Grade 1

An ELL can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.

An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

An ELL can speak and write about grade-appropriate complex literary and informational texts and topics.

An ELL can construct grade-appropriate oral and written claims and support them with reasoning and evidence.

An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems. 

An ELL can analyze and critique the arguments of others orally and in writing.

An ELL can adapt language choices to purpose, task, and audience when speaking and writing.

An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text.

An ELL can create clear and coherent grade-appropriate speech and text.

An ELL can make accurate use of standard English to communicate in grade-appropriate speech and writing.

with prompting and support (including context and visual aids), use a very limited set of strategies to: identify a few key words from read-alouds, picture books, and oral presentations.

use an emerging set of strategies to: identify key words and phrases from read-alouds, simple written texts, and oral presentations.

use a developing set of strategies to: identify main topics, answer questions about key details, and retell some key details or events from read-aloud texts, simple written texts, and oral presentations.

use an increasing range of strategies to: identify main topics, ask and answer questions about an increasing number of key details, and retell familiar stories or episodes of stories from read-alouds, written texts, and oral presentations.

use a wide range of strategies to: identify main topics, ask and answer questions about key details, and retell stories, including key details from read-alouds, written texts, and oral presentations.

listen to short conversations • respond to simple yes/no and some whquestions about familiar topics.

participate in short conversations take turns and respond to simple yes/no and wh- questions about familiar topics

participate in short discussions, conversations, and short written exchanges , follow rules for discussion, and ask and answer simple questions about familiar topics 

participate in discussions, conversations, and written exchanges, follow rules for discussion, ask and answer questions, respond to the comments of others, and make comments of his or her own about a variety of topics and texts.

participate in extended discussions, conversations, and written exchanges, follow rules for discussion, ask and answer questions, build on the comments of others, and contribute his or her own comments about a variety of topics and texts

communicate simple information or feelings about familiar topics or experiences

communicate simple messages about familiar topics, experiences, or events. 

deliver short simple oral presentations and compose short written texts about familiar topics, stories, experiences, or events.

and drawings or illustrations, deliver short simple oral presentations, and compose written texts about a variety of texts, topics, experiences, or events.

including a few descriptive details, deliver oral presentations, and compose written texts about a variety of texts, topics, experiences, or events.

express a preference or opinion about familiar topics or experiences. 

express an opinion about familiar topics, experiences, or events. 

express an opinion and give a reason for the opinion about familiar stories, experiences, or events.

express opinions and give a reason for the opinion about a variety of texts topics, experiences, and events.

express opinions, introduce the topic, give a reason for the opinion, and provide a sense of closure about a variety of texts, topics, experiences, or events.

with prompting and support from adults, participate in shared research projects, gather information, and label information from provided sources showing limited control.

with prompting and support from adults, participate in shared research projects, gather information, and summarize some key information from provided sources showing emerging control.

with prompting and support from adults, participate in shared research projects, gather information, and summarize information from provided sources showing developing control.

with prompting and support from adults, participate in shared research projects, gather information, summarize information, and answer a question from provided sources showing increasingly independent control.

with prompting and support from adults, participate in shared research projects, gather information, summarize information, and answer a question from provided sources showing independent control.

with prompting and support, identify a reason an author or a speaker gives to support a point.

identify one or two reasons an author or a speaker gives to support the main point.

identify reasons an author or a speaker gives to support the main point.

identify appropriate reasons an author or a speaker gives to support the main point.

• show a developing awareness of the difference between appropriate language for the playground and language for the classroom.

show awareness of differences between informal “playground speech” and language appropriate to the classroom, and use some words learned through conversations, reading, and being read to.

shift appropriately between informal “playground speech” and language appropriate to the classroom most of the time, and use words learned through conversations, reading, and being read to.

with prompting and support (including context and visual aids), recognize the meaning of a few frequently occurring words and phrases in simple oral presentations and read-alouds about familiar topics, experiences, or events.

with prompting and support (including context and visual aids), answer and sometimes ask simple questions to help determine the meaning of frequently occurring words and phrases in simple oral presentations and read-alouds about familiar topics, experiences, or events.

using sentence-level context and visual aids, answer and sometimes ask questions to help determine the meaning of some less frequently occurring words and phrases in oral presentations, read-alouds, and simple texts about familiar topics, experiences, or events.

using sentence context, visual aids, and some knowledge of frequently occurring root words and their inflectional forms, answer and ask questions to help determine the meaning of less common words, phrases, and simple idiomatic expressions in oral presentations and written texts about a variety of topics, experiences, or events. 

using context, some visual aids, and knowledge of morphology (e.g., simple inflectional endings such as -ed, -ing, and some common prefixes), answer and ask questions to help determine or clarify the meaning of words, phrases, and idiomatic expressions in oral presentations and written texts about a variety of topics, experiences, or events. 

with support (including visual aids and modeled sentences), retell an event and present simple information with emerging control of some frequently occurring linking words.

with support (including modeled sentences), retell (in speech or writing) a simple sequence of events in the correct order, and present simple information with developing control of some frequently occurring linking words (e.g., and, so) and temporal words (e.g., first, then).

recount two or three events in sequence present simple information about a topic with increasingly independent control of some temporal words (e.g., next, after),and some frequently occurring linking words (and, so). 

recount a more complex sequence of events in the correct order introduce a topic and provide some facts about a topic using temporal words to signal event order and using frequently occurring conjunctions (linking words or phrases).

with support (including context and visual aids), understand and use a small number of frequently occurring nouns and verbs, understand and use very simple sentences, and respond to simple questions.

with support (including visual aids and sentences) recognize and use frequently occurring nouns, verbs, prepositions, and conjunctions (e.g., and, but, or) and produce simple sentences.

with support (including modeled sentences), use some singular and plural nouns, use verbs in the present and past tenses, use frequently occurring prepositions and conjunctions, and produce and expand simple sentences in response to prompts.

use an increasing number of singular and plural nouns and verbs, use present and past verb tenses with appropriate subject-verb agreement, use frequently occurring prepositions and conjunctions, and produce and expand simple and some compound sentences in response to prompts.

use singular and plural nouns with matching verbs, use past, present, and future verb tenses, use frequently occurring prepositions and conjunctions, and produce and expand simple and compound sentences in response to prompts.