What grade levels do these standards cover?

Grade 9, Grade 10, Grade 11, and Grade 12

Where can I read the official document?

Nebraska English Language Proficiency Standards

K–12 Standards

Grades 9-12
Other Nebraska English Language Proficiency sets
Kindergarten
Grade 1
Grades 2-3
Grades 4-5
Grades 6-8

An ELL can . . . construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.9-12.1

1
use a very limited set of strategies to:9-12.1.1
1. a
  identify a few key words and phrases in oral communications and simple oral and written texts. 9-12.1.1.a
2
use an emerging set of strategies to:9-12.1.2
1. a
  identify the main topic9-12.1.2.a
2. b
  retell a few key details in oral presentations and simple oral and written texts.9-12.1.2.b
3
use a developing set of strategies to: 9-12.1.3
1. a
  determine the central idea or theme in oral presentations and written texts 9-12.1.3.a
2. b
  explain how the theme is developed by specific details in the texts 9-12.1.3.b
3. c
  summarize part of the text. 9-12.1.3.c
4
use an increasing range of strategies to:9-12.1.4
1. a
  determine two central ideas or themes in oral presentations and written texts9-12.1.4.a
2. b
  analyze the development of the themes/ideas9-12.1.4.b
3. c
  cite specific details and evidence from the texts to support the analysis9-12.1.4.c
4. d
  summarize a simple text.9-12.1.4.d
5
use a wide range of strategies to:9-12.1.5
1. a
  determine central ideas or themes in presentations and written texts9-12.1.5.a
2. b
  analyze the development of the themes/ideas 9-12.1.5.b
3. c
  cite specific details and evidence from the texts to support the analysis9-12.1.5.c
4. d
  summarize a text. 9-12.1.5.d

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.9-12.2

1
Level 19-12.2.1
1. a
  participate in short conversational and written exchanges on familiar topics9-12.2.1.a
2. b
  present information9-12.2.1.b
3. c
  respond to simple yes/no questions and some wh- questions.9-12.2.1.c
2
Level 29-12.2.2
1. a
  participate in short conversational and written exchanges on familiar topics and texts 9-12.2.2.a
2. b
  present information and ideas9-12.2.2.b
3. c
  respond to simple questions and whquestions.9-12.2.2.c
3
Level 39-12.2.3
1. a
  participate in conversations, discussions, and written exchanges on familiar topics, texts, and issues9-12.2.3.a
2. b
  build on the ideas of others9-12.2.3.b
3. c
  express his or her own ideas9-12.2.3.c
4. d
  ask and answer relevant questions9-12.2.3.d
5. e
  add relevant information and evidence9-12.2.3.e
6. f
  restate some of the key ideas expressed. 9-12.2.3.f
4
Level 49-12.2.4
1. a
  participate in conversations, discussions, and written exchanges on a range of topics, texts, and issues9-12.2.4.a
2. b
  build on the ideas of others9-12.2.4.b
3. c
  express his or her own ideas clearly9-12.2.4.c
4. d
  support points with specific and relevant evidence9-12.2.4.d
5. e
  ask and answer questions to clarify ideas and conclusions9-12.2.4.e
6. f
  summarize the key points expressed.9-12.2.4.f
5
Level 59-12.2.5
1. a
  participate in extended conversations, discussions, and written exchanges on a range of substantive topics, texts, and issues9-12.2.5.a
2. b
  build on the ideas of others9-12.2.5.b
3. c
  express his or her own ideas clearly and persuasively 9-12.2.5.c
4. d
  refer to specific and relevant evidence from texts or research to support his or her ideas9-12.2.5.d
5. e
  ask and answer questions that probe reasoning and claims9-12.2.5.e
6. f
  summarize the key points and evidence discussed.9-12.2.5.f

An ELL can . . . speak and write about grade-appropriate complex literary and informational texts and topics.9-12.3

1
with support (including modeled sentences), about familiar texts, topics, and experiences. 9-12.3.1
1. a
  communicate information 9-12.3.1.a
2
with support (including modeled sentences), about familiar texts, topics, experiences, or events.9-12.3.2
1. a
  deliver short oral presentations9-12.3.2.a
2. b
  compose written narratives or informational texts 9-12.3.2.b
3
with support (including modeled sentences), about familiar texts, topics, or events.9-12.3.3
1. a
  deliver short oral presentations9-12.3.3.a
2. b
  compose written informational texts9-12.3.3.b
3. c
  develop the topic with a few details9-12.3.3.c
4
about a variety of texts, topics, or events.9-12.3.4
1. a
  deliver oral presentations 9-12.3.4.a
2. b
  compose written informational texts 9-12.3.4.b
3. c
  develop the topic with some relevant details, concepts, examples, and information9-12.3.4.c
4. d
  integrate graphics or multimedia when useful9-12.3.4.d
5
about a variety of texts, topics, or events.9-12.3.5
1. a
  deliver oral presentations9-12.3.5.a
2. b
  compose written informational texts9-12.3.5.b
3. c
  fully develop the topic with relevant details, concepts, examples, and information9-12.3.5.c
4. d
  integrate graphics or multimedia when useful9-12.3.5.d

An ELL can . . . construct grade-appropriate oral and written claims and support them with reasoning and evidence.9-12.4

1
Level 19-12.4.1
1. a
  express an opinion about a familiar topic.9-12.4.1.a
2
Level 29-12.4.2
1. a
  construct a claim about familiar topics9-12.4.2.a
2. b
  introduce the topic9-12.4.2.b
3. c
  give a reason to support the claim9-12.4.2.c
4. d
  provide a concluding statement.9-12.4.2.d
3
Level 39-12.4.3
1. a
  construct a claim about familiar topics9-12.4.3.a
2. b
  introduce the topic9-12.4.3.b
3. c
  provide sufficient reasons or facts to support the claim9-12.4.3.c
4. d
  provide a concluding statement.9-12.4.3.d
4
Level 49-12.4.4
1. a
  construct a claim about a variety of topics9-12.4.4.a
2. b
  introduce the topic 9-12.4.4.b
3. c
  provide logically ordered reasons or facts that effectively support the claim9-12.4.4.c
4. d
  provide a concluding statement. 9-12.4.4.d
5
Level 59-12.4.5
1. a
  construct a substantive claim about a variety of topics9-12.4.5.a
2. b
  introduce the claim9-12.4.5.b
3. c
  distinguish it from a counterclaim9-12.4.5.c
4. d
  provide logically ordered and relevant reasons and evidence to support the claim and to refute the counter-claim9-12.4.5.d
5. e
  provide a conclusion that summarizes the argument presented.9-12.4.5.e

An ELL can . . . conduct research and evaluate and communicate findings to answer questions or solve problems. 9-12.5

1
Level 19-12.5.1
1. a
  gather information from a few provided print and digital sources9-12.5.1.a
2. b
  label collected information, experiences, or events.9-12.5.1.b
2
Level 29-12.5.2
1. a
  gather information from provided print and digital sources9-12.5.2.a
2. b
  summarize data and information.9-12.5.2.b
3
Level 39-12.5.3
1. a
  carry out short research projects to answer a question9-12.5.3.a
2. b
  gather information from multiple provided print and digital sources9-12.5.3.b
3. c
  evaluate the reliability of each source9-12.5.3.c
4. d
  paraphrase key information in a short written or oral report9-12.5.3.d
5. e
  include illustrations, diagrams, or other graphics9-12.5.3.e
6. f
  provide a list of sources.9-12.5.3.f
4
Level 49-12.5.4
1. a
  carry out both short and more sustained research projects to answer a question9-12.5.4.a
2. b
  gather and synthesize information from multiple print and digital sources9-12.5.4.b
3. c
  use search terms effectively9-12.5.4.c
4. d
  evaluate the reliability of each source9-12.5.4.d
5. e
  integrate information into an organized oral or written report 9-12.5.4.e
6. f
  cite sources appropriately.9-12.5.4.f
5
Level 59-12.5.5
1. a
  carry out both short and more sustained research projects to answer a question or solve a problem9-12.5.5.a
2. b
  gather and synthesize information from multiple print and digital sources9-12.5.5.b
3. c
  use advanced search terms effectively9-12.5.5.c
4. d
  evaluate the reliability of each source9-12.5.5.d
5. e
  analyze and integrate information into a clearly organized oral or written text9-12.5.5.e
6. f
  cite sources appropriately.9-12.5.5.f

An ELL can . . . analyze and critique the arguments of others orally and in writing.9-12.6

1
Level 19-12.6.1
1. a
  identify a point an author or a speaker makes.9-12.6.1.a
2
Level 29-12.6.2
1. a
  identify the main argument an author or speaker makes 9-12.6.2.a
2. b
  identify one reason an author or a speaker gives to support the argument.9-12.6.2.b
3
Level 39-12.6.3
1. a
  explain the reasons an author or a speaker gives to support a claim 9-12.6.3.a
2. b
  cite textual evidence to support the analysis.9-12.6.3.b
4
Level 49-12.6.4
1. a
  analyze the reasoning and use of rhetoric in persuasive texts or speeches, including documents of historical and literary significance,9-12.6.4.a
2. b
  determine whether the evidence is sufficient to support the claim, and9-12.6.4.b
3. c
  cite textual evidence to support the analysis.9-12.6.4.c
5
Level 59-12.6.5
1. a
  analyze and evaluate the reasoning and use of rhetoric in persuasive texts, including documents of historical and literary significance,9-12.6.5.a
2. b
  determine whether the evidence is sufficient to support the claim, and9-12.6.5.b
3. c
  cite specific textual evidence to thoroughly support the analysis. 9-12.6.5.c

An ELL can . . . adapt language choices to purpose, task, and audience when speaking and writing.9-12.7

1
Level 19-12.7.1
1. a
  recognize the meaning of some words learned through conversations, reading, and being read to.9-12.7.1.a
2
Level 29-12.7.2
1. a
  adapt language choices to task and audience with emerging control9-12.7.2.a
2. b
  use some frequently occurring general academic and contentspecific words in conversation and discussion.9-12.7.2.b
3
Level 39-12.7.3
1. a
  adapt language choices and style according to purpose, task, and audience with developing ease9-12.7.3.a
2. b
  use an increasing number of general academic and content-specific words and expressions in speech and written text9-12.7.3.b
3. c
  show developing control of style and tone in oral or written text.9-12.7.3.c
4
Level 49-12.7.4
1. a
  adapt language choices and style according to purpose, task, and audience 9-12.7.4.a
2. b
  use a wider range of complex general academic and content-specific words and phrases9-12.7.4.b
3. c
  adopt and maintain a formal style in speech and writing, as appropriate.9-12.7.4.c
5
Level 59-12.7.5
1. a
  adapt language choices and style according to purpose, task, and audience with ease9-12.7.5.a
2. b
  use a wide variety of complex general academic and content-specific words and phrases9-12.7.5.b
3. c
  employ both formal and more informal styles effectively, as appropriate.9-12.7.5.c

An ELL can . . . determine the meaning of words and phrases in oral presentations and literary and informational text. 9-12.8

1
relying heavily on context, visual aids, and knowledge of morphology in their native language, in texts about familiar topics, experiences, or events. 9-12.8.1
1. a
  recognize the meaning of a few frequently occurring words, simple phrases, and formulaic expressions9-12.8.1.a
2
using context, visual aids, reference materials, and knowledge of morphology in their native language, in texts about familiar topics, experiences, or events.9-12.8.2
1. a
  determine the meaning of frequently occurring words, phrases, and expressions9-12.8.2.a
3
using context, some visual aids, reference materials, and a developing knowledge of English morphology (e.g., affixes and root words), in texts about familiar topics, experiences, or events.9-12.8.3
1. a
  determine the meaning of general academic and content-specific words and phrases and frequently occurring expressions9-12.8.3.a
4
using context, increasingly complex visual aids, reference materials, and an increasing knowledge of English morphology, in texts about a variety of topics, experiences, or events.9-12.8.4
1. a
  determine the meaning of general academic and content-specific words and phrases, figurative and connotative language, and a growing number of idiomatic expressions9-12.8.4.a
5
using context, complex visual aids, reference materials, and consistent knowledge of English morphology, in texts about a variety of topics, experiences, or events. 9-12.8.5
1. a
  determine the meaning of general academic and content-specific words and phrases, figurative and connotative language (e.g., irony, hyperbole), and idiomatic expressions9-12.8.5.a

An ELL can . . . create clear and coherent grade-appropriate speech and text.9-12.9

1
with support (including context and visual aids) and non-verbal communication, with limited control. 9-12.9.1
1. a
  communicate basic information about an event or topic9-12.9.1.a
2. b
  use a narrow range of vocabulary and syntactically simple sentences9-12.9.1.b
2
with support (including modeled sentences), with emerging control.9-12.9.2
1. a
  recount a short sequence of events in order, and 9-12.9.2.a
2. b
  introduce an informational topic9-12.9.2.b
3. c
  provide one or two facts about the topic9-12.9.2.c
4. d
  use common linking words to connect events and ideas (e.g., first, next, because)9-12.9.2.d
3
with developing control.9-12.9.3
1. a
  recount a sequence of events, with a beginning, middle, and end9-12.9.3.a
2. b
  introduce and develop an informational topic with facts and details9-12.9.3.b
3. c
  use common transitional words and phrases to connect events, ideas, and opinions (e.g., after a while, for example, as a result)9-12.9.3.c
4. d
  provide a conclusion9-12.9.3.d
4
with increasingly independent control.9-12.9.4
1. a
  recount a longer, more detailed sequence of events or steps in a process, with a clear sequential or chronological structure9-12.9.4.a
2. b
  introduce and develop an informational topic with facts, details, and evidence9-12.9.4.b
3. c
  use a variety of more complex transitions to link the major sections of text and speech and to clarify relationships among events and ideas9-12.9.4.c
4. d
  provide a concluding section or statement9-12.9.4.d
5
Level 59-12.9.5
1. a
  recount a complex and detailed sequence of events or steps in a process, with an effective sequential or chronological order9-12.9.5.a
2. b
  introduce and effectively develop an informational topic with facts, details, and evidence9-12.9.5.b
3. c
  use complex and varied transitions to link the major sections of text and speech and to clarify relationships among events and ideas9-12.9.5.c
4. d
  provide a concluding section or statement.9-12.9.5.d

An ELL can . . . make accurate use of standard English to communicate in grade-appropriate speech and writing.9-12.10

1
with support (including modeled sentences),9-12.10.1
1. a
  recognize and use a small number of frequently occurring nouns, noun phrases, verbs, conjunctions, and prepositions9-12.10.1.a
2. b
  understand and respond to simple questions.9-12.10.1.b
2
with support (including modeled sentences),9-12.10.2
1. a
  use frequently occurring verbs, nouns, adjectives, adverbs, prepositions, and conjunctions9-12.10.2.a
2. b
  produce simple and compound sentences.9-12.10.2.b
3
with support (including modeled sentences),9-12.10.3
1. a
  use simple phrases (e.g., noun, verb, adjective, adverbial, prepositional)9-12.10.3.a
2. b
  use simple clauses (e.g., independent, dependent, relative, adverbial)9-12.10.3.b
3. c
  produce and expand simple, compound and a few complex sentences.9-12.10.3.c
4
Level 49-12.10.4
1. a
  use increasingly complex phrases (e.g., noun, verb, adjective, adverbial and participial, prepositional, and absolute) 9-12.10.4.a
2. b
  use increasingly complex clauses9-12.10.4.b
3. c
  produce and expand simple, compound, and complex sentences.9-12.10.4.c
5
Level 59-12.10.5
1. a
  use complex phrases and clauses9-12.10.5.a
2. b
  produce and expand simple, compound, and complex sentences.9-12.10.5.b

Frequently asked questions

What grade levels do these standards cover?: Grade 9, Grade 10, Grade 11, and Grade 12
Where can I read the official document?: Nebraska English Language Proficiency Standards

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