Kindergarten

An English learner with significant cognitive disabilities can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

K.3

An English learner with significant cognitive disabilities can speak and write about grade appropriate complex literary and informational texts and topics.

K.4

An English learner with significant cognitive disabilities can construct grade-appropriate oral and written claims.

K.5

An English learner with significant cognitive disabilities can conduct research and evaluate and communicate findings to answer questions or solve problems.

K.6

An English learner with significant cognitive disabilities can analyze and critique the arguments of others orally and in writing.

K.7

An English learner with significant cognitive disabilities can adapt language choices to purpose, task, and audience when speaking and writing.

K.8

An English learner with significant cognitive disabilities can determine the meaning of words and phrases in oral presentations and literary and informational text.

K.9

An English learner with significant cognitive disabilities can create clear and coherent gradeappropriate speech and text.

K.10

An English learner with significant cognitive disabilities can make accurate use of standard English to communicate in grade-appropriate speech and writing.

K.1.a

With prompting and support, use an increasing range of strategies to:

K.1.b

With prompting and support, use an emerging set of strategies to identify some key words and main topics from readalouds, oral presentations and picture books.

K.1.c

With prompting and support, use a very limited set of strategies to identify a few key words from read-alouds, oral presentations, and picture books.

K.2.a

With prompting and support:

K.2.b

With prompting and support:

K.2.c

With prompting and support:

K.3.a

With prompting and support:

K.3.b

With prompting and support:

K.3.c

With prompting and support:

K.4.a

With prompting and support:

K.4.b

express an opinion or preference about a familiar topic showing increasing control.

K.4.c

With prompting and support:

K.5.a

With prompting and support:

K.5.b

With prompting and support:

K.5.c

With prompting and support:

K.6.a

Not appropriate at this proficiency level

K.6.b

Not appropriate at this proficiency level

K.6.c

Not appropriate at this proficiency level

K.7.a

With prompting and support:

K.7.b

With prompting and support:

K.7.c

Not appropriate at this proficiency level

K.8.a

With prompting and support:

K.8.b

With prompting and support:

K.8.c

With prompting and support:

K.9.a

With prompting and support:

K.9.b

With prompting and support:

K.9.c

Not appropriate at this proficiency level

K.10.a

With prompting and support:

K.10.b

With prompting and support:

K.10.c

With prompting and support:

answer questions about key details; and

retell basic information from read-alouds, oral presentations, and picture books.

Emerging set of strategies: Refers to one or two different strategies to show understanding of meaning (e.g., select multiple choice, put pictures in order, answer verbally with a sentence starter).

Limited set of strategies: Refers to one or two different strategies the student successfully uses regularly (e.g., matching, pointing, nodding, yes or no responses).

participate in short conversations

respond to more complex yes and no and wh- questions

follow some rules for discussion about familiar topics.

listen with some participation in short conversations

respond to simple yes and no and whquestions

follow simple rules for discussion about familiar topics.

listen with limited participation in short conversations

respond to simple yes/no questions about familiar topics.

Limited participation includes eyes on speaker or text with teacher prompting and proximity for redirection. Limited participation also refers to being able to add something to the conversation through whatever modality the student is most comfortable using, even if this means the students is repeating sounds or words.

tell or dictate simple information about familiar topics, experiences or events.

communicate simple information or feelings about familiar topics, experiences or events.

communicate simple information or feelings about familiar topics or experiences.

express an opinion or preference about a familiar topic showing increasing control.

identify a feeling or opinion about a familiar topic showing emerging control.

indicate a feeling or opinion about a familiar topic showing limited control.

identify information from experience or from a provided source to answer a question showing increasing control.

recall information from experience or from a provided source to answer a question showing developing control.

recognize information from experience or from a provided source.

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

indicate the appropriate audience or task from a field of options when presented with familiar phrases and simple sentences.

indicate awareness of the appropriate language for the playground and for the classroom.

answer simple questions to English language proficiency determine the meaning of some frequently occurring words and phrases in simple oral presentations and read-alouds about familiar topics, experiences or events.

recognize the meaning of some frequently occurring words in simple oral presentations and read-alouds about familiar topics, experiences or events.

recognize the meaning of a few frequently occurring words in simple oral presentations and read-alouds about familiar topics, experiences or events.

retell a simple sequence of events from experience or from a familiar story with increasing control of frequently occurring linking words.

retell a few events from experience or from a familiar story with developing control of some frequently occurring linking words (e.g., and, then).

recognize and use frequently occurring nouns, verbs and prepositions

use and respond to question words

produce simple and some compound sentences on familiar topics in shared language activities.

recognize and use a small number of frequently occurring nouns, verbs and short phrases

respond to simple questions (e.g., yes or no, wh- questions)

repeat simple sentences on familiar topics in shared language activities.

recognize and use a small number of frequently occurring nouns and verbs

respond to simple questions (e.g., yes or no) in shared language activities*.