Grades 6-8

Other Connecticut English Language Proficiency (CELP) sets

• English Language Proficiency
• Kindergarten
• Grade 1
• Grades 2-3
• Grades 4-5
• Grades 9-12

with prompting and supports actively listen to others and participate in short conversational and written exchanges on familiar topics using academic and domain specific vocabulary and present basic information and respond verbally and nonverbally to simple questions and some whquestionsLevel 1

with prompting and supports, actively listen to others and participate in short conversational and written exchanges on familiar topics and texts using academic and domain specific vocabulary and present information and ideas and respond to simple questions and whquestionsLevel 2

with guidance and supports, participate in conversations, discussions, and written exchanges on familiar topics and texts using academic and domain specific vocabulary and build on the ideas of others and express his or her own ideas and ask and answer relevant questions and add relevant information Level 3

participate in conversations, discussions, and written exchanges on a variety of topics, texts, and issues using academic and domain specific vocabulary and build on the ideas of others and express his or her own ideas and ask and answer relevant questions and add relevant information and evidence and paraphrase the key ideas expressedLevel 4

participate in extended conversations, discussions, and written exchanges about a variety of topics, texts, and issues using academic and domain specific vocabulary and build on the ideas of others and express his or her own ideas clearly • pose and respond to relevant questions and add relevant and specific evidence and summarize the key ideas and reflect on the key ideas expressedLevel 5

with prompting and supports, communicate basic information using words and phrases acquired in conversations, reading, and being read to about familiar texts, topics, and experiencesLevel 1

with prompting and supports, deliver short oral presentations and compose written narratives or informational texts and use academic and domain specific vocabulary and include key details about familiar texts, topics, experiences, or eventsLevel 2

with guidance and supports, deliver short oral presentations and compose written narratives or informational texts and integrate graphics or multimedia, when useful and use academic and domain specific vocabulary and include relevant general and some specific details about familiar texts, topics, or eventsLevel 3

including relevant general and specific details, deliver oral presentations and compose written narratives or informational texts and integrate graphics or multimedia, when useful and use academic and domain specific vocabulary about a variety of texts, topics, and eventsLevel 4

including relevant details and examples to fully develop a topic, deliver oral presentations and compose written narratives or informational texts and integrate graphics or multimedia, when useful and use academic and domain specific vocabulary about a variety of texts, topics, and eventsLevel 5

with prompting and supports, verbally or nonverbally express an opinion about a familiar topic using a limited number words and phrases acquired in conversations, reading, and being read to Level 1

with prompting and supports, construct a claim about a familiar topic or event and give a reason to support the claim and use academic and domain specific vocabularyLevel 2

with guidance and supports, construct a claim about familiar topics, texts, or events and introduce the topic and provide several supporting reasons or facts in a logical order and provide a concluding statement and use academic and domain specific vocabularyLevel 3

construct a claim about a variety of topics, texts, or events and introduce the topic and provide sufficient evidence, reasons, or facts to support the claim and acknowledge opposing ideas and provide a concluding statement or section and use academic and domain specific vocabularyLevel 4

construct a claim about a variety of topics, texts, or events and introduce the topic and provide compelling and logically ordered evidence, reasons, or facts that effectively support the claim and establish a formal style and address the counterargument and provide a concluding section and use academic and domain specific vocabularyLevel 5

with prompting and supports, conduct short individual or shared research projects to answer a question and gather information from a few provided sources and label collected informationLevel 1

with prompting and supports, conduct short individual or shared research projects to answer a question and gather information from provided sources and record some data and informationLevel 2

with guidance and supports, conduct short research projects to answer a question and gather information from a variety of provided print and digital sources and summarize or paraphrase observations, ideas, and information, with labeled illustrations, diagrams, or other graphics, as appropriate and present findings to a small or large group in an oral or written text and cite sourcesLevel 3

conduct short research projects to answer a question and gather information from multiple print and digital sources and use search terms effectively and quote or paraphrase the data and conclusions of others, using charts, diagrams, or other graphics, as appropriate and present findings in an organized oral or written text and cite sources and use a standard format for citationsLevel 4

conduct short research projects to answer a question and gather information from multiple print and digital sources and use search terms effectively and (at Grade 8) evaluate the credibility of each source and quote or paraphrase the data and conclusions of others using charts, diagrams, or other graphics, as appropriate and integrate information into an organized oral or written report and cite sources and use a standard format for citationsLevel 5

with prompting and supports, identify a point an author or a speaker makesLevel 1

with prompting and supports, identify the main argument an author or a speaker makes identify one reason an author or a speaker gives to support the argumentLevel 2

with guidance and supports, explain the argument an author or a speaker makes distinguish between claims that are supported by reasons and evidence from those that are notLevel 3

analyze the argument and specific claims made in texts or speech and determine whether the evidence is sufficient to support the claims and cite textual evidence to support the analysisLevel 4

analyze and evaluate the argument and specific claims made in texts or speech/ presentations and determine whether the reasoning is sound and the evidence is relevant and sufficient to support the claims and cite textual evidence to support the analysisLevel 5

with prompting and supports, use frequently occurring words and phrases and recognize the meaning of some words learned through conversations, reading, and being read toLevel 1

with prompting and supports, adapt language choices according to task and audience and begin to use frequently occurring general academic and content specific words and phrases in conversations and discussionsLevel 2

with guidance and supports, adapt language choices and style according to purpose, task, and audience and use an increasing number of general academic and content-specific words and phrases in speech and short written texts and show developing control of style and tone in oral or written textLevel 3

adapt language choices and style according to purpose, task, and audience and use a wide range of general academic and content-specific academic words and phrases and maintain consistency in style and tone throughout most of oral or written text Level 4

adapt language choices and style according to purpose, task, and audience, and use a wide variety of complex general academic and contentspecific academic words to precisely express ideas and maintain an appropriate and consistent style and tone throughout an oral or written textLevel 5

relying on context, visual aids, and knowledge of morphology in the native language, recognize the meaning of a few frequently occurring words and phrases, and formulaic expressions in texts about familiar topics, experiences, or eventsLevel 1

using context, visual aids, reference materials, and knowledge of morphology in the native language, determine the meaning of frequently occurring words, phrases, and expressions in texts about familiar topics, experiences, or eventsLevel 2

using context, visual aids, reference materials, and a developing knowledge of English morphology (e.g. affixes and roots words), determine the meaning of general academic and content-specific words and phrases and frequently occurring expressions in texts about familiar topics, experiences, or eventsLevel 3

using context, reference materials, and an increasing knowledge of English morphology, determine the meaning of general academic and contentspecific words and phrases, and a growing number of idiomatic expressions in texts about a variety of topics, experiences, or eventsLevel 4

using context, reference materials, and knowledge of English morphology, determine the meanings of general academic and contentspecific words and phrases, idiomatic expressions, and figurative and connotative language (e.g., metaphor, personification) in texts about a variety of topics, experiences, or eventsLevel 5

with prompting and supports, communicate basic information about an event or topic and use a narrow range of vocabulary and syntactically simple sentences acquired from conversations, reading, and being read toLevel 1

with prompting and supports, introduce an informational topic and explain a brief sequence of events, process, description, or compare and contrast and present one or two facts about the topic and use some commonly occurring linking words (e.g., next, because, and, also) and provide a concluding statementLevel 2

with guidance and supports, introduce and develop an informational topic with a few facts and details and explain a short sequence of events, process, description, comparison and contrast, or analysis and use common transitional words and phrases to connect events, ideas, and opinions (e.g., after a while, for example, in order to, as a result) and provide a concluding statement or sectionLevel 3

introduce and develop an informational topic with facts and details and explain a detailed sequence of events, process, description, comparison and contrast, or analysis and 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) and provide a concluding sectionLevel 4

introduce and effectively develop an informational topic with facts and details explain a coherent and detailed sequence of events, process, description, comparison and contrast, or analysis and use a wide variety of transitional words and phrases to show logical relationships between events and ideas and provide a concluding sectionLevel 5

with prompting and supports, recognize and use a small number of frequently occurring nouns, noun phrases, and verbs and understand and respond to simple questionsLevel 1

with prompting and supports, use frequently occurring nouns, pronouns, verbs, prepositions, adjectives, adverbs, conjunctions, and prepositional phrases and produce simple and compound sentencesLevel 2

with guidance and supports, use relative pronouns (e.g., who, whom, which, that), relative adverbs (e.g., where, when, why), subordinating conjunctions, and prepositional phrases and recognize phrases and clauses within a sentence and produce and expand simple, compound, and a few complex sentences Level 3

use an increasing number of intensive/reflexive pronouns (e.g., myself, ourselves) and verbs in the active and passive voices and recognize and explain the function on phrases and clauses within a sentence and recognize and correct most misplaced and dangling modifiers and produce and expand simple, compound, and complex sentencesLevel 4

use intensive/reflexive pronouns and use verbs in the active and passive voices and place phrases and clauses within a sentence and recognize and correct misplaced and dangling modifiers and (at Grade 8) use verbals (e.g. gerunds, participles, and infinitives) and produce and expand simple, compound, and complex sentencesLevel 5