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Intermediate (Grade 4 to Grade 7) I am able to… The girls went to the bakery, when it opened. The black bear has sharp claws foliage and runs fast. They baked and I ate. colleague Furthermore ELL Matrix: Intermediate (4-7) Writing If a student demonstrates most of the descriptors in a level column, he/she can be described as working within that level. At the given level of language proficiency, this student can: ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) Meaning • Ideas & information • Express ideas through listing familiar • Express some logical ideas using lists • Express a main idea in simple text • Express a focused idea in more • Express & sustain a clear & focused words & phrases, labelling, & shared & copying or adapting text; meaning that is partially developed; meaning is complex text with some elaboration main idea with some depth & writing; meaning may be difficult to is somewhat comprehensible generally comprehensible & clarification; meaning is usually coherence discern comprehensible • Use of detail • Present single idea or random • Provide limited related details to • Provide a few related details to • Provide some relevant supporting • Provide some relevant & specific unrelated ideas with no elaboration support meaning support meaning details to enhance meaning details & examples to support, clarify, or detail to support meaning & enhance meaning • Strategies • Use strategies such as oral dictation, • Use strategies such as repetitive • Use strategies such as graphic • Use strategies such as graphic • Use a variety of strategies such first language, copying, word banks, patterns, repetition, modelled forms, organizers, templates, writing plans, organizers, templates, models, as pre-writing plans, writing picture prompts, & graphic organizers formulaic structures, sentences models, & knowledge of sentence writing conferences, checklists, & conferences, models & templates, to produce text starters, & graphic organizers to patterns to produce & revise text rubrics to produce text guidelines, & rubrics to produce & produce text revise text Style • Word choice (diction, • Use some high-frequency vocabulary • Use some vocabulary including • Use more vocabulary including • Choose from a range of vocabulary • Choose from a broad range of precise language) related to familiar topics & personal high-frequency, descriptive, & high-frequency, descriptive, academic, including high-frequency, academic & content vocabulary with experiences subject-specific vocabulary related to & subject-specific words, & familiar descriptive, subject-specific, & more precision including words with familiar objects, actions, & topics words with multiple meanings academic words, including some multiple meanings, & a variety of homophones & homonyms word forms • Sentence fluency • Complete simple patterned • Produce simple & compound sen- • Produce simple, compound, & some • Produce a variety of simple, • Produce connected sentences (rhythm, flow, variety) sentences, & use single words & tences; often repetitive complex sentences with little variety compound, & complex sentences demonstrating a variety of lengths & phrases patterns • Voice (phrasing, tone, • Write for limited purposes modelled • Write for limited purposes using • Write for an expanding range of • Write for a variety of purposes with • Write for a variety of purposes with purpose, awareness on familiar forms & repetitive graphic organizers & models; some purposes using organizers & models a voice that reflects individuality & a voice that attempts to engage & of audience) patterns evidence of individuality evident in showing an emerging sense of attempts to engage reader impact the reader pictures used to support text individuality 24 ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017 ELL Matrix: Intermediate (4-7) Writing (cont’d) ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) Form • Organization & • Organize ideas in random order with • Organize some related ideas together • Organize related ideas together in a • Organize ideas in a multi-paragraph • Organize ideas in a multi-paragraph Sequencing no introduction or conclusion with a simple or vague introduction simple paragraph with a predictable composition with a clear introduction composition with a purposeful & no conclusion; sequence may be introduction & conclusion; sequence is & formulaic conclusion; sequence is introduction & conclusion; sequence inconsistent & may include drawings generally logical logical is logical • Connections & • Connect words using “and” to • Connect sentences using “and” & • Connect ideas in related sentences • Connect sentences into a cohesive • Connect ideas in a composition using transitions produce simple sentences simple time markers using common conjunctions, & time & paragraph using a variety of a variety of cohesive devices & some sequence markers conjunctions, & time & sequence transition words markers • Awareness of forms/ • Represent the structure of a basic • Produce some examples of a few • Produce examples of a some genres • Produce increasingly long & complex • Produce long & complex examples of genre (linguistic & narrative or procedure (sequence basic genres (pieces of information (sequential explanations, factual texts, examples of a variety of genres a variety of genres (arguments, caus- structural features) of events, beginning, middle, end) about an object or thing, parts of a simple arguments, narratives) to suit (arguments, causal explanations, al explanations, reports, narratives, through pictures, key words, or recount, descriptive words or phrases purpose reports, narratives, poetry) to suit poetry) to suit purpose phrases for a procedure) to suit purpose purpose Conventions • Form or copy letters & words with • Use capitals at the beginning of • Use capitals, periods, & commas • Use capitals, periods, & commas, & • Use mostly accurate punctuation • Capitals & Punctuation attention to spacing, line, & direction sentences & periods at the end of some quotation marks, apostrophes, sentences & hyphens • Spelling • Spell some sight words accurately • Spell a range of familiar words • Spell a range of words using word • Use common & irregular spellings • Spell many challenging words with accurately & use invented spelling as lists, personal dictionaries, & with increasing accuracy accuracy necessary knowledge of common patterns • Grammatical elements • Use familiar nouns, present tense • Use nouns, present, past, & • Use adjectives & adverbs, & • Use a range of grammatical • Use a broad range of grammatical & syntax verbs, plurals, & prepositions with continuous tense verbs, pronouns, demonstrate some control of word structures showing more control structures including embedded errors & omissions prepositions, & articles with errors order, plurals, & tenses of word order, plurals, tenses, & pronouns, irregular plurals, & various subject-verb agreement verb tenses with increasing accuracy ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017 25 ELL Quick Scale: Intermediate (4-7) Writing This Quick Scale is a summary of the corresponding Matrix. If a student demonstrates most of the descriptors in a level column, he/she can be described as working within that level. At the given level of language proficiency, this student can: ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) SNAPSHOT The student can use or copy a string The student can use some familiar The student can use some academic The student can use a range of The student can use a wide range of of simple words and phrases to vocabulary, repetitive phrases and vocabulary with some detail to create vocabulary and connections to vocabulary with loosely organized ideas, communicate. patterned sentences to communicate. simple sentences and short paragraphs. communicate ideas in sentences and and begin to write clearly with insight paragraphs. and detail. Meaning • Draw, label, and copy models • Write some short phrases and • Express ideas by writing simple • Express ideas related to a topic, • Express ideas and many specific • Ideas & information e.g. Copies own name from letter repetitive sentences sentences, with a few related details with relevant supporting details details and examples related to • Detail models e.g. Uses the sentence frame “I like to support ideas e.g. “Soccer is an exciting sport purpose in a variety of contexts • Strategies e.g. Draws and labels a picture of the to…” to write “I like to play in the e.g. “I have a great family. We go to played everywhere. There are e.g. Writes a paragraph about what water cycle snow”, “I like to walk in the park” the lake. We like swimming.“ two teams and twenty-two players. makes a person happy, with details • Intersperse first language • Use some basic strategies to label • Use a few strategies to write sentences The players are skilled. People like to and examples • Write and complete patterned and complete sentences and short paragraphs watch the game.” • Use a wide range of strategies to sentences e.g. Uses sentences starters to write e.g. Uses a graphic organizer on the • Use varied strategies to write write complete paragraphs on a topic e.g. Inserts words such as “pen”, “there are two dogs”, “there is one topic “I am able to…” to write a series multiple sentences and paragraphs e.g. Uses a completed writing plan “door”, “book” in “This is a ____” black cat” of sentences on abilities e.g. Uses a completed Venn diagram to write a paragraph about global e.g. “my father is in China” “he is to write a paragraph comparing bats warming smart” and birds Style • Use mostly common and familiar • Use some common and subject-spe- • Use numerous common and • Use a variety of common, academic, • Choose from a wide variety of • Word choice words cific words subject-specific words, and some subject-specific, and descriptive academic, subject-specific, and • Sentence fluency e.g. “mother”, “green”, “walk”, “good” e.g. “backpack”, “walking”, “fast”, descriptive words words descriptive words • Voice • Write some basic short sentences “temperature” e.g. “flew”, “metal”, “less than”, e.g. “steering”, “aluminum”, “roll”, e.g. “equation”, “predict”, “unusual” e.g. “I like school.” • Use simple sentences and some “gravity”, “butterfly” “invent” e.g. “load”, “unload”, “loading”, • Use a string of simple and repetitive compound sentences • Use simple sentences and compound • Use compound and complex “payload” sentences e.g. “I like school in Canada.” sentences sentences • Use a variety of sentence types, e.g. “The teacher is nice. I like her.” e.g. “The bear has big claws.” e.g. “The black bear has sharp claws e.g. “The grizzly bear has sharp attempting to engage the reader and runs fast.” dangerous claws and runs after its e.g. “The ferocious grizzly bear with prey.” its sharp dangerous claws swiftly attacked its prey.” • Experiment with writing paragraphs 26 ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017
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