Grades 4-5

Other Ohio English Language Proficiency sets

• Kindergarten
• Grade 1
• Grades 2-3
• Grades 6-8
• Grades 9-12

participate in short conversations • participate in short written exchanges • actively listen to others • respond to simple questions and some wh- questions about familiar topics.4-5.2.L1

participate in short conversations • participate in short written exchanges • actively listen to others • respond to simple questions and wh- questions about familiar topics and texts4-5.2.L2

participate in short conversations and discussions • participate in short written exchanges • respond to others’ comments • add some comments of his or her own • ask and answer questions about familiar topics and texts4-5.2.L3

participate in conversations and discussions • participate in written exchanges • build on the ideas of others • express his or her own ideas • ask and answer relevant questions • add relevant information and evidence about a variety of topics and texts4-5.2.L4

participate in extended conversations and discussions • participate in extended written exchanges • build on the ideas of others • express his or her own ideas clearly • pose and respond to relevant questions • add relevant and detailed information using evidence • summarize the key ideas expressed about a variety of topics and texts.4-5.2.L5

communicate simple information about familiar texts, topics, events, or objects in the environment.4-5.3.L1

deliver short oral presentations • compose written texts about familiar texts, topics, and experiences4-5.3.L2

including a few details, • deliver short oral presentations • compose written narratives or informational texts about familiar texts, topics, and experiences.4-5.3.L3

including some details, • deliver short oral presentations • compose written narratives or informational texts about a variety of texts, topics, and experiences.4-5.3.L4

including details and examples to develop a topic, • deliver oral presentations • compose written narrative or informational texts about a variety of texts, topics, and experiences4-5.3.L5

express an opinion about a familiar topic4-5.4.L1

construct a simple claim about a familiar topic • give a reason to support the claim4-5.4.L2

construct a claim about familiar topics • introduce the topic • provide a few reasons or facts to support the claim.4-5.4.L3

construct a claim about a variety of topics • introduce the topic • provide several reasons or facts to support the claim • provide a concluding statement.4-5.4.L4

construct a claim about a variety of topics • introduce the topic • provide logically ordered reasons or facts to support the claim • provide a concluding statement.4-5.4.L5

recall information from experience • gather information from a few provided sources • label some key information.4-5.5.L1

recall information from experience • gather information from provided sources. • record some information.4-5.5.L2

recall information from experience • gather information from print and digital sources to answer a question • identify key information in orderly notes.4-5.5.L3

recall information from experience • gather information from print and digital sources to answer a question • record information in organized notes, with charts, tables, or other graphics, as appropriate. • provide a list of sources4-5.5.L4

recall information from experience • gather information from print and digital sources • summarize key ideas and information in detailed and orderly notes, with graphics as appropriate. • provide a list of sources.4-5.5.L5

identify a point an author or speaker makes4-5.6.L1

identify a reason an author or speaker gives to support a main point • agree or disagree with the author or speaker.4-5.6.L2

tell how one or two reasons support the specific points an author or speaker makes or fails to make4-5.6.L3

describe how reasons support the specific points an author or speaker makes or fails to make4-5.6.L4

explain how an author or speaker uses reasons and evidence to support or fail to support particular points • (at grade 5) identify which reasons and evidence support which points4-5.6.L5

recognize the meaning of some words learned through conversations, reading, and being read to4-5.7.L1

with emerging control, • adapt language choices to different social and academic contents • use some words learned through conversations, reading, and being read to4-5.7.L2

with developing control, • adapt language choices according to purpose, task, and audience • use an increasing number of general academic and content-specific words, phrases, and expressions in conversation, discussions, and short written text.4-5.7.L3

with increasing ease, • adapt language choices and style (includes register) according to purpose, task, and audience • use a wider range of general academic and content-specific words and phrases in speech and writing.4-5.7.L4

adapt language choices and style according to purpose, task, and audience • use a wide variety of general academic and content-specific words and phrases in speech and writing.4-5.7.L5

relying heavily on context, visual aids, and knowledge of morphology in his or her native language, • recognize the meaning of a few frequently occurring words, phrases, and formulaic expressions in simple oral discourse, read-alouds, and written texts about familiar topics, experiences, or events.4-5.8.L1

using context, some visual aids, reference materials, and knowledge of morphology in his or her native language, • determine the meaning of some frequently occurring words, phrases, and expressions in simple oral discourse, read-alouds, and written texts about familiar topics, experiences, or events4-5.8.L2

using context, visual aids, reference materials, and a developing knowledge of English morphology, • determine the meaning of frequently occurring words and phrases • determine the meanings of some idiomatic expressions in texts about familiar topics, experiences, or events4-5.8.L3

using context, reference materials, and an increasing knowledge of English morphology, • determine the meaning of general academic and content-specific words, phrases • determine the meaning of a growing number of idiomatic expressions in texts about a variety of topics, experiences, or events4-5.8.L4

using context, reference materials, and knowledge of English morphology, • determine the meaning of general academic and content-specific words and phrases • determine the meaning of figurative language (e.g., metaphors, similes, adages, and proverbs) in texts about a variety of topics, experiences, or events.4-5.8.L5

with support (including context and visual aids), and using non-verbal communication, • communicate simple information about an event or topic • use a narrow range of vocabulary and syntactically simple sentences with limited control4-5.9.L1

with support (including visual aids and modeled sentences), • communicate simple information about a topic • recount a simple sequence of events in order • use frequently occurring linking words (e.g., and, then) with emerging control4-5.9.L2

with support (including modeled sentences), • introduce an informational topic • present one or two facts about the topic • recount a short sequence of events in order • use an increasing range of temporal and other linking words (e.g., next, because, and, also) • provide a concluding statement with developing control4-5.9.L3

introduce an informational topic • develop the topic with facts and details • recount a more detailed sequence of events, with a beginning, middle, and end • use transitional words and phrases to connect events, ideas, and opinions (e.g., after a while, for example, in order to, as a result) • provide a conclusion with increasingly independent control4-5.9.L4

introduce an informational topic • develop the topic with facts and details • recount a more detailed sequence of events, with a beginning, middle, and end • use a variety of linking words and phrases to connect ideas, information, or events • provide a concluding statement or section4-5.9.L5

with support (including context and visual aids), • recognize and use a small number of frequently occurring nouns, noun phrases, and verbs • understand and respond to simple questions4-5.10.L1

with support (including visual aids and modeled sentences), • recognize and use some frequently occurring nouns, pronouns, verbs, prepositions, adjectives, adverbs, and conjunctions • produce simple sentences in response to prompts4-5.10.L2

with support (including modeled sentences), • use some relative pronouns (e.g., who, whom, which, that), • use some relative adverbs (e.g., where, when, why), • use some prepositional phrases • produce and expand simple and compound sentences4-5.10.L3

use relative pronouns (e.g., who, whom, which, that), • use relative adverbs (e.g., where, when, why), • use prepositional phrases • use subordinating conjunctions • produce and expand simple, compound, and a few complex sentences4-5.10.L4

use relative pronouns (e.g., who, whom, which, that), • use relative adverbs (e.g., where, when, why) • use prepositional phrases • use subordinating conjunctions • use the progressive and perfect verb tenses • produce and expand simple, compound, and complex sentences4-5.10.L5