Common Planner
K–12 Standards

Grades 6-8

Other Ohio English Language Proficiency sets

An English Language Learner can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.6-8.1

  • 1

    use a very limited set of strategies to:6-8.1.1

    1. a

      identify a few key words and phrases in oral communications and simple written texts.6-8.1.1.a

  • 2

    use an emerging set of strategies to:6-8.1.2

    1. a

      identify the main topic in oral communications and simple written texts6-8.1.2.a

    2. b

      retell a few key details.6-8.1.2.b

  • 3

    use a developing set of strategies to:6-8.1.3

    1. a

      determine the central idea or theme in simple oral presentations or written text6-8.1.3.a

    2. b

      explain how the theme is supported by specific details6-8.1.3.b

    3. c

      summarize part of the text.6-8.1.3.c

  • 4

    use an increasing range of strategies to:6-8.1.4

    1. a

      determine two or more central ideas or themes in oral presentations or written text6-8.1.4.a

    2. b

      explain how the central ideas/themes are supported by specific textual details6-8.1.4.b

    3. c

      summarize a simple text.6-8.1.4.c

  • 5

    use a wide range of strategies to:6-8.1.5

    1. a

      determine central ideas or themes in oral presentations or written text6-8.1.5.a

    2. b

      explain how the central ideas/themes are developed by supporting ideas or evidence6-8.1.5.b

    3. c

      summarize a text.6-8.1.5.c

An English Language Learner can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.6-8.2

  • 1

    use a very limited set of strategies to:6-8.2.1

    1. a

      participate in short conversational and written exchanges on familiar topics6-8.2.1.a

    2. b

      present simple information6-8.2.1.b

    3. c

      respond to simple questions and some whquestions. 6-8.2.1.c

  • 2

    use an emerging set of strategies to:6-8.2.2

    1. a

      participate in short conversational and written exchanges on familiar topics and texts6-8.2.2.a

    2. b

      present information and ideas6-8.2.2.b

    3. c

      respond to simple questions and whquestions.6-8.2.2.c

  • 3

    use a developing set of strategies to:6-8.2.3

    1. a

      participate in conversations, discussions, and written exchanges on familiar topics and texts6-8.2.3.a

    2. b

      build on the ideas of others6-8.2.3.b

    3. c

      express his or her own ideas6-8.2.3.c

    4. d

      ask and answer relevant questions6-8.2.3.d

    5. e

      add relevant information.6-8.2.3.e

  • 4

    use an increasing range of strategies to:6-8.2.4

    1. a

      participate in conversations, discussions, and written exchanges on a variety of topics, texts, and issues6-8.2.4.a

    2. b

      build on the ideas of others6-8.2.4.b

    3. c

      express his or her own ideas6-8.2.4.c

    4. d

      ask and answer relevant questions6-8.2.4.d

    5. e

      add relevant information and evidence6-8.2.4.e

    6. f

      paraphrase the key ideas expressed.6-8.2.4.f

  • 5

    use a wide range of strategies to:6-8.2.5

    1. a

      participate in extended conversations, discussions, and written exchanges about a variety of topics, texts, and issues6-8.2.5.a

    2. b

      build on the ideas of others6-8.2.5.b

    3. c

      express his or her own ideas clearly6-8.2.5.c

    4. d

      pose and respond to relevant questions6-8.2.5.d

    5. e

      add relevant and specific evidence6-8.2.5.e

    6. f

      summarize the key ideas6-8.2.5.f

    7. g

      reflect on the key ideas expressed.6-8.2.5.g

An English Language Learner can . . . speak and write about grade-appropriate complex literary and informational texts and topics.6-8.3

  • 1

    use a very limited set of strategies to:6-8.3.1

    1. a

      communicate simple information about familiar texts, topics, and experiences.6-8.3.1.a

  • 2

    use an emerging set of strategies to:6-8.3.2

    1. a

      deliver short oral presentations6-8.3.2.a

    2. b

      compose written narratives or informational texts about familiar texts, topics, experiences, or events.6-8.3.2.b

  • 3

    use a developing set of strategies to:6-8.3.3

    1. a

      deliver short oral presentations6-8.3.3.a

    2. b

      compose written narratives or informational texts 6-8.3.3.b

    3. c

      develop texts with some details 6-8.3.3.c

  • 4

    use an increasing range of strategies to:6-8.3.4

    1. a

      deliver oral presentations6-8.3.4.a

    2. b

      compose written narratives or informational texts6-8.3.4.b

    3. c

      develop texts with some specific details6-8.3.4.c

  • 5

    use a wide range of strategies to:6-8.3.5

    1. a

      deliver oral presentations6-8.3.5.a

    2. b

      compose written narratives or informational texts6-8.3.5.b

    3. c

      develop texts with relevant details, ideas, or information6-8.3.5.c

An English Language Learner can construct grade-appropriate oral and written claims and support them with reasoning and evidence..6-8.4

  • 1

    use a very limited set of strategies to:6-8.4.1

    1. a

      express an opinion about a familiar topic.6-8.4.1.a

  • 2

    use an emerging set of strategies to:6-8.4.2

    1. a

      construct a claim about a familiar topic6-8.4.2.a

    2. b

      give a reason to support the claim.6-8.4.2.b

  • 3

    use a developing set of strategies to:6-8.4.3

    1. a

      construct a claim about a familiar topic6-8.4.3.a

    2. b

      introduce the topic6-8.4.3.b

    3. c

      provide several supporting reasons or facts in a logical order6-8.4.3.c

    4. d

      provide a concluding statement.6-8.4.3.d

  • 4

    use an increasing range of strategies to:6-8.4.4

    1. a

      construct a claim about a variety of topics6-8.4.4.a

    2. b

      introduce the topic 6-8.4.4.b

    3. c

      provide sufficient reasons or facts to support the claim6-8.4.4.c

    4. d

      provide a concluding statement.6-8.4.4.d

  • 5

    use a wide range of strategies to:6-8.4.5

    1. a

      construct a claim about a variety of topics6-8.4.5.a

    2. b

      introduce the topic6-8.4.5.b

    3. c

      provide compelling and logically ordered reasons or facts that effectively support the claim6-8.4.5.c

    4. d

      provide a concluding statement.6-8.4.5.d

An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems.6-8.5

  • 1

    use a very limited set of strategies to:6-8.5.1

    1. a

      gather information from a few provided sources6-8.5.1.a

    2. b

      label collected information.6-8.5.1.b

  • 2

    use an emerging set of strategies to:6-8.5.2

    1. a

      gather information from provided sources6-8.5.2.a

    2. b

      record some data and information.6-8.5.2.b

  • 3

    use a developing set of strategies to:6-8.5.3

    1. a

      gather information from multiple provided print and digital sources6-8.5.3.a

    2. b

      summarize or paraphrase observations, ideas, and information, with labeled illustrations, diagrams, or other graphics, as appropriate6-8.5.3.b

    3. c

      cite sources.6-8.5.3.c

  • 4

    use an increasing range of strategies to:6-8.5.4

    1. a

      gather information from multiple print and digital sources6-8.5.4.a

    2. b

      use search terms effectively 6-8.5.4.b

    3. c

      quote or paraphrase the data and conclusions of others, using charts, diagrams, or other graphics, as appropriate6-8.5.4.c

    4. d

      cite sources6-8.5.4.d

    5. e

      use a standard format for citations.6-8.5.4.e

  • 5

    use a wide range of strategies to:6-8.5.5

    1. a

      gather information from multiple print and digital sources6-8.5.5.a

    2. b

      use search terms effectively6-8.5.5.b

    3. c

      (at Grade 8) evaluate the credibility of each source6-8.5.5.c

    4. d

      quote or paraphrase the data and conclusions of others using charts, diagrams, or other graphics, as appropriate6-8.5.5.d

    5. e

      cite sources6-8.5.5.e

    6. f

      use a standard format for citations.6-8.5.5.f

An English Language Learner can analyze and critique the arguments of others orally and in writing.6-8.6

  • 1

    use a very limited set of strategies to:6-8.6.1

    1. a

      identify a point an author or a speaker makes.6-8.6.1.a

  • 2

    use an emerging set of strategies to:6-8.6.2

    1. a

      identify the main argument an author or a speaker makes6-8.6.2.a

    2. b

      identify one reason an author or a speaker gives to support the argument.6-8.6.2.b

  • 3

    use a developing set of strategies to:6-8.6.3

    1. a

      explain the argument an author or a speaker makes6-8.6.3.a

    2. b

      distinguish between claims that are supported by reasons and evidence from those that are not.6-8.6.3.b

  • 4

    use an increasing range of strategies to:6-8.6.4

    1. a

      analyze the argument and specific claims made in texts or speech6-8.6.4.a

    2. b

      determine whether the evidence is sufficient to support the claims6-8.6.4.b

    3. c

      cite textual evidence to support the analysis. 6-8.6.4.c

  • 5

    use a wide range of strategies to:6-8.6.5

    1. a

      analyze and evaluate the argument and specific claims made in texts or speech/ presentations6-8.6.5.a

    2. b

      determine whether the reasoning is sound and the evidence is relevant and sufficient to support the claims6-8.6.5.b

    3. c

      cite textual evidence to support the analysis.6-8.6.5.c

An English Language Learner can adapt language choices to purpose, task, and audience when speaking and writing.6-8.7

  • 1

    use a very limited set of strategies to:6-8.7.1

    1. a

      recognize the meaning of some words learned6-8.7.1.a

    2. b

      through conversations, reading, and being read to.6-8.7.1.b

  • 2

    with emerging control,6-8.7.2

    1. a

      adapt language choices according to task and audience6-8.7.2.a

    2. b

      begin to use frequently occurring general academic and content- specific words and phrases in conversations and discussions.6-8.7.2.b

  • 3

    with developing ease,6-8.7.3

    1. a

      adapt language choices and style according to purpose, task, and audience6-8.7.3.a

    2. b

      use an increasing number of general academic and content-specific words and phrases in speech and short written texts6-8.7.3.b

    3. c

      show developing control of style and tone in oral or written text.6-8.7.3.c

  • 4

    with increasing ease,6-8.7.4

    1. a

      adapt language choices and style according to purpose, task, and audience6-8.7.4.a

    2. b

      use a wider range of general academic and content-specific academic words and phrases6-8.7.4.b

    3. c

      maintain consistency in style and tone throughout most of oral or written text. 6-8.7.4.c

  • 5

    with ease,6-8.7.5

    1. a

      adapt language choices and style according to purpose, task, and audience,6-8.7.5.a

    2. b

      use a wide variety of complex general academic and content-specific academic words to precisely express ideas6-8.7.5.b

    3. c

      maintain an appropriate and consistent style and tone throughout an oral or written text.6-8.7.5.c

An English Language Learner can determine the meaning of words and phrases in oral presentations and literary and informational text..6-8.8

  • 1

    relying heavily on context, visual aids, and knowledge of morphology in their native language,6-8.8.1

    1. a

      recognize the meaning of a few frequently occurring words and simple phrases in texts about familiar topics, experiences, or events.6-8.8.1.a

  • 2

    using context, visual aids, reference materials, and knowledge of morphology in their native language,6-8.8.2

    1. a

      determine the meaning of frequently occurring words, phrases, and expressions in texts about familiar topics, experiences, or events.6-8.8.2.a

  • 3

    using context, visual aids, reference materials, and a developing knowledge of English morphology (e.g. affixes and roots words),6-8.8.3

    1. a

      determine the meaning of general academic and content-specific words and phrases and frequently occurring expressions in texts about familiar topics, experiences, or events.6-8.8.3.a

  • 4

    using context, reference materials, and an increasing knowledge of English morphology,6-8.8.4

    1. a

      determine the meaning of general academic and content-specific words and phrases, and a growing number of idiomatic expressions in texts about a variety of topics, experiences, or events.6-8.8.4.a

  • 5

    using context, reference materials, and knowledge of English morphology,6-8.8.5

    1. a

      determine the meanings of general academic and content-specific words and phrases, idiomatic expressions, and figurative and connotative language (e.g., metaphor, personification) in texts about a variety of topics, experiences, or events.6-8.8.5.a

An English Language Learner can create clear and coherent grade-appropriate speech and text.6-8.9

  • 1

    with support (including context and visual aids) and non-verbal communication,6-8.9.1

    1. a

      communicate simple information about an event or topic 6-8.9.1.a

    2. b

      use a narrow range of vocabulary and synatically simple sentences6-8.9.1.b

  • 2

    with support (including modeled sentences),6-8.9.2

    1. a

      recount a brief sequence of events in order6-8.9.2.a

    2. b

      introduce an informational topic 6-8.9.2.b

    3. c

      present one or two facts about the topic6-8.9.2.c

    4. d

      use some commonly occuring linking words (e.g., next, because, and, also)6-8.9.2.d

    5. e

      provide a concluding statement6-8.9.2.e

  • 3

    using context, visual aids, reference materials, and a developing knowledge of English morphology (e.g. affixes and roots words),6-8.9.3

    1. a

      recount a short sequence of events with a beginning, middle, and end6-8.9.3.a

    2. b

      introduce and develop an informational topic with a few facts and details6-8.9.3.b

    3. c

      use common transitional words and phrases to connect, events, ideas, and opinions, (e.g., after awhile, for example, in order to, as a result) 6-8.9.3.c

    4. d

      provide a conclusion6-8.9.3.d

  • 4

    using context, reference materials, and an increasing knowledge of English morphology,6-8.9.4

    1. a

      recount a more detailed sequence of events or steps in a process, with a beginning, middle and end6-8.9.4.a

    2. b

      introduce and develop an informational topic with facts and details6-8.9.4.b

    3. c

      use a variety of transitional words and phrases to connect events, ideas and opinions (e.g., however, on the other hand, from that moment on)6-8.9.4.c

    4. d

      provide a concluding section6-8.9.4.d

  • 5

    using context, reference materials, and knowledge of English morphology,6-8.9.5

    1. a

      recount a complex sequence of events or steps in a process, with a beginning, middle and end6-8.9.5.a

    2. b

      introduce and effectivly develop and informational topic with facts and details6-8.9.5.b

    3. c

      use a wide variety of transitional words and phrases to show logical relationships between events and ideas6-8.9.5.c

    4. d

      provide a concluding section.6-8.9.5.d

An English Language Learner can make accurate use of standard English to communicate in grade-appropriate speech and writing.6-8.10

  • 1

    with support (including context and visual aids) and non-verbal communication,6-8.10.1

    1. a

      recognize and use a small number of frequently occurring nouns, noun phrases, and verbs6-8.10.1.a

    2. b

      understand and respond to simple questions.6-8.10.1.b

  • 2

    with support (including visual aids and sentences),6-8.10.2

    1. a

      use nouns, pronouns, verbs, prepositions, adjectives, adverbs, conjunctions, and prepositional phrases6-8.10.2.a

    2. b

      produce simple and compound sentences.6-8.10.2.b

  • 3

    with support (including modeled sentences),6-8.10.3

    1. a

      use relative pronouns (e.g., who, whom, which, that), relative adverbs (e.g., where, when, why), subordinating conjunctions, and prepositional phrases6-8.10.3.a

    2. b

      produce and expand simple, compound, and a few complex sentences. 6-8.10.3.b

  • 4

    using context, reference materials, and an increasing knowledge of English morphology,6-8.10.4

    1. a

      use an increasing number of intensive/reflexive pronouns (e.g., myself, ourselves) and verbs in the active and passive voices6-8.10.4.a

    2. b

      place phrases and clauses within a sentence6-8.10.4.b

    3. c

      recognize and correct most misplaced and dangling modifiers6-8.10.4.c

    4. d

      produce and expand simple, compound, and complex sentences.6-8.10.4.d

  • 5

    using context, reference materials, and knowledge of English morphology,6-8.10.5

    1. a

      use intensive/reflexive pronouns6-8.10.5.a

    2. b

      use verbs in the active and passive voices6-8.10.5.b

    3. c

      place phrases and clauses within a sentence6-8.10.5.c

    4. d

      recognize and correct misplaced and dangling modifiers6-8.10.5.d

    5. e

      produce and expand simple, compound, and complex sentences.6-8.10.5.e

Frequently asked questions

What grade levels do these standards cover?
Grade 6, Grade 7, and Grade 8
Where can I read the official document?
English Language Proficiency Standards

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