ENGLISH LANGUAGE PROFICIENCY

Oregon Standards Newspaper 20082009 School Year Oregon Department of Education

Page 33B
1 Expressing needs and likes Sentence structuresubject/verb agreement, pronouns
2 Describing people, places, things Nouns, pronouns, adjectives
3 Describing location Prepositional phrases
4 Describing action Present progressive tense, adverbs
5 Retelling/relating past events Past tense verbs
6 Making predictions Verbs: future tense, conditional mood
7 Asking informational questions Verbs and verb phrases in questions
8 Asking clarifying questions Questions with increasing specifcity
9 Expressing and supporting opinions Sentence structure, modals (will, can, may, shall)
10 Compacting Adjectives and conjunctions, comparatives, superlatives, adverbs
11 Contrasting Comparative adjectives
12 Summarizing Increasingly complex sentences with increasingly specifc vocabulary
13 Persuading Verb forms
14 Literary analysis Sentence structure, specifc vocabulary
15 Cause and effect Verb forms
16 Drawing Conclusions Comparative adjectives
17 Defning Nouns, pronouns, and adjectives
18 Explaining Verb forms, declarative sentences, complex sentences, adverbs of manner
19 Generalizing Abstract nouns, verb forms
20 Evaluating Complex sentences; increasing specifcity of nouns, verbs, and adjectives
21 Interpreting Language of propaganda, complex sentences
22 Sequencing Adverbs of time, relative clauses, subordinate conjunctions
23 Hypothesizing and speculating Modals (would, could, might), compound tenses (would have been)
24 Summarizing Modals (would, could, might), compound tenses (would have been)
Language Functions and Examples of Forms
LANGUAGE FUNCTION EXAMPLE OF LANGUAGE FORM
English Language Development
The Oregon English Language
Profciency (ELP) Standards
provide teachers with information
they can use to ensure that
English-language development
is occurring appropriately for all
Limited English Profcient (LEP)
students.
These standards encapsulate
suggestions to teachers for
ensuring that the needs of LEP
students are addressed. They
explicitly state what it is that
all LEP students need to know
and be able to do as they learn
English and move toward full and
successful participation in classes
instructed only in English.
The Oregon English Language
Profciency Standards delineate
the profciency levels required
to move through the levels of
English-language development.
The levels of developing
profciency in a second language
have been well documented
through research and were
designed to provide teachers
of all types of programs clear
benchmarks of progress.
English language functions and
forms acquired by native English
speakers before entering school
or naturally at home need to
be explicitly taught to students
learning English as an additional
language. These functions and
forms may be taught at any grade
level as the need and appropriate
context arise.
A language function refers to
the purpose for which speech
or writing is being used. In
speech, these functions include
giving instructions, introducing
ourselves, and making requests.
In academic writing, these
functions might include describing
processes, comparing or
contrasting things or ideas, and
classifying objects or ideas.
Forms of a language deal with the
internal grammatical structure of
words. Forms would include, for
example, the relationship between
the words boy and boys, or the
relationship (irregular) between
the words man and men.
The forms and functions as well
as the English language arts
pathway for LEP students are
now in the REAL Searchable
Standards at www.ode.state.or.us/
go/standards.
Adopted June 2004
*Student accountability for these standards
began in 2005-06.
*Districts are required to test all English Language Learners (ELL) currently enrolled in ELL Programs during 2008-09 with the Oregon English Language Profciency Assessment (ELPA).
ENGLISH LANGUAGE PROFICIENCY
Oregon Standards Newspaper 20082009 School Year Oregon Department of Education
Page 34B
ACQUISITION OF LANGUAGE FUNCTIONS AND FORMSALL GRADES
BEGINNING
EARLY
INTERMEDIATE
INTERMEDIATE
EARLY
ADVANCED
ADVANCED
TARGET
FORMS
LANGUAGE
FUNCTION
Verbs and Verb
Phrases in Ques-
tions: Students learn to
understand and generate
oral and written language
with verbs and verb
phrases in questions.
EP.AD.07 Detailed ques-
tions with expanded verb
phrase
EP.EA.07 Detailed ques-
tions with who, what,
when, where, why and
how
EP.IN.07 Who, what,
where, why questions
with do or did
EP.EI.07 Present or pres-
ent progressive tense
questions with to be
EP.BG.07 Simple ques-
tions about familiar or
concrete subjects
ASKING
INFORMATIONAL
QUESTIONS
Verbs: Future Tense,
Conditional Mood:
Students learn to under-
stand and generate oral
and written language
with future tense verbs
and conditional mood.
EP.AD.06 Conditional
(could, might) mood in
complex sentences
EP.EA.06 Conditional
(could, might) mood in
complex sentences
EP.IN.06 The ________
will ________.
EP.EI.06 The _____
is/are going to ______.
MAKING
PREDICTIONS
Past Tense Verbs:
Students learn to under-
stand and generate oral
and written language
with past tense verbs.
EP.AD.05 Present
progressive/past perfect
tense with specialized
prepositions _____
have/has been _____-ing
since/for _____.
EP.BG.06 In response to
questions, may respond
by circling, pointing, and
so on, or answer with one
or two words
EP.EA.05 Compound
sentences using past
tense and adverbs
EP.IN.05 Simple sen-
tences with regular and
irregular past tense verbs
Yesterday/Last _____/On
_____ day (pronoun)
_____ -ed (prep. phrase
or other direct object).
First _____ and then
_____. Finally _____.
EP.EI.05 Simple sentenc-
es with past progressive
_____ (pronoun) _____
was/were _____-ing.
EP.BG.05 Single words
in response to past
tense question
RETELLING/
RELATING PAST
EVENTS
EP.AD.04 Adverb clauses
telling how, where, or when.
Present Progressive
Tense, Adverbs: Stu-
dents learn to understand
and generate oral and
written language skills
with present progressive
tense and adverbs.
EP.EA.04 Adverb
clauses telling how,
where, or when
EP.IN.04 Variety of verb
tenses and descriptive
adverbs
EP.EI.04 Present
progressive
EP.BG.04 Demonstrated
comprehension (perform
or describe actions)
DESCRIBING
ACTION
EP.EA.03 Complex
sentences with phrases
using prepositions (e.g.,
beneath, within)
EP.IN.03 May include two
prepositional phrases with
more diffcult prepositions
(e.g., in front of, behind,
next to)
Prepositional Phras-
es: Students learn to
understand and generate
oral and written lan-
guage with prepositional
phrases.
EP.EI.03 Simple sen-
tences with prepositional
phrases (e.g., next to,
beside, between, in front
of, in back of, behind, on
the left/right, in the middle
of, above, below, under)
EP.BG.03 Demonstrated
comprehension of total
physical response com-
mands, including preposi-
tions (e.g., on, off, in, out,
inside, outside)
DESCRIBING
LOCATION
Nouns, Pronouns and
Adjectives: Students
learn to understand and
generate oral and written
language with nouns, pro-
nouns and adjectives.
EP.AD.02 Complex sen-
tences with more specifc
vocabulary (nouns, adjec-
tives)
EP.EA.02 Compound
sentences with more
specifc vocabulary (nouns,
adjectives)
EP.IN.02 Elaborated
sentences has/have/had
or is/are/were with nouns
and adjectives
EP.EI.02 Simple sen-
tences with the verb to be,
using common nouns and
adjectives. The (my, her)
_____ is/are _____. A (it)
has/have _____.
EP.BG.02 Common nouns
and adjectives
DESCRIBING
PEOPLE, PLACES
AND THINGS
Sentence Structure:
The basic sentence
structures that we use to
express needs and likes
are foundations of the
more complex sentence
structure we use for aca-
demic purposes.
EP.AD.01 Complex
sentences, perhaps
with tags or embedded
questions
EP.EA.01 Sentences with
subject/verb/object and
dependent clause
EP.IN.01 Elaborated
sentences with subject/
verb/object
EP.EI.01 Simple sen-
tences with subject/verb/
object. I like/dont like
_____(object). I need
a/some _____ (object).
EP.BG.01 One-or two-word
answers (nouns or yes/no)
to questions about prefer-
ences, (e.g., two, apples,
or tree)
Advanced students com-
prehension of general
and implied meaning,
including idiomatic and
fgurative language.
Students initiate and
negotiate using appropri-
ate discourse, varied
grammatical structures
and vocabulary; use of
conventions for formal
and informal use. (Would
you like me to bring
pictures of the bear that
I saw last summer?)
Early Advanced students
demonstrate consis-
tent comprehension
of general meaning;
good understanding of
implied meaning; sustain
conversation, respond
with detail in compound
and complex sentences;
actively participate using
more extensive vocabu-
lary, use standard gram-
mar with few random
errors. (Can bears live
in the forest if they fnd
food there?)
Intermediate students
demonstrate good
comprehension of gen-
eral meaning; increased
comprehension of specifc
meaning; respond in more
complex sentences, with
more detail using newly
acquired vocabulary to
experiment and form mes-
sages. (The brown bear
lived with his family in
the forest.)
Early Intermediate
students demonstrate
increased comprehension
of general meaning and
some specifc meaning;
use routine expressions
independently and re-
spond using phrases and
simple sentences, which
include a subject and
predicate. Students show
basic errors in speech.
(The bear is brown. He
is eating.)
Beginning students dem-
onstrate minimal com-
prehension of general
meaning; gain familiarity
with the sounds, rhythms
and patterns of English.
Early stages show no
verbal responses while
in later stages one or
two word responses
are expected. Students
respond in single words
and phrases, which may
include subject or a
predicate. Many speech
errors are observed.
(bear, brown)
EXPRESSING
NEEDS AND LIKES
EP.AD.03 Complex
sentences with phrases
using prepositions
(e.g., beneath, within)
A Language Function
refers to the purpose for
which speech or writing is
being used.
Target Forms of lan-
guage deal with the
internal grammatical
structure of words. The
relationship between boy
and boys, for example,
and the relationship
(irregular) between man
and men would be forms
of a language.
*Districts are required to test all English Language Learners (ELL) currently enrolled in ELL Programs during 2008-09 with the Oregon English Language Profciency Assessment (ELPA).
ENGLISH LANGUAGE PROFICIENCY
*Student accountability for these standards
began in 2005-06.
BEGINNING
EARLY
INTERMEDIATE
INTERMEDIATE
EARLY
ADVANCED
ADVANCED
TARGET
FORMS
LANGUAGE
FUNCTION
Adopted June 2004
Oregon Standards Newspaper 20082009 School Year Oregon Department of Education
Page 35B
EP.EI.13 Simple sentenc-
es (subject/verb/adjective)
(subject/verb/object)
EP.IN.14 Compound sen-
tences with and, because,
before, after
EP.EA.14 Descriptive lan-
guage in more complex
sentences
EP.AD.14 Specifc
descriptive language in
complex sentences
Sentence Structure and
Specifc Vocabulary
Verb Forms
EP.AD.13 Complex sen-
tences with varied verb
forms and tag questions,
idiomatic expressions or
embedded clauses
EP.EA.13 Complex
sentences with future and
conditional
EP.IN.13 Imperative verb
forms
EP.AD.19 Subjunctive
mode: expressing a
condition contrary to fact
or expressing a doubt If
only he were here.
Abstract Nouns, Verb
Forms: Students learn to
develop and use gener-
alizations using abstract
nouns, verb forms and
nominalizations.
GENERALIZING
EP.AD.18 Get across
which point he/she feels
is most important using
regular and irregular verb
forms, adverbs of manner
and compound-complex
sentences. Adverbs of
manner: The children
who sang loudly got a
cookie, but those who
didnt sing had none.
Verb Forms, De-
clarative Sentences,
Complex Sentences,
Adverbs of Manner:
Students learn to develop
and use explanations using
appropriate verb forms,
declarative and complex
sentences and adverbs of
manner.
EP.IN.19 Imperative
mode: expresses com-
mand Take me home.
Stay there.
Collective nouns name,
as a unit, the members of
a group (herd, class, jury,
congregation).
EP.EA.19 Indicative
mode: makes a statement
of fact The temperature
is low.
Abstract nouns: name
things or ideas that
people cannot touch or
handle (beauty, honesty,
comfort, love).
EP.EA.18 Get across
important points using
declarative, compound
and complex sentences,
regular and irregular verb
forms
Complex: As I came
home, I stopped at the
store.
Compound: The children
who came in early had
refreshments, but those
who came late had none.
EP.IN.18 Explain
simple, straightforward
information of immediate
relevance, using regular
verbs and adverbs of
manner in declarative
sentences and compound
sentences Maria planted
the petunia seeds care-
fully.
EP.EI.16 Main points in
familiar idea or problem
with some precision using
simple indicative verb
forms in simple declara-
tive sentences Large
oaks grew in the park. The
length of the room is 40
feet.
EXPLAINING
Nouns, Pronouns, Ad-
jectives: Students learn
to defne concrete and ab-
stract objects/concepts with
correct nouns, pronouns,
and adjectives
EP.AD.17 Clear, well-
structured, detailed lan-
guage on complex sub-
jects, showing controlled
use of nouns, pronouns,
adjectives.
EP.EA.17 Concrete and
abstract topics using
irregular nouns, singular
and plural, personal and
possessive pronouns and
adjectives
EP.IN.17 Connected text
including irregular nouns,
personal, possessive
pronouns and adjectives
with some irregular past
tense verbs
EP.EI.15 Simple terms,
aspects of concrete and fa-
miliar objects, regular nouns
singular and plural, personal
pronouns, present tense,
simple sentences
EP.BG.11 Patterned
responses: A table is
furniture. A boy is a
person.
DEFINING
Comparative Adjec-
tives
EP.AD.16 Comparative
adjectives with idiomatic
phrases and passive voice
EP.EA.16 Comparative
adjectives with conjunc-
tions such as although,
because, that
EP.IN.16 Comparative
adjectives with past tense
verbs in simple sentences
DRAWING
CONCLUSIONS
Verb Forms
EP.AD.15 Conditional: If
_____ had/hadnt ____,
_____ would/wouldnt
have _____.
EP.EA.15 Complex
sentences with past tense
verbs
EP.IN.15 Descriptive
sentences with past tense
verbs
EP.EI.14 Answer cause
and effect question with a
simple response
CAUSE AND EFFECT
PERSUADING
LITERARY
ANALYSIS
EP.BG.10 Single words
for character and setting
Increasingly Complex
Sentences with
Increasingly Specifc
Vocabulary
EP.AD.12 Conjunctions
that summarize (indeed,
therefore, consequently)
EP.EI.12 Simple sen-
tences with key nouns,
adjectives, and verbs
EP.IN.12 Compound sen-
tences with and/but
EP.EA.12 Conjunc-
tions that summarize
(to conclude, indeed, in
summary, in short)
SUMMARIZING
Comparative
Adjectives
EP.AD.11 Approximately
used idiomatic phrases
and contrasting words
(e.g., whereas, in contrast)
EP.EA.11 Subject/verb/
adjective, both subject/
verb, but
EP.IN.11 Subject/verb/ad-
jective like ____ but ____
subject/verb/adjective.
EP.EI.11 Sentences with
subject/verb/adjective
showing similarities and
differences
CONTRASTING
Adjectives and
Conjunctions
EP.AD.10 Complex
sentence structure with
specifc comparative
language
EP.EA.10 Varied sentence
structures with specifc
comparative adjectives
and phrases
EP.IN.10 Subject/verb/
adjective, but _____.
Adjective with er or est
EP.EI.10 Sentences with
subject/verb/adjective
showing similarities and
differences
EP.BG.09 Single words
or phrases in response
to concrete comparison
questions
COMPACTING
Sentence Structure EP.AD.09 Complex sen-
tences using modals and
clauses
EP.EA.09 In my opinion
_____ should _____
because/so _____.
EP.IN.09 I think/agree
with (dont) _____ be-
cause _____.
EP.EI.09 I think/agree with
(dont) ____.
EP.BG.08 I like/dont like
_____ (concrete topics).
EXPRESSING
AND SUPPORTING
OPINIONS
Questions with In-
creasing Specifcity
EP.AD.08 Varied, specifc
questions clarifying proce-
dures or content
EP.EA.08 A variety of
fairly specifc questions
clarifying procedures or
content
EP.IN.08 Formula ques-
tions clarifying classroom
procedures, rules and
routines
EP.EI.08 Formula questions
clarifying classroom proce-
dures, rules and routines
Not Applicable ASKING CLARIFY-
ING QUESTIONS
*Districts are required to test all English Language Learners (ELL) currently enrolled in ELL Programs during 2008-09 with the Oregon English Language Profciency Assessment (ELPA).
TARGET
FORMS
ENGLISH LANGUAGE PROFICIENCY
*Student accountability for these standards
began in 2005-06
BEGINNING
EARLY
INTERMEDIATE
INTERMEDIATE
EARLY
ADVANCED
ADVANCED
LANGUAGE
FUNCTION
Adopted June 2004
Oregon Standards Newspaper 20082009 School Year Oregon Department of Education
Page 36B
Modals (would, could,
might), Compound
Tenses (would have
been): Students learn to
summarize and speculate
using modals and com-
pound tenses.
EP.AD.24 Summarize
information from different
sources, reconstructing
arguments and accounts
in a coherent presentation
of the overall result
EP.EA.24 Summarize a
wide range of factual and
imaginative texts, com-
menting on and discuss-
ing contrasting points of
view and the main themes
EP.IN.24 Summarize
extracts from news items,
interviews or documenta-
ries containing opinions,
argument and discussion;
summarize the plot and
sequence of events in
a poem or play; collate
short pieces of informa-
tion from several sources
and summarize them for
someone else
EP.EI.20 Paraphrase
short written passages in
a simple fashion, using
the original text wording
and ordering; pick out
and reproduce key words
and phrases or short
sentences from a short
text within the learners
limited competence and
experience
EP.BG.15 Copy out short
texts; can copy out single
words and short texts
SUMMARIZING
HYPOTHESIZING
AND SPECULATING
EP.IN.23 Auxiliary verbs
that indicate futurity: will
and shall
EP.EA.23 Auxiliary verb
indicating desire or intent:
would
Modals (would, could,
might), Compound
Tenses (would have
been): Students learn to
hypothesize and speculate
using modals and
compound tenses.
EP.AD.23 Auxiliary verbs
include modal verbs,
which may express pos-
sibility: may, might, can,
could.
SEQUENCING
Adverbs of time, Rela-
tive Clauses,
Subordinate
Conjunctions: Students
learn sequencing using
adverbs of time, relative
clauses and subordinate
conjunctions.
EP.AD.22 Object of
comparison The person
whom Susan is taller than
is Mary.
EP.EA.22 Possessive I
know the woman whose
father is visiting. Subordi-
nate conjunctions used to
join two grammatical parts
of equal rank Although he
worked hard, he did not
fnish his homework.
EP.IN.22 Prepositional ob-
ject I found the book that
John was talking about.
EP.EI.19 Direct object
The story that I read was
long.
Indirect object The man
to whom I gave the pres-
ent was absent.
EP.BG.14 Subject The girl
who was sick went home.
Natural sequencing I hit
him and he fell over.
Language of Propa-
ganda, Complex Sen-
tences: Students learn
to identify and interpret
the language of propa-
ganda and use complex
sentences.
EP.AD.21 Interpret critically
virtually all forms of the
written language including
abstract, structurally com-
plex, or highly colloquial
non-literary writings
EP.EA.21 Interpret a
wide range of long and
complex texts, appreciat-
ing subtle distinctions of
style and implicit as well
as explicit meaning
EP.IN.21 Interpret short,
simple texts on familiar
matters of a concrete
type which consist of high
frequency everyday or
school-related language
EP.EI.18 Interpret short,
simple texts containing
the highest frequency
vocabulary
EP.BG.13 Interpret a
single phrase at a time,
picking up familiar names,
words, and basic phrases
DOnofrio chocolates are
the best.
Complex Sentences;
Increasing Specifcity
of Nouns, Verbs, and
Adjectives: Students
learn to understand and
use complex sentences
using very specifc nouns,
verbs and adjectives.
EVALUATING EP.BG.12 Adjectives that
point out particular objects
(that wagon, those toys,
each person, every girl).
Number adjectives: (two
men, ten ships, the third
time, the ninth boy)
EP.EA.20 Qualify opinions
and statements precisely
in relation to degrees of
certainty/uncertainty, be-
lief/doubt, likelihood, etc.
EP.IN.20 Evaluate simple
direct exchange of limited
information on familiar
and routine matters using
simple verbs and adjec-
tives.
Correlative conjunctions
are used in pairs: both
and; not onlybut also
Neither the teacher nor the
students could solve the
problem.
EP.EI.17 Adjectives used
to limit: (few horses, much
snow, little rain)
INTERPRETING
EP.AD.20 Convey
fner, precise shades of
meaning by using, with
reasonable accuracy, a
wide range of qualifying
devices, such as adverbs
that express degree This
class is too hard.; claus-
es expressing limitations
This is a school van, but
it is only used for sports.;
and complex sentences.
Oregon Standards Newspaper 20082009 School Year Oregon Department of Education
Page 37B
English Language Profciency Standards
(Cut Scores)
OREGON ACADEMIC
STANDARDS CONTENT
AREA
ORGANIZATIONS SETTING NATIONAL STANDARDS WEB ADDRESS

English Language Arts
Standards for English Language Arts (1996), National Council of Teachers
of English (NCTE)
A Compendium of Standards and Benchmarks for K-12 Education, McREL
and ASCD
www.ncte.org
www.mcrel.org/standards-
benchmarks
English Language

Profciency
Teachers of English to Speakers of Other Languages (TESOL) Standards,
revised in 2006.
www.tesol.org


Mathematics
National Council of Teachers of Mathematics (NCTM), Principles and
Standards for School Mathematics
www.nctm.org
Science
National Science Education Standards (1996), National Research Council
Benchmarks for Science Literacy (1993), American Association for the
Advancement of Science (AAAS)
www.nationalacademies.org
www.aaas.org
www.project2061.org

Social Sciences
National Standards for US History, National Center for History in the
Schools (NCHS)
National Standards for World History, NCHS
National Standards for Civic and Government, Center for Civic Education
National Geography Standards, National Geographic Society
Curriculum Standards for Social Studies, National Council for the Social
Studies
www.sscnet.ucla.edu/nchs
www.civiced.org
www.nationalgeographicsociety.
com
www.ncss.org
www.mcrel.org/standards-
benchmarks
www.ncee.org
The Arts
National Standards for Arts Education (1994), Consortium of National Arts
Education Associates
www.artsedge.kennedy-center.org
Second Language
National Standards for Foreign Language Learning, American Council on
the Teaching of Foreign Languages (ACTFL)
www.actf.org
Physical Education
National Standards for the Physical Education, National Association for
Sport and Physical Education (NASPE)
www.aahperd.org

Health Education
National Health Education Standards, The American Cancer Society www.cancer.org

Early Childhood
Head Start Child Outcomes Framework www.hsnrc.org
National Associations
English Language Profciency Standards (cut scores) were developed in conjunction with Oregon educators through a process
coordinated by CTB McGraw Hill on November 5-6, 2007. These cut scores are based on 2006-07 English Language Profciency
Assessment (ELPA) data. The ELPA is the state-level measure of students progress in acquiring profciency in the English language
(http://www.ode.state.or.us/go/elpa) that fulflls the requirements of NCLB Title III to have separate measures for Listening, Speaking,
Reading, and Writing. All Limited English Profcient (LEP) students in the State of Oregon are administered the ELPA annually as part
of the Oregon State Assessments.
Adopted with correction April 17, 2008
Grade
Level
Early
Intermediate
Intermediate Early
Advanced
Advanced
(Profcient)
K 482 492 498 507
1 492 507 514 523
2 495 508 514 523
3 501 514 521 529
4 497 508 514 521
5 497 508 516 523
6 497 506 515 522
7 497 507 517 524
8 499 508 518 526
9 491 501 515 526
10 493 501 516 527
11 494 501 515 528
12 498 504 516 530