Common Planner
K–12 Standards

Grades 2-3

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.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 message2-3.1.3.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 message 2-3.1.4.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 from read-alouds, written texts, and oral communications. 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 conversations 2-3.2.1.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 turns2-3.2.2.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 discussion 2-3.2.4.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 exchanges2-3.2.5.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 presentations 2-3.3.3.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 gradeappropriate 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 opinion 2-3.4.3.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 statement 2-3.4.5.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 projects 2-3.5.2.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 sources 2-3.5.3.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 2 2-3.7.2

    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 3 2-3.7.3

    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 content-specific words in conversations and discussions. 2-3.7.3.b

  • 4

    Level 4 2-3.7.4

    1. b

      (at Grade 3), use a wider range of general academic and contentspecific words in conversations and discussions.2-3.7.4.b

    2. a

      adapt language choices, as appropriate, to formal and informal contexts2-3.7.4.a

  • 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, read-alouds, 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, readalouds, 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, content-specific 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, readalouds, 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 content-specific vocabulary 2-3.8.4.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 content-specific vocabulary2-3.8.5.b

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

  • 1

    with support (including context and visual aids), and using non-verbal 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 topic 2-3.9.4.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 topic 2-3.9.5.a

    2. b

      present facts about the topic2-3.9.5.b

    3. c

      use temporal words to recount a coherent sequence of events,2-3.9.5.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 grade-appropriate 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

Frequently asked questions

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

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