeaning of grade-appropriate text
higher-order comprehension skillswhen reading grade-appropriate text,but are still occasionally dependent onvisuals, teacher/peer assistance, andother linguistically accommodated textfeatures to determine or clarifymeaning, particularly with unfamiliartopics
level nearly comparable to that oftheir native English-speaking peers,with some exceptions whenlow-frequency or specializedvocabulary is used
familiar text with appropriate rate,speed, intonation, and expression
comparable to nativeEnglish-speaking peers, use theirfamiliarity with English languagestructures to construct meaning ofgrade-appropriate text
second language acquisition supportand at a level nearly comparable tonative English-speaking peers, basicand higher-order comprehensionskillswhen reading grade-appropriate text
