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Arkansas English Language Proficiency Standards

K–12 Standards

Grades 2-3
Other Arkansas English Language Proficiency (ELP) sets
Kindergarten
Grade 1
Grades 4-5
Grade band 6-8
Language Arts 6-8
Grades 9-12

An ELL can . . . construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.2-3.1

1
use a very limited set of strategies from read-alouds, simple written texts, and oral presentations to:2-3.1.1
1. a
  identify a few key words and phrases2-3.1.1.a
2
use an emerging set of strategies from read-alouds, simple written texts, and oral presentations to: 2-3.1.2
1. a
  identify some key words and phrases2-3.1.2.a
2. b
  identify the main topic or message/lesson2-3.1.2.b
3
use a developing set of strategies from read-alouds, simple written texts, and oral presentations to:2-3.1.3
1. a
  identify the main topic or message 2-3.1.3.a
2. b
  answer questions2-3.1.3.b
3. c
  retell some key details2-3.1.3.c
4
use an increasing range of strategies from read-alouds, written texts, and oral presentations. to:2-3.1.4
1. a
  determine the main idea or message2-3.1.4.a
2. b
  identify or answer questions about some key details that support the main idea/message2-3.1.4.b
3. c
  retell a variety of stories2-3.1.4.c
5
use a wide range of strategies to:2-3.1.5
1. a
  determine the main idea or message2-3.1.5.a
2. b
  tell how key details support the main idea2-3.1.5.b
3. c
  retell a variety of stories2-3.1.5.c

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.2-3.2

1
about familiar topics.2-3.2.1
1. a
  listen to and occasionally participate in short conversations2-3.2.1.a
2. b
  respond to simple yes/no and some wh-questions. 2-3.2.1.b
2
about familiar topics.2-3.2.2
1. a
  participate in short conversations, discussions, and written exchanges2-3.2.2.a
2. b
  take turns 2-3.2.2.b
3. c
  respond to simple yes/no and wh- questions2-3.2.2.c
3
about familiar topics and texts. 2-3.2.3
1. a
  participate in short discussions and written exchanges2-3.2.3.a
2. b
  follow the rules for discussion2-3.2.3.b
3. c
  ask questions to gain information or clarify understanding2-3.2.3.c
4. d
  respond to the comments of others2-3.2.3.d
5. e
  contribute his or her own comments2-3.2.3.e
4
about a variety of topics and texts.2-3.2.4
1. a
  participate in discussions, conversations, and written exchanges2-3.2.4.a
2. b
  follow the rules for discussion2-3.2.4.b
3. c
  ask and answer questions2-3.2.4.c
4. d
  build on the ideas of others2-3.2.4.d
5. e
  contribute his or her own ideas2-3.2.4.e
5
about a variety of topics and texts.2-3.2.5
1. a
  participate in extended discussions, conversations, and written exchanges 2-3.2.5.a
2. b
  follow the rules for discussion2-3.2.5.b
3. c
  ask and answer questions2-3.2.5.c
4. d
  build on the ideas of others2-3.2.5.d
5. e
  express his or her own ideas2-3.2.5.e

An ELL can speak and write about grade-appropriate complex literary and informational texts and topics. 2-3.3

1
about familiar texts, topics, experiences, or events.2-3.3.1
1. a
  communicate simple information2-3.3.1.a
2
about familiar texts, topics, experiences, or events.2-3.3.2
1. a
  deliver simple oral presentations2-3.3.2.a
2. b
  compose written texts2-3.3.2.b
3
about familiar texts, topics, experiences, or events.2-3.3.3
1. a
  deliver short oral presentations2-3.3.3.a
2. b
  compose written narratives2-3.3.3.b
3. c
  compose informational texts2-3.3.3.c
4
about a variety of texts, topics, experiences, or events.2-3.3.4
1. a
  deliver short oral presentations2-3.3.4.a
2. b
  compose written narratives2-3.3.4.b
3. c
  compose informational texts2-3.3.4.c
5
with some details, about a variety of texts, topics, experiences, or events.2-3.3.5
1. a
  deliver oral presentations2-3.3.5.a
2. b
  compose written narratives2-3.3.5.b
3. c
  compose informational texts2-3.3.5.c

An ELL can construct grade-appropriate oral and written claims and support them with reasoning and evidence.2-3.4

1
about a familiar topic.2-3.4.1
1. a
  express an opinion2-3.4.1.a
2
about a familiar topic or story.2-3.4.2
1. a
  express an opinion2-3.4.2.a
3
about a familiar topic or story.2-3.4.3
1. a
  express an opinion2-3.4.3.a
2. b
  give one or more reasons for the opinion2-3.4.3.b
4
about a variety of topics. 2-3.4.4
1. a
  introduce a topic2-3.4.4.a
2. b
  express opinions2-3.4.4.b
3. c
  give several reasons for the opinions2-3.4.4.c
5
about a variety of topics.2-3.4.5
1. a
  introduce a topic2-3.4.5.a
2. b
  express opinions2-3.4.5.b
3. c
  give several reasons for the opinions2-3.4.5.c
4. d
  provide a concluding statement2-3.4.5.d

An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems.2-3.5

1
with prompting and support,2-3.5.1
1. a
  carry out short individual or shared research projects2-3.5.1.a
2. b
  gather information from provided sources2-3.5.1.b
3. c
  label information.2-3.5.1.c
2
with prompting and support,2-3.5.2
1. a
  carry out short individual or shared research projects2-3.5.2.a
2. b
  recall information from experience2-3.5.2.b
3. c
  gather information from provided sources2-3.5.2.c
4. d
  record some information/observations in simple notes.2-3.5.2.d
3
with prompting and support,2-3.5.3
1. a
  carry out short individual or shared research projects2-3.5.3.a
2. b
  recall information from experience2-3.5.3.b
3. c
  gather information from provided sources2-3.5.3.c
4. d
  record information/ observations in orderly notes.2-3.5.3.d
4
with prompting and support,2-3.5.4
1. a
  carry out short individual or shared research projects,2-3.5.4.a
2. b
  recall information from experience2-3.5.4.b
3. c
  gather information from multiple sources2-3.5.4.c
4. d
  sort evidence into provided categories. 2-3.5.4.d
5
Level 52-3.5.5
1. a
  carry out short individual or shared research projects,2-3.5.5.a
2. b
  recall information from experience2-3.5.5.b
3. c
  gather information from multiple sources2-3.5.5.c
4. d
  sort evidence into categories.2-3.5.5.d

An ELL can analyze and critique the arguments of others orally and in writing.2-3.6

1
with prompting and support,2-3.6.1
1. a
  use a few frequently occurring words and phrases to identify a point an author or a speaker makes. 2-3.6.1.a
2
with prompting and support,2-3.6.2
1. a
  identify a reason an author or a speaker gives to support the main point.2-3.6.2.a
3
Level 32-3.6.3
1. a
  tell how one or two reasons support the main point an author or a speaker makes.2-3.6.3.a
4
Level 42-3.6.4
1. a
  tell how one or two reasons support the specific points an author or a speaker makes.2-3.6.4.a
5
Level 52-3.6.5
1. a
  describe how reasons support the specific points an author or a speaker makes.2-3.6.5.a

An ELL can adapt language choices to purpose, task, and audience when speaking and writing.2-3.7

1
Level 12-3.7.1
1. a
  recognize the meaning of some words learned through conversations, reading, and being read to.2-3.7.1.a
2
Level 22-3.7.2
1. a
  show increasing awareness of differences between informal “playground speech” and language appropriate to the classroom2-3.7.2.a
2. b
  use some words learned through conversations, reading, and being read to.2-3.7.2.b
3
Level 32-3.7.3
1. a
  compare examples of the formal and informal use of English2-3.7.3.a
2. b
  (at Grade 3), use an increasing number of general academic and contentspecific words in conversations and discussions.2-3.7.3.b
4
Level 42-3.7.4
1. a
  adapt language choices, as appropriate, to formal and informal contexts2-3.7.4.a
2. b
  (at Grade 3), use a wider range of general academic and content-specific words in conversations and discussions.2-3.7.4.b
5
Level 52-3.7.5
1. a
  adapt language choices, as appropriate, to formal and informal contexts 2-3.7.5.a
2. b
  (at Grade 3), use a wide variety of general and content-specific academic words and phrases in conversations or in short written texts.2-3.7.5.b

An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text.2-3.8

1
relying heavily on visual aids, context, and knowledge of morphology in his or her native language, in simple oral discourse, read-alouds, and written texts about familiar topics, experiences, or events. 2-3.8.1
1. a
  recognize the meaning of a few frequently occurring words, simple phrases, and formulaic expressions2-3.8.1.a
2
using context, visual aids, and knowledge of morphology in his or her native language, in simple oral discourse, readalouds, and written texts about familiar topics, experiences, or events. 2-3.8.2
1. a
  ask and answer questions about the meaning of frequently occurring words, phrases, and expressions2-3.8.2.a
3
using context, some visual aids, reference materials, and a developing knowledge of English morphology, in oral discourse, read-alouds, and written texts about familiar topics, experiences, or events.2-3.8.3
1. a
  determine the meaning of less-frequently occurring words and phrases, contentspecific words, and some idiomatic expressions2-3.8.3.a
4
using context, some visual aids, reference materials, and an increasing knowledge of morphology (root words, some prefixes), in oral discourse, read-alouds, and written texts about a variety of topics, experiences, or events.2-3.8.4
1. a
  determine the meaning of less-frequently occurring words and phrases and some idiomatic expressions2-3.8.4.a
2. b
  (at Grade 3) some general academic and contentspecific vocabulary2-3.8.4.b
5
using context, reference materials, and morphology (e.g., root words, simple inflectional endings such as - ed, -ing, and some common prefixes), in oral presentations and written texts about a variety of topics, experiences, or events. 2-3.8.5
1. a
  determine the meaning of less-frequently occurring words, phrases, some idiomatic expressions2-3.8.5.a
2. b
  (at Grade 3) some general academic and contentspecific vocabulary2-3.8.5.b

An ELL can create clear and coherent gradeappropriate speech and text.2-3.9

1
with support (including context and visual aids), and using nonverbal communication,2-3.9.1
1. a
  communicate simple information about an event or topic2-3.9.1.a
2. b
  use a narrow range of vocabulary and syntactically simple sentences with limited control.2-3.9.1.b
2
with support (including visual aids and modeled sentences),2-3.9.2
1. a
  communicate simple information about a topic2-3.9.2.a
2. b
  recount two events in sequence2-3.9.2.b
3. c
  use frequently occurring linking words (e.g., and, then) with emerging control.2-3.9.2.c
3
with support (including modeled sentences),2-3.9.3
1. a
  present a few pieces of information about a topic2-3.9.3.a
2. b
  recount a short sequence of events2-3.9.3.b
3. c
  use common linking words (e.g., and, but, next, after) to connect ideas or events with developing control.2-3.9.3.c
4
with increasingly independent control,2-3.9.4
1. a
  introduce an informational topic2-3.9.4.a
2. b
  present facts about the topic2-3.9.4.b
3. c
  recount a sequence of events, using temporal words (before, after, soon)2-3.9.4.c
4. d
  use linking words (e.g., because, and, also) to connect ideas or events.2-3.9.4.d
5
with independent control,2-3.9.5
1. a
  introduce an informational topic2-3.9.5.a
2. b
  present facts about the topic2-3.9.5.b
3. c
  use temporal words to recount a coherent sequence of events2-3.9.5.c
4. d
  use linking words (e.g., because, and, also) to connect ideas and events2-3.9.5.d
5. e
  provide a concluding statement about the topic.2-3.9.5.e

An ELL can make accurate use of standard English to communicate in gradeappropriate speech and writing.2-3.10

1
with support (including context and visual aids),2-3.10.1
1. a
  understand and use a small number of frequently occurring nouns and verbs2-3.10.1.a
2. b
  respond to simple questions.2-3.10.1.b
2
with support (including visual aids and modeled sentences),2-3.10.2
1. a
  recognize and use some frequently occurring collective nouns (e.g. group) 2-3.10.2.a
2. b
  recognize and use some frequently occurring verbs, adjectives, adverbs, and conjunctions2-3.10.2.b
3. c
  produce simple sentences in response to prompts.2-3.10.2.c
3
with support (including modeled sentences),2-3.10.3
1. a
  use some collective nouns2-3.10.3.a
2. b
  use the past tense of some frequently occurring irregular verbs2-3.10.3.b
3. c
  use some frequently occurring adjectives, adverbs, and conjunctions2-3.10.3.c
4. d
  produce and expand simple and some compound sentences.2-3.10.3.d
4
Level 42-3.10.4
1. a
  use collective nouns2-3.10.4.a
2. b
  use the past tense of frequently occurring irregular verbs2-3.10.4.b
3. c
  use an increasing number of adjectives, adverbs, and conjunctions2-3.10.4.c
4. d
  produce and expand simple, compound, and (at Grade 3) a few complex sentences.2-3.10.4.d
5
Level 52-3.10.5
1. a
  use collective and commonly occurring abstract nouns (e.g. childhood)2-3.10.5.a
2. b
  use the past tense of frequently occurring irregular verbs2-3.10.5.b
3. c
  use coordinating and commonly used subordinating conjunctions, adjectives, and adverbs2-3.10.5.c
4. d
  produce and expand simple, compound, and (at Grade 3) some complex sentences.2-3.10.5.d

Frequently asked questions

What grade levels do these standards cover?: Grade 2 and Grade 3
Where can I read the official document?: Arkansas English Language Proficiency Standards

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