Common Planner
K–12 Standards

Grades 4-5

Other Nebraska English Language Proficiency sets

An ELL can . . . construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.4-5.1

  • 1

    use a very limited set of strategies from read-alouds, simple written texts, and oral presentations to:4-5.1.1

    1. a

      identify a few key words and phrases4-5.1.1.a

  • 2

    use an emerging set of strategies from read-alouds, simple written texts, and oral presentations to:4-5.1.2

    1. a

      identify the main topic4-5.1.2.a

    2. b

      retell a few key details4-5.1.2.b

  • 3

    use a developing set of strategies from read-alouds, simple written texts, and oral presentations to:4-5.1.3

    1. a

      determine the main idea or theme, and4-5.1.3.a

    2. b

      retell a few key details4-5.1.3.b

    3. c

      retell familiar stories4-5.1.3.c

  • 4

    use an increasing range of strategies from read-alouds, written texts, and oral presentations to:4-5.1.4

    1. a

      determine the main idea or theme, and4-5.1.4.a

    2. b

      explain how some key details support the main idea or theme4-5.1.4.b

    3. c

      summarize part of a text4-5.1.4.c

  • 5

    use a wide range of strategies from read-alouds, written texts, and oral presentations to:4-5.1.5

    1. a

      determine two or more main ideas or themes4-5.1.5.a

    2. b

      explain how key details support the main ideas or themes4-5.1.5.b

    3. c

      summarize a text4-5.1.5.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. 4-5.2

  • 1

    about familiar topics.4-5.2.1

    1. a

      participate in short conversations4-5.2.1.a

    2. b

      participate in short written exchanges 4-5.2.1.b

    3. c

      actively listen to others4-5.2.1.c

    4. d

      respond to simple questions and some wh-questions4-5.2.1.d

  • 2

    about familiar topics and texts.4-5.2.2

    1. a

      participate in short conversations4-5.2.2.a

    2. b

      participate in short written exchanges4-5.2.2.b

    3. c

      actively listen to others4-5.2.2.c

    4. d

      respond to simple questions and wh-questions4-5.2.2.d

  • 3

    about familiar topics and texts.4-5.2.3

    1. a

      participate in short conversations and discussions4-5.2.3.a

    2. b

      participate in short written exchanges4-5.2.3.b

    3. c

      respond to others’ comments 4-5.2.3.c

    4. d

      add some comments of his or her own4-5.2.3.d

    5. e

      ask and answer questions4-5.2.3.e

  • 4

    about a variety of topics and texts.4-5.2.4

    1. a

      participate in conversations and discussions4-5.2.4.a

    2. b

      participate in written exchanges4-5.2.4.b

    3. c

      build on the ideas of others4-5.2.4.c

    4. d

      express his or her own ideas4-5.2.4.d

    5. e

      ask and answer relevant questions4-5.2.4.e

    6. f

      add relevant information and evidence4-5.2.4.f

  • 5

    about a variety of topics and texts.4-5.2.5

    1. a

      participate in extended conversations and discussions4-5.2.5.a

    2. b

      participate in extended written exchanges4-5.2.5.b

    3. c

      build on the ideas of others4-5.2.5.c

    4. d

      express his or her own ideas clearly4-5.2.5.d

    5. e

      pose and respond to relevant questions 4-5.2.5.e

    6. f

      add relevant and detailed information using evidence4-5.2.5.f

    7. g

      summarize the key ideas expressed4-5.2.5.g

An ELL can . . . speak and write about gradeappropriate complex literary and informational texts and topics.4-5.3

  • 1

    about familiar texts, topics, events, or objects in the environment.4-5.3.1

    1. a

      communicate simple information4-5.3.1.a

  • 2

    about familiar texts, topics, and experiences.4-5.3.2

    1. a

      deliver short oral presentations4-5.3.2.a

    2. b

      compose written texts4-5.3.2.b

  • 3

    including a few details, about familiar texts, topics, and experiences.4-5.3.3

    1. a

      deliver short oral presentations4-5.3.3.a

    2. b

      compose written narratives or informational texts4-5.3.3.b

  • 4 

    including some details, about a variety of texts, topics, and experiences. 4-5.3.4

    1. a

      deliver short oral presentations4-5.3.4.a

    2. b

      compose written narratives or informational texts4-5.3.4.b

  • 5

    including details and examples to develop a topic, about a variety of texts, topics, and experiences.4-5.3.5

    1. a

      deliver oral presentations4-5.3.5.a

    2. b

      compose written narrative or informational texts4-5.3.5.b

An ELL can . . . construct grade-appropriate oral and written claims and support them with reasoning and evidence.4-5.4

  • 1

    Level 14-5.4.1

    1. a

      express an opinion about a familiar topic. 4-5.4.1.a

  • 2

    Level 24-5.4.2

    1. a

      construct a simple claim about a familiar topic4-5.4.2.a

    2. b

      give a reason to support the claim.4-5.4.2.b

  • 3

    Level 34-5.4.3

    1. a

      construct a claim about familiar topics4-5.4.3.a

    2. b

      introduce the topic4-5.4.3.b

    3. c

      provide a few reasons or facts to support the claim.4-5.4.3.c

  • 4

    Level 44-5.4.4

    1. a

      construct a claim about a variety of topics4-5.4.4.a

    2. b

      introduce the topic4-5.4.4.b

    3. c

      provide several reasons or facts to support the claim4-5.4.4.c

    4. d

      provide a concluding statement.4-5.4.4.d

  • 5

    Level 54-5.4.5

    1. a

      construct a claim about a variety of topics4-5.4.5.a

    2. b

      introduce the topic4-5.4.5.b

    3. c

      provide logically ordered reasons or facts to support the claim4-5.4.5.c

    4. d

      provide a concluding statement.4-5.4.5.d

An ELL can . . . conduct research and evaluate and communicate findings to answer questions or solve problems.4-5.5

  • 1

    Level 14-5.5.1

    1. a

      recall information from experience4-5.5.1.a

    2. b

      gather information from a few provided sources4-5.5.1.b

    3. c

      label some key information.4-5.5.1.c

  • 2

    Level 24-5.5.2

    1. a

      recall information from experience 4-5.5.2.a

    2. b

      gather information from provided sources4-5.5.2.b

    3. c

      record some information.4-5.5.2.c

  • 3

    Level 34-5.5.3

    1. a

      recall information from experience4-5.5.3.a

    2. b

      gather information from print and digital sources to answer a question4-5.5.3.b

    3. c

      identify key information in orderly notes.4-5.5.3.c

  • 4

    Level 44-5.5.4

    1. a

      recall information from experience4-5.5.4.a

    2. b

      gather information from print and digital sources to answer a question4-5.5.4.b

    3. c

      record information in organized notes, with charts, tables, or other graphics, as appropriate4-5.5.4.c

    4. d

      provide a list of sources.v4-5.5.4.d

  • 5

    Level 54-5.5.5

    1. a

      recall information from experience4-5.5.5.a

    2. b

      gather information from print and digital sources4-5.5.5.b

    3. c

      summarize key ideas and information in detailed and orderly notes, with graphics as appropriate 4-5.5.5.c

    4. d

      provide a list of sources.4-5.5.5.d

An ELL can . . . analyze and critique the arguments of others orally and in writing.4-5.6

  • 1

    Level 14-5.6.1

    1. a

      identify a point an author or speaker makes.4-5.6.1.a

  • 2

    Level 24-5.6.2

    1. a

      identify a reason an author or speaker gives to support a main point4-5.6.2.a

    2. b

      agree or disagree with the author or speaker.4-5.6.2.b

  • 3

    Level 34-5.6.3

    1. a

      tell how one or two reasons support the specific points an author or speaker makes or fails to make.4-5.6.3.a

  • 4

    Level 44-5.6.4

    1. a

      describe how reasons support the specific points an author or speaker makes or fails to make.4-5.6.4.a

  • 5

    Level 54-5.6.5

    1. a

      explain how an author or speaker uses reasons and evidence to support or fail to support particular points4-5.6.5.a

    2. b

      (at grade 5) identify which reasons and evidence support which points.4-5.6.5.b

An ELL can . . . adapt language choices to purpose, task, and audience when speaking and writing.4-5.7

  • 1

    Level 14-5.7.1

    1. a

      recognize the meaning of some words learned through conversations, reading, and being read to.4-5.7.1.a

  • 2

    with emerging control,4-5.7.2

    1. a

      adapt language choices to different social and academic contents4-5.7.2.a

    2. b

      use some words learned through conversations, reading, and being read to.4-5.7.2.b

  • 3

    with developing control, in conversation, discussions, and short written text.4-5.7.3

    1. a

      adapt language choices according to purpose, task, and audience4-5.7.3.a

    2. b

      use an increasing number of general academic and content-specific words, phrases, and expressions 4-5.7.3.b

  • 4

    with increasing ease, in speech and writing.4-5.7.4

    1. a

      adapt language choices and style (includes register) according to purpose, task, and audience4-5.7.4.a

    2. b

      use a wider range of general academic and content-specific words and phrases4-5.7.4.b

  • 5

    in speech and writing.4-5.7.5

    1. a

      adapt language choices and style according to purpose, task, and audience 4-5.7.5.a

    2. b

      use a wide variety of general academic and content-specific words and phrases4-5.7.5.b

An ELL can . . . determine the meaning of words and phrases in oral presentations and literary and informational text.4-5.8

  • 1

    relying heavily on context, visual aids, 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. 4-5.8.1

    1. a

      recognize the meaning of a few frequently occurring words, phrases, and formulaic expressions4-5.8.1.a

  • 2

    using context, some visual aids, reference materials, 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.4-5.8.2

    1. a

      determine the meaning of some frequently occurring words, phrases, and expressions4-5.8.2.a

  • 3

    using context, visual aids, reference materials, and a developing knowledge of English morphology, in texts about familiar topics, experiences, or events. 4-5.8.3

    1. a

      determine the meaning of frequently occurring words and phrases4-5.8.3.a

    2. b

      determine the meanings of some idiomatic expressions4-5.8.3.b

  • 4

    using context, reference materials, and an increasing knowledge of English morphology, in texts about a variety of topics, experiences, or events.4-5.8.4

    1. a

      determine the meaning of general academic and content-specific words, phrases4-5.8.4.a

    2. b

      determine the meaning of a growing number of idiomatic expressions4-5.8.4.b

  • 5

    using context, reference materials, and knowledge of English morphology, in texts about a variety of topics, experiences, or events.4-5.8.5

    1. a

      determine the meaning of general academic and content-specific words and phrases 4-5.8.5.a

    2. b

      determine the meaning of figurative language (e.g., metaphors, similes, adages, and proverbs)4-5.8.5.b

An ELL can . . . create clear and coherent gradeappropriate speech and text.4-5.9

  • 1

    with support (including context and visual aids), and using non-verbal communication, with limited control. 4-5.9.1

    1. a

      communicate simple information about an event or topic4-5.9.1.a

    2. b

      use a narrow range of vocabulary and syntactically simple sentences 4-5.9.1.b

  • 2

    with support (including visual aids and modeled sentences), with emerging control.4-5.9.2

    1. a

      communicate simple information about a topic4-5.9.2.a

    2. b

      recount a simple sequence of events in order 4-5.9.2.b

    3. c

      use frequently occurring linking words (e.g., and, then) 4-5.9.2.c

  • 3

    with support (including modeled sentences), with developing control.4-5.9.3

    1. a

      introduce an informational topic4-5.9.3.a

    2. b

      present one or two facts about the topic4-5.9.3.b

    3. c

      recount a short sequence of events in order 4-5.9.3.c

    4. d

      use an increasing range of temporal and other linking words (e.g., next, because, and, also) 4-5.9.3.d

    5. e

      provide a concluding statement 4-5.9.3.e

  • 4

    with increasingly independent control.4-5.9.4

    1. a

      introduce an informational topic4-5.9.4.a

    2. b

      develop the topic with facts and details4-5.9.4.b

    3. c

      recount a more detailed sequence of events, with a beginning, middle, and end4-5.9.4.c

    4. d

      use transitional words and phrases to connect events, ideas, and opinions (e.g., after a while, for example, in order to, as a result)4-5.9.4.d

    5. e

      provide a conclusion4-5.9.4.e

  • 5

    Level 54-5.9.5

    1. a

      Introduce an informational topic4-5.9.5.a

    2. b

      develop the topic with facts and details4-5.9.5.b

    3. c

      recount a more detailed sequence of events, with a beginning, middle, and end 4-5.9.5.c

    4. d

      use a variety of linking words and phrases to connect ideas, information, or events4-5.9.5.d

    5. e

      provide a concluding statement or section.4-5.9.5.e

An ELL can . . . make accurate use of standard English to communicate in grade-appropriate speech and writing.4-5.10

  • 1

    with support (including context and visual aids),4-5.10.1

    1. a

      recognize and use a small number of frequently occurring nouns, noun phrases, and verbs4-5.10.1.a

    2. b

      understand and respond to simple questions.4-5.10.1.b

  • 2

    with support (including visual aids and modeled sentences),4-5.10.2

    1. a

      recognize and use some frequently occurring nouns, pronouns, verbs, prepositions, adjectives, adverbs, and conjunctions4-5.10.2.a

    2. b

      produce simple sentences in response to prompts.4-5.10.2.b

  • 3

    with support (including modeled sentences),4-5.10.3

    1. a

      use some relative pronouns (e.g., who, whom, which, that),4-5.10.3.a

    2. b

      use some relative adverbs (e.g., where, when, why),4-5.10.3.b

    3. c

      use some prepositional phrases 4-5.10.3.c

    4. d

      produce and expand simple and compound sentences.4-5.10.3.d

  • 4

    Level 44-5.10.4

    1. a

      use relative pronouns (e.g., who, whom, which, that),4-5.10.4.a

    2. b

      use relative adverbs (e.g., where, when, why),4-5.10.4.b

    3. c

      use prepositional phrases4-5.10.4.c

    4. d

      use subordinating conjunctions4-5.10.4.d

    5. e

      produce and expand simple, compound, and a few complex sentences. 4-5.10.4.e

  • 5

    Level 54-5.10.5

    1. a

      use relative pronouns (e.g., who, whom, which, that),4-5.10.5.a

    2. b

      use relative adverbs (e.g., where, when, why) 4-5.10.5.b

    3. c

      use prepositional phrases4-5.10.5.c

    4. d

      use subordinating conjunctions4-5.10.5.d

    5. e

      use the progressive and perfect verb tenses4-5.10.5.e

    6. f

      produce and expand simple, compound, and complex sentences.4-5.10.5.f

Frequently asked questions

What grade levels do these standards cover?
Grade 4 and Grade 5
Where can I read the official document?
Nebraska English Language Proficiency Standards

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