Summaries of ELPS: Proficiency Level Descriptors for Instructional Planning

(subsection d)


Listening (d1: k-12) The student comprehends…

Speaking (d2: k-12) The student speaks…

Reading (d4: 2-12) The student reads…

Writing (d6: 2-12) The student writes…

Beginning (A)

1A(i) few simple conversations with

linguistic support

1A(ii) modified conversation 1A(iii) few words, does not seek

clarification, watches others for cues

2A(i) using single words and short

phrases with practiced material; tends to give up on attempts

2A(ii) using limited bank of key vocabulary

2A(iii) with recently practiced familiar material

2A(iv)with frequent errors that hinder communication

2A(v) with pronunciation that inhibits communication

4A(i) little except recently practiced

terms, environmental print, high frequency words, concrete words represented by pictures

4A(ii) slowly, word by word

4A(iii) with very limited sense of English structure

4A(iv) with comprehension of practiced, familiar text

4A(v) with need for visuals and prior knowledge

4A(vi) modified and adapted text

6A(i) with little ability to use English

64A(ii) without focus and coherence, conventions, organization, voice

6A(iiI) labels, lists, and copies of printed text and high-frequency words/phrases, short and simple, practiced sentences primarily in present tense with frequent errors that hinder or prevent understanding

Intermediate (B)

1B(i) unfamiliar language with

linguistic supports and adaptations 1B(ii) unmodified conversation with key words and phrases

1B(iii) with requests for clarification by asking speaker to repeat, slow down, or rephrase speech

2B(i) with simple messages and

hesitation to think about meaning 2B(ii) using basic vocabulary

2B(iii) with simple sentence structures and present tense

2B(iv) with errors that inhibit unfamiliar communication

2B(v) with pronunciation generally understood by those familiar with English

language learners

4B(i) wider range of topics: and everyday

academic language 4B(ii) slowly and rereads

4B(iii) basic language structures

4B(iv) simple sentences with visual cues, pretaught vocabulary and interaction 4B(v) grade-level texts with difficulty 4B(vi) at high level with linguistic accommodation

6B(i) with limited ability to use English in

content area writing

6B(ii) best on topics that are highly familiar with simple English

6B(iii) with simple oral tone in messages, high-frequency vocabulary, loosely connected text, repetition of ideas, mostly in the present tense, undetailed descriptions, and frequent errors



1C(i)with some processing time,

visuals, verbal cues, and gestures; for unfamiliar conversations

1C(ii) most unmodified interaction 1C(iii) with occasional requests for the speaker to slow down, repeat, rephrase, and clarify meaning

2C(i) in conversations with some pauses

to restate, repeat, and clarify

2C(ii) using content-based and abstract terms on familiar topics

2C(iii) with past, present, and future 2C(iv) using complex sentences and grammar with some errors

2C(v) with pronunciation usually understood by most

4C(i) abstract grade appropriate text

4C(ii) longer phrases and familiar sentences appropriately

4C(iii) while developing the ability to construct meaning from text

4C(iv) at high comprehension level with linguistic support for unfamiliar topics and to clarify meaning

6C(i) grade appropriate ideas with second

language support

6C(ii) with extra need for second language support when topics are technical and abstract

6C(iii) with a grasp of basic English usage and some understanding of complex

usage with emerging grade-appropriate vocabulary and a more academic tone

Advanced High


1D(i) longer discussions on unfamiliar


1D(ii) spoken information nearly comparable to native speaker

1D(iii) with few requests for speaker to slow down, repeat, or rephrase

2D(i)in extended discussions with few


2D(ii) using abstract content-based vocabulary except low frequency terms; using idioms

2D(iii) with grammar nearly comparable to native speaker

2D(iv) with few errors blocking communication

2D(v) occasional mispronunciation

4D(i) nearly comparable to native


4D(ii) grade appropriate familiar text appropriately

4D(iii) while constructing meaning at near native ability level

4D(iv) with high level comprehension with minimal linguistic support

6D(i) grade appropriate content area

ideas with little need for linguistic support 6D(ii) develop and demonstrate grade appropriate writing

6D (iii) nearly comparable to native speakers with clarity and precision, with occasional difficulties with naturalness of language.

*These summaries are not appropriate to use in formally identifying student proficiency levels for TELPAS. TELPAS assessment and training materials are provided by the Texas Education Agency Student Assessment Division: https://tea.texas.gov/student-assessment/testing/telpas/telpas-resources

© Canter Press, 2008. Created by John Seidlitz. All Rights Reserved. 5