AGENDA
STATE BOARD OF EDUCATIONJune 12, 2006
Arkansas Department of Education
State Education Building
9:00 AM
Back Print
Consent Agenda
C-1 Minutes - May 8, 2006
Presenter: Diane Tatum
C-2 Commitment to Principles of Desegregation Settlement Agreement: Report on the Execution of the Implementation Plan
As part of the Agency's continuing obligation to the Pulaski County desegregation suit, the Board receives a
montly update of actions and events. Activities included professional development for administrators,
consultations with the Little Rock District concerning administration of federal programs, and monitoring of
schools in the three districts.
Presenter: Dr. Charity Smith
C-3 Newly Employed, Promotions and Separations
Information item only
Presenter: Beverly Williams
C-4 Report of Waivers to School Districts for Teachers Teaching Out-of-Field for Longer than Thirty (30) Consecutive Days, Act 1623 of 2001
Act 1623 of 2001 requires local school districts to secure a waiver when classrooms are staffed with
unlicesensed teachers for longer than 30 days. Waiver requests were received from 15 districts covering a
total of 33 positions. None of these requests were from a district in academic distress. These requests
have been reviewed by Department staff and are consistent with program guidelines.
Presenter: Beverly Williams/Ron Tolson
C-5 Review of Loan and Bond Applications
Operating guidelines require that the Board consider requests for funding from the Revolving Loan Fund and
approval of other bonded commitments. Requests from 3 districts for revolving loans, 8 requests for 2nd
Lein londs and 2 requests for voted bonds have been reviewed and recommended for approval by the
Department Loan and Bond Committee
Presenter: Amy Woody
C-6 Approval of Organizations for Implementation of Act 648, Community
Service Program
The community Service Program and the Rules developed for its implementation require that the State
Board of Education approve organizations in which students volunteer in those local school districts
implementing community service learning as a graduation credit. Local school boards will select and
approve local organizations based on this State Board approved pool. The Division of volunteerism within
the Department of Human Services assisted ADE in creating the attached list.
Presenter: Dr. Gayle Potter
Action Agenda
A-1 Request from Strong-Huttig School District for Approval to Close an Isolated School: Huttig Junior High School
Pursuant to Act 1397 of 2005, on April 12, 2006, the Strong-Huttig School District submitted its request for
approval to close the isolated Huttig Junior High School at the close of the 2005-2006 school year. As
required, the Strong-Huttig School District submitted copies of board minutes approving by majority vote of
the local board members the closure of Huttig Junior High School. The Department has attached an
Attorney General’s Opinion related to the issues of desegregation concerns.
Presenter: Scott Smith
A-2 Arkansas Better Chance for School Success Program Renewal Grants
2006-2007
ABC Rules require each funded award be reviewed and approved for renewal annually. The request for
proposals was approved by the Board on April 10, 2006. Since that time proposals have been received,
reviewed and staff submits the attached recommendations for continued funding.
Presenter: Paul Lazenby
A-3 Approval of English Language Proficiency Framework Document for the Grades K - 12
Under Title III of the No Child Left Behind Legislation, the State is required to establish Content Standards
for English language proficience for K - 12 for English language learners. This framework is required to be
linked to the State's content standards in English language arts and mathematics. Statewide committees of
teacher completed revising this framework in May 2006.
Presenter: Dr. Gayle Potter
A-4 Declaration of Critical Academic Shortage Areas as Required by ACT 1146 of 2001
Act 1146 of 2001 amends A.C.A 24-7-208(f) and establishes a waiver process by which retirees can be
hired by a school district to teach in critical academic shortage areas when suitable active employees are
not available to fill the licensed positions. Section 2(3)(A) requires that the State Board of Education
annually declare those critical academic areas.
Presenter: Beverly Williams
A-5 Consideration of Technical Amendments to Arkansas Department of
Education Rule Governing the Non-Traditional Licensure Program (NTLP)
The Board gave final approval to this Rule on April 10, 2006. Since that time staff has recognized the need
for minor technical amendments to the approved Rule. These revisions are not intended to change the
meaning or context of the Rule, but to clarify. These technical amendments, if approved, do not require
resubmission of the Rule through the Administrative Prodecures Act.
Presenter: Beverly Williams
A-6 Report of the Status of School Districts in Fiscal Distress
In April 2005, the Board classified 11 Arkansas School Districts for fiscal distress. This report includes a
status update on these 11 districts.
Presenter: Dr. Bobbie Davis
A-7 Classification of Districts in Fiscal Distress
At the May 8, 2006, four districts were identified as meeting conditions for fiscal distress. Districts have
been informed of the pending action. The Department recommends that Cross County, Hughes, Omaha
and Turrell School Districts be classified in fiscal distress for the 2006-2007 school year.
Presenter: Dr. Bobbie Davis
A-8 Request for Final Approval of the Arkansas Department of Education Rule Boverning Assessment Scores for Students Attending the School for
Mathematics, Science and Arts of the University of Arkansas
This Rule was adopted for public comment on April 10, 2006. A public hearing was conducted on
Wednesday, May 24, 2006. There were no attendees for the public hearing nor did the Department receive
written comments. There are no suggested changes from the proposed Rule previously reviewed and
adopted for public comment.
Presenter: Dr. Charity Smith
A-9 Surrender of Charter for West Woods Elementary Conversion Charter School, El Dorado Public Schools
The Superintendent of the El Dorado School District has informed the Department that the District will
surrender the Charter at the end of the fiscal year (June 30, 2006).
Presenter: Mary Ann Brown
A-10 Continued Consideration of Renewal of FOCUS Academy Open-Enrollment Charter School
The State Board approved the FOCUS Academy open-enrollment charter school in 2003. Renewal of the
charter was presented at the January 9, 2006, Board meeting at which time action on the renewal was
tabled with the request that additional information was to be collected and provided to the Board. Additional
fiscal information was provided in May but was not received in time for Department staff to review and report
at the May State Board meeting. Consideration is to include a review of the fiscal audit as well other
aspects of the Charter renewal, which contain additional waiver requests.
Presenter: Mary Ann Brown
A-11 Request Approval of the Recommendation of Permanent Revocation of
Teacher's License and Denial of Renewal of Teacher's License: Wayne Ramsey
Mr. Ramsey was convicted of one count of Manufacture, Possession or Delivery of Controlled Substances, a
Felony offense.
Presenter: Tripp Walter
A-12 Request Approval of the Recommendation of Permanent Revocation of Teacher's License: Terrance Spratt
On April 15, 2006, Mr. Spratt was convicted of one count of Endangering the Welfare of a child in the
Second Degree, a Class A Misdemeanor.
Presenter: Tripp Walter
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Minutes State Board of Education Monday, May 8, 2006
The State Board of Education met on Monday, May 8, 2006, in the Auditorium of the State Education Building. Dr. Jeanna Westmoreland, Chairman, called the meeting to order at 9:00 a.m. The following Board members were present: Dr. Jeanna Westmoreland, Chairman; Diane Tatum, Vice-Chairman; Sherry Burrow; Shelby Hillman; Dr. Calvin King; Randy Lawson; Dr. Ben Mays; MaryJane Rebick and Dr. Naccaman Williams. No Board members were absent. Dr. James read a letter from Governor Mike Huckabee recognizing the service of Dr. Jeanna Westmoreland as a member of the State Board of Education and her service as chair of the Board this year. He also presented a Board resolution and plaque recognizing Dr. Westmoreland’s service to the Board.
Consent Agenda
Randy Lawson requested a revision to the Minutes from April 13, 2006, that would remove two paragraphs and other discussion wording under the item, “Request for Final Approval of Proposed Revisions to the Arkansas Department of Education Rule Governing the Non-Traditional Licensure Program (NTLP).” Mr. Lawson so moved. Ms. Hillman seconded the motion. The motion to revise the Minutes was adopted unanimously. Ms. Hillman moved approval of the Consent Agenda with the revision to the April 13, 2006, Minutes as adopted. Ms. Tatum seconded the motion. The motion was adopted unanimously.
o Approval of Minutes – April 13, 2006 (as amended) o Newly Employed, Promotions and Separations o Report of Waivers to School Districts for Teachers Teaching Out-of-Field for
Longer than (30) Consecutive Days, Act 1623 of 2001 o Consideration of Waivers from Standards for Accreditation for Marmaduke School
District as a Result of Damage by a Tornado in that Community on April 2, 2006 (A transcript of the deliberation of the following items was recorded by a Court Reporter and that transcript will be attached to the official minutes for the record.) Request from the Bryant School District for Approval to Close an Isolated School: Paron High School Following presentations by parties involved and a question and answer session by the Board, Ms. Rebick moved adoption of the Bryant School District request to close Paron High School effective July 1, 2006. Ms. Hillman seconded the motion. The motion was adopted 7 yes and 1 no on a roll-call vote. Dr. Mays voted no.
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Request from Smackover School District for Approval to Close an Isolated School: Mount Holly Elementary School Following presentations by parties involved and a question and answer session by the Board, Ms. Tatum moved approval of the Smackover School District request to close Mount Holly Elementary School. Mr. Lawson seconded the motion. The motion was adopted unanimously. Consideration of the Petition for Voluntary Annexation of the Lockesburg School District into the DeQueen School District Following presentations by parties involved and a question and answer session by the Board, Ms. Hillman moved approval of the Voluntary Annexation of Lockesburg School District into the DeQueen School District. Mr. Lawson seconded the motion. The motion was adopted unanimously. (End court Reporter transcript) Request Approval of a Final Revision of the FY06 Public School Fund Budget John Kunkel was recognized to present this item. Mr. Kunkel reported that a revision to the Public School Fund Budget was necessary due to expenditures that are formula driven or due to legislation enacted during the recent special session of the Arkansas General Assembly. Mr. Kunkel asked that an additional amount ($115,000) be added to the line item “Consolidation Incentive.” He noted that this additional amount is necessary to accommodate the consolidations under consideration. Ms. Hillman moved approval of the revisions to the Public School Fund Budget as proposed and revised by Mr. Kunkel. Dr. Williams seconded the motion. The motion was adopted unanimously. Identification of School Districts in Fiscal Distress Dr. Bobbie Davis was recognized to present this item. Dr. Davis summarized the Department’s process for review of local school district budgets. She noted that the major factor that suggests a school district’s financial status is in jeopardy is a continuing declining balance: one that would lead a district to a zero balance if continued in a similar pattern for three years. Dr. Davis also stated that audit findings and other fiscal issues contribute to the overall fiscal assessment of local districts. She stated that this year the four districts that are listed in the materials have been notified of pending fiscal distress identification and that these districts have 30 days to provide additional evidence or appeal the findings. Dr. Davis informed the Board that at the June meeting, the Board will be presented either additional information or hear appeals from the districts documenting why the district should not be classified in fiscal distress. She noted that districts under review include: Cross County School District, Hughes School District, Omaha School District and Turrell School District.
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Dr. Mays expressed concern that not all school districts may be reporting total athletics expenditures as outlined in Act 52, which would be cause for a school district to be classified is fiscal distress. Dr. Davis stated that she was not aware of any district that failed to meet the conditions of that legislation that would lead to fiscal distress designation. She also noted that Act 52 only requires reporting of state funds, not funds from other sources such as booster club or activity fund accounts. Mr. Lawson moved to accept the report as presented. Ms. Burrow seconded the motion. The motion was adopted unanimously. Consideration of Proposed Performance Rating System and Report from Standard Setting Session Dr. Charity Smith was recognized to present this item. Dr. Smith stated that this discussion is a continuation from her presentation in April. She summarized the procedure used by the Standard Setting Committee and outlined the options for Board consideration – to calculate performance using the median score or an average score. Ms. Rebick asked if there was a recommendation from the Standard Setting Committee. Dr. Smith responded that the Committee worked with both values and did not express a preference. Dr. Williams moved that the average statistic be adopted as the metric for calculating performance ratings for schools. Ms. Hillman seconded the motion. The motion was adopted unanimously. Approval of Science Performance Level Descriptors for the Grade 5 and Grade 7 Science Benchmark Examinations, Limited English Proficiency Alternate Science Portfolio (Grade 5 and Grade 7), and Special Education Alternate Science Portfolio (Grade 5 and Grade 7) Dr. Gayle Potter was recognized to present this item. Dr. Potter stated that science assessment has been administered for the first time in the 2005-2006 school year and that descriptors of the performance levels must be determined. She noted that a committee of practitioners drafted the proposed descriptors and that the committee relied on national documents such as the National Assessment of Educational Progress (NAEP) to perform that work. Ms. Rebick moved approval of the performance level descriptors as presented. Ms. Hillman seconded the motion. The motion was adopted unanimously. Request for Approval for Public Comment of Proposed Revisions to the Arkansas Department of Education Rule Governing Eye and Vision Screening Report in Arkansas Public Schools Dee Cox was recognized to present this item. Ms. Cox stated that these are new Rules required by legislation and that the Department utilized a collaborative process to
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establish the proposed document. She stated that public hearings would be held and comment requested from the public during the review process. Mr. Lawson moved approval of the Rule for Public Comment. Ms. Burrow seconded the motion. The motion was adopted unanimously. Site Selection, Arkansas Governor’s School 2007-2009 Ann Biggers was recognized to present this item. Ms. Biggers reported that requests for proposals and the Rules for selection previously adopted by the Board were distributed last November and that two (2) proposals were received: one from Hendrix College in Conway and one from Southern Arkansas University in Magnolia. She stated that a selection committee reviewed the written proposals and made site selection visits to each of the sites. She reported that the Committee unanimously recommended Hendrix College. Dr. Williams inquired if any information would be provided to the schools pursuant to the Committee’s review. Ms. Biggers stated that the “side-by-side” review that was provided to the Board had already been sent to the two applicants. Ms. Hillman moved acceptance of the Hendrix College proposal for Governor’s School site for 2007-2009. Mr. Lawson seconded the motion. The motion was adopted unanimously. (A transcript of the deliberation of the following items was recorded by a Court Reporter and that transcript will be attached to the official minutes for the record.) Consideration of Financial Status of Academics Plus Open-Enrollment Charter School in Maumelle During the dialogue, Dean Elliott, Chairman of the Academics Plus Board of Directors, reported that funds have been raised that will assure the school can pay all its obligations, including payments to Department of Agriculture, and finish the fiscal year June 30, 2006, with a fund balance of approximately $25,000. Mr. Elliott also informed the Board that the Academics Plus Board of Directors has adopted a resolution stating that unless the school enrolls a minimum of 286 students on or before July 1, the school will surrender its Charter on July 1, 2006. Mr. Lawson moved that Academics Plus be required to submit to the Department of Education a report on the enrollment status in keeping with their resolution and that report be provided to the Board at the first meeting scheduled after July 1 at which time the Board would determine what, if any, further action may be warranted. Dr. Williams seconded the motion. The motion was adopted on a 7 yes, 0 no, 1 abstain vote. (Rebick abstained) Annual Review of HAAS Hall Academy Open-Enrollment Charter School
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Dr. Martin Shoppmeyer reported that both the academic and fiscal status of HAAS Hall Academy have improved over the past year. Enrollment has increased and a benefactor has been identified who is willing to provide financial backing as well as assistance with fiscal management. John Scott, Vice President of Hanna’s Candle Company located in Fayetteville affirmed his company’s commitment to partner with HAAS Hall and to assist with management of the school. Mr. Scott provided documentation noting outstanding debt of the school including back payments to Arkansas Teacher Retirement System and other government entities. He stated that the school with Hanna’s Candles assistance would establish a plan that will assure debt replacement during the coming year. No action was taken. Upon inquiry by the Board Dr. Bobbie Davis stated that she was not aware of the debt reported by HAAS Hall and her office had not seen reports that were presented at the last minute. Mary Ann Brown also stated that the Charter School Office was not informed of the debt report that was presented. The Board requested that Dr. Bobbie Davis follow up with HAAS Hall on financial matters and pursue any issues to her satisfaction and report any findings to the Board prior to any charter renewal process by HAAS Hall. The Board also emphasized the need for any documents that are requested for presentation to the Board must be provided to the Department at least two weeks prior to the scheduled meeting date. Consideration of Renewal of FOCUS Academy Open-Enrollment Charter School Dr. Bobbie Davis reported to the Board that fiscal reports and state audit reports from FOCUS Academy were just received and the Department staff has not had time to review the reports. She requested that no action be taken pursuant to this item. Revocation of Licensure: Gayla Chalmers Tripp Walter was recognized to present this item. Mr. Walter stated that attempts to contact Ms. Chalmers have been unsuccessful. Ms. Chalmers was not present nor was she represented at the meeting. Ms. Burrow moved permanent revocation of teaching license for Gayla Chalmers. Ms. Tatum seconded the motion. The motion was adopted unanimously.
Other Business
Dr. James was asked for an update on the Helena/West Helena School District. He reported that Dr. Bobbie Davis and Beverly Williams have been working with staff and the School Board. He stated that the School Board has not been reinstituted at this time, but Board members are participating in training provided by the Arkansas School Board’s Association. Dr. James stated that the Department is asking the interim
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superintendent to stay on for the 2006-2007 school year and indications are positive that he will accept that responsibility. He also noted that there is a Grand Jury investigation pending that involves that district and he is waiting on the report to determine the next steps. Dr. James suggested that a meeting in July appears necessary and that the Liaison will be contacting members to determine the best date. Ms. Tatum moved adjournment. Ms. Hillman seconded the motion. The motion was adopted unanimously. The meeting adjourned at 2:15 p.m. Minutes were recorded and reported by Dr. Charles D. Watson.
ADE’S PROJECT MANAGEMENT TOOL EXECUTIVE SUMMARY
MAY 31, 2006
This document summarizes the progress that ADE has made in complying with the provisions of the Implementation Plan during the month of May 2006.
IMPLEMENTATION PHASE
ACTIVITY PMT EXECUTIVE SUMMARY AS OF
MAY 31, 2006
I. Financial Obligation As of April 30, 2006, State Foundation Funding payments paid for FY 05/06 totaled $53,489,899 to LRSD, $27,710,410 to NLRSD, and $46,222,749 to PCSSD. The Magnet Operational Charge paid as of April 30, 2006, was $11,460,245. The allotment for FY 05/06 was $14,011,194. M-to-M incentive distributions for FY 05/06 as of April 30, 2006, were $3,520,271 to LRSD, $3,581,701 to NLRSD, and $9,113,661 to PCSSD.
II. Monitoring Compensatory
Education On May 3, 2005, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. The PCSSD has petitioned to be released from some desegregation monitoring. There was discussion in the last legislative session that suggested all three districts in Pulaski County should seek unitary status. Legislators also discussed the possibility of having two school districts in Pulaski County instead of three. An Act was passed by the Legislature to conduct a feasibility study of having only a north school district and a south school district in Pulaski County. Removing Jacksonville from the PCSSD is also being studied. The next Implementation Phase Working Group Meeting is scheduled for July 7, 2005 at 1:30 p.m. in room 201-A at the ADE.
III. A Petition for Election for
LRSD will be Supported Should a
Millage be Required
Ongoing. All court pleadings are monitored monthly.
IV. Repeal Statutes and
Regulations that Impede
Desegregation
On October 27, 2003, the ADE sent letters to the school districts in Pulaski County asking if there were any new laws or regulations that may impede desegregation. The districts were asked to review laws passed during the 84th Legislative Session, any new ADE rules or regulations, and district policies.
V. Commitment to Principles On May 8, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April.
IMPLEMENTATION PHASE
ACTIVITY PMT EXECUTIVE SUMMARY AS OF
MAY 31, 2006
VI. Remediation The school districts in Pulaski County attended District Test Coordinator Training held in Little Rock on December 9, 2005. The LRSD had four individuals in attendance, the NLRSD had one, and the PCSSD had two.
VII. Test Validation On February 12, 2001, the ADE Director provided the State Board of Education with a special update on desegregation activities.
VIII. In-Service Training A Tri-District Staff Development Committee meeting was held on February 7, 2006, at the ADE. Doug Ask (PCSSD) and Kaye Lowe (NLRSD) attended. They discussed professional development for classroom walkthrough. It was recommended that two days of training should be used for the classroom walkthrough and one half day should be spent training on the Palm computers that will be used in the walkthrough. Extended school day and extended school year were discussed. The students can improve faster when they are in school more, but it is difficult to find teachers who want to teach in an extended time program. It was mentioned that many principals want to spend more time in ACSIP committee meetings. Science training for teachers in grades 3-5 was discussed.
IX. Recruitment of Minority
Teachers In May 2006, the ADE Office of Professional Licensure requested a list of all spring minority graduates from all Arkansas colleges and universities with teacher education programs. In May 2006, the ADE Office of Professional Licensure sent a request to the three Pulaski County school districts asking for a list of teacher shortage areas.
On May 13, 2006, the ADE hosted an Educators Career Fair from 9 a.m. to 2 p.m. at the Airport Holiday Inn in Little Rock. The event was designed to assist school districts in the recruitment of licensed teachers and administrators for hard-to-fill vacancies. Information was provided to educators regarding earning advanced degrees and adding areas of licensure. Superintendents, Education Service Cooperative Directors, Principals and other school hiring personnel were there to meet with prospective teachers and administrators.
IMPLEMENTATION PHASE
ACTIVITY PMT EXECUTIVE SUMMARY AS OF
MAY 31, 2006
X. Financial Assistance to
Minority Teacher Candidates
Ms. Tara Parker of the Arkansas Department of Higher Education reported minority scholarships for Fiscal Year 2005-2006 on October 14, 2005. These included the State Teacher Assistance Resource (STAR) Program, the Minority Teacher Scholars (MTS) Program, and the Minority Masters Fellows (MMF) Program. The scholarship awards for STAR are as follows: STAR Male Male Female Female Total Total Race Count Award Count Award Count Award White 274 1,195,500 45 240,000 319 1,435,500 Black 8 39,000 24 114,000 32 153,000 Hispanic 4 18,000 4 18,000 Asian Native Am. 2 9,000 3 15,000 5 24,000 Totals 284 1,243,500 76 387,000 360 1,630,500 The scholarship awards for MTS are as follows: MTS Male Male Female Female Total Total Race Count Award Count Award Count Award Black 2 10,000 42 210,000 44 220,000 Hispanic 2 10,000 2 10,000 Asian 1 5,000 1 5,000 2 10,000 Native Am. 2 10,000 2 10,000 Totals 3 15,000 47 235,000 50 250,000 The scholarship awards for MMF are as follows: MMF Male Male Female Female Total Total Race Count Award Count Award Count Award Black 2 7,500 24 122,500 26 130,000 Hispanic 2 10,000 2 10,000 Asian Native Am. Totals 2 7,500 26 132,500 28 140,000
XI. Minority Recruitment of ADE
Staff
The MRC met on June 17, 2005 at the ADE. Demographic reports were presented showing ADE Employees Grade 21 and Above by Race and Section as of December 31, 2004 and March 31, 2005. These reports were reviewed to ensure accuracy. Due to the Legislative session, the MRC combined its review of the 2nd and 3rd quarters of the fiscal year.
XII. School Construction This goal is completed. No additional reporting is required.
XIII. Assist PCSSD Goal completed as of June 1995.
XIV. Scattered Site Housing This goal is completed. No additional reporting is required.
IMPLEMENTATION PHASE
ACTIVITY PMT EXECUTIVE SUMMARY AS OF
MAY 31, 2006
XV. Standardized Test Selection to
Determine Loan Forgiveness
Goal completed as of March 2001.
XVI. Monitor School Improvement
Plans
On April 26, 2006, ADE staff conducted ACSIP peer team visits at Geyer Springs, Gibbs, and Carver Elementary Schools in the LRSD. On April 27, 2006, ADE staff conducted ACSIP peer team visits at Mabelvale, Meadowcliff and ML King Elementary Schools in the LRSD. On April 12, 2006, ADE staff assisted with preparations for an ACSIP team visit at Meadow Park Elementary School in the NLRSD. On April 13, 2006, ADE staff assisted with preparations for an ACSIP team visit at Lynch Drive Elementary School in the NLRSD. On April 13, 2006, ADE staff acquired information regarding the number of literacy and math coaches at Rose City Middle School in the NLRSD. On April 17, 2006, ADE staff assisted with preparations for an ACSIP team visit at Amboy Elementary School in the NLRSD. On April 18, 2006, ADE staff assisted with preparations for an ACSIP team visit at Crestwood Elementary School in the NLRSD. On April 18, 2006, ADE staff assisted with preparations for an ACSIP team visit at Lakewood Elementary School in the NLRSD. On April 26, 2006, ADE staff coordinated ACSIP team visits at Amboy, Crestwood, Indian Hills, and Lakewood Elementary Schools in the NLRSD. On April 27, 2006, ADE staff coordinated ACSIP team visits at Lynch Drive, Meadow Park, and Seventh Street Elementary Schools in the NLRSD. On April 13, 2006, ADE staff provided technical assistance at Landmark Elementary School in the PCSSD. Gave the principal a copy of the state rubric, and a schedule for peer team visits. On April 18, 2006, ADE staff provided technical assistance at Oak Grove Elementary School in the PCSSD.
IMPLEMENTATION PHASE
ACTIVITY PMT EXECUTIVE SUMMARY AS OF
MAY 31, 2006
XVI. Monitor School Improvement
Plans (Continued)
On May 2, 2006, ADE staff provided technical assistance at Jacksonville Middle School in the PCSSD. On May 4, 2006, ADE staff met with the principal and the assistant principal at Maumelle Middle School in the PCSSD. Answered questions from the previous visit, discussed state rubric, interventions, wellness priority and preparations for the upcoming 2007 peer team visit. On May 5, 2006, ADE staff provided technical assistance at Crystal Hills Magnet School in the PCSSD.
XVII. Data Collection The State Board of Education approved the new Desegregation Monitoring and Assistance Plan on December 8, 1999 and instructed the ADE to forward the document to Mr. Tim Gauger so that it may be filed in Federal court.
XVIII. Work with the Parties and
ODM to Develop Proposed
Revisions to ADE’s Monitoring
and Reporting Obligations
On July 10, 2002, the ADE held a Desegregation Monitoring and Assistance Plan meeting for the three school districts in Pulaski County. Mr. Willie Morris, ADE Lead Planner for Desegregation, presented information on the No Child Left Behind Act of 2001. A letter from U.S. Secretary of Education, Rod Paige, was discussed. It stated that school districts that are subject to a desegregation plan are not exempt from the public school choice requirements. “If a desegregation plan forbids the school district from offering any transfer option, the school district should secure appropriate changes to the plan to permit compliance with the public school choice requirements”. Schools in Arkansas have not yet been designated “Identified for Improvement”. After a school has been “Identified for Improvement”, it must make “adequate yearly progress”. Schools that fail to meet the definition of “adequate yearly progress”, for two consecutive years, must provide public school choice and supplemental education services. A court decision regarding the LRSD Unitary Status is expected soon. The LRSD and the NLRSD attended the meeting. The next meeting about the Desegregation Monitoring and Assistance Plan will be held in August 2002, after school starts.
Newly Employed, Promotions, and Separations NEWLY EMPLOYED FOR THE PERIOD OF May 1, 2006 - May 31, 2006 Courtney Salas-Ford- Attorney Specialist, Legal Services, Grade 22, effective 05-08-06. Tascha Foster- Secretary I, Child Nutrition, Division of Fiscal and Administrative Services, Grade 11, effective 05/22/06. *Hope Moore- Secretary II, Curriculum, Assessment and Research, Division of Learning Services, Grade 13, effective 05/22/06. PROMOTIONS/ LATERAL TRANSFERS FOR THE PERIOD OF May 1, 2006 - May 31 2006
Philip Costner- from Public School Program Advisor, Standard Assurance, Grade 21, to Public School Administrative Advisor, School Improvement/ACSIP, Grade 21, effective 05/08/06. Lateral Shelley Dirst- from Public School Administrative Advisor, Curriculum, Assessment and Research, Grade 21 to Public School Administrative Advisor, K-12 Literacy, Grade 21,effective 05/08/06. Lateral Susan Gray- from NAEP State Coordinator, Curriculum, Assessment and Research, Grade 21 to Public School Program Advisor, Curriculum, Assessment and Research Grade 21, effective 05/08/06. Lateral Kelly Howell- from Document Examiner II, Distance Learning, Division Research & Technology, Grade 12 to Secretary I, Grade 11, School Improvement/ACSIP, effective 05/22/06. Demotion
SEPARATIONS FOR THE PERIOD OF May 1, 2006 - May 31, 2006 Sherrill Bufford- Public School Program Advisor, Special Education, Division of Learning Services, Grade 21, effective 05/26/06. Code 07. Length of Service: 0 years, 5 months, 14 days. *Brazierdene Watts- Public School Program Advisor, Grant Initiatives/Early Childhood, Division of Learning Services, Grade 21, effective 05/10/06. Code 07. Length of Service: 6 Years, 7 months, days. *Minority AASIS Code: Career Opportunity- 07
JUNE 2006-Denials
Page 1
LEA
NAME OF
DISTRICT
# OF
DENIED
WAIVERS
NAME OF
TEACHER(S)
CURRENT AREA(S) OF
CERTIFICATION
OUT OF AREA TEACHING
ASSIGNMENT
OUT OF AREA
ADMIN
ASSIGNMENT
O404000
Gravette
Public School
District
1Wendell Robinson
No License
Math (9-12) & Coaching
Total # of
School
Districts
Total # of
Denied
Waivers
11
JUNE 2006-Denials
Page 2
LENGTH OF
TIME
TEACHING
OUT OF AREA
2005-2006
ACT 1623/MONTHLY REPORT
NOVEMBER - DECEMBER 2004
2004-2005 SCHOOL YEAR
Monthly Total of School Districts
Waivers Requested
Total of School Districts Requesting Waivers
Total Waivers Requested
The following School Districts in Academic Distress Requested Waivers Under Act 1623
School District Requesting Waiver
Level of Academic Distress
Number of Waiver
Subject Areas and Level
JUNE 2006 Waivers Pursuant to Act 1623
Page 1
LEA
NAME OF
DISTRICT
# OF
WAIVERS
NAME OF
TEACHER(S)
CURRENT AREA(S) OF CERTIFICATION
OUT OF AREA TEACHING
ASSIGNMENT
OUT OF AREA
ADMIN
ASSIGNMENT
O801000
Berryville
Public School
District
1Susan Phillips
English Language Arts (7-12)
Journalism
5204000
Camden
Public School
District
1Carolyn Snider
Long-Term Substitute Teacher
Special Education
Middle School English (5-8)
Elementary (1-6)
3601000
Clarksville
Public School
District
1Carmella Hollaway
Long-Term Substitute Teacher
Middle School Social Studies
Secondary Physical Education (7-12)
Coaching (7-12)
Business Technology (7-12)
O404000
Gravette
Public School
District
9Virginia Reeves
Long-Term Substitute Teacher
5th grade
Judie Dollar
English Language Arts (7-12)
English (6th grade)
Rachel Gibson
Social Studies (7-12)
G.A.T.E
Distin Dean
Social Studies (7-12)
Core Curriculum (7-8)
David McClure
Secondary Physical Education (7-12)
Biology (9-12)
Coaching (7-12)
Applied Biology/Chemistry I (7-12)
Applied Biology/Chemistry II (7-12)
Norman Mitchell
Health Education (7-12)
Science (9-12)
Secondary Physical Education (7-12)
Coaching (7-12)
General Science (7-12)
Biology (7-12)
JUNE 2006 Waivers Pursuant to Act 1623
Page 2
LENGTH OF
TIME
TEACHING
OUT OF AREA
2005-2006
2005-2006
2005-2006
2005-2006
2004-2005
2005-2006
2004-2005
2005-2006
2005-2006
2005-2006
2005-2006
JUNE 2006 Waivers Pursuant to Act 1623
Page 3
LEA
NAME OF
DISTRICT
# OF
WAIVERS
NAME OF
TEACHER(S)
CURRENT AREA(S) OF CERTIFICATION
OUT OF AREA TEACHING
ASSIGNMENT
OUT OF AREA
ADMIN
ASSIGNMENT
Physical Science (7-12)
Samuel Oswalt
Secondary Principal (5-12)
Special Education (9-12)
General Science (7-12)
Life/Earth Science (7-12)
Special Ed Instructional Specialist (4-12)
Chemisty (9-12)
Physical Science (7-12)
Terri Hopper
Middle School English (5-8)
5th grade
English Language Arts (7-12)
Chase Holloway
Physical/Earth Science (7-12)
Science (9-12)
2903000
Hope Public
School District
2Roy Whatley
Health Education (7-12)
Mathematics (7-12)
Physical Education (K-12)
Coaching (7-12)
Middle School Math (5-8)
David Ehrhardt
Physical Education (K-12)
Mathematics (7-12)
Basic Math Endorsement (7-12)
2305000
Mayflower
Public School
District
1Kristin Allbritton
Early Childhood Education (P-4)
Art
Elementary (K-6)
3104000
Mountain
Home Public
School District
1Grant Greenhaw
PE/Wellness/LEI (P-8)
Science (8th grade)
PE/Wellness/LEI (7-12)
Coaching (7-12)
O303000
Mineral
Springs
School District
8Donica Barger
MidChLangArt/SS (4-8)
Science (9-12)
Social Studies (7-12)
JUNE 2006 Waivers Pursuant to Act 1623
Page 4
LENGTH OF
TIME
TEACHING
OUT OF AREA
2005-2006
2005-2006
2005-2006
2005-2006
2005-2006
2005-2006
2004-2005
2005-2006
JUNE 2006 Waivers Pursuant to Act 1623
Page 5
LEA
NAME OF
DISTRICT
# OF
WAIVERS
NAME OF
TEACHER(S)
CURRENT AREA(S) OF CERTIFICATION
OUT OF AREA TEACHING
ASSIGNMENT
OUT OF AREA
ADMIN
ASSIGNMENT
MidChSci/Math (4-8)
Robbie Redman
Family & Consumer Science (7-12)
Music and Art (K-12)
Cindi Adcock
MidChLangArt/SS (4-8)
Special Education
Middle School Science/Math (4-8)
Elementary (1-6)
Physical Education (5-8)
Special Education
Alvin Stewart
Social Studies (7-12)
Social Studies (7-12)
Arkansas History (5-8)
Global Studies (7-12)
Economics (7-12)
Aleshia Erwin
MidChLangArt/SS (4-8)
Algebra I and Math (8)
Social Studies (7-12)
MidChSci/Math (4-8)
Elementary (1-6)
Joyce White
Elementary (1-6)
Library Media Specialist
Reading Specialist (P-8)
Reading Specialist (7-12)
Adam Matthews
MidChLangArt/SS (4-8)
Math
MidChSci/Math (4-8)
PE/Wellness/LEI (P-8)
PE/Wellness/LEI (7-12)
Coaching (7-12)
Bobby Jones
Secondary Physical Education (7-12)
Arkansas History & Social Studies
(7-8)
Coaching (7-12)
JUNE 2006 Waivers Pursuant to Act 1623
Page 6
LENGTH OF
TIME
TEACHING
OUT OF AREA
2005-2006
2005-2006
2003-2004
2004-2005
2005-2006
2004-2005
2005-2006
2005-2006
2004-2005
2005-2006
2005-2006
2005-2006
JUNE 2006 Waivers Pursuant to Act 1623
Page 7
LEA
NAME OF
DISTRICT
# OF
WAIVERS
NAME OF
TEACHER(S)
CURRENT AREA(S) OF CERTIFICATION
OUT OF AREA TEACHING
ASSIGNMENT
OUT OF AREA
ADMIN
ASSIGNMENT
4713000
Osceola
Public School
District
1Amber Parke
English Language Arts (7-12)
Journalism
5303000
Perryville
Public School
District
1Chris Collins
Long-Term Substitute Teacher
Science (7-8)
7206000
Prairie Grove
School District
1Mandy Bartholomew
Business Ed Vocational Endorsement (7-12)
Marketing
Business Technology (7-12)
O405000
Rogers Public
School District
1Kristen Winn
English Language Arts (7-12)
Special Education Resource
5805000
Russellville
Public School
District
3Bryan Jernigan
MidChLangArt/SS (4-8)
Coaching (7-12)
Social Studies (7-12)
MidChSci/Math (4-8)
Codey Mann
Social Studies (7-12)
Coaching (7-12)
Joshua Edgin
MidChLangArt/SS (4-8)
Coaching (7-12)
Social Studies (7-12)
MidChSci/Math (4-8)
5607000
Weiner Public
School District
1Johnny Taylor
Secondary Physical Education (7-12)
Health
Coaching (7-12)
1803000
West
Memphis
Public School
District
1Margaret Lane
Long-Term Substitute Teacher
Career Orientation
Elementary (1-6)
JUNE 2006 Waivers Pursuant to Act 1623
Page 8
LENGTH OF
TIME
TEACHING
OUT OF AREA
2005-2006
2005-2006
2005-2006
2005-2006
2005-2006
2005-2006
2005-2006
2005-2006
2005-2006
JUNE 2006 Waivers Pursuant to Act 1623
Page 9
LEA
NAME OF
DISTRICT
# OF
WAIVERS
NAME OF
TEACHER(S)
CURRENT AREA(S) OF CERTIFICATION
OUT OF AREA TEACHING
ASSIGNMENT
OUT OF AREA
ADMIN
ASSIGNMENT
Total # of
School
Districts
Total # of
Waivers
15
33
JUNE 2006 Waivers Pursuant to Act 1623
Page 10
LENGTH OF
TIME
TEACHING
OUT OF AREA
JUNE 2006 Waivers Pursuant to Act 1623
Page 11
LEA
NAME OF
DISTRICT
# OF
WAIVERS
NAME OF
TEACHER(S)
CURRENT AREA(S) OF CERTIFICATION
OUT OF AREA TEACHING
ASSIGNMENT
OUT OF AREA
ADMIN
ASSIGNMENT
JUNE 2006 Waivers Pursuant to Act 1623
Page 12
LENGTH OF
TIME
TEACHING
OUT OF AREA
JUNE 2006 Waivers Pursuant to Act 1623
Page 13
LEA
NAME OF
DISTRICT
# OF
WAIVERS
NAME OF
TEACHER(S)
CURRENT AREA(S) OF CERTIFICATION
OUT OF AREA TEACHING
ASSIGNMENT
OUT OF AREA
ADMIN
ASSIGNMENT
JUNE 2006 Waivers Pursuant to Act 1623
Page 14
LENGTH OF
TIME
TEACHING
OUT OF AREA
JUNE 2006 Waivers Pursuant to Act 1623
Page 15
LEA
NAME OF
DISTRICT
# OF
WAIVERS
NAME OF
TEACHER(S)
CURRENT AREA(S) OF CERTIFICATION
OUT OF AREA TEACHING
ASSIGNMENT
OUT OF AREA
ADMIN
ASSIGNMENT
JUNE 2006 Waivers Pursuant to Act 1623
Page 16
LENGTH OF
TIME
TEACHING
OUT OF AREA
JUNE 2006 Waivers Pursuant to Act 1623
Page 17
LEA
NAME OF
DISTRICT
# OF
WAIVERS
NAME OF
TEACHER(S)
CURRENT AREA(S) OF CERTIFICATION
OUT OF AREA TEACHING
ASSIGNMENT
OUT OF AREA
ADMIN
ASSIGNMENT
JUNE 2006 Waivers Pursuant to Act 1623
Page 18
LENGTH OF
TIME
TEACHING
OUT OF AREA
JUNE 2006 Waivers Pursuant to Act 1623
Page 19
LEA
NAME OF
DISTRICT
# OF
WAIVERS
NAME OF
TEACHER(S)
CURRENT AREA(S) OF CERTIFICATION
OUT OF AREA TEACHING
ASSIGNMENT
OUT OF AREA
ADMIN
ASSIGNMENT
JUNE 2006 Waivers Pursuant to Act 1623
Page 20
LENGTH OF
TIME
TEACHING
OUT OF AREA
JUNE 2006 Waivers Pursuant to Act 1623
Page 21
LEA
NAME OF
DISTRICT
# OF
WAIVERS
NAME OF
TEACHER(S)
CURRENT AREA(S) OF CERTIFICATION
OUT OF AREA TEACHING
ASSIGNMENT
OUT OF AREA
ADMIN
ASSIGNMENT
JUNE 2006 Waivers Pursuant to Act 1623
Page 22
LENGTH OF
TIME
TEACHING
OUT OF AREA
JUNE 2006 Waivers Pursuant to Act 1623
Page 23
LEA
NAME OF
DISTRICT
# OF
WAIVERS
NAME OF
TEACHER(S)
CURRENT AREA(S) OF CERTIFICATION
OUT OF AREA TEACHING
ASSIGNMENT
OUT OF AREA
ADMIN
ASSIGNMENT
JUNE 2006 Waivers Pursuant to Act 1623
Page 24
LENGTH OF
TIME
TEACHING
OUT OF AREA
JUNE 2006 Waivers Pursuant to Act 1623
Page 25
LEA
NAME OF
DISTRICT
# OF
WAIVERS
NAME OF
TEACHER(S)
CURRENT AREA(S) OF CERTIFICATION
OUT OF AREA TEACHING
ASSIGNMENT
OUT OF AREA
ADMIN
ASSIGNMENT
JUNE 2006 Waivers Pursuant to Act 1623
Page 26
LENGTH OF
TIME
TEACHING
OUT OF AREA
JUNE 2006 Waivers Pursuant to Act 1623
Page 27
LEA
NAME OF
DISTRICT
# OF
WAIVERS
NAME OF
TEACHER(S)
CURRENT AREA(S) OF CERTIFICATION
OUT OF AREA TEACHING
ASSIGNMENT
OUT OF AREA
ADMIN
ASSIGNMENT
JUNE 2006 Waivers Pursuant to Act 1623
Page 28
LENGTH OF
TIME
TEACHING
OUT OF AREA
JUNE 2006 Waivers Pursuant to Act 1623
Page 29
LEA
NAME OF
DISTRICT
# OF
WAIVERS
NAME OF
TEACHER(S)
CURRENT AREA(S) OF CERTIFICATION
OUT OF AREA TEACHING
ASSIGNMENT
OUT OF AREA
ADMIN
ASSIGNMENT
JUNE 2006 Waivers Pursuant to Act 1623
Page 30
LENGTH OF
TIME
TEACHING
OUT OF AREA
JUNE 2006 Waivers Pursuant to Act 1623
Page 31
LEA
NAME OF
DISTRICT
# OF
WAIVERS
NAME OF
TEACHER(S)
CURRENT AREA(S) OF CERTIFICATION
OUT OF AREA TEACHING
ASSIGNMENT
OUT OF AREA
ADMIN
ASSIGNMENT
JUNE 2006 Waivers Pursuant to Act 1623
Page 32
LENGTH OF
TIME
TEACHING
OUT OF AREA
JUNE 2006 Waivers Pursuant to Act 1623
Page 33
LEA
NAME OF
DISTRICT
# OF
WAIVERS
NAME OF
TEACHER(S)
CURRENT AREA(S) OF CERTIFICATION
OUT OF AREA TEACHING
ASSIGNMENT
OUT OF AREA
ADMIN
ASSIGNMENT
JUNE 2006 Waivers Pursuant to Act 1623
Page 34
LENGTH OF
TIME
TEACHING
OUT OF AREA
JUNE 2006 Waivers Pursuant to Act 1623
Page 35
LEA
NAME OF
DISTRICT
# OF
WAIVERS
NAME OF
TEACHER(S)
CURRENT AREA(S) OF CERTIFICATION
OUT OF AREA TEACHING
ASSIGNMENT
OUT OF AREA
ADMIN
ASSIGNMENT
JUNE 2006 Waivers Pursuant to Act 1623
Page 36
LENGTH OF
TIME
TEACHING
OUT OF AREA
JUNE 2006 Waivers Pursuant to Act 1623
Page 37
LEA
NAME OF
DISTRICT
# OF
WAIVERS
NAME OF
TEACHER(S)
CURRENT AREA(S) OF CERTIFICATION
OUT OF AREA TEACHING
ASSIGNMENT
OUT OF AREA
ADMIN
ASSIGNMENT
Total # of
School
Districts
Total # of
Waivers
41
166
JUNE 2006 Waivers Pursuant to Act 1623
Page 38
LENGTH OF
TIME
TEACHING
OUT OF AREA
ACT 1623/MONTHLY REPORT
NOVEMBER - DECEMBER 2004
2004-2005 SCHOOL YEAR
Monthly Total of School Districts
Waivers Requested
Total of School Districts Requesting Waivers
Total Waivers Requested
The following School Districts in Academic Distress Requested Waivers Under Act 1623
School District Requesting Waiver
Level of Academic Distress
Number of Waiver
Subject Areas and Level
ACT 1623/ Monthly Report June 12, 2006
2005 - 2006 School Year
Monthly Total # of School Districts with
Waivers Denied
1
# of Waivers Requested
and Denied
1
Total of School Districts with Waiver
Requests Denied
38
Total # of Waivers Requested
and Denied
71
The Following School Districts in Academic Distress Requested Waivers Under Act 1623
Monthly Total of
School Districts
15
# of Waiver
Requests Recommended
33
Total of School Districts
Requesting Waivers
177
Total # of Waivers
Requested Recommended
871
School District
Requesting Waiver
Number of Waivers Subject Areas and Level
None 0
N/A
1
Section 1 Revolving Loans to School Districts
Pursuant to Arkansas Code Annotated (A. C. A.) § 6-20-802, school districts may borrow from the Revolving Loan Program for any of the following purposes: (1) Funding of its legally issued and outstanding postdated warrants; (2) Purchase of new or used school buses or refurbishing school buses; (3) Payment of premiums on insurance policies covering its school buildings,
facilities, and equipment in instances where the insurance coverage extends three (3) years or longer; and replacement of or payment of the district’s pro rata part of the expense of employing professional appraisers as authorized by §§ 26-26-601 through 26-26-607 or other laws providing for the appraisal or reappraisal and assessment of property for ad valorem tax purposes;
(4) Making major repairs and constructing additions to existing school buildings and facilities;
(5) Purchase of surplus buildings and equipment; (6) Purchase of school sites for and the cost of construction thereon of school
buildings and facilities and the purchase of equipment for the buildings; (7) Purchase of its legally issued and outstanding commercial bonds at a
discount provided that a substantial savings in gross interest charges can thus be effected;
(8) Refunding of all or any part of its legally issued and outstanding debt, both funded and unfunded;
(9) Purchase of equipment; (10) Payment of loans secured for settlement resulting from litigation against a
school district; (11) The purchase of energy conservation measures as defined in Title 6,
Chapter 20, Subchapter 4; and (12) (A) The maintenance and operation of the school district in an amount
equal to delinquent property taxes resulting from bankruptcies or receiverships of taxpayers and for loans to school districts in an amount equal to insured facility loss or damage when the insurance claim is being litigated or arbitrated. (B) For purposes of this subdivision, the loans become payable and due
when the final settlement is made, and the loan limits prescribed by § 6-20-803 shall not apply.
2
The maximum amount a school district may borrow is $500,000 (A. C. A. § 6-20-803). Revolving loans are limited to a term of ten (10) years (A. C. A. § 6-20-806).
3
STATE BOARD OF EDUCATION MEETING
JUNE 12, 2006
APPLICATIONS FOR REVOLVING LOANS
REVOLVING LOAN APPLICATIONS:
1 Construction $ 140,000.00
2 School Bus 110,114.00
__ ___________
3 $ 250,114.00
4
SCHOOL D
ISTRIC
TS FIN
ANCIA
L TRANSACTIO
NS
REVOLVING LOANS
CONSTRUCTIO
N
RECOMMEND APPROVAL
DIS
TRIC
T
COUNTY
ADM
AMOUNT O
F
APPLIC
ATIO
N
DEBT
RATIO
TOTAL D
EBT W
/THIS
APPLIC
ATIO
N
PURPOSE
Greenland
Washington
1,097
140,000.00
10.01%
5,982,544 Purchase of property and repair to street and
parking areas.
5
SCHOOL D
ISTRIC
TS FIN
ANCIA
L TRANSACTIO
NS
REVOLVING LOANS
SCHOOL BUS
RECOMMEND APPROVAL
DIS
TRIC
T
COUNTY
ADM
AMOUNT O
F
APPLIC
ATIO
N
DEBT
RATIO
TOTAL D
EBT W
/THIS
APPLIC
ATIO
N
PURPOSE
Hartford
Sebastian
430
60,214.00
2.33%
431,896 Purchasing a new school bus.
Horatio
Sevier
813
49,900.00
8.03%
1,934,711 Purchasing a 72 passenger Bluebird school bus.
6
Section 2 Second Lien Bonds
Arkansas Code Annotated (A. C. A.) § 6-20-1229 (b) states the following: (b) All second-lien bonds issued by school districts shall have semi-annual interest payments with the first interest payment due within eight (8) months of the issuance of the second-lien bond. All second lien bonds shall be repaid on payment schedules that are either:
(1) Equalized payments in which the annual payments are substantially equal in amount; or
(2) Decelerated payments in which the annual payments decrease over the life of the schedule.
7
STATE BOARD OF EDUCATION MEETING
JUNE 12, 2006
APPLICATIONS FOR COMMERCIAL BONDS
COMMERCIAL BOND APPLICATIONS:
8 2nd Lien $ 16,365,000.00
__ ____________
8 $ 16,365,000.00
8
SCHOOL D
ISTRIC
TS FIN
ANCIA
L TRANSACTIO
NS
COMMERCIA
L BONDS
2ND LIE
N
RECOMMEND APPROVAL
DIS
TRIC
T
COUNTY
ADM
AMOUNT O
F
APPLIC
ATIO
N
DEBT
RATIO
TOTAL D
EBT W
/THIS
APPLIC
ATIO
N
PURPOSE
Bradford
White
531
585,000
7.55%
1,420,000
District’s share of an Academic Facility Project of an
addition that will house an elementary physical
education facility and art, choir, and band
classrooms ($557,010), cost of issuance and
underwriter’s
discount
($27,990)
with any
remaining funds to be used for refurbishing
remodeling, and equipping existing school facilities.
Farmington
Washington
1,958
650,000
15.55%
16,955,000 Acquiring land for school facilities ($615,000) and
cost of issuance and underwriter’s
discount
($35,000)
Fort Smith
Sebastian
12,830
6,625,000
2.85%
31,885,563 Constructing, renovating, and equipping school
facilities ($6,500,000), and cost of issuance and
underwriter’s discount ($125,000).
Lavaca
Sebastian
851
1,600,000
14.90%
6,218,217 Constructing an addition to a new high school
($1,535,000)
and
cost
of
issuance
and
underwriter’s discount ($65,000).
Mineral Springs
Howard
618
220,000
9.54%
2,833,333
Constructing and equipping a combined band hall
and physical education facility ($200,000) and cost
of issuance and underwriter’s discount ($20,000)
with any remaining funds to be used for other
projects and equipment purchases.
Prairie Grove
Washington
1,506
1,550,000
15.36%
12,110,000
The district’s share of an Academic Facility Project
for erecting and equipping additional classrooms,
restrooms, custodial area, and administrative
offices to the Middle School; erecting and equipping
additional classrooms, restrooms, and custodial
area to the existing Elementary School; erecting
and equipping additional classrooms to the existing
High School ($1,239,370); refurbishing remodeling,
and equipping existing school facilities ($255,430)
and for cost of issuance and underwriter’s discount
($55,200).
9
Van Buren
Crawford
5,514
5,000,000
19.84%
60,740,000 Constructing, renovating, and equipping school
facilities ($4,885,000) and for cost of issuance and
underwriter’s discount ($115,000).
Weiner
Poinsett
361
135,000
3.34%
1,192,242 Replacing the roof on the gymnasium ($125,000)
and cost of issuance and underwriter’s discount
($10,000).
10
Section 3 Voted Bonds
Arkansas Code Annotated (A. C. A.) § 6-20-1201 states the following:
All school districts are authorized to borrow money and to issue negotiable bonds for the repayment thereof from school funds for the building and equipping of school buildings, for making additions and repairs thereto, for purchasing sites therefore, for purchasing new or used school buses, for refurbishing school buses, the professional development and training of teachers or other programs authorized under the federally recognized Qualified Zone Academy Bond program codified at 26 U.S.C. 1397E, and for paying off outstanding postdated warrants, installment contracts, revolving loans, and lease-purchase agreements, as provided in this act.
11
STATE BOARD OF EDUCATION MEETING
JUNE 12, 2006
APPLICATIONS FOR COMMERCIAL BONDS
COMMERCIAL BOND APPLICATIONS:
2 Voted $ 8,530,000.00
__ _____________
2 $ 8,530,000.00
12
SCHOOL D
ISTRIC
TS FIN
ANCIA
L TRANSACTIO
NS
COMMERCIA
L BONDS
VOTED
RECOMMEND APPROVAL
DIS
TRIC
T
COUNTY
ADM
AMOUNT O
F
APPLIC
ATIO
N
DEBT
RATIO
TOTAL D
EBT W
/THIS
APPLIC
ATIO
N
PURPOSE
East End
Perry
729
300,000
15.02%
4,000,796
Refunding the outstanding lease purchase
agreements
dated
2/14/05
and
4/28/04
($175,250), refurbishing and remodeling existing
school facilities ($109,750), and cost of issuance
and underwriter’s discount ($15,000).
Trumann
Poinsett
1,740
8,230,000
11.33%
8,387,626
Refunding the outstanding bond issue dated
11/1/03 ($1,500,729); the districts share of the
Academic Facility Project of erecting and equipping
a new high school facility ($6,521,461); and for
cost of issuance and underwriter’s
discount
($207,810).
Recommended Student Community Service Sites
Act 648 Increment 17
Service Site City/Town County School District
Milam Cattle Company Prescott, AR Nevada Prescott School District
Mid America Museum Hot Springs Garland Garland Co. School District
Area 10 Special Olympics Benton Saline/Garland/Clark/Pike & Hot Springs, Clark, Pike,
Montgomery & Montgomery Schs
Natural Resources Conservation Ash Flat Sharp Cave City School District
Services
The Maples at HAR-BER Springdale Washington Springdale School District
Meadows
2006-2007 Arkansas Better Chance Program Round #1 Recommendations for Renewal
ABC Children's Academy Russellville Dana Davis 160 704,000$
Academy of Learning Pine Bluff Pamela Neal 40 176,000$
Arch Ford Educ Svc Cooperative Plumerville Judy Clay 20 88,000$
Ark. Children's Hospital Child Enrichment Little Rock Joyce Turley 20 88,000$ Must enroll 100% by 9/30/06 to keep slots.
Ark. Children's Hospital-Quitman HIPPY Little Rock Barbara Gilkey 54 84,078$
Arkansas HIPPY Little Rock Barbara Gilkey 348,160$ MONITORING OF HIPPY ABC PROGRAMS
Arkansas State University Jonesboro JoAnn Nalley 1,293,821$ QUALITY MONITORING/ASSESSMENT MENTORING
Augusta School District Augusta Paulette Shields 60 264,000$ Must change curriculum in 2007.
Barton School District Lexa Kenneth Murphree 20 88,000$
Batesville School District Batesville Mavis Elrod 130 572,000$
Batesville School District PAT Batesville Joy Smith 45 70,065$
Black River Area Development Center Pocahontas Barbara Sisco 51 224,400$
Bradford School District Bradford Kathy Kohl 20 88,000$
Bright Beginnings Siloam Springs Debbie Mays 9 39,600$
Brookland School District Brookland Carlene Brewer 61 268,400$ No more than 20 children per room.
Bryant School District HIPPY Bryant Cindy Rowlan 30 46,710$
Carlisle School District Carlisle M. Zimmerman 40 176,000$
Cave City School District Cave City Beverly Wright 40 176,000$
Cedar Ridge School District Oil Trough Jane McBride 74 325,600$
Cedar Ridge School District PAT Oil Trough Jane McBride 20 31,140$
Centers for Youth and Families Little Rock Jan Sims 34 149,600$
Child of Mine Marked Tree Sherrie Hall 40 176,000$ Maintain prescribed staff-child ratios.
Children of Light Child Dev Center N. Little Rock Noni Harville 40 176,000$
Circle of Love Child Dev Center Heber Springs Candice Martin 20 88,000$ Maintain prescribed staff-child ratios.
Clarendon School District Clarendon Monica Gray 18 79,200$
Clinton School District Clinton Lisa Manos 40 176,000$
Concord School District Concord Meagan Spinks 60 264,000$
Des Arc School District HIPPY Des Arc Dee Parson 90 140,130$
Drew Central School District Monticello Mike Johnston 60 264,000$
Dumas School District Dumas Mildred Miles 15 66,000$
Emmanuel Learning Center for Children Jacksonville Berlinda Helms 20 88,000$ Maintain prescribed staff-child ratios.
EOA of Washington County Fayetteville Kathleen Randall 22 96,800$
ContactCity
Ce
nte
r-B
as
ed
AGENCY
Slots Funded
Fa
mil
y-H
om
e
Ba
se
d
Comments/Conditions
Pa
ren
ts a
s
Te
ac
he
rs
HIP
PY
Funding
Amount
Revised 05/30/2006 at 12:43 PM
2006-2007 Arkansas Better Chance Program Round #1 Recommendations for Renewal
ContactCity
Ce
nte
r-B
as
ed
AGENCY
Slots Funded
Fa
mil
y-H
om
e
Ba
se
d
Comments/Conditions
Pa
ren
ts a
s
Te
ac
he
rs
HIP
PY
Funding
Amount
Fayetteville School District Fayetteville Karen McGee 15 66,000$
First Presbyterian Church CCC, Inc. Warren Rosario Miranda 40 176,000$
Flippin School District Flippin Karen Karr 60 264,000$
Forrest City School District Forrest City Vivian Ryan 140 616,000$
Forrest City School District HIPPY Forrest City Vivian Ryan 108 168,156$
Frank C. Steudlein Learning Center West Memphis Cindy Cloyd 40 176,000$
Greene Co. Technical School District Paragould Danielle Perkins 110 484,000$
Hamburg School District Hamburg Marilyn Chambers 140 616,000$
Helping Hand Batesville Dana Mynatt 20 88,000$
Hermitage School District Hermitage Carla Wardlaw 38 167,200$ Developmental screens within 45 days of enrollment.
Hoxie School District Hoxie Sherry Hart 30 132,000$
Hugs & Tugs Family Home Day Care Hardy Candice Jackson 13 57,200$
Izard Co. Consolidated School District Brockwell Tina Fowler 30 132,000$
Jefferson Comprehensive Care PAT Pine Bluff Elaine Davis 81 126,117$
Jonesboro School District Jonesboro Michelle Curtis 50 220,000$
Kids Place Learning Center Jonesboro Gina Deuter 40 176,000$
Mainstreet Kids Shirley Gaya Franks 50 220,000$
Mammoth Spring School District Mammoth Spring Janet Smoot 20 88,000$
Marion School District Marion Glenda Bryan 30 132,000$
Marmaduke School District Marmaduke Lorie Long 28 123,200$ Health screenings within 45 days of enrollment.
Melbourne School District Mt. Pleasant Crystal Williams 18 79,200$
Midland School District Floral Janet Canard 60 264,000$
Mineral Springs School District Mineral Springs Max Adcock 40 176,000$
Mountain View School District Mountain View Rowdy Ross 60 264,000$
Ouachita Industries Child Enrichment Cr Kathy Holliday Camden 20 88,000$
Palestine-Wheatley School District Palestine Lisa Alldredge 30 132,000$
Pangburn School District Pangburn Kelly Davis 27 118,800$
Paragould School District Paragould Vicki Shelby 25 110,000$
Paris School District Paris Anne Sneed 140 616,000$
Play School Day Care Center Harrisburg Donna Massengill 115 506,000$ Must utilize child-initiated curriculum.
Pocahontas School District Pocahontas Kathie Adkins 40 176,000$
Pulaski Co. Spec School Dist. HIPPY Little Rock Kathy Kemp 135 210,195$
Revised 05/30/2006 at 12:43 PM
2006-2007 Arkansas Better Chance Program Round #1 Recommendations for Renewal
ContactCity
Ce
nte
r-B
as
ed
AGENCY
Slots Funded
Fa
mil
y-H
om
e
Ba
se
d
Comments/Conditions
Pa
ren
ts a
s
Te
ac
he
rs
HIP
PY
Funding
Amount
Rogers School District Rogers Karen Benham 180 792,000$
Rogers School District HIPPY Rogers Linda Russell 92 143,244$
Rose Bud School District Rose Bud Amanda Wingert 17 74,800$
Rutgers University-NIEER Brunswick, NJ Dr. Steven Barnett 270,000$ MANDATED LONGITUDINAL STUDY
SE Arkansas Community Based Educ Cr Warren Audrey Raines 100 440,000$ Submit staff progress reports on time.
Searcy County School District Marshall Patti Bohannon 40 176,000$
Sheridan School District Sheridan Brenda Haynes 80 352,000$
Siloam Springs School District Siloam Springs Cindy Covington 20 88,000$
Smackover School District Smackover Teri Philyaw 40 176,000$
Small World Preschool of Mtn. Home Mountain Home N. Hammontree 25 110,000$ Submit staff progress reports on time.
Snuggle Bugs Learning Center Siloam Springs Tina Bell 16 70,400$ Must change curriculum in 2007.
South Side Bee Branch School District Bee Branch Tracy McDaniel 20 88,000$
Southside School District Batesville Dawn Jeffrey 50 220,000$
Southside School District HIPPY Batesville Lori Satterwhite 74 115,218$
Springdale School District Springdale Dr. Marsha Jones 360 1,584,000$
Tender Loving Care Early Learning Ctr Searcy Karen Marshall 60 264,000$
Texarkana School District Texarkana Dr. Arthur Tucker 100 440,000$ Must have training on minimum licensing standards.
Valley View School District Jonesboro Cheryl Cain 20 88,000$
West Memphis School District West Memphis Annette Frazier 40 176,000$
West Memphis School District HIPPY West Memphis Gary Adams 150 233,550$
West Side-Greers Ferry SD HIPPY Greers Ferry Julan Wood 27 42,039$
White River Preschool Calico Rock Christine Franks 20 88,000$
Wilbur D. Mills Educ Svc Coop HIPPY Searcy Paddy Branham 701 1,091,457$
3,746 25 1,461 146 21,006,480$
5,378
Revised 05/30/2006 at 12:43 PM
English Language Proficiency Framework and
English Language Arts Connections
for
Speaking, Listening, Reading and Writing
and
Mathematics Connections
Spring 2006
English Language Profic
iency Framework
Strands C
ontent Standard
Listening
1. Listening
Students shall demonstrate effective
listening skills in form
al a
nd in
form
al s
ettings to facilitate communicatio
n.
Speaking
2. Speaking
Students shall demonstrate effective
oral c
ommunicatio
n skills to exp
ress ideas and to prese
nt inform
atio
n.
Reading
3. Foundations of
R
eading
Students shall apply conce
pts of print, acquire knowledge of spoken words and understand the relatio
nship of
speech to print as they deve
lop a foundation for literacy.
4. Comprehension
Students shall apply a variety of strategies to read and comprehend printed m
aterial.
5. Variety of text
Students shall read, exa
mine, and respond to a wide range of texts for a variety of purposes.
6. Vocabulary,
Word Study and
Fluency
Students shall acquire and apply skills in
vocabulary deve
lopment and word analysis to be able to read fluently.
Writing
7. Process
Students shall employ a wide range of strategies as they write, using the writing process appropriately.
8. Purpose
, Topics,
Form
s and
Audiences
Students shall demonstrate competency in writing for a variety of purposes, topics and audiences employing a
wide range of form
s.
9. Conve
ntions
Students shall apply knowledge of Standard English conve
ntio
ns in
written work.
10. Craftsm
anship
Students shall deve
lop personal style and voice as they approach the craftsm
anship of writin
g.
Refer to the Appendix for the Student Profic
iency Leve
l desc
riptio
ns
English Language Proficiency Framework
for
Listening
Spring 2006
1
Arkansas D
epartment of Education
English Language Proficiency Framework
Listening
English Language Profic
iency Framework
Strands C
ontent Standard
Listening
1. Listening
Students shall demonstrate effective
listening skills in form
al a
nd in
form
al s
ettings to facilitate communicatio
n
Speaking
2. Speaking
Students shall demonstrate effective
oral c
ommunicatio
n skills to exp
ress ideas and to prese
nt inform
atio
n
Reading
3. Foundations of
R
eading
Students shall apply conce
pts of print, acquire knowledge of spoken words, and understand the relatio
nship of
speech to print as they deve
lop a foundation for literacy
4. Comprehension
Students shall apply a variety of strategies to read and comprehend printed m
aterial
5. Variety of text
Students shall read, exa
mine, and respond to a wide range of texts for a variety of purposes
6. Vocabulary,
Word Study and
Fluency
Students shall acquire and apply skills in
vocabulary deve
lopment and word analysis to be able to read fluently
Writing
7. Process
Students shall employ a wide range of strategies as they write, using the writing process appropriately.
8. Purpose
, Topics,
Form
s and
Audiences
Students shall demonstrate competency in writing for a variety of purposes, topics, and audiences employing a
wide range of form
s
9. Conve
ntions
Students shall apply knowledge of Standard English conve
ntio
ns in
written work.
10. Craftsm
anship
Students shall deve
lop personal style and voice as they approach the craftsm
anship of writin
g.
Refer to the Appendix for the Student Profic
iency Leve
l desc
riptio
ns
2
Arkansas D
epartment of Education
English Language Proficiency Framework
Listening
K-2
Listening
Standard 1: Students shall demonstrate effective listening skills in
form
al and inform
al s
ettings to facilitate communication
Student Profic
iency Leve
ls
ELP Student
Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framework
Connection
ELPL.1.K-2.1
Demonstrate active
listening behaviors
adjusting to various
speakers
Demonstrate active
listening behaviors
adjusting to various
speakers (i.e
. facing
the speaker, m
aking
eye
contact,
maintaining attentio
n,
and taking turns to
speak)
Demonstrate active
listening behaviors
adjusting to various
speakers (i.e
. facing
the speaker, m
aking
eye
contact,
maintaining attentio
n,
and taking turns to
speak)
Demonstrate active
listening behaviors
adjusting to various
speakers (i.e
. facing
the speaker, m
aking
eye
contact,
maintaining attentio
n,
and taking turns to
speak)
Demonstrates active
listening behaviors
adjusting to various
speakers (i.e
. facing
the speaker, m
aking
eye
contact,
maintaining attentio
n,
and taking turns to
speak)
Demonstrate active
listening behaviors
adjusting to various
speakers (i.e
. facing
the speaker, m
aking
eye
contact,
maintaining attentio
n,
and taking turns to
speak)
OV.2.K.1
OV.2.1.1
OV.2.2.1
ELPL.1.K-2.2
Listen and id
entify
details that support
the topic
Listen and id
entify -
comprehension of
topic by resp
onding
nonve
rbally
- key vo
cabulary with
support
Listen and id
entify -
comprehension of
topic with one or two
word responses
- key vo
cabulary
Listen and id
entify -
comprehension of
topic by resp
onding
with sim
ple phrases
- key vo
cabulary
Listen and id
entify
details that support
the topic using
sim
ple sentences to
respond
Listen and id
entify
details that support
the topic
OV.2.K.2
OV.2.1.2
OV.2.2.2
ELPL.1.K-2.3
Follo
w m
ultiple-
step oral d
irectio
ns
and m
onito
r for
clarity
Follo
w one-step oral
directions using
visual c
ues
Follo
w one-step oral
directions
Follo
w m
ost multiple-
step oral d
irectio
ns
Follo
w m
ultiple-step
oral directions and
monito
r for clarity
Follo
w m
ultiple-step
oral directions and
monito
r for clarity
OV.2.K.3
OV.2.1.3
OV.2.2.3
Information and understanding
ELPL.1.K-2.4
Demonstrate
understanding of
language structures
NA
Demonstrate basic
understanding of
single words or
sim
ple phrases using
recombinatio
n
Demonstrate basic
understanding of
sim
ple sentences
using recombination
Demonstrate
understanding of
sim
ple and complex
sentence
s using
recombinatio
n
Demonstrate
understanding of
sim
ple and complex
sentence
s using
recombinatio
n
3
Arkansas D
epartment of Education
English Language Proficiency Framework
Listening
K-2
Listening
Standard 1: Students shall demonstrate effective listening skills in
form
al and inform
al s
ettings to facilitate communication
Student Profic
iency Leve
ls
ELP Student
Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framework
Connection
ELPL.1.K-2.5
Demonstrate
understanding of
increasingly
complex and
content-related
vocabulary
Demonstrate
understanding of
vocabulary related to
basic needs
Demonstrate
understanding of
vocabulary related to
personal interests
and familiar topics
Demonstrate
understanding of
most standard
vocabulary use
d by
teach
ers and peers
Demonstrate
understanding of
most age-appropriate
vocabulary (including
idioms, slang,
transitional words,
connectors)
Demonstrate
understanding of
most age-appropriate
vocabulary (including
idioms, slang,
transitional words,
connectors)
Understand vocabulary
ELPL.1.K-2.6
Demonstrate
understanding of
tense
NA
Begin to understand
tense
when use
d
with adve
rbials and
teach
er su
pport
Begin to understand
sim
ple tense without
adve
rbials
Begin to demonstrate
understanding of
tense
Demonstrate
understanding of
tense
4
Arkansas D
epartment of Education
English Language Proficiency Framework
Listening
K-2
Listening
Standard 1: Students shall demonstrate effective listening skills in
form
al and inform
al s
ettings to facilitate communication
Student Profic
iency Leve
ls
ELP Student
Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framework
Connection
Respond to questions
ELPL.1.K-2.7
Respond to
complex and
content related
questions about
newly learned
inform
atio
n
Respond to sim
ple
questions non-verbally
Respond to sim
ple
questions with one
or two word answers
or short phrase
s
Respond to sim
ple
and some complex
questions with short
sentence
s
Respond to
increasingly complex
questions
Respond to complex
and content related
questions about
newly learned
inform
atio
n (e.g.
compare/contrast)
Respond to literature
ELPL.1.K-2.8
Listen and respond
to a variety of
literary genres from
diverse cultu
res
Listen to lite
rature from
diverse cultu
res and
respond appropriately
using non-verbal
responses in
cluding
identifying characters
and sequence
of
eve
nts
Listen to lite
rature
from diverse cultures
and respond
appropriately using
one or two word
phrase
s (e.g.,
retelling,
dramatizing)
Listen to lite
rature
from diverse cultures
and respond
appropriately,
including predictin
g,
connectin
g,
questioning, and
discuss
ing the text
using sim
ple
sentence
s
Listen to lite
rature
from diverse cultures
and respond
appropriately,
including predictin
g,
connectin
g,
questioning,
summarizing and
discuss
ing the text
Listen to lite
rature
from diverse cultures
and respond
appropriately,
including predictin
g,
connectin
g,
questioning,
summarizing and
discuss
ing the text
OV.2.K.4
OV.2.K.5
OV.2.1.4
OV.2.2.4
ELPL.1.K-2.9
Listen for specific
inform
atio
n in
order
to resp
ond with
appropriate
feedback
Listen for familiar
language to acquire
new vocabulary and
respond nonve
rbally
Listen for key words
and phrase
s to
respond
appropriately
Listen for specific
inform
atio
n in
order
to resp
ond with
appropriate feedback
Listen for specific
inform
atio
n in
order
to resp
ond with
appropriate feedback
Listen for specific
inform
atio
n in
order
to resp
ond with
appropriate feedback
OV.2.K.6
OV.2.1.5
OV.2.2.5
Critical analysis and evaluation
ELPL.1.K-2.10
Eva
luate a
perform
ance by
giving an opinion
with evidence
to
support it
Eva
luate a
perform
ance by giving
an opinion nonve
rbally
Eva
luate a
perform
ance by
giving an opinion
with one or two word
phrase
s as evidence
to support it
Eva
luate a
perform
ance by
giving an opinion
with evidence
to
support it
Eva
luate a
perform
ance by
giving an opinion
with evidence
to
support it
Eva
luate a
perform
ance by
giving an opinion
with evidence
to
support it
OV.2.1.6
OV.2.2.6
5
Arkansas D
epartment of Education
English Language Proficiency Framework
Listening
K-2
Listening
Standard 1: Students shall demonstrate effective listening skills in
form
al and inform
al s
ettings to facilitate communication
Student Profic
iency Leve
ls
ELP Student
Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framework
Connection
Social conversations
ELPL.1.K-2.11
Understand and
show interest in
conve
rsations on a
range of familiar
and unfamiliar
topics and in
a
variety of se
ttings
Understand and
show interest in
short, lim
ited social
exchanges using
visual c
ues with
peers and teachers
Understand and
show interest in
short, lim
ited social
exchanges with
peers and teachers
Understand and
show interest in
highly contextualized
conve
rsations on
familiar topics
Understand and
show interest in m
ost
conve
rsations on
familiar topics
Understand and
show interest in
conve
rsations on a
range of familiar and
unfamiliar topics and
in a variety of
settings
Academic conversations
ELPL.1.K-2.12
Understand
conve
rsations on a
range of familiar
and unfamiliar
academic topics
and in
a variety
academic of
settings
Understand short,
limited academic
exchanges using
visual c
ues with
peers and teachers
Understand short,
limited academic
exchanges with
peers and teachers
Understand highly
contextualized
conve
rsations on
familiar aca
demic
topics
Understand m
ost
conve
rsations on
familiar aca
demic
topics
Understand
conve
rsations on a
range of familiar and
unfamiliar academic
topics and in
a
variety academic of
settings
6
Arkansas D
epartment of Education
English Language Proficiency Framework
Listening
3-5
Listening
Standard 1: Students shall demonstrate effective listening skills in
form
al and inform
al s
ettings to facilitate communication
Student Profic
iency Leve
ls
ELP Student
Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framework
Connection
ELPL.1.3-5.1
Demonstrate
active
listening
behaviors
adjusting to
various speake
rs
Demonstrate active
listening behaviors
adjusting to various
speakers (e.g. facing
the speaker, m
aking
eye
contact,
maintaining attentio
n,
and taking turns to
speak)
Demonstrate active
listening behaviors
adjusting to various
speakers (e.g. facing
the speaker, m
aking
eye
contact,
maintaining attentio
n,
and taking turns to
speak)
Demonstrate active
listening behaviors
adjusting to various
speakers (e.g. simple
questions)
Demonstrate active
listening behaviors
adjusting to various
speakers (e.g.
content-appropriate
questions)
Demonstrate active
listening behaviors
adjusting to various
speakers (e.g.
content-appropriate
questions)
OV.2.3.1
OV.2.4.1
OV.2.5.1
OV.2.5.4
ELPL.1.3-5.2
Listen and
summarize
inform
atio
n
Listen and
summarize
pictorially
Listen and
summarize
pictorially
using short phrases
Listen and
summarize
inform
atio
n
Listen and
summarize
inform
atio
n using
complete sentences
most of the tim
e
Listen and
summarize
inform
atio
n using
complete sentences
most of the tim
e
OV.2.3.2
OV.2.5.2
Information and understanding
ELPL.1.3-5.3
Listen and
eva
luate
inform
atio
n
NA
Listen and eva
luate
inform
atio
n with one
or two word phrases
Listen and eva
luate
inform
atio
n with
sim
ple phrases
Listen and eva
luate
inform
atio
n
Listen and eva
luate
inform
atio
n
OV.2.4.2
OV.2.5.2
7
Arkansas D
epartment of Education
English Language Proficiency Framework
Listening
3-5
Listening
Standard 1: Students shall demonstrate effective listening skills in
form
al and inform
al s
ettings to facilitate communication
Student Profic
iency Leve
ls
ELP Student
Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framework
Connection
ELPL.1.3-5.4
Follo
w m
ultiple-
step oral d
irectio
ns
and m
onito
r for
clarity
Follo
w one-step oral
directions with visual
cues
Follo
w one-step oral
directions
Follo
w m
ost multiple-
step oral d
irectio
ns
Follo
w m
ultiple-step
oral directions and
monito
r for clarity
Follo
w m
ultiple-step
oral directions and
monito
r for clarity
OV.2.3.4
OV.2.4.3
ELPL.1.3-5.5
Demonstrate
understanding of
grade-leve
l content
presented orally
Listen to acq
uire new
vocabulary from oral
stories and verbal
inform
atio
n
Listen for specific
inform
atio
n from oral
stories and verbal
inform
atio
n
Identify the m
ain idea
and some details
from oral s
tories and
verbal inform
atio
n
Identify key co
nce
pts
and details from oral
stories and verbal
inform
atio
n
Demonstrate
understanding of
grade-leve
l content
presented orally
OV.2.3.3
OV.2.5.3
Information and understanding
ELPL.1.3-5.6
Demonstrate
understanding of
language
structures
NA
Demonstrate basic
understanding of
single words or
sim
ple phrases using
recombinatio
n
Demonstrate basic
understanding of
sim
ple sentences
using recombination
Demonstrate
understanding of
sim
ple and complex
sentence
s using
recombinatio
n
Demonstrate
understanding of
sim
ple and complex
sentence
s using
recombinatio
n
8
Arkansas D
epartment of Education
English Language Proficiency Framework
Listening
3-5
Listening
Standard 1: Students shall demonstrate effective listening skills in
form
al and inform
al s
ettings to facilitate communication
Student Profic
iency Leve
ls
ELP Student
Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framework
Connection
ELPL.1.3-5.7
Demonstrate
understanding of
increasingly
complex and
content-related
vocabulary
Demonstrate
understanding of
vocabulary related to
basic needs
Demonstrate
understanding of
vocabulary related to
personal interests
and familiar topics
Demonstrate
understanding of
most standard
vocabulary use
d by
teach
ers and peers
Demonstrate
understanding of
most age-appropriate
vocabulary including
idioms and slang
Demonstrate
understanding of
increasingly complex
and content-related
vocabulary
OV.2.3.6
Understand Vocabulary
ELPL.1.3-5.8
Demonstrate
understanding of
tense
NA
Begin to understand
tense
when use
d with
adve
rbials and
teach
er su
pport
Begin to understand
sim
ple tense without
adve
rbials
Begin to demonstrate
understanding of
tense
Demonstrate
understanding of
tense
Respond to Questions
ELPL.1.3-5.9
Respond to
complex and
content related
questions about
newly learned
inform
atio
n
Respond to sim
ple
questions non-
verbally
Respond to sim
ple
questions with one or
two w
ord answers or
short phrases
Respond to sim
ple
and some complex
questions with short
sentence
s
Respond to
increasingly complex
questions
Respond to complex
and content related
questions about
newly learned
inform
atio
n (e.g.
compare/contrast)
Respond to literature
ELPL.1.3-5.10
Listen and respond
to a variety of
literary genres
from diverse
cultu
res
Listen to lite
rature
from diverse cultures
and id
entify
characters and
sequence
of eve
nts
non-verbally
Listen to lite
rature
from diverse cultures
and retell/dramatize
with one or two word
response
Listen to lite
rature
from diverse cultures
and retell with some
detail using sim
ple
sentence
s
Listen to lite
rature
from diverse cultures
and summarize
and
make
predictions
Listen to lite
rature
from diverse cultures
and summarize
and
make
predictions
9
Arkansas D
epartment of Education
English Language Proficiency Framework
Listening
3-5
Listening
Standard 1: Students shall demonstrate effective listening skills in
form
al and inform
al s
ettings to facilitate communication
Student Profic
iency Leve
ls
ELP Student
Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framework
Connection
ELPL.1.3-5.11
Identify/infer the
purpose, content,
organizatio
n, and
delivery of ve
rbal
communication
and nonve
rbal
cues
Identify/infer the
purpose, content,
organizatio
n, and
delivery of ve
rbal
communication and
nonve
rbal cu
es using
nonve
rbal
communication skills
Identify/infer the
purpose, content,
organizatio
n, and
delivery of ve
rbal
communication and
nonve
rbal cu
es using
single words and
phrase
s
Identify/infer the
purpose, content,
organizatio
n, and
delivery of ve
rbal
communication and
nonve
rbal cu
es
Identify/infer the
purpose, content,
organizatio
n, and
delivery of ve
rbal
communication and
nonve
rbal cu
es
Identify/infer the
purpose, content,
organizatio
n, and
delivery of ve
rbal
communication and
nonve
rbal cu
es
OV.2.3.5
OV.2.4.4
OV.2.4.5
Critical analysis and evaluation
ELPL.1.3-5.12
Eva
luate a
perform
ance/
presentatio
n on the
basis of
predeterm
ined
criteria/rubric
deve
loped by the
class
Listen to a
perform
ance/
presentatio
n
Eva
luate a
perform
ance/
presentatio
n on the
basis of
predeterm
ined
criteria/rubric
deve
loped by the
class
Eva
luate a
perform
ance/
presentatio
n on the
basis of
predeterm
ined
criteria/rubric
deve
loped by the
class
Eva
luate a
perform
ance/
presentatio
n on the
basis of
predeterm
ined
criteria/rubric
deve
loped by the
class
Eva
luate a
perform
ance/
presentatio
n on the
basis of
predeterm
ined
criteria/rubric
deve
loped by the
class
OV.2.3.7
OV.2.4.6
OV.2.5.5
10
Arkansas D
epartment of Education
English Language Proficiency Framework
Listening
3-5
Listening
Standard 1: Students shall demonstrate effective listening skills in
form
al and inform
al s
ettings to facilitate communication
Student Profic
iency Leve
ls
ELP Student
Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framework
Connection
Social conversations
ELPL.1.3-5.13
Understand
conve
rsations on a
range of familiar
and unfamiliar
topics and in
a
variety of se
ttings
Understand short,
limited social
exchanges using
visual c
ues, with
peers and teachers
Understand short,
limited social
exchanges with peers
and teach
ers
Understand highly
contextualized
conve
rsations on
familiar topics
Understand m
ost
conve
rsations on
familiar topics
Understand
conve
rsations on a
range of familiar and
unfamiliar topics and
in a variety of settings
Academic conversations
ELPL.1.3-5.14
Understand
conve
rsations on a
range of familiar
and unfamiliar
academic topics
and in
a variety of
academic settings
Understand short,
limited academic
exchanges using
visual c
ues with
peers and teachers
Understand short,
limited academic
exchanges with peers
and teach
ers
Understand highly
contextualized
conve
rsations on
familiar aca
demic
topics
Understand m
ost
conve
rsations on
familiar aca
demic
topics
Understand
conve
rsations on a
range of familiar and
unfamiliar academic
topics and in
a variety
academic of se
ttings
11
Arkansas D
epartment of Education
English Language Proficiency Framework
Listening
6-8
Listening
Standard 1: Students shall demonstrate effective listening skills in
form
al and inform
al s
ettings to facilitate communication
Student Profic
iency Leve
ls
ELP Student
Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framework
Connection
ELPL.1.6-8.1
Demonstrate
effective listening
skills by exh
ibiting
appropriate body
language
Demonstrate
effective listening
skills by exh
ibiting
appropriate body
language
Demonstrate
effective listening
skills by exh
ibiting
appropriate body
language
Demonstrate
effective listening
skills by exh
ibiting
appropriate body
language
Demonstrate
effective listening
skills by exh
ibiting
appropriate body
language
Demonstrate
effective listening
skills by exh
ibiting
appropriate body
language
OV.2.6.1
OV.2.6.4
OV.2.7.1
OV.2.7.4
OV.2.8.1
OV.2.8.4
ELPL.1.6-8.2
Follo
w complex
oral directions
invo
lving m
ultiple
options and
choices
Follo
w one-step oral
directions
Follo
w clear multiple-
step oral d
irectio
ns
Follo
w specific
multiple-step oral
directions
Follo
w specific
multiple-step oral
directions
Follo
w complex oral
directions in
volving
multiple optio
ns and
choices
ELPL.1.6-8.3
Listen and eva
luate
inform
atio
n
NA
Listen and eva
luate
inform
atio
n with one
or two word phrases
Listen and eva
luate
inform
atio
n with
sim
ple phrases
Listen and eva
luate
inform
atio
n
Listen and eva
luate
inform
atio
n
OV.2.6.2
OV.2.7.2
OV.2.8.2
ELPL.1.6-8.4
Respond to
complex and
content related
questions about
newly learned
inform
atio
n
Respond to sim
ple
questions non-
verbally
Respond to sim
ple
questions with one or
two w
ord answers or
short phrases
Respond to sim
ple
and some complex
questions with sim
ple
sentence
s
Respond to
increasingly complex
questions
Respond to complex
and content related
questions about
newly learned
inform
atio
n (e.g.
compare/contrast)
OV.2.6.2
OV.2.7.2
OV.2.8.2
Information and understanding
ELPL.1.6-8.5
Demonstrate
understanding of
language structures
NA
Demonstrate basic
understanding of
single words or
sim
ple phrases using
recombinatio
n
Demonstrate basic
understanding of
sim
ple sentences
using recombination
Demonstrate
understanding of
sim
ple and complex
sentence
s using
recombinatio
n
Demonstrate
understanding of
sim
ple and complex
sentence
s using
recombinatio
n
12
Arkansas D
epartment of Education
English Language Proficiency Framework
Listening
6-8
Listening
Standard 1 Listening: Students shall demonstrate effective listening skills in
form
al a
nd inform
al s
ettings to facilitate communicatio
n
Student Profic
iency Leve
ls
ELP Student
Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framework
Connection
ELPL.1.6-8.6
Listen for
inform
atio
n to
summarize
and
demonstrate
understanding of
grade-leve
l content
Listen to acq
uire new
vocabulary from oral
stories and verbal
inform
atio
n
Listen for specific
inform
atio
n from oral
stories and verbal
inform
atio
n
Identify the m
ain idea
and some details
from oral s
tories and
verbal inform
atio
n
Identify key co
nce
pts
and details from oral
stories and verbal
inform
atio
n
Listen for inform
ation
to summarize
and
demonstrate
understanding of
grade-leve
l content
OV.2.6.3
OV.2.7.3
OV.2.8.3
Information and understanding
ELPL.1.6-8.7
Analyze
and
eva
luate orally
presented lite
rature
Identify characters,
setting and plot from
orally presented
literature using
nonve
rbal cu
es
Identify characters,
setting and plot from
orally presented
literature
Identify use of literary
devices in passages
read orally (e.g.
rhym
ing and
alliteratio
n)
Identify use of literary
devices in passages
read orally (e.g.
rhym
ing and
alliteratio
n)
Analyze
and eva
luate
orally presented
literature
OV.2.6.5
OV.2.7.5
OV.2.8.5
Understanding Vocabulary
ELPL.1.6-8.8
Demonstrate
understanding of
tense
NA
Begin to understand
tense
when use
d
with adve
rbials and
teach
er su
pport
Begin to understand
sim
ple tense without
adve
rbials
Begin to demonstrate
understanding of
tense
Demonstrate
understanding of
tense
13
Arkansas D
epartment of Education
English Language Proficiency Framework
Listening
6-8
Listening
Standard 1: Students shall demonstrate effective listening skills in
form
al and inform
al s
ettings to facilitate communication
Student Profic
iency Leve
ls
ELP Student
Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framework
Connection
Social conversations
ELPL.1.6-8.9
Understand
conve
rsations on a
range of familiar
and unfamiliar
topics and in
a
variety of se
ttings
Understand short,
limited social
exchanges using
visual c
ues with
peers and teachers
Understand short,
limited social
exchanges with
peers and teachers
Understand highly
contextualized
conve
rsations on
familiar topics
Understand m
ost
conve
rsations on
familiar topics
Understand
conve
rsations on a
range of familiar and
unfamiliar topics and
in a variety of
settings
Academic conversations
ELPL.1.6-8.10
Understand
conve
rsations on a
range of familiar
and unfamiliar
academic topics
and in
a variety
academic of
settings
Understand short,
limited academic
exchanges using
visual c
ues with
peers and teachers
Understand short,
limited academic
exchanges with
peers and teachers
Understand highly
contextualized
conve
rsations on
familiar aca
demic
topics
Understand m
ost
conve
rsations on
familiar aca
demic
topics
Understand
conve
rsations on a
range of familiar and
unfamiliar academic
topics and in
a
variety academic of
settings
14
Arkansas D
epartment of Education
English Language Proficiency Framework
Listening
9-12
Listening
Standard 1: Students shall demonstrate effective listening skills in
form
al and inform
al s
ettings to facilitate communication
Student Profic
iency Leve
ls
ELP Student
Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framework
Connection
ELPL.1.9-12.1
Analyze
how the
conve
ntio
ns of
English affect oral
exp
ressions
Listen to the
conve
ntio
ns of
English that affect
oral exp
ressions
Listen to the
conve
ntio
ns of
English that affect
oral exp
ressions
Begin to analyze
how
the conve
ntio
ns of
English affect oral
exp
ressions
Analyze
how the
conve
ntio
ns of
English affect oral
exp
ressions
Analyze
how the
conve
ntio
ns of
English affect oral
exp
ressions
OV.2.9.1
ELPL.1.9-12.2
Demonstrate
attentive, refle
ctive,
and critic
al listening
skills to respond to
and in
terpret the
speaker’s m
ess
age
Demonstrate
effective listening
skills by exh
ibiting
appropriate body
language
Demonstrate
effective listening
skills by exh
ibiting
appropriate body
language
Demonstrate
effective listening
skills by exh
ibiting
appropriate body
language
Demonstrate
attentive, refle
ctive,
and critic
al listening
skills to respond to
and in
terpret the
speaker’s m
ess
age
Demonstrate
attentive, refle
ctive,
and critic
al listening
skills to respond to
and in
terpret the
speaker’s m
ess
age
OV.2.9.4
OV.2.10.3
OV.2.11.1
OV.2.11.5
OV.2.12.1
OV.2.12.5
OV.2.12.6
ELPL.1.9-12.3
Follo
w complex
oral directions
invo
lving m
ultiple
options and
choices
Follo
w one-step oral
directions
Follo
w clear multiple-
step oral d
irectio
ns
Follo
w specific
multiple-step oral
directions
Follo
w specific
multiple-step oral
directions
Follo
w complex oral
directions in
volving
multiple optio
ns and
choices
Information, interpretation, critical analysis, and evaluation
ELPL.1.9-12.4
Demonstrate
understanding of
increasingly
complex and
content-related
vocabulary
Demonstrate
understanding of
vocabulary related to
basic needs
Demonstrate
understanding of
vocabulary related to
personal interests
and familiar topics
Demonstrate
understanding of
most standard
vocabulary use
d by
teach
ers and peers
Demonstrate
understanding of
most age-appropriate
vocabulary including
idioms and slang
Demonstrate
understanding of
increasingly complex
and content-related
vocabulary
15
Arkansas D
epartment of Education
English Language Proficiency Framework
Listening
9-12
Listening
Standard 1: Students shall demonstrate effective listening skills in
form
al and inform
al s
ettings to facilitate communication
Student Profic
iency Leve
ls
ELP Student
Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framework
Connection
ELPL.1.9-12.5
Respond to
complex and
content related
questions about
newly learned
inform
atio
n
Respond to sim
ple
questions non-
verbally
Respond to sim
ple
questions with one or
two w
ord answers or
short phrases
Respond to sim
ple
and some complex
questions with sim
ple
sentence
s
Respond to
increasingly complex
questions
Respond to complex
and content related
questions about
newly learned
inform
atio
n (e.g.
compare/contrast)
ELPL.1.9-12.6
Listen and critiq
ue
releva
nce
and
effectiveness of
grade-leve
l oral
stories and
presentatio
ns
Listen to acq
uire new
vocabulary from oral
stories and verbal
inform
atio
n
Listen for specific
inform
atio
n from oral
stories and verbal
inform
atio
n
Listen and id
entify
releva
nt inform
atio
n
from oral s
tories and
verbal inform
atio
n
Listen and critiq
ue
releva
nt inform
atio
n
from oral s
tories
and/or presentations
Listen and critiq
ue
releva
nce
and
effectiveness of
grade-leve
l oral
stories and
presentatio
ns
OV.2.9.2
OV.2.10.3
OV.2.11.4
OV.2.12.4
Information, interpretation, critical analysis, and evaluation
ELPL.1.9-12.7
Analyze
and
eva
luate orally
presented lite
rature
Identify characters,
setting and plot from
orally presented
literature using
nonve
rbal cu
es
Identify characters,
setting and plot from
orally presented
literature
Identify use of literary
devices in passages
read orally (e.g.
rhym
ing and
alliteratio
n)
Identify use of literary
devices in passages
read orally (e.g.
rhym
ing and
alliteratio
n)
Analyze
and eva
luate
orally presented
literature
OV.2.10.1
16
Arkansas D
epartment of Education
English Language Proficiency Framework
Listening
9-12
Listening
Standard 1: Students shall demonstrate effective listening skills in
form
al and inform
al s
ettings to facilitate communication
Student Profic
iency Leve
ls
ELP Student
Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framework
Connection
ELPL.1.9-12.8
Identify
organizatio
nal
patterns
appropriate to
diverse situ
atio
ns,
such
as interviews,
debates, and
conve
rsations
Listen to a variety of
organizatio
nal
patterns appropriate
to diverse situations,
such
as interviews,
debates, and
conve
rsations
Listen to a variety of
organizatio
nal
patterns appropriate
to diverse situations,
such
as interviews,
debates, and
conve
rsations
Begin to id
entify
organizatio
nal
patterns appropriate
to diverse situations,
such
as interviews,
debates, and
conve
rsations
Identify
organizatio
nal
patterns appropriate
to diverse situations,
such
as interviews,
debates, and
conve
rsations
Identify
organizatio
nal
patterns appropriate
to diverse situations,
such
as interviews,
debates, and
conve
rsations
OV.2.9.3
OV.2.10.2
OV.2.11.2
OV.2.11.3
OV.2.12.2
OV.2.12.3
Information, interpretation, critical analysis, and evaluation
ELPL.1.9-12.9
Demonstrate
understanding of
language
structures
NA
Demonstrate basic
understanding of
single words or
sim
ple phrases using
recombinatio
n
Demonstrate basic
understanding of
sim
ple sentences
using recombination
Demonstrate
understanding of
sim
ple and complex
sentence
s using
recombinatio
n
Demonstrate
understanding of
sim
ple and complex
sentence
s using
recombinatio
n
Understanding Vocabulary
ELPL.1.9-12.10
Demonstrate
understanding of
tense
NA
Begin to understand
tense
when use
d
with adve
rbials and
teach
er su
pport
Begin to understand
sim
ple tense without
adve
rbials
Begin to demonstrate
understanding of
tense
Demonstrate
understanding of
tense
17
Arkansas D
epartment of Education
English Language Proficiency Framework
Listening
9-12
Listening
Standard 1: Students shall demonstrate effective listening skills in
form
al and inform
al s
ettings to facilitate communication
Student Profic
iency Leve
ls
ELP Student
Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framework
Connection
Social conversations
ELPL.1.9-12.11
Understand
conve
rsations on a
range of familiar
and unfamiliar
topics and in
a
variety of se
ttings
Understand short,
limited social
exchanges using
visual c
ues with
peers and teachers
Understand short,
limited social
exchanges with
peers and teachers
Understand highly
contextualized
conve
rsations on
familiar topics
Understand m
ost
conve
rsations on
familiar topics
Understand
conve
rsations on a
range of familiar and
unfamiliar topics and
in a variety of
settings
Academic conversations
ELPL.1.9-12.12
Understand
conve
rsations on a
range of familiar
and unfamiliar
academic topics
and in
a variety
academic of
settings
Understand short,
limited academic
exchanges using
visual c
ues with
peers and teachers
Understand short,
limited academic
exchanges with
peers and teachers
Understand highly
contextualized
conve
rsations on
familiar aca
demic
topics
Understand m
ost
conve
rsations on
familiar aca
demic
topics
Understand
conve
rsations on a
range of familiar and
unfamiliar academic
topics and in
a
variety academic of
settings
English Language Proficiency Framework
for
Speaking
Spring 2006
1
English Language Proficiency Framework
Arkansas D
epartment of Education
Speaking
English Language Profic
iency Framework
Strands
Listening
1. Listening
Students shall demonstrate effective
listening skills in form
al a
nd in
form
al s
ettings to facilitate communicatio
n.
Speaking
2. Speaking
Students shall demonstrate effective
oral c
ommunicatio
n skills to exp
ress ideas and to prese
nt inform
atio
n.
Reading
3. Foundations of
R
eading
Students shall apply conce
pts of print, acquire knowledge of spoken words and understand the relatio
nship of
speech to print as they deve
lop a foundation for literacy.
4. Comprehension
Students shall apply a variety of strategies to read and comprehend printed m
aterial.
5. Variety of text
Students shall read, exa
mine, and respond to a wide range of texts for a variety of purposes.
6. Vocabulary,
W
ord Study and
Fluency
Students shall acquire and apply skills in
vocabulary deve
lopment and word analysis to be able to read fluently.
Writing
7. Process
Students shall employ a wide range of strategies as they write, using the writing process appropriately.
8. Purpose
, Topics,
Form
s and
Audiences
Students shall demonstrate competency in writing for a variety of purposes, topics and audiences employing a
wide range of form
s.
9. Conve
ntions
Students shall apply knowledge of Standard English conve
ntio
ns in
written work.
10. Craftsm
anship
Students shall deve
lop personal style and voice as they approach the craftsm
anship of writin
g.
2
English Language Proficiency Framework
Arkansas D
epartment of Education
Speaking
K-2
Speaking
Standard 2: Students shall demonstrate effective oral communication skills to exp
ress
ideas and to prese
nt inform
ation
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framework
Connection
ELPS.2.K-2.1
Identify, name
and desc
ribe
eve
ryday objects
using descriptive
vocabulary
Use nonve
rbal c
ues
to identify and
desc
ribe people,
place
s, things,
locations, sizes,
colors, shapes,
numbers, and actio
ns
Use lim
ited
desc
riptive
vocabulary to id
entify,
name and describe
familiar people,
place
s, things,
locations, sizes,
colors, shapes,
numbers, and actio
ns
Use descriptive
and
specific voca
bulary to
identify, name and
desc
ribe people,
place
s, things,
locations, sizes,
colors, shapes,
numbers, and actio
ns
Use m
ore desc
riptive
and specific
vocabulary to name
and desc
ribe people,
place
s, things,
locations, sizes,
colors, shapes,
numbers, and actio
ns
Use m
ore desc
riptive
and specific
vocabulary to name
and desc
ribe people,
place
s, things,
locations, sizes,
colors, shapes,
numbers, and actio
ns
OV.1.K.1
OV.1.1.1
OV.1.2.1
ELPS.2.K-2.2
Use singular and
plural nouns
appropriately in
speech
Use visual aids to
identify singular and
plural nouns
Ove
r generalize
singular and plural
nouns in speech
Begin to use singular
and plural nouns
appropriately in
speech
Use singular and
plural nouns
appropriately in
speech m
ost of the
time
Use singular and
plural nouns
appropriately in
speech m
ost of the
time
OV.1.1.2.
ELPS.2.K-2.3
Use syn
onym
s
and antonym
s
appropriately in
speech
Use visual aids to
identify syn
onym
s
and antonym
s
Begin to use common
syn
onym
s and
antonym
s, with
frequent errors
Use common
syn
onym
s and
antonym
s
appropriately in
speech, with some
errors
Use syn
onym
s and
antonym
s
appropriately in
speech m
ost of the
time
Use syn
onym
s and
antonym
s
appropriately in
speech m
ost of the
time
OV.1.2.2
Vocabulary
ELPS.2.K-2.4
Use correct tense
in speech
NA
Begin to use correct
tense
in speech
with
adve
rbials and
teach
er su
pport
Begin to use correct
sim
ple tense without
adve
rbials in
speech
Begin to use correct
tense
in speech
Use correct tense in
speech
3
English Language Proficiency Framework
Arkansas D
epartment of Education
Speaking
K-2
Speaking
Standard 2: Students shall demonstrate effective oral communication skills to exp
ress
ideas and to prese
nt inform
ation.
Student Profic
iency Leve
ls
ELP Student
Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framework
Connection
ELPS.2.K-2.5
Exp
ress like
s,
dislikes and
needs in
complete
sentence
s when
speaking
Use sim
ple phrases
to negotia
te m
eaning
(also for nonve
rbal
students,
pantomim
ing,
gestures, or drawing)
Exp
ress like
s, dislikes
and needs using
single words or
phrase
s
Exp
ress id
eas in
short complete
sentence
s
Exp
ress id
eas in
sim
ple complete
sentence
s when
speaking m
ost of the
time
Exp
ress id
eas in
complete sentences
when speaking m
ost
of the tim
e
OV.1.K.3
Behaviors
ELPS.2.K-2.6
Use complete
sentence
s to
respond
appropriately to
the audience,
purpose and
occa
sion
Use appropriate
phys
ical response
to
audience
, purpose
and occa
sion
Use one or two word
phrase
s appropriately
(voice le
vel, phrasing
and in
tonation) to
respond to the
audience
, purpose
and occa
sion
Use short complete
sentence
s to respond
appropriately (vo
ice
leve
l, phrasing and
intonation) to the
audience
, purpose
and occa
sion
Use complete
sentence
s to respond
appropriately (vo
ice
leve
l, phrasing and
intonation) to the
audience
, purpose
and occa
sion
Use complete
sentence
s to respond
appropriately (vo
ice
leve
l, phrasing and
intonation) to the
audience
, purpose
and occa
sion
OV.1.1.4
OV.1.2.5
ELPS.2.K-2.7
Introduce and
answer basic
questions about
self in
cluding
social g
reetin
gs
Greet others through
gestures or one to
two w
ords
Use common social
greetin
gs using single
words or phrases
Introduce and answer
basic questions about
self in
cluding social
greetin
gs using short
complete sentences
Introduce and answer
basic questions about
self in
cluding social
greetin
gs using
complete sentences
most of the tim
e
Introduce and answer
basic questions about
self in
cluding social
greetin
gs using
complete sentences
most of the tim
e
OV.1.2.4
4
English Language Proficiency Framework
Arkansas D
epartment of Education
Speaking
K-2
Speaking
Standard 2: Students shall demonstrate effective oral communication skills to exp
ress
ideas and to prese
nt inform
ation.
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framework
Connection
ELPS.2.K-2.8
Focus on
audience
when
speaking
NA
Focus on audience
when speaking (e.g.
make
eye
contact)
Focus on audience
when speaking (e.g.
make
eye
contact
and posture)
Focus on audience
when speaking (e.g.
eye
contact, posture,
gestures and body
language)
Focus on audience
when speaking (e.g.
eye
contact, posture,
gestures and body
language)
OV.1.K.2
OV.1.1.3
OV.1.2.3
ELPS.2.K-2.9
Participate orally
in group
perform
ances,
class discussions,
and sharing
Participate non -
verbally in group
activitie
s
Participate orally in
group activities using
single words or
phrase
s
Participate orally in
group perform
ances,
class discussions,
and sharing using
short complete
sentence
s
Participate orally in
group perform
ances,
class discussions,
and sharing using
complete sentences
most of the tim
e
Participate orally in
group perform
ances,
class discussions,
and sharing using
complete sentences
most of the tim
e
Behaviors
ELPS.2.K-2.10
Follo
w etiquette
for conve
rsatio
n
using appropriate
addresses,
common
courtesies and
gestures
Practic
e using
appropriate
addresses, common
courtesies (please,
thank you, not
interrupting others)
with non verbal
gestures (raising
hands) or one or two
word phrases
Practic
e using
appropriate
addresses, common
courtesies (please,
thank you, not
interrupting others)
with non verbal
gestures (raising
hands) and single
words and phrase
s
Practic
e using
appropriate
addresses, common
courtesies (please,
thank you, not
interrupting others)
with non verbal
gestures (raising
hands) and short
complete sentences
Use appropriate
addresses, common
courtesies (please,
thank you, not
interrupting others)
with non verbal
gestures (raising
hands) and complete
sentence
s m
ost of
the tim
e
Follo
w etiquette for
conve
rsation using
appropriate
addresses, common
courtesies (please,
thank you, not
interrupting others)
with non verbal
gestures (raising
hands) and complete
sentence
s m
ost of
the tim
e
OV.1.1.5
5
English Language Proficiency Framework
Arkansas D
epartment of Education
Speaking
K-2
Speaking
Standard 2: Students shall demonstrate effective oral communication skills to exp
ress
ideas and to prese
nt inform
ation.
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framework
Connection
ELPS.2.K-2.11
Exp
lain and
support point of
view w
ith
exa
mples
Demonstrate ideas
and opinions through
visual a
ids and
nonve
rbal
communication
Use single words or
phrase
s to support
spoken id
eas and
opinions with
exa
mples
Use short complete
sentence
s to support
spoken id
eas and
opinions with
exa
mples
Exp
lain and support
point of view with
exa
mples using
complete sentences
most of tim
e
Exp
lain and support
point of view with
exa
mples using
complete sentences
most of tim
e
OV.K.1.4
OV.1.1.7
OV.1.2.7
Behaviors
ELPS.2.K-2.12
Use complete
sentence
s orally
and supporting
inform
atio
n to
inform
, persuade
or entertain
Demonstrate ideas
and opinions through
visual a
ids and
nonve
rbal
communication
Use single words or
phrase
s orally to
inform
, persuade or
entertain
Use short complete
sentence
s orally to
inform
, persuade or
entertain
Use complete
sentence
s orally and
supporting
inform
atio
n to inform
, persuade or entertain
Use complete
sentence
s orally and
supporting
inform
atio
n to inform
, persuade or entertain
OV.1.2.6
6
English Language Proficiency Framework
Arkansas D
epartment of Education
Speaking
K-2
Speaking
Standard 2: Students shall demonstrate effective oral communication skills to exp
ress
ideas and to prese
nt inform
ation.
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framework
Connection
ELPS1.K-2.13
Use appropriate
language
structures
NA
Demonstrate basic
understanding of
single words or
sim
ple phrases using
recombinatio
n
Demonstrate basic
understanding of
sim
ple sentences
using recombination
Demonstrate
understanding of
sim
ple and complex
sentence
s using
recombinatio
n
Demonstrate
understanding of
sim
ple and complex
sentence
s using
recombinatio
n
Critical analysis and
understanding
ELPS.2.K-2.14
Ask and answer
questions to
clarify
understanding
Use gestures or
single words to
respond to questio
ns
of others, and begin
to use
single words to
ask basic questio
ns
Use single words or
phrase
s to ask and
answer ‘who’, ‘what’,
‘where’ and ‘when’
questions for
clarifica
tion and
exp
lanation of words
and id
eas
Ask sim
ple ‘who’,
‘what’, ‘where’ and
‘when’ questio
ns to
clarify understanding
and respond to the
questions of others
using short complete
sentence
s
Ask ‘h
ow’ and ‘w
hy’
questions to clarify
understanding and
respond to the
questions of others
using complete
sentence
s m
ost of the
time
Ask ‘h
ow’ and ‘w
hy’
questions to clarify
understanding and
respond to the
questions of others
using complete
sentence
s m
ost of the
time
OV.1.1.6
OV.1.1.12
OV.1.2.12
7
English Language Proficiency Framework
Arkansas D
epartment of Education
Speaking
K-2
Speaking
Standard 2:Students shall demonstrate effective oral communication skills to exp
ress
ideas and to prese
nt inform
ation.
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framewor
k
Connectio
n
Share understanding of
information
ELPS.2.K-2.15
Give m
ultiple
step directio
ns
Repeat sim
ple one-
step directio
ns
Use single words or
phrase
s to give
sim
ple one-step
directions
Use short complete
sentence
s to give
sim
ple one and two
step directio
ns
Use complete
sentence
s to give
multiple step
directions
Give m
ultiple step
directions
OV.1.K.5
OV.1.1.8
OV.1.2.8
ELPS.2.K-2.16
Participate in
discuss
ions
about a variety of
topics, including
books
, personal
exp
eriences,
classroom
eve
nts, and
reader’s theatre
Participate in
discuss
ions about a
variety of topics,
including books
, personal e
xperience
s,
classroom eve
nts,
and reader’s theatre
through nonve
rbal
communication
Participate in
discuss
ions about a
variety of topics,
including books
, personal e
xperience
s,
classroom eve
nts,
and reader’s theatre
by using single words
or phrases
Participate in
discuss
ions about a
variety of topics,
including books
, personal e
xperience
s,
classroom eve
nts,
and reader’s theatre
using short complete
sentence
s
Participate in
discuss
ions about a
variety of topics,
including books
, personal e
xperience
s,
classroom eve
nts,
and reader’s theatre
using complete
sentence
s m
ost of the
time
Participate in
discuss
ions about a
variety of topics,
including books
, personal e
xperience
s,
classroom eve
nts, and
reader’s theatre using
complete sentences
most of the tim
e
OV.1.K.6
OV.1.1.9
OV.1.2.9
OV.1.2.11
Literary response and expression
ELPS.2.K-2.17
Use pictures to
orally retell a
story with a
beginning,
middle, and end,
with or without
prompts
Nonve
rbally, retell a
story with a
beginning, middle and
end using pictures or
prompts
Use pictures to orally
retell a story with a
beginning, middle,
and end, with or
without prompts using
single words or
phrase
s
Use pictures to orally
retell a story with a
beginning, middle,
and end, with or
without prompts using
short complete
sentence
s
Use pictures to orally
retell a story with a
beginning, middle,
and end, with or
without prompts using
complete sentences
most of the tim
e
Use pictures to orally
retell a story with a
beginning, middle, and
end, with or without
prompts using complete
sentence
s m
ost of the
time
OV.1.K.7
8
English Language Proficiency Framework
Arkansas D
epartment of Education
Speaking
K-2
Speaking
Standard 2: Students shall demonstrate effective oral communication skills to exp
ress
ideas and to prese
nt inform
ation.
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framework
Connection
ELPS.2.K-2.18
Retell a story
recalling
characters,
eve
nts, setting,
conflict and
resolution using
appropriate
vocabulary and
sequence
Tell or retell stories
nonve
rbally with the
use of visual a
ids
Tell or retell a story
from visual o
r audio
prompt using single
words or phrases
Tell or retell sim
ple
stories providing the
characters, setting,
problem, eve
nts, and
resolution in
sequentia
l order, with
prompts using short
complete sentences
Tell and retell stories
providing the
characters, setting,
problem, eve
nts, and
resolution in
sequentia
l order, with
or without prompts
using complete
sentence
s m
ost of
the tim
e
Tell and retell stories
providing the
characters, setting,
problem, eve
nts, and
resolution in
sequentia
l order with
or without prompts
using complete
sentence
s m
ost of
the tim
e
OV.1.1.10
OV.1.2.10
Literary response and expression
ELPS.2.K-2.19
Participate in a
variety of
speaking
activitie
s including
shared reading,
oral retelling,
choral readings
and
dramatiza
tions
Participate in
dramatiza
tions
through nonve
rbal
communication
Participate in a
variety of sp
eaking
activitie
s including
shared reading, oral
retelling, choral
readings and
dramatiza
tions by
using single words or
phrase
s
Participate in a
variety of sp
eaking
activitie
s including
shared reading, oral
retelling, choral
readings, and
dramatiza
tions using
short complete
sentence
s
Participate in a
variety of sp
eaking
activitie
s including
shared reading, oral
retelling, choral
readings, and
dramatiza
tions using
complete sentences
most of the tim
e
Participate in a
variety of sp
eaking
activitie
s including
shared reading, oral
retelling, choral
readings and
dramatiza
tions using
complete sentences
most of the tim
e
OV.1.K.8
OV.1.1.11
Critical analysis and evaluation
ELPS.2.K-2.20
Accept su
pport of
teach
er to
improve
speaking
perform
ance
Accept su
pport of
teach
er to improve
speaking
perform
ance
Accept su
pport of
teach
er to improve
speaking
perform
ance
Accept su
pport of
teach
er to improve
speaking
perform
ance
Accept su
pport of
teach
er to improve
speaking
perform
ance
Accept su
pport of
teach
er to improve
speaking
perform
ance
OV.1.K.9
OV.1.1.13
OV.1.2.13
9
English Language Proficiency Framework
Arkansas D
epartment of Education
Speaking
3-5
Speaking
Standard 2: Students shall demonstrate effective oral communication skills to exp
ress
ideas and to prese
nt inform
ation.
Student Profic
iency Leve
ls
ELP Student
Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framework
Connection
ELPS.2.3-5.1
Use parts of
speech
appropriately
Identify pronouns and
adjective
s through
nonve
rbal
communication or
through using visuals
Identify and begin to
use common
pronouns and
adjective
s appropriately in
speech
Begin to use common
pronouns and
adjective
s appropriately in
speech m
ost of the
time
Use common
pronouns and
adjective
s appropriately in
speech m
ost of the
time
Use common
pronouns and
adjective
s appropriately in
speech m
ost of the
time
OV.1.3.1
OV.1.3.3
ELPS.2.3-5.2
Use vocabulary
from content
area texts
Match pictures with
content-related
vocabulary words and
concepts to identify
familiar objects.
Begin to use
vocabulary from
content area texts
using single words or
phrase
s
Use vocabulary from
content area texts in
short complete
sentence
s
Use vocabulary from
content area texts in
complete sentences
and in
appropriate
contexts
Use vocabulary from
content area texts in
complete sentences
and appropriate
contexts
OV.1.4.1
OV.1.5.1
ELPS.2.3-5.3
Use idiomatic
exp
ressions and
figurative
language
NA
Begin to recognize
sim
ple figures of
speech in
social
conve
rsation
Recognize sim
ple
figures of speech
in
social a
nd academic
conve
rsation
Recognize and use
figures of speech
most of the tim
e in
social a
nd academic
conve
rsation
Recognize and use
figures of speech
most of the tim
e in
social a
nd academic
conve
rsation
Vocabulary
ELPS.2.3-5.4
Clarify and
exp
lain words
and id
eas orally
Clarify and exp
lain
ideas nonve
rbally
Use single words or
phrase
s to clarify and
exp
lain ideas orally
Use short complete
sentence
s to clarify
and exp
lain id
eas
orally
Use complete
sentence
s m
ost of the
time to clarify and
exp
lain words and
ideas orally
Use complete
sentence
s m
ost of the
time to clarify and
exp
lain words and
ideas orally
OV.1.3.2
OV.1.4.6
10
English Language Proficiency Framework
Arkansas D
epartment of Education
Speaking
3-5
Speaking
Standard 2: Students shall demonstrate effective oral communication skills to exp
ress
ideas and to prese
nt inform
ation.
Student Profic
iency Leve
ls
ELP Student
Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framework
Connection
ELPS.2.3-5.5
Respond
appropriately to
the audience,
purpose and
occa
sion
Use appropriate
phys
ical response
to
audience
, purpose
and occa
sion (e.g.,
facial exp
ressions,
gestures, eye
contact)
Begin to use
appropriate
phys
ical/ve
rbal
response to
audience
, purpose
and occa
sion (e.g.,
facial exp
ressions,
gestures, eye
contact,
volume, pitc
h, rate)
Use appropriate
phys
ical/ve
rbal
response to
audience
, purpose
and occa
sion (e.g.,
facial exp
ressions,
gestures, eye
contact,
volume, pitc
h, rate)
Use appropriate
phys
ical/ve
rbal
response to
audience
, purpose
and occa
sion (e.g.,
facial exp
ressions,
gestures, eye
contact,
volume, pitc
h, rate)
Use appropriate
phys
ical/ve
rbal
response to
audience
, purpose
and occa
sion (e.g.,
facial exp
ressions,
gestures, eye
contact,
volume, pitc
h, rate)
OV.1.3.4
OV.1.3.6
OV.1.4.2
OV.1.4.3
OV.1.5.3
OV.1.5.4
ELPS.2.3-5.6
Use correct
tense
in speech
NA
Begin to use correct
tense
in speech
with
adve
rbials and
teach
er su
pport
Begin to use correct
sim
ple tense without
adve
rbials in
speech
Begin to use correct
tense
in speech
Use correct tense in
speech
11
English Language Proficiency Framework
Arkansas D
epartment of Education
Speaking
3-5
Speaking
Standard 2: Students shall demonstrate effective oral communication skills to exp
ress
ideas and to prese
nt inform
ation.
Student Profic
iency Leve
ls
ELP Student
Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framework
Connection
ELPS.2.3-5.7
Use correct
pronunciation to
communicate
ideas and
inform
atio
n
NA
Practic
e correct
pronunciation using
single words or
phrase
s
Practic
e correct
pronunciation using
short complete
sentence
s
Practic
e correct
pronunciation using
complete sentences
Practic
e using
pronunciation to
communicate id
eas
and in
form
atio
n
OV.1.5.5
ELPS.2.3-5.8
Use grade le
vel
appropriate
English to
communicate
with others
Use nonve
rbal
communication
(e.g., ask
for
assistance
with a task
or needed supplies)
Begin to use standard
English in
single
words and phrase
s in
oral presentatio
ns
and classroom
discuss
ions
Begin to use standard
English in
short
complete sentences
in oral presentatio
ns
and classroom
discuss
ions
Use standard English
in complete
sentence
s m
ost of the
time in
oral
presentatio
ns and
classroom
discuss
ions
Use standard English
in class
room
discuss
ion using
complete sentences
most of the tim
e in
oral presentatio
ns
and classroom
discuss
ions
OV.1.4.5
OV.1.5.2
OV.1.5.7
Behaviors
ELPS.2.3-5.9
Organize and
communicate
ideas
sequentia
lly
around m
ajor
points of
inform
atio
n
Use nonve
rbal c
ues
to communicate ideas
sequentia
lly
Use single words or
phrase
s to
communicate id
eas
sequentia
lly
Use short complete
sentence
s to
communicate id
eas
sequentia
lly and
begin to id
entify m
ajor
points of inform
ation
Communicate id
eas
sequentia
lly or
organized around
major points of
inform
atio
n using
complete sentences
most of the tim
e
Communicate id
eas
sequentia
lly or
organized around
major points of
inform
atio
n using
complete sentences
most of the tim
e
OV.1.3.7
OV.1.4.6
12
English Language Proficiency Framework
Arkansas D
epartment of Education
Speaking
3-5
Speaking
Standard 2: Students shall demonstrate effective oral communication skills to exp
ress
ideas and to prese
nt inform
ation.
Student Profic
iency Leve
ls
ELP Student
Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framework
Connection
ELPS.2.3-5.10
Introduce and
answer basic
questions about
self in
cluding
social g
reetin
gs
Greet others through
gestures or one to
two w
ords
Use common social
greetin
gs using single
words or phrases
Introduce and answer
basic questions about
self in
cluding social
greetin
gs using short
complete sentences
Introduce and answer
basic questions about
self in
cluding social
greetin
gs using
complete sentences
most of the tim
e
Introduce and answer
basic questions about
self in
cluding social
greetin
gs using
complete sentences
most of the tim
e
OV.1.3.5
OV.1.4.4
ELPS.2.3-5.11
Participate in
cooperative
learning
communities
Practic
e working in
small groups, with
partners in
class
discuss
ions and
sharing, using
nonve
rbal
communication
Practic
e working in
small groups, with
partners in
class
discuss
ions and
sharing, using single
words and phrase
s
Practic
e working in
small groups and with
partners in
class
discuss
ions and
sharing using short
complete sentences,
most of the tim
e
Practic
e working in
small groups, with
partners in
class
discuss
ions and
sharing by asking
questions to clarify
understanding and
responding to the
questions of others in
complete sentences,
most of the tim
e
Practic
e working in
small groups, with
partners in
class
discuss
ions and
sharing by asking
questions to clarify
understanding and
responding to the
questions of others in
complete sentences,
most of the tim
e
OV.1.4.9
OV.1.5.6
Share understanding of information
ELPS.2.3-5.12
Exp
ress a sim
ple
point of view or
opinion and solve
problems using
exa
mples
Demonstrate ideas
and opinions through
visual a
ids and
nonve
rbal
communication
Use single words or
phrase
s to support
spoken id
eas and
opinions with
exa
mples
Use short complete
sentence
s to support
spoken id
eas and
opinions with
exa
mples
Use complete
sentence
s m
ost of the
time to support
spoken id
eas and
opinions with m
ultiple
exa
mples
Exp
lain and support
point of view or
opinion with m
ultiple
exa
mples using
complete sentences,
most of the tim
e
OV.1.3.8
OV.1.3.14
13
English Language Proficiency Framework
Arkansas D
epartment of Education
Speaking
3-5
Speaking
Standard 2: Students shall demonstrate effective oral communication skills to exp
ress
ideas and to prese
nt inform
ation.
Student Profic
iency Leve
ls
ELP Student
Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framework
Connection
Share understanding of
information
ELPS.2.3-5.13
Give directions to
complete a task
Give sim
ple one -step
directions through
nonve
rbal
communication
Give sim
ple one- step
directions using
single words or
phrase
s to complete
activitie
s and tasks
.
Give sim
ple two- step
directions using short
complete sentences
to complete activities
and tasks
Give sim
ple two-step
directions using
complete sentences
most of the tim
e to
complete complex
activitie
s and tasks
Give sim
ple two-step
directions using
complete sentences
most of the tim
e to
complete complex
activitie
s and tasks
OV.1.3.9
OV.1.4.7
Literary response and expression
ELPS.2.3-5.14
Participate in
form
al and
inform
al
discuss
ions
Participate in form
al
and in
form
al
discuss
ions using
visuals and non
verbal gestures
Participate in form
al
and in
form
al
discuss
ions, including
dramatic readings of
poetry or prose
, book
talks and community
eve
nts using single
words and/or phrases
including use of
visuals (e.g.,
illustratio
ns, pictures,
and/or charts)
Participate in form
al
and in
form
al
discuss
ions, including
dramatic readings of
poetry or prose
, book
talks and community
eve
nts using short
complete sentences
some of the tim
e
including use of
visuals (e.g.,
illustratio
ns, pictures,
and/or charts)
Participate in form
al
and in
form
al
discuss
ions, including
dramatic readings of
poetry or prose
, book
talks and community
eve
nts using short
complete sentences
most of the tim
e
including use of
visuals (e.g.,
illustratio
ns, pictures,
and/or charts)
Participate in form
al
and in
form
al
discuss
ions, including
dramatic readings of
poetry or prose
, book
talks and community
eve
nts using short
complete sentences
most of the tim
e
including use of
visuals (e.g.,
illustratio
ns, pictures,
and/or charts)
OV.1.3.10
OV.1.3.13
OV.1.4.8
OV.1.4.11
OV.1.5.8
OV.1.5.9
14
English Language Proficiency Framework
Arkansas D
epartment of Education
Speaking
3-5
Speaking
Standard 2: Students shall demonstrate effective oral communication skills to exp
ress
ideas and to prese
nt inform
ation.
Student Profic
iency Leve
ls
ELP Student
Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framework
Connection
Critical analysis and evaluation
ELPS.2.3-5.15
Tell and retell
stories in
a
form
al
storytelling
form
at
Tell or retell stories
using nonve
rbal
communication
Tell or retell stories
from visual o
r audio
prompt using sim
ple
desc
riptive language,
single words or
phrase
s
Tell or retell sim
ple
stories in
a form
al
storytelling form
at
using descriptive
language and short
complete sentences
Tell and retell stories
in a form
al storytelling
form
at using
desc
riptive language
and story elements
and in
complete
sentence
s m
ost of the
time
Tell and retell stories
in a form
al storytelling
form
at using
desc
riptive language,
story elements, and
voice to create
interest and m
ood
using complete
sentence
s m
ost of the
time
OV.1.3.12
OV.1.4.10
ELPS.2.3-5.16
Ask and answer
releva
nt
questions to
clarify
understanding
and respond to
questions of
others
Respond to sim
ple
questions with
gestures or one to
two w
ord responses
in small and group
discuss
ions
Ask and answer
sim
ple and releva
nt
“Who, What, W
hen,
Where” questions in
small and la
rge group
discuss
ions using
single words or
phrase
s
Ask and answer
sim
ple and releva
nt
“Who, What, W
hen,
Where” questions in
small and la
rge group
discuss
ions using
short sentences
Ask and answer
releva
nt “H
ow and
Why” questions in
small or large group
discuss
ions.
Ask and answer
releva
nt questions to
clarify understanding
and respond to the
questions of others in
small or large group
discuss
ions
OV.1.4.12
15
English Language Proficiency Framework
Arkansas D
epartment of Education
Speaking
3-5
Speaking
Standard 2: Students shall demonstrate effective oral communication skills to exp
ress
ideas and to prese
nt inform
ation.
Student Profic
iency Leve
ls
ELP Student
Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framework
Connection
ELPS.2.3-5.17
Accept su
pport of
teach
er to
improve
speaking
perform
ance
based on preset
criteria
Accept su
pport of
teach
er to improve
speaking
perform
ance
Accept su
pport of
teach
er to improve
speaking
perform
ance
Accept su
pport of
teach
er and peers to
self eva
luate to
improve
speaking
perform
ance based
on preset criteria
Accept su
pport of
teach
er and peers to
self eva
luate to
improve
speaking
perform
ance based
on preset criteria
Accept su
pport of
teach
er and peers to
self eva
luate to
improve
speaking
perform
ance based
on preset criteria
OV.1.3.15
OV.1.4.13
OV.1.5.10
ELPS.2.3-5.18
Use appropriate
language
structures
NA
Demonstrate basic
understanding of
single words or
sim
ple phrases using
recombinatio
n
Demonstrate basic
understanding of
sim
ple sentences
using recombination
Demonstrate
understanding of
sim
ple and complex
sentence
s using
recombinatio
n
Demonstrate
understanding of
sim
ple and complex
sentence
s using
recombinatio
n
16
English Language Proficiency Framework
Arkansas D
epartment of Education
Speaking
6-8
Speaking
Standard 2: Students shall demonstrate effective oral communication skills to exp
ress
ideas and to prese
nt inform
ation.
Student Profic
iency Leve
ls
ELP Student
Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framework
Connection
ELPS.2.6-8.1
Use vocabulary
from content
area texts in
complete
sentence
s and
appropriate
contexts
Identify vo
cabulary
from content area
texts using nonve
rbal
communication with
visual s
upport
Identify and name
vocabulary from
content area texts
with visual s
upport
using single words or
phrase
s
Use vocabulary from
content area texts in
short complete
sentence
s
Use vocabulary from
content area texts in
complete sentences
and appropriate
contexts including
idiomatic
exp
ress
ions
and figurative
language m
ost of the
time
Use vocabulary from
content area texts in
complete sentences
and appropriate
contexts including
idiomatic
exp
ress
ions
and figurative
language
OV.1.6.1
OV.1.7.1
OV.1.8.1
ELPS.2.6-8.2
Use grade le
vel
appropriate
English to
communicate
with others
NA
Begin to use standard
English in
single
words or phrases in
classroom
discuss
ions and
presentatio
ns
Begin to use standard
English in
classroom
discuss
ion and
presentatio
ns using
short complete
sentence
s
Use standard English
in class
room
discuss
ion and
presentatio
ns using
complete sentences
most of the tim
e
Use standard English
in class
room
discuss
ion and
presentatio
ns using
complete sentences
most of the tim
e
OV.1.6.2
OV.1.7.2
OV.1.8.2
Vocabulary
ELPS.2.6-8.3
Use correct
tense
in speech
NA
Begin to use correct
tense
in speech
with
adve
rbials and
teach
er su
pport
Begin to use correct
sim
ple tense without
adve
rbials in
speech
Begin to use correct
tense
in speech
Use correct tense in
speech
17
English Language Proficiency Framework
Arkansas D
epartment of Education
Speaking
6-8
Speaking
Standard 2: Students shall demonstrate effective oral communication skills to exp
ress
ideas and to prese
nt inform
ation.
Student Profic
iency Leve
ls
ELP Student
Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framework
Connection
Behaviors
ELPS.2.6-8.4
Participates in
conve
rsations
with peers and
adults
using
language
appropriate to
situation,
participants and
topics
Communicate
nonve
rbally
Practic
e sim
ple
conve
rsations with
peers or adults
about
topics of sh
ared
interest using single
words or phrases
Participates in
oral
group perform
ances,
class discussions,
and sharing using
short complete
Initiate and participate
in conve
rsation with
peers and adults
using language and
vocabulary to fit an
audience
, topic or
purpose using
complete sentences
most of the tim
e
Initiate and participate
in conve
rsation with
peers and adults
using language and
vocabulary to fit an
audience
, topic or
purpose using
complete sentences
most of the tim
e
OV.1.6.3
OV.1.7.3
OV.1.8.3
18
English Language Proficiency Framework
Arkansas D
epartment of Education
Speaking
6-8
Strand: Speaking
Standard 2: Students shall demonstrate effective oral communication skills to exp
ress
ideas and to prese
nt inform
ation.
Student Profic
iency Leve
ls
ELP Student
Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framework
Connection
ELPS.2.6-8.5
Demonstrate
appropriate eye
contact, posture
and volume
NA
Begin to demonstrate
appropriate eye
contact, posture and
volume
Demonstrate
appropriate eye
contact, posture and
volume
Demonstrate
appropriate eye
contact, posture, and
volume
Demonstrate
appropriate eye
contact, posture, and
volume
OV.1.6.4
OV.1.7.4
OV.1.8.4
ELPS.2.6-8.6
Use correct
pronunciation to
communicate
ideas and
inform
atio
n
NA
Practic
e correct
pronunciation using
single words or
phrase
s
Practic
e correct
pronunciation using
short complete
sentence
s
Practic
e correct
pronunciation using
complete sentences
Use correct
pronunciation to
communicate id
eas
and in
form
atio
n
OV.1.6.5
OV.1.7.5
OV.1.8.5
ELPS.2.6-8.7
Participate in oral
group
perform
ances,
class discussions
and sharing
Participate
nonve
rbally in class
discuss
ions
Participate orally in
class discussions
using single words or
phrase
s
Participate orally in
class discussions
using short complete
sentence
s
Participate orally in
class discussions
using complete
sentence
s
Participate
appropriately in class
discuss
ions using
complete sentences
OV.1.6.6
OV.1.7.6
OV.1.8.6
Share understanding and information
ELPS.2.6-8.8
Use grade le
vel
appropriate
English to
communicate
with others
NA
Begin to use standard
English in
single
words and phrase
s in
oral presentatio
ns
Begin to use standard
English in
short
complete sentences
in oral presentatio
ns
Use standard English
in complete
sentence
s m
ost of the
time in
oral
presentatio
ns
Use standard English
in class
room
discuss
ion using
complete sentences
most of the tim
e in
oral presentatio
ns
OV.1.6.7
OV.1.7.7
OV.1.8.7
19
English Language Proficiency Framework
Arkansas D
epartment of Education
Speaking
6-8
Speaking
Standard 2: Students shall demonstrate effective oral communication skills to exp
ress
ideas and to prese
nt inform
ation.
Student Profic
iency Leve
ls
ELP Student
Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framework
Connection
ELPS.2.6-8.9
Use illustratio
ns,
pictures, and/or
charts in
oral
presentatio
ns
across the
curriculum
Use illustratio
ns,
pictures, and/or
charts in
oral
presentatio
ns across
the curriculum (for
appropriate leve
l of
participation for the
nonve
rbal student)
Use illustratio
ns,
pictures, and/or
charts in
oral
presentatio
ns across
the curriculum
Use illustratio
ns,
pictures, and/or
charts in
oral
presentatio
ns across
the curriculum
Use illustratio
ns,
pictures, and/or
charts in
oral
presentatio
ns across
the curriculum
Use illustratio
ns,
pictures, and/or
charts in
oral
presentatio
ns across
the curriculum
OV.1.6.8
OV.1.7.8
Literary response and expression
ELPS.2.6-8.10
Initiate and
participate in
a
variety of oral
group
perform
ances,
class discussions
and sharing
Participate in a
variety of sp
eaking
activitie
s using
visuals and non
verbal gestures
Participate in a
variety of sp
eaking
activitie
s, including
dramatic readings of
poetry or prose
, literature or research,
using single words or
phrase
s
Participate in a
variety of sp
eaking
activitie
s, including
dramatic readings of
poetry or prose
, literature or research,
using short complete
sentence
s
Participate in a
variety of sp
eaking
activitie
s, including
dramatic readings of
poetry or prose
, literature or research,
using complete
sentence
s m
ost of the
time
Initiate and participate
in a variety of
speaking activitie
s,
including dramatic
readings of poetry or
prose, literature or
research, using
complete sentences
most of the tim
e
OV.1.6.9
OV.1.7.9
OV.1.8.8
OV.1.8.9
20
English Language Proficiency Framework
Arkansas D
epartment of Education
Speaking
6-8
Speaking
Standard 2: Students shall demonstrate effective oral communication skills to exp
ress
ideas and to prese
nt inform
ation.
Student Profic
iency Leve
ls
ELP Student
Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framework
Connection
ELPS.2.6-8.11
Accept su
pport
from self and
others to im
prove
speaking
perform
ance
Accept su
pport of
teach
er and peers to
self eva
luate to
improve
speaking
perform
ance based
on preset criteria
Accept su
pport of
teach
er and peers to
self eva
luate to
improve
speaking
perform
ance based
on preset criteria
Accept su
pport of
teach
er and peers to
self eva
luate to
improve
speaking
perform
ance based
on preset criteria
Accept su
pport of
teach
er and peers to
self eva
luate to
improve
speaking
perform
ance based
on preset criteria
Accept su
pport of
teach
er and peers to
self eva
luate to
improve
speaking
perform
ance based
on preset criteria
OV.1.6.10
OV.1.7.10
OV.1.8.10
Critical analysis and evaluation
ELPS.2.6-8.12
Use appropriate
language
structures
NA
Demonstrate basic
understanding of
single words or
sim
ple phrases using
recombinatio
n
Demonstrate basic
understanding of
sim
ple sentences
using recombination
Demonstrate
understanding of
sim
ple and complex
sentence
s using
recombinatio
n
Demonstrate
understanding of
sim
ple and complex
sentence
s using
recombinatio
n
21
English Language Proficiency Framework
Arkansas D
epartment of Education
Speaking
9-12
Speaking
Standard 2: Students shall demonstrate effective oral communication skills to exp
ress
ideas and to prese
nt inform
ation.
Student Profic
iency Leve
ls
ELP Student
Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framework
Connection
ELPS.2.9-12.1
Practic
e sim
ple
conve
rsations
with peers or
adults
about
topics of sh
ared
interest adjustin
g
oral language to
audience
and
applying the
rules of standard
English
NA
NA
Adjust oral language
to audience, using
short complete
sentence
s, beginning
to apply the rules of
standard English
Adjust oral language
to audience, using
complete sentences,
appropriately applying
the rules of standard
English m
ost of the
time
Adjust oral language
to audience, using
complete sentences,
appropriately applying
the rules of standard
English m
ost of the
time
OV.1.9.1
OV.1.10.1
Share understanding and information
ELPS.2.9-12.2
Prepare and
participate in
structured class
discuss
ions and
sharing
NA
Participate in
structured class
discuss
ions and
sharing using single
words or phrases
Participate in
structured class
discuss
ions and
sharing using short
complete sentences
Prepare and
participate in
structured class
discuss
ions and
sharing, (e.g. panel
discuss
ions, Socratic
discuss
ions, mock
trials, etc.) using
complete sentences
most of the tim
e
Prepare and
participate in
structured
discuss
ions, (e.g.
panel d
iscu
ssions,
Socratic
discussions,
mock
trials, etc.)
using complete
sentence
s m
ost of the
time
OV.1.9.2
OV.1.10.2
OV.1.11.1
OV.1.12.1
22
English Language Proficiency Framework
Arkansas D
epartment of Education
Speaking
9-12
Strand: Speaking
Standard 2: Students shall demonstrate effective oral communication skills to exp
ress
ideas and to prese
nt inform
ation.
Student Profic
iency Leve
ls
ELP Student
Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framework
Connection
ELPS.2.9-12.3
Use appropriate
visual a
ids in
presentatio
ns
Use appropriate
visual a
ids in
non
verbal presentatio
ns
Use appropriate
visual a
ids in
presentatio
ns using
single words or
phrase
s
Use appropriate
visual a
ids in
presentatio
ns using
short complete
sentence
s
Use appropriate
visual a
ids in
presentatio
ns using
complete sentences
most of the tim
e
Use appropriate
visual a
ids in
presentatio
ns using
complete sentences
most of the tim
e
OV.1.9.3
OV.1.10.3O
V.1.11.2
OV.1.12.2
Literary response, expression and analysis
ELPS.2.9-12.4
Participate in a
variety of
speaking
activitie
s using
academic
language
Participate,
nonve
rbally, in a
variety of sp
eaking
activitie
s using
academic la
nguage
(e.g., sce
nes from a
play, oral book
reports, monologues,
memoriza
tion of lines,
character analysis,
literary reviews,
excerpts from famous
speeches,
comparison of genre
across eras)
Participate, using
single words, phrases
and short lines, in a
variety speaking
activitie
s using
academic la
nguage
(e.g., sce
nes from a
play, oral book
reports, monologues,
memoriza
tion of lines,
character analysis,
literary reviews,
excerpts from famous
speeches,
comparison of genre
across eras)
Participate, using
short complete
sentence
s, in a
variety of sp
eaking
activitie
s using
academic la
nguage
(e.g., sce
nes from a
play, oral book
reports, monologues,
memoriza
tion of lines,
character analysis,
literary reviews,
excerpts from famous
speeches,
comparison of genre
across eras)
Participate, using
complete sentences
most of the tim
e, in a
variety of sp
eaking
activitie
s using
academic la
nguage
(e.g., sce
nes from a
play, oral book
reports, monologues,
memoriza
tion of lines,
character analysis,
literary reviews,
excerpts from famous
speeches,
comparison of genre
across eras)
Participate, using
complete sentences
most of the tim
e, in a
variety of sp
eaking
activitie
s using
academic la
nguage
(e.g., sce
nes from a
play, oral book
reports, monologues,
memoriza
tion of lines,
character analysis,
literary reviews,
excerpts from famous
speeches,
comparison of genre
across eras)
OV.1.9.4
OV.1.10.4
OV.1.11.3
OV.1.12.3
Critical analysis and evaluation
ELPS.2.9-12.5
Use appropriate
language
structures
NA
Demonstrate basic
understanding of
single words or
sim
ple phrases using
recombinatio
n
Demonstrate basic
understanding of
sim
ple sentences
using recombination
Demonstrate
understanding of
sim
ple and complex
sentence
s using
recombinatio
n
Demonstrate
understanding of
sim
ple and complex
sentence
s using
recombinatio
n
23
English Language Proficiency Framework
Arkansas D
epartment of Education
Speaking
9-12
Speaking
Standard 2: Students shall demonstrate effective oral communication skills to exp
ress
ideas and to prese
nt inform
ation.
Student Profic
iency Leve
ls
ELP Student
Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
ELA
Framework
Connection
ELPS.2.9-12.5
Participate in
academic
discuss
ion using
appropriate
vocabulary
Identify vo
cabulary
(including id
iomatic
exp
ressions and
figurative
language)
from content area
texts using nonve
rbal
communication with
visual s
upport
Identify and name
vocabulary (including
idiomatic
exp
ress
ions
and figurative
language) from
content area texts
with visual s
upport
using single words or
phrase
s
Use vocabulary
(including id
iomatic
exp
ressions and
figurative
language)
from content area
texts in short
complete sentences
Use vocabulary
(including id
iomatic
exp
ressions and
figurative
language)
from content area
texts in complete
sentence
s and in
appropriate contexts
Use vocabulary
(including id
iomatic
exp
ressions and
figurative
language)
from content area
texts in complete
sentence
s and
appropriate contexts
Understanding Vocabulary
ELPS.2.9-12.6
Use correct
tense
in speech
NA
Begin to use correct
tense
in speech
with
adve
rbials and
teach
er su
pport
Begin to use correct
sim
ple tense without
adve
rbials in
speech
Begin to use correct
tense
in speech
Use correct tense in
speech
24
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
English Language Proficiency Framework
for
Reading
Spring 2006
25
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
K-2
Strand: Reading
Standard 3: Foundatio
ns of Reading
Students shall apply concepts of print, acq
uire knowledge of spoken words, and understand the relatio
nship of speech
to print
as they deve
lop a foundatio
n for literacy
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPR.3.K-2.1
Demonstrate the
understanding
of the relationship between
written and oral language
Demonstrate
the understanding
of the relationship
between written
and oral language
(i.e., directionality
(left to right, return
sweep, top to
bottom, front to
back
)
Demonstrate
the understanding
of the relationship
between written
and oral language
(i.e., le
ft to right,
return sweep, top
to bottom, front to
back
; difference
between letters,
sounds, words and
sentence
s)
Demonstrate
The understanding
Of the relatio
nsh
ip
between written
and oral Language
(i.e., le
ft to right,
return sweep, top
to bottom, front to
back
; difference
between letters,
sounds, words
sentence
s,
paragraphs)
Demonstrate
The understanding
Of the relatio
nsh
ip
between written
and oral Language
(i.e., le
ft to right,
return sweep, top
to bottom, front to
back
; difference
between letters,
sounds, words
sentence
s,
paragraphs)
Demonstrate
The understanding
Of the relatio
nsh
ip
between written and
oral Language (i.e., left
to right, return sweep,
top to bottom, front to
back
; difference
between letters,
sounds, words
sentence
s,
paragraphs)
R.8.K.1
R.8.K.2
R.8.K.3
R.8.K.4
R.8.1.1
R.8.1.2
R.8.1.3
R.8.1.4
ELPR.3.K-2.2
Track known print using one-
to-one correspondence
Track known print
using one-to-one
correspondence
Track known print
using one-to-one
correspondence
Track known print
using one-to-one
correspondence
Track known print
using one-to-one
correspondence
Track known print
using one-to-one
correspondence
R.8.K.5
ELPR.3.K-2.3
Identify the front cove
r and
back
cove
r of a book
Identify the front
cove
r and back
cove
r of a book
Identify the front
cove
r and back
cove
r of a book
Identify the front
cove
r and back
cove
r of a book
Identify the front
cove
r and back
cove
r of a book
Identify the front cove
r and back
cove
r of a
book
R.8.K.6
ELPR.3.K-2.4
Recognize that there are
correct sp
ellings for words
Recognize that
there are correct
spellings for words
Recognize that
there are correct
spellings for words
Recognize that
there are correct
spellings for words
Recognize that
there are correct
spellings for words
Recognize that there
are correct spellings
for words
R.8.1.3
Utilizing concepts about print
ELPR.3.K-2.5
Identify the author, title, and
the role of the author and
illustrator
Identify the author
and title of a book
and what an author
and illustrator do
Identify the author
and title of a book
and what an author
and illustrator do
Identify the author
and title of a book
and what an author
and illustrator do
Identify the author
and title of a book
and what an author
and illustrator do
Identify the author and
title of a book and what
an author and
illustrator do
R.8.K.7
R.8.1.4
ELPR.3.K-2.6
Identify and produce oral
rhym
es and blend phonemes
fluently
Identify and
produce oral
rhym
es; CVC
Identify and
produce oral
rhym
es; CVC
Identify and
produce oral
rhym
es; Blend
phonemes fluently
Identify and
produce oral
rhym
es; Blend
phonemes fluently
Identify and produce
oral rhym
es and blend
phonemes fluently
R.8.K.8
R.8.1.5
Developing phonological awareness
ELPR.3.K-2.7
Segment oral language into
sentence
s and words and
phonemes fluently
Segment oral
language in
to
sentence
s and
words
Segment oral
language in
to
sentence
s and
words
Segment oral
language in
to
sentence
s and
words and
phonemes fluently
Segment oral
language in
to
sentence
s and
words and
phonemes fluently
Segment oral
language in
to
sentence
s and words
and phonemes fluently
R.8.K.9
R.8.1.6
26
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
ELPR.3.K-2.8
Identify and work with
syllables, onsets, and rim
es
in spoke
n words
Identify and work
with syllables,
onsets, rimes in
spoken words
Identify and work
with syllables,
onsets, rimes in
spoken words
Identify and work
with syllables,
onsets, rimes in
spoken words
Identify and work
with syllables,
onsets, rimes in
spoken words
Identify and work with
syllables, onsets and
rimes in spoken words
R.8.K.10
Delete, isolate, and add
phonemes to existing words
to create new words
Delete phonemes
to create new
words
Delete and add
phonemes to
create new words
Delete, isolate, and
add phonemes to
existing words to
create new words
Delete, isolate, and
add phonemes to
existing words to
create new words
Delete, isolate, and
add phonemes to
existing words to
create new words
R.8.1.7
R.8.K.11
R.8.1.8
ELPR.3.K-2.9
Identify like phonemes and
categorize
like
and unlike
phonemes in
different words
Identify like
phonemes in
different words
Identify and
categorize
like
phonemes in
different words
Identify and
categorize
like
and
unlike phonemes
in different words
Identify and
categorize
like
and
unlike phonemes
in different words
Identify and categorize
like and unlike
phonemes in
different
words
R.8.K.12
R.8.K.13
ELPR.3.K-2.10
Blend and segment
phonemes from one syllable
words and substitute one
phoneme for another to
make
new words
Blend and
separate
phonemes orally
into one-syllable
words
Blend separate
phonemes orally
into one-syllable
words and
segment individual
phonemes orally in
one-syllable words
Blend separate
phonemes orally
into one syllable
words and
segment individual
phonemes orally in
one-syllable words
and substitute one
phoneme for
another to m
ake
new w
ords
Blend separate
phonemes orally
into one-syllable
words and
segment individual
phonemes orally in
one syllable words
and substitute one
phoneme for
another to m
ake
new w
ords
Blend separate
phonemes orally into
one-syllable words and
segment individual
phonemes orally in
one syllable words and
substitute one
phoneme for another
to m
ake new words
R.8.K.14
R.8.K.15
R.8.1.9
ELPR.3.K-2.11
Distinguish between le
tters,
words, and sentences to
deve
lop awareness
of correct
spellings of words
Distinguish
between letters
and words
Distinguish
between letters,
words and
sentence
s
Distinguish
between letters,
words, sentences
and paragraphs
Distinguish
between letters,
words sentences
and paragraphs
Distinguish between
letters, words,
sentence
s and
paragraphs to deve
lop
awareness of correct
spellings of words
R.8.1.1
R.8.1.2
R.8.1.3
27
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
K-2
Strand: Reading
Standard 4: Comprehension
Students shall apply a variety of strategies to read and comprehend printed m
aterial
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
Using prior knowledge to make meaning
ELPR.4.K-2.1
Preview a selectio
n
and use the features
of the text and visuals
to acc
ess appropriate
prior knowledge to
make
reasonable
predictions and
enhance and m
onitor
the understanding of
text
Preview the
selectio
n using
pictures to connect
to prior kn
owledge
Preview the
selectio
n and use
features of the text
(e.g., sim
ple key
words) and
pictures to
connect to prior
knowledge to
make
reasonable
predictions
Preview the
selectio
n and use
the features of the
text and/ or author
and visuals to
acce
ss appropriate
prior knowledge to
make
reasonable
predictions and
enhance the
understanding of
text
Preview the
selectio
n and use
the features of the
text and/ or author
and visuals to
acce
ss appropriate
prior knowledge to
make
reasonable
predictions and
enhance and
monito
r the
understanding of
text
Preview a selectio
n and
use the features of the
text and visuals to
acce
ss appropriate prior
knowledge to m
ake
reasonable predictio
ns
and enhance and
monito
r the
understanding of text.
R.9.K.1
R.9.1.1
R.9.2.1
Using connections to make meaning
ELPR.4.K-2.2
Make connectio
ns
from different parts of
the same text, text to
text, and text to self
during read aloud and
independent reading
Follo
w the text (
i.e., word to word)
and m
ake
connectio
ns using
visuals or pictures
Follo
w the text w
ith
minim
al
comprehension
and m
ake
few
connectio
ns from
text to self and
different parts of
the same text
Make connectio
ns
from different parts
of the same text,
text to text, and
text to self during
read aloud and
independent
reading
Make connectio
ns
from different parts
of the same text,
text to text, and
text to self during
read aloud and
independent
reading
Make connectio
ns from
different parts of the
same text, text to text,
and text to self during
read aloud and
independent reading
R.9.K.2
R.9.K.3
R.9.1.2
R.9.1.3
R.9.2.2
28
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
Using visualization to make meaning
ELPR.4.K-2.3
Illustrate story
elements, story
desc
riptio
ns,
sequence
of eve
nts
from text read by the
teach
er and from text
read in
dependently
Use pictures or
visuals from the
book and key
vocabulary to
illustrate story line
and to derive
meaning from text
Use pictures and
text to illustrate
story line and few
story elements
Illustrate story
elements, story
desc
riptio
ns,
sequence
of
eve
nts from text
read by the
teach
er and from
text read
independently
Illustrate story
elements, story
desc
riptio
ns,
sequence
of
eve
nts from text
read by the
teach
er and from
text read
independently
Illustrate story
elements, story
desc
riptio
ns, sequence
of eve
nts from text read
by the teacher and from
text read independently
R.9.K.4
R.9.1.4
R.9.2.3
Using
questioning and monitoring to make meaning
ELPR.4.K-2.4
Ask, answer, and
discuss
questions
before, during, and
after the reading
Looks at text and
points to pictures
to show m
inim
al
comprehension
and m
ay resp
ond
with action
Point to pictures,
shows actions,
answer ye
s/no
questions and
uses sim
ple
phrase
s and
sentence
s to
answer questio
ns
Ask and answer
questions before,
during, and after
the reading, (i.e.,
who, what, w
hen,
where, why, how,
what if)
Ask and answer
questions before,
during, and after
the reading, (i.e.,
who, what, w
hen,
where, why, how,
what if)
Ask, answer, and
discuss
questions
before, during, and after
the reading (i.e
., who,
what, when, where,
why, how, what if)
R.9.K.5
R.9.1.5
R.9.2.4
ELPR.4.K-2.5
Ask and answer
questions in
response
to what is heard or
read and lo
cate
inform
atio
n within the
text to answer literal
and in
ferential
questions
Exp
lore text and
point to pictures to
construct meaning
of text and m
ay
respond with
actio
n
Point to pictures,
answer ye
s/no
questions and
uses sim
ple
sentence
s to
locate in
form
atio
n
Ask and answer
questions in
response to what
is heard or read
within the text and
to locate
inform
atio
n to
answer literal
questions
Ask and answer
questions in
response to what
is heard or read
within the text to
answer literal
questions and to
locate in
form
atio
n
to answer literal
and in
ferential
questions
Ask and answer
questions in
response
to what is heard or read
and lo
cate in
form
atio
n
within the text to answer
literal and in
ferential
questions
R.9.K.6
R.9.1.6
R.9.2.5
Using inferences to make meaning
ELPR.4.K-2.6
Ask others questio
ns
that seek exp
lanatio
n,
elaboratio
n, and
justificatio
n
Use pictures to
interpret text
Use pictures, key
words and sim
ple
sentence
s to ask
questions
Ask others
questions that
seek exp
lanatio
n,
elaboratio
n, and
justificatio
n
Ask others
questions that
seek exp
lanatio
n,
elaboratio
n, and
justificatio
n
Ask others questio
ns
that seek exp
lanatio
n,
elaboratio
n, and
justificatio
n
R.9.1.7
R.9.2.6
29
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
ELPR.4.K-2.7
Make and exp
lain
inferences from text
Exp
lore pictures to
construct meaning
Use text and
pictures to predict
by answering
yes/no, actio
ns,
sim
ple phrases or
sentence
s
Make predictions
about content and
repetitive text and
draw conclusions
from text
Make and exp
lain
inferences from
text (i.e., m
aking
predictions about
content and
repetitive text;
drawing
conclusions;
reading to confirm
or change
predictions;
making and
exp
laining cause
and effect
relatio
nsh
ips)
Make and exp
lain
inferences from text
(i.e., m
aking predictions
about content and
repetitive text; drawing
conclusions; reading to
confirm or ch
ange
predictions; making and
exp
laining cause and
effect relationships)
R.9.K.7
R.9.K.8
R.9.K.8
R.9.1.9
R.9.2.7
R.9.2.8
Determining importance to make meaning
Retell stories and
identify parts of text
and story elements
Look at pictures to
derive
meaning
and draw and act
out using props
Retell stories
answering yes/no
or using sim
ple
phrase
s or
sentence
s or act
out with props and
pictures to create a
main idea
Retell stories and
eve
nts id
entifying
characters, setting,
sequence
of
eve
nts, problem,
and resolutio
n
Retell stories and
identify parts of
text (e.g.,
characters,
setting, main
ideas, plot,
sequence
of
eve
nts, problem,
resolution,
supporting details)
Retell stories and
identify parts of text and
story elements (i.e.,
characters, setting,
main ideas, plot,
sequence
of eve
nts,
problem, a cause
/effect,
resolution, supporting
details)
R.9.K.10
R.9.K.11
R.9.K.12
R.9.K.13
R.9.K.14
R.9.1.10
R.9.1.11
R.9.1.12
R.9.1.13
R.9.2.9
R.9.2.10
R.9.2.11
R.9.2.12
30
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
K-2
Strand: Reading
Standard 5: Variety of text
Students shall read, exa
mine, and respond to a wide range of texts for a variety of purposes
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPR.5.K-2.1
Read appropriate text
daily and exp
lain own
writings and drawings
Read appropriate
text exp
lain
through actions or
native
language
Read appropriate
text and exp
lain
own w
ritings and
drawings, answers
yes/no or using
sim
ple sentences
and phrase
s
Read appropriate
text and exp
lain
own w
ritings and
drawings
Read appropriate
text and exp
lain
own w
ritings and
drawings
Read appropriate
text and exp
lain
own w
ritings and
drawings
R.10.K.1
R.10.K.2
R.10.1.1
R.10.K.2
ELPR.5.K-2.2
Distinguish different
form
s of text and their
functio
n
Exp
lore different
kinds of books
Distinguish
between story and
inform
atio
nal
books
Distinguish
different form
s of
text (i.e., story or
inform
atio
nal text;
fictio
n or
nonfic
tion)
Distinguish
different form
s of
text (i.e., story or
inform
atio
nal text;
fictio
n or
nonfic
tion)
Distinguish
different form
s of
text (i.e., story or
inform
atio
nal text;
fictio
n or
nonfic
tion)
R.10.K.3
R.10.1.3
R.10.2.2
ELPR.5.K-2.3
Read and
demonstrate
knowledge of the
content and theme of
the works of a single
author
Point out books
written by the
same author using
book cove
rs and
pictures and
active
ly participate
in a variety of
reading
exp
eriences (e.g.,
shared, partner,
and choral
reading)
Read and
demonstrate
knowledge of the
content of books
on the same theme
using sim
ple
phrase
s and
sentence
s
Identify the pattern
of content to
demonstrate
knowledge of the
works of a single
author
Demonstrate
knowledge of the
content of the
works of a single
author
Demonstrate
knowledge of the
content of the
works of a single
author
R.10.K.4
R.10.1.4
R.10.2.3
Exhibiting behaviors and habits of an active reader
ELPR.5.K-2.4
Participate active
ly
when predictable and
patterned selectio
ns
are read aloud
Participate active
ly
(e.g., jo
in in) when
predictable and
patterned
selectio
ns are read
aloud
Participate active
ly
(react, join in
)when
predictable and
patterned
selectio
ns are read
aloud and read
with others through
shared reading
Participate active
ly
(e.g., react, join in
, predict, read
along) when
predictable and
patterned
selectio
ns are read
aloud R
ead and
reread with others
through shared
and partner
reading
Participate active
ly
(e.g., react, join in
, predict, read
along) when
predictable and
patterned
selectio
ns are read
aloud and
Read with others
through shared,
partner, and choral
reading
Participate active
ly
(e.g., react, join in
, predict, read
along) when
predictable and
patterned
selectio
ns are read
aloud. R
ead with
others through
shared, partner,
and choral reading
R.10.K.5
R.10.1.6
31
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
ELPR.5.K-2.5
Read m
ultiple books
in the same genre
with different themes
by different authors
Point to pictures,
act out or draw
about books on the
same theme
Read m
ultiple
books
with the
same theme by
different authors
and discuss
using
sim
ple phrases
and sentence
s
Read m
ultiple
books
in the same
genre with different
themes by different
authors
Read m
ultiple
books
in the same
genre with different
themes by different
authors
Read m
ultiple
books
in the same
genre with different
themes by different
authors
R.10.1.7
R.10.2.4
ELPR.5.K-2.6
Respond to a wide
variety of texts by
contributin
g to a
reading jo
urnal/log
which demonstrates
appropriate
comprehension skills
Respond to a
variety of books
by
drawing pictures
and exp
laining
through actions or
their native
language
Respond to a wide
variety of texts by
contributin
g to a
reading jo
urnal or
log which
demonstrates
appropriate
comprehension
skills
Respond to a wide
variety of texts by
contributin
g to a
reading jo
urnal or
log which
demonstrates
appropriate
comprehension
skills
Respond to a wide
variety of texts by
contributin
g to a
reading jo
urnal or
log which
demonstrates
appropriate
comprehension
skills
Respond to a wide
variety of texts by
contributin
g to a
reading jo
urnal or
log which
demonstrates
appropriate
comprehension
skills
R.10.K.6
R.10.1.8
R.10.2.5
Reading a variety of literature for enjoyment and analysis
ELPR.5.K-2.7
Select appropriate
books
to read from a
variety of so
urces
Select appropriate
books
to read from
a variety of
sources (i.e.,
classroom, home,
school library)
Select appropriate
books
to read from
a variety of
sources (i.e.,
classroom, home,
school library)
Select appropriate
books
to read from
a variety of
sources (i.e.,
classroom, home,
school library)
Select appropriate
books
to read from
a variety of
sources (i.e.,
classroom, home,
school library)
Select appropriate
books
to read from
a variety of
sources (i.e.,
classroom, home,
school library)
R.10.K.6
R.10.1.8
R.10.2.5
32
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
K-2
Strand: Reading
Standard 5: Variety of text
Students shall read, exa
mine, and respond to a wide range of texts for a variety of purposes
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPR.5.K-2.8
Select familiar books
to read on
independent reading
leve
l from a variety of
authors and sources
Exp
lore at different
genres of books
with visuals in the
classroom, home
and library
Select familiar
books
from a
collectio
n of books
on independent
reading le
vel
based on personal
interest
Select familiar
books
to read from
a variety of authors
and sources, (i.e
.,
classroom, home,
school libraries)
Select familiar
books
to read from
a variety of authors
and sources (i.e.,
classroom, home,
school libraries)
Select familiar
books
to read on
independent
reading le
vel from
a variety of authors
and sources (i.e.,
classroom, home,
school libraries)
R.10.K.7
R.10.1.9
R.10.2.6
ELPR.5.K-2.9
Use graphic
organizers to m
ake
meaning of the
reading selectio
n
Use visuals on
pictures to m
ake
meaning of the
reading selectio
n
Use sim
ple graphic
organizers to m
ake
meaning of the
reading selectio
n
Use graphic
organizers, (i.e.
lists, story frames,
T-charts, semantic
map, attribute
maps,
Venn diagrams) to
make
meaning of
the reading
selectio
n
Use graphic
organizers, (i.e.
lists, story frames,
T-charts, semantic
map, attribute
maps,
Venn diagrams) to
make
meaning of
the reading
selectio
n
Use graphic
organizers, (i.e.
lists, story frames,
T-charts, semantic
map, attribute
maps,
Venn diagrams) to
make
meaning of
the reading
selectio
n
R.10.1.10
R.10.2.7
ELPR.5.K-2.10
Read a variety of
inform
atio
nal texts,
use headings to
locate specific
inform
atio
n, and
recognize exp
osito
ry
text structures which
are descriptive
Identify the topics
of nonfiction
selectio
ns read
aloud use
props to
gather inform
ation
Read a few sim
ple
inform
atio
nal
books
for specific
inform
atio
n
Read a variety of
inform
atio
nal texts
, use headings to
locate specific
inform
atio
n, and
recognize
exp
ository text
structures that are
desc
riptive
Read a variety of
inform
atio
nal texts
, use headings to
locate specific
inform
atio
n, and
recognize
exp
ository text
structures that are
desc
riptive
Read a variety of
inform
atio
nal texts
, use headings to
locate specific
inform
atio
n, and
recognize
exp
ository text
structures that are
desc
riptive
R.10.K.8
R.10.1.11
R.10.2.8
R.10.2.9
R.10.2.10
Reading a variety of literature for enjoyment and analysis
ELPR.5.K-2.11
Sequence sim
ple
actio
ns to m
ake
meaning
Sequence sim
ple
illustratio
ns of
actio
ns to m
ake
meaning
Sequence sim
ple
actio
ns to m
ake
meaning
Sequence sim
ple
actio
ns to m
ake
meaning
Sequence sim
ple
actio
ns to m
ake
meaning
Sequence sim
ple
actio
ns to m
ake
meaning
R.10.1.12
33
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
ELPR.5.K-2.12
Read familiar poems,
nursery rhym
es, and
participate in
finger
plays
to exp
lore
rhythm and rhym
e
Exp
lore words and
pictures of sim
ple
repetitive texts
including poems
and nursery
rhym
es
Read a variety of
sim
ple text
Read a variety of
sim
ple repetitive
texts, including
poetry and nursery
rhym
es
Read a variety of
sim
ple repetitive
texts, including
poetry and nursery
rhym
es
Read familiar
poems, nursery
rhym
es, and
participate in
finger
plays
to exp
lore
rhythm and rhym
e
R.10.K.9
ELPR.5.K-2.13
Deve
lop an
awareness of a
variety of stories,
plays
, and predictable
books
Deve
lop an
awareness of
stories, plays
and
predictable books
Read a variety of
stories, plays
, and
predictable books
(i.e., fairy tales,
folk tales)
Read a variety of
stories, plays
, and
predictable books
(i.e., fairy tales,
folk tales)
Read a variety of
stories, plays
, and
predictable books
(i.e., fairy tales,
folk tales)
Read a variety of
stories, plays
, and
predictable books
(i.e., fairy tales,
folk tales)
R.10.1.13
R.10.2.11
ELPR.5.K-2.14
Identify and compare
the story elements of
songs, poems, fairy
tales, and folk tales
Participate in
songs, reciting
poems and listen
to stories
Identify and
compare the story
elements of songs,
poems, fairy tales,
and folk tales
Identify and
compare the story
elements of songs,
poems, fairy tales,
and folk tales
Identify and
compare the story
elements of songs,
poems, fairy tales,
and folk tales
Identify and
compare the story
elements of songs,
poems, fairy tales,
and folk tales
R.10.K.10
R10.K.12
R.10.1.14
R.10.2.12
ELPR.5.K-2.15
Read a variety of
poetry
Recognize rhym
ing
and rhythmic
patterns in sim
ple
poems
Recognize rhym
ing
and rhythmic
patterns
Read sim
ple
poems (i.e
.,
including couplets,
acrostic
s) for
meaning
Read a variety of
poetry (i.e., shape
poems, familiar
poems, nursery
rhym
es, finger
plays
, couplets and
acrostic
s,
quatrains)
Read a variety of
poetry (i.e., shape
poems, familiar
poems, nursery
rhym
es, finger
plays
, couplets and
acrostic
s,
quatrains)
R.10.K.13
R.10.K.14
R.10.1.16
R.10.1.17
R.10.2.14
R.10.2.15
Reading a variety of poetry for enjoyment and critical analysis
ELPR.5.K-2.16
Analyze
poetry to
identify the
characteristics of
sim
ple poems
Listen to a variety
of poems and
recognize
difference
s in
rhythm and rhym
e
Deve
lop
awareness of
different kinds of
poems
Analyze
poetry to
identify the
characteristics of
sim
ple poems,
(i.e., acrostic
s)
Analyze
poetry to
identify the
characteristics of
sim
ple poems,
(i.e., acrostic
s,
couplets,
quatrains)
Analyze
poetry to
identify the
characteristics of
sim
ple poems(i.e.,
acrostic
s, couplets,
quatrains)
R.10.1.18
R.10.2.16
34
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
ELPR.5.K-2.17
Use various form
s of
environmental print
and functio
nal print to
acco
mplish tasks
Identify different
kinds of
environmental and
functio
nal print in a
variety of se
ttings
(i.e., community,
classroom, home)
Use functio
nal print
to acc
omplish
tasks
(i.e
., name
cards, labels, lunch
menus, labels,
signs, calendar,
word w
alls)
Use various form
s
of environmental
print and functional
print to accomplish
tasks
(e.g., lu
nch
menus, learning
charts, labels,
logos, common
signs,
announcements,
instructio
ns,
invitatio
ns)
Use various form
s
of environmental
print and functional
print to accomplish
tasks
(e.g.,, lunch
menus, learning
charts, labels,
logos, common
signs,
announcements,
instructio
ns,
invitatio
ns)
Use various form
s
of environmental
print and functional
print to accomplish
tasks
(e.g., lu
nch
menus, learning
charts, labels,
logos, common
signs,
announcements,
instructio
ns,
invitatio
ns)
R10.K.15
R.10.K.16
R.10.K.17
R.10.1.19
R.10.2.17
R.10.2.18
R.11.K.13
Reading a variety of practical materials for enjoyment and critical analysis
ELPR.5.K-2.18
Use a variety of
resources to enhance
meaning of text
Deve
lop
awareness of
alphabetic
al order
through the
exp
loration of a
variety of
resources used to
enhance m
eaning
of a text (i.e.,
visuals, reference
materials, table of
contents,
dictio
nary,
thesa
urus,
gloss
ary)
Understand the
functio
n of a
variety of
resources to
enhance m
eaning
of text (i.e., visuals,
reference
materials, table of
contents,
dictio
nary,
thesa
urus,
gloss
ary)
Use a variety of
resources to
enhance m
eaning
of text (i.e., visuals,
reference
materials, table of
contents,
dictio
nary,
thesa
urus,
gloss
ary)
Use a variety of
resources to
enhance m
eaning
of text (i.e., visuals,
reference
materials, table of
contents,
dictio
nary,
thesa
urus,
gloss
ary)
Use a variety of
resources to
enhance m
eaning
of text (i.e., visuals,
reference
materials, table of
contents,
dictio
nary,
thesa
urus,
gloss
ary)
R.10.1.20
R.10.1.21
R.10.1.22
R.10.2.18
R.10.2.19
R.11.K.9
35
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
K-2
Stand: Reading
Standard 6: Vocabulary, word study, and fluency
Students shall acq
uire and apply skills in
vocabulary deve
lopment and word analysis to be able to read fluently
ELPR.6.K-2.1
Use context clues to
predict text
Use visuals to
determ
ine m
eaning
of text
Use context clues
to determ
ine
meaning and
predict text (i.e.,
pictures, repetitive
texts) and to m
ake
sense of new
words
Use context clues
to predict text (i.e.,
pictures, repetitive
texts) and to m
ake
sense of new
words
Use context clues
to predict text (i.e.,
pictures, repetitive
texts) and to m
ake
sense of new
words
Use context clues
to predict text (i.e.,
pictures, repetitive
texts) and to m
ake
sense of new
words
R.11.K.1
R.11.1.1
R.11.2.1
ELPR.6.K-2.2
Determ
ine word
meanings by applying
knowledge compound
words, regular plurals,
common contractions,
inflectio
nal endings, and
singular possessive
nouns compound
words, regular plurals,
common contractions,
inflectio
nal endings, and
singular possessive
nouns
Listen to different
words and their
inflectio
ns to grasp
basic
understanding of
English
Deve
lop
awareness of
compound words,
regular plurals and
common
contractio
ns
Determ
ine word
meanings by
applying
knowledge
compound words,
regular plurals,
common
contractio
ns,
inflectio
nal
endings, and
singular
poss
ess
ive nouns
compound words,
regular plurals,
common
contractio
ns,
inflectio
nal
endings, and
singular
poss
ess
ive nouns
Determ
ine word
meanings by
applying
knowledge
compound words,
regular plurals,
common
contractio
ns,
inflectio
nal
endings, and
singular
poss
ess
ive nouns
compound words,
regular plurals,
common
contractio
ns,
inflectio
nal
endings, and
singular
poss
ess
ive nouns
Determ
ine word
meanings by
applying
knowledge
compound words,
regular plurals,
common
contractio
ns,
inflectio
nal
endings, and
singular
poss
ess
ive nouns
compound words,
regular plurals,
common
contractio
ns,
inflectio
nal
endings, and
singular
poss
ess
ive nouns
R.11.1.2
R.11.2.2
Making meaning based on word recognition
ELPR.6.K-2.3
Self-m
onito
r reading
and self-correct
meanings of words
through read alouds,
discuss
ion, and retelling
Listen to stories
read aloud in class
and use sim
ple
words and phrase
s
to retell stories
Self-m
onito
r reading and self-
correct meanings
of words through
read alouds,
discuss
ion, and
retelling (i.e.,
repeated
encounters)
Self-m
onito
r reading and self-
correct meanings
of words through
read alouds,
discuss
ion, and
retelling (i.e.,
repeated
encounters)
Self-m
onito
r reading and self-
correct meanings
of words through
read alouds,
discuss
ion, and
retelling (i.e.,
repeated
encounters)
Self-m
onito
r reading and self-
correct meanings
of words through
read alouds,
discuss
ion, and
retelling (i.e.,
repeated
encounters)
R.11.K.2
R.11.K.16
R.11.1.3
R.11.1.12
R.11.2.3
R.11.2.10
36
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
Spelling-sound word recognition (phonics)
ELPR.6.K-2.4
Decode words using,
blends, digraphs,
common long vowel
patterns, diphthongs,
r-controlled vowel
patterns, prefixe
s,
suffixes, and root words
in contin
uous text
Identify upper-case
and lo
wer-case
letters fluently, use
letter-sound
matches to deco
de
sim
ple words
known to the
reader, and use
picture clues to
cross
check for
word m
eaning
Decode single
syllable words
using initial and
final c
onsonants,
short vowel
patterns, onse
ts
and rim
es, blends
and digraphs in
contin
uous text
Decode words
using, blends,
digraphs, common
long vowel
patterns,
diphthongs,
r-controlled vowel
patterns, prefixe
s,
suffixes, and root
words in
contin
uous text
Decode words
using, blends,
digraphs, common
long vowel
patterns,
diphthongs,
r-controlled vowel
patterns, prefixe
s,
suffixes, and root
words in
contin
uous text
Decode words
using, blends,
digraphs, common
long vowel
patterns,
diphthongs,
r-controlled vowel
patterns, prefixe
s,
suffixes, and root
words in
contin
uous text
R.11.K.3
R.11.K.4
R.11.K.5
R.11.K.6
R.11.K.7
R.11.1.4
R.11.1.5
R.11.2.4
R.11.2.4
Sight word recognition
ELPR.6.K-2.5
Self-m
onito
r reading
Read approximately
500 high frequency
words fluently during
reading
Read a few sim
ple
words and begin to
recognize high
frequency words
during reading
Recognize
approximately 25
high frequency
words with
beginning fluency
during reading
Read fluently
approximately 50-
100 sim
ple and
high frequency
words with
interm
ediate
fluency during
reading
Read fluently
approximately 150-
250 high frequency
words encountered
with adva
nced
fluency during
reading
Read
approximately 500
high frequency
words fluently
during reading
R.11.K.8
R.11.1.6
R.11.2.5
ELPR.6.K-2.6
Sort and class
ify words
by functio
n or co
nce
pt
Sort and class
ify
pictures or objects
by concepts or
functio
n
Sort sim
ple words
by functio
n
Sort nouns by
features, function,
and categories
Sort and class
ify
words by functio
n
or concept
Sort and class
ify
words by functio
n
or concept
R.11.K.10
R.11.1.7
R.11.2.6
ELPR.6.K-2.7
Discuss and learn the
meaning of new w
ords
encountered in
assisted
and in
dependent
reading
Identify new words
encountered in
basic le
vel books
Discuss the
meaning of new
sim
ple words
encountered in
basic le
vel books
Discuss the
meaning of new
words encountered
in independent and
assisted reading
Discuss the
meaning of new
words encountered
in independent and
assisted reading
Discuss the
meaning of new
words encountered
in independent and
assisted reading
R.11.1.8
R.11.2.7
Word study and vocabulary
ELPR.6.K-2.8
Exp
eriment with
language
Exp
eriment with
language (i.e.,
word families,
rhym
ing words)
Exp
eriment with
language (i.e.,
word families,
rhym
ing words,
riddles, nonsense
words)
Exp
eriment with
language (i.e.,
word families,
rhym
ing words,
riddles, nonsense
words)
Exp
eriment with
language (i.e.,
word families,
rhym
ing words,
riddles, nonsense
words)
Exp
eriment with
language (i.e.,
word families,
rhym
ing words,
riddles, nonsense
words)
R.11.K.12
R.11.1.9
R.11.2.8
37
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
ELPR.6.K-2.8
Read grade le
vel texts
with accuracy of 90% or
above
Exp
lore words and
pictures to
construct meaning
of text
Read grade le
vel
text at 25% or
above
Read grade le
vel
text at 50% or
above
Read grade le
vel
texts with accuracy
of 90% or above
Read grade le
vel
texts with accuracy
of 90% or above
R.11.K.14
R.11.1.10
R.11.2.9
Accuracy of reading
ELPR.6.K-2.8
Demonstrate fluency of
letter sounds and
phonic patterns during
reading
Deve
lop basic
phonemic
awareness and
letter-sound
correspondence
Demonstrate
increasing fluency
of basic letter
sounds and phonic
patterns
Demonstrate
fluency of basic
letter sounds and
phonic patterns
Demonstrate
fluency of letter
sounds and phonic
patterns during
reading
Demonstrate
fluency of letter
sounds and phonic
patterns during
reading
R.11.K.15
R.11.1.11
38
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
3-5
Strand: Reading
Standard 4: Comprehension
Students shall apply a variety of strategies to read and comprehend printed m
aterial
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
Using prior knowledge to make
meaning
ELPR.4.3-5.1
Use previewing,
activa
ting prior
knowledge, predicting
content of text,
form
ulatin
g questions,
and establishing
purposes for reading
Activa
te prior
knowledge before
read alouds and
assisted reading
using visuals aids
Activa
te prior
knowledge by
previewing and
using basic text
structure
Organize prior
knowledge and
new inform
ation to
make
meaning of
appropriate leve
l text using graphic
organizers and
visuals
Use previewing,
activa
ting prior
knowledge,
predicting content
of text, form
ulatin
g
questions, and
establishing
purposes for
reading
Use previewing,
activa
ting prior
knowledge,
predicting content
of text, form
ulatin
g
questions, and
establishing
purposes for
reading
R.9.3.1
R.9.4.1
R.9.5.1
R.10.3.10
Using connections with text to make meaning
ELPR.4.3-5.2
Describe the
interrelatio
nships
between text, onese
lf,
the world, and other
content areas
Create visual
presentatio
ns
based on the
inform
atio
n from
sim
ple text
Make basic
connectio
ns from
text to onese
lf and
the world during
reading through
mental pictures
and visual
represe
ntations
Make connectio
ns
that demonstrate a
deeper
understanding of
text related to
onese
lf, text, and
the world
Describe the
interrelatio
nships
between text,
onese
lf, the world,
and other content
areas
Describe the
interrelatio
nships
between text,
onese
lf, the world,
and other content
areas
R.9.3.3
R.9.4.2
R.9.3.4
R.9.4.3
R.9.5.2
39
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
3-5
Strand: Reading
Standard 4: Comprehension
Students shall apply a variety of strategies to read and comprehend printed m
aterial
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
Using connections with text to make meaning
ELPR.4.3-5.3
Ask questions and
support answers by
connectin
g prior
knowledge with
literal and
inferential
inform
atio
n found
in the text
Ask questions that
reflect active
engagement in the
text during read
alouds and
assisted reading
using visuals,
props, and sim
ple
phrase
s and
sentence
s
Use additional
resources to
support answers to
questions
form
ulated before,
during, and after
reading
Ask questions
related to the
author’s purpose
and topic of the
text and check the
appropriate leve
l text for answers
Ask questions and
support answers
by connectin
g prior
knowledge with
literal and
inferential
inform
atio
n found
in the text
Ask questions and
support answers
by connectin
g prior
knowledge with
literal and
inferential
inform
atio
n found
in the text
R.9.3.5
R.9.3.6
R.9.3.7
R.9.4.5
R.9.4.6
R.9.5.3
R.9.5.4
R.9.5.5
ELPR.4.3-5.4
Infer the purpose of
the text and
desc
ribe how the
author’s purpose
determ
ines the
choice of language
and in
form
atio
n in
a text
Connect own
back
ground
knowledge and
personal
exp
erience to text
with assistance
Connect own
back
ground
knowledge and
personal
exp
erience to
make
inferences
and to resp
ond to
new inform
ation
presented in text
Infer the purpose
of the text and
desc
ribe how the
author’s purpose
determ
ines the
choice of language
and in
form
atio
n in
a text
Infer the purpose
of the text and
desc
ribe how the
author’s purpose
determ
ines the
choice of language
and in
form
atio
n in
a text
Infer the purpose
of the text and
desc
ribe how the
author’s purpose
determ
ines the
choice of language
and in
form
atio
n in
a text
R.9.3.8
R.9.4.7
R.9.4.8 R.9.5.6
Using inferences to make meaning
ELPR.4.3-5.5
Draw inference
s,
conclusions or
generalizatio
ns,
and support them
with text evidence,
context clues
and/or personal
exp
eriences
Use context clues
to exp
and
understanding of
content knowledge
in familiar texts
with assistance
from the teach
er or
peers
Make inferences
supported by a
character’s
thoughts, words
and actio
ns, or the
narrator’s
desc
riptio
n in
read
alouds and
assisted reading
Make inferences
supported by a
character’s
thoughts, words
and actio
ns, or the
narrator’s
desc
riptio
n
Draw inference
s,
conclusions or
generalizatio
ns,
and support them
with text evidence,
context clues,
and/or personal
exp
eriences
Draw inference
s,
conclusions or
generalizatio
ns,
and support them
with text evidence,
context clues
and/or personal
exp
eriences
R.9.3.9
R.9.4.9
R.9.5.7
Summarizing and
synthesizing for
meaning ELPR.4.3-5.6
Analyze
literary
elements of
character, plot, and
setting
Identify releva
nt
inform
atio
n from
sim
ple text using
visuals, props, or
actio
ns
Organize
inform
atio
n and
eve
nts lo
gically
using visuals,
props, or actio
ns
Sort releva
nt and
irreleva
nt
inform
atio
n based
on the purpose
of
reading
Analyze
literary
elements of
character, plot, and
setting
Analyze
literary
elements of
character, plot, and
setting
R.9.3.10
R.9.4.10
R.9.5.8
40
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
ELPR.4.3-5.7
Summarize
content
of selection of
fictio
n and
nonfic
tion using a
variety of strategies
Use the text
features to locate
and recall
inform
atio
n, with
emphasis on fonts,
text effects,
illustratio
ns, and
photographs
Summarize
content of
selectio
n through
pictures, sim
ple
phrase
s, and
sentence
s
Compare and
contrast the
actio
ns, m
otive
s,
and appearance of
characters in
a
work of fiction and
discuss
the
importance of the
contrasts to the
plot
Summarize
content of
selectio
n of fic
tion
and nonfic
tion
using a variety of
strategies (i.e
.,
graphic organizers,
compare and
contrast, infer,
summarize
, analysis of text
features and text
structures)
Summarize
content of
selectio
n of fic
tion
and nonfic
tion
using a variety of
strategies (i.e
.,
graphic organizers,
compare and
contrast, infer,
summarize
, analysis of text
features and text
structures)
R.9.3.12
R.9.3.13
R.9.4.12
R.9.5.9
R.9.5.10
R.9.5.11
R.9.5.12
R.9.5.13
R.9.5.14
R.9.5.15
R.9.5.16
R.9.5.17
R.9.5.18
R.9.5.19
R.9.5.20
R.9.5.21
41
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
3-5
Strand: Reading
Standard 5: Variety of text
Students shall read, exa
mine, and respond to a wide range of texts for a variety of purposes
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPR.5.3-5.1
Read age-appropriate
texts for a substantia
l amount of tim
e daily
Read age-
appropriate texts
for a substantial
amount of tim
e
daily (i.e
., assigned
and self-selected
materials at
independent and
instructio
nal leve
ls)
Read age-
appropriate texts
for a substantial
amount of tim
e
daily (i.e
., assigned
and self-selected
materials at
independent and
instructio
nal leve
ls)
Read age-
appropriate texts
for a substantial
amount of tim
e
daily (i.e
., assigned
and self-selected
materials at
independent and
instructio
nal leve
ls)
Read age-
appropriate texts
for a substantial
amount of tim
e
daily (i.e
., assigned
and self-selected
materials at
independent and
instructio
nal leve
ls)
Read age-
appropriate texts
for a substantial
amount of tim
e
daily (i.e
., assigned
and self-selected
materials at
independent and
instructio
nal leve
ls)
R.9.3.11
R.9.4.11
R.10.3.1
R.10.4.1
R.10.5.1
ELPR.5.3-5.2
Analyze
and compare
the distin
guishing
features of nonfic
tion
and fictio
n
Demonstrate
knowledge of the
content, style, and
theme of the works
of a single author
using visuals,
props, and actions
Demonstrate
knowledge of the
content, style, and
theme of the works
of a single author
Demonstrate
knowledge of the
content, style, and
theme of the works
of multiple authors
Analyze
and
compare the
distin
guishing
features of
nonfic
tion and
fictio
n (i.e.,
content, style,
theme)
Analyze
and
compare the
distin
guishing
features of
nonfic
tion and
fictio
n (i.e.,
content, style,
theme)
R.10.3.2
R.10.3.3
R.10.4.2
R.10.4.3
R.10.5.2
R.10.5.3
Exhibit behaviors and habits of an active reader
ELPR.5.3-5.3
Respond to a wide
variety of texts by
contributin
g to a
reading jo
urnal to
demonstrate
appropriate
comprehension skills
Read a variety of
inform
atio
nal text
(i.e., textbooks,
newspapers,
magazines, other
instructio
nal
materials with
visuals) to compile
inform
atio
n from
texts in a reading
log, journal, or
interest list
Respond to a
variety of text by
contributin
g to a
reading jo
urnal
using pictures and
sim
ple phrases
and sentence
s
Respond to a wide
variety of texts by
contributin
g to a
reading jo
urnal to
demonstrate
appropriate
comprehension
skills (i.e., pictures,
written response
s,
reading lo
g,
journal, in
terest
list, reading goals)
Respond to a wide
variety of texts by
contributin
g to a
reading jo
urnal to
demonstrate
appropriate
comprehension
skills (i.e., pictures,
written response
s,
reading lo
g,
journal, in
terest
list, reading goals)
Respond to a wide
variety of texts by
contributin
g to a
reading jo
urnal to
demonstrate
appropriate
comprehension
skills (i.e., pictures,
written response
s,
reading lo
g,
journal, in
terest
list, reading goals)
R.10.3.4
R.10.4.4
R.10.5.4
42
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
ELPR.5.3-5.4
Self-select materials
on independent
reading le
vel based
on personal interest,
knowledge of authors,
different types of texts
Self-select
materials on
independent
reading le
vel
based on personal
interest,
knowledge of
authors, different
types of texts
Self-select
materials on
independent
reading le
vel
based on personal
interest,
knowledge of
authors, different
types of texts
Self-select
materials on
independent
reading le
vel
based on personal
interest,
knowledge of
authors, and
different types of
texts
Self-select
materials on
independent
reading le
vel
based on personal
interest,
knowledge of
authors, and
different types of
texts
Self-select
materials on
independent
reading le
vel
based on personal
interest,
knowledge of
authors, and
different types of
texts
R.10.3.5
R.10.4.5
ELPR.5.3-5.5
Use graphic
organizers to m
ake
meaning of the
reading selectio
n
Use graphic
organizers (e.g.,
picture webs) to
make
meaning of
the reading
selectio
n with
assistance
Use graphic
organizers (e.g.,
word w
ebs) to
make
meaning of
the reading
selectio
n
Use graphic
organizers, (e.g.,
main idea/detail
maps, outlines) to
make
meaning of
the reading
selectio
n
Use graphic
organizers (e.g.,
word w
ebs,
K-W
-H-L charts,
outlines) to m
ake
meaning of the
reading selectio
n
Use graphic
organizers (e.g.,
word w
ebs,
K-W
-H-L charts,
outlines) to m
ake
meaning of the
reading selectio
n
R.10.3.6
R.10.4.6
ELPR.5.3-5.6
Locate in
form
atio
n to
support opinions,
predictions, and
conclusions
Identify the
appropriate areas
of the library/m
edia
center to select
familiar reading
materials with
assistance
Scan m
aterials to
deve
lop a general
ove
rview
Eva
luate texts for
appropriateness to
reading tasks
Identify
cause/effect and
problem/solution
relatio
nsh
ips
Locate in
form
atio
n
to support
opinions,
predictions, and
conclusions
R.10.3.7
R.10.4.7
R.10.5.5
R.10.5.7
R.10.5.8
ELPR.5.3-5.7
Read and
comprehend a variety
of literature
Read a variety of
inform
atio
nal texts
with sequentia
l form
at presented
in visual form
Read a variety of
poetry, with
emphasis on
rhym
ed and
patterned
Read a variety of
historica
l fic
tion,
biography, and
realistic
fictio
n
Read and
comprehend a
variety of literature
(i.e., in
form
atio
nal
texts, prose,
poetry, historica
l fictio
n, biography,
realistic
fictio
n)
Read and
comprehend a
variety of literature
(i.e., in
form
atio
nal
texts, prose,
poetry, historica
l fictio
n, biography,
realistic
fictio
n)
R.10.3.8
R.10.4.8
R.10.5.10
R.10.5.11
Read a variety of literature for enjoyment and critical analysis
ELPR.5.3-5.8
Describe the
characteristic
structure of
exp
ository text
Identify the
characteristics of
exp
ository text
using visuals,
props, or actio
ns
Recognize
exp
ository text
structures that are
sequentia
l presented using
visuals, props, or
actio
ns
Describe the
characteristic
structure of
exp
ository text
Describe the
characteristic
structure of
exp
ository text
Describe the
characteristic
structure of
exp
ository text
R.10.3.9
R.10.4.9
R.10.5.12
R.10.3.10
43
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
ELPR.5.3-5.9
Identify the
characteristic
structure of rhym
ed
and patterned poetry
in read alouds, choral
reading, assisted
reading, and
independent reading
Identify the
characteristic
structure of
rhym
ed and
patterned poetry in
read alouds, choral
reading, and
assisted reading
Identify the
characteristic
structure of
rhym
ed and
patterned poetry in
read alouds, choral
reading, and
assisted reading
Identify the
characteristic
structure of
rhym
ed and
patterned poetry in
read alouds, choral
reading, and
assisted reading
Identify the
characteristic
structure of
rhym
ed and
patterned poetry in
read alouds, choral
reading, assisted
reading, and
independent
reading
Identify the
characteristic
structure of
rhym
ed and
patterned poetry in
read alouds, choral
reading, assisted
reading, and
independent
reading
R.10.5.12
ELPR.5.3-5.10
Read a variety of
literature and id
entify
and compare story
elements
Read variety of
familiar stories in
sim
ple la
nguage
with assistance
Read variety of
familiar stories in
sim
ple la
nguage
and id
entify story
elements
Read a variety of
literature (i.e., tall
tales, fables,
mys
teries, realistic
fictio
n) and id
entify
and compare story
elements
Read a variety of
literature (i.e., tall
tales, fables,
mys
teries, realistic
fictio
n) and id
entify
and compare story
elements
Read a variety of
literature (i.e., tall
tales, fables,
mys
teries, realistic
fictio
n) and id
entify
and compare story
elements
R.10.3.11
R.10.4.11
R.10.3.12
R.10.4.12
ELPR.5.3-5.11
Read critic
ally from
two or more sources
and use graphic
organizers to analyze
and compare
inform
atio
n from
functio
nal and
practic
al text to
acco
mplish a task
Read functio
nal
and practic
al texts
(e.g., catalogs,
schedules,
diagrams, menus,
recipes, maps,
brochures,
newspaper, and
magazine articles)
with visual
inform
atio
n to
acco
mplish a task
Read functio
nal
and practic
al texts
and use graphic
organizers to
analyze
inform
atio
n from
functio
nal texts to
acco
mplish a task
Read critic
ally from
two or more
sources and use
graphic organizers
to analyze
and
compare
inform
atio
n from
functio
nal and
practic
al text to
acco
mplish a task
Read critic
ally from
two or more
sources and use
graphic organizers
to analyze
and
compare
inform
atio
n from
functio
nal and
practic
al text to
acco
mplish a task
Read critic
ally from
two or more
sources and use
graphic organizers
to analyze
and
compare
inform
atio
n from
functio
nal and
practic
al text to
acco
mplish a task
R.10.4.10
R.10.5.13
R.10.5.14
R.10.3.18
R.10.4.18
R.10.3.19
R.10.4.19
Read a variety of literature for enjoyment and critical analysis
ELPR.5.3-5.12
Identify language and
literary devices in
read alouds, choral
reading, assisted
reading, and
independent reading
Listen to a variety
of literature to
identify the
characteristics of
language and
literary devices
(e.g., m
ood, tone)
with assistance
Listen to a variety
of literature to
identify the
characteristics of
language and
literary devices
(e.g., m
ood, tone)
with assistance
Listen to a variety
of literature to
identify the
characteristics of
language and
literary devices
(e.g., m
ood, tone)
with assistance
Identify language
and literary
devices (e.g.,
mood, tone) in
read alouds, choral
reading, assisted
reading, and
independent
reading
Identify language
and literary
devices (e.g.,
mood, tone) in
read alouds, choral
reading, assisted
reading, and
independent
reading
R.10.3.14
R.10.4.14
44
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
ELPR.5.3-5.13
Read, discuss
, and
analyze
a variety of
poetry
Listen to a variety
of poetry (i.e.,
diamantes,
cinquains, free
verse, lim
erick
s)
Listen to a variety
of poetry (i.e.,
diamantes,
cinquains, free
verse, lim
erick
s)
and id
entify
structural
characteristics
Read and discu
ss
a variety of poetry
and analyze
structured
characteristics of
diamantes,
cinquains, free
verse, and
limerick
s
Read and discu
ss
a variety of poetry
and analyze
structured
characteristics of
diamantes,
cinquains, free
verse, and
limerick
s
Read and discu
ss
a variety of poetry
and id
entify
structured
characteristics of
diamantes,
cinquains, free
verse, and
limerick
s
R.10.3.15
R.10.4.15
R.10.3.16
R.10.4.16
ELPR.5.3-5.14
Use a dictionary,
index, thesa
urus,
encyc
lopedia, and
online reference
materials to enhance
reading
Use visual
reference m
aterials
to enhance reading
Use bilingual
reference m
aterials
to enhance reading
Use a dictionary,
index, thesa
urus,
encyc
lopedia, and
online reference
materials to
enhance reading
Use a dictionary,
index, thesa
urus,
encyc
lopedia, and
online reference
materials to
enhance reading
Use a dictionary,
index, thesa
urus,
encyc
lopedia, and
online reference
materials to
enhance reading
R.10.3.20
3-5
Strand: Reading
Standard 6: Vocabulary, word study, and fluency
Students shall acquire and apply skills in vocabulary deve
lopment and w
ord analysis to be able to read fluently
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPR.6.3-5.1
Use context clues to
determ
ine the precise
meaning of new w
ords
Use pictures and
visuals to
determ
ine the
precise m
eaning of
new w
ords
Use context clues
to determ
ine the
precise m
eaning of
basic words
Use context clues
to determ
ine the
precise m
eaning of
new w
ords
Use context clues
to determ
ine the
precise m
eaning of
new w
ords
Use context clues
to determ
ine the
precise m
eaning of
new w
ords
R.11.3.1
R.11.4.1
R.11.5.1
Making meaning based on word recognition
ELPR.6.3-5.2
Use knowledge of plural
poss
ess
ive nouns and
irregular ve
rbs to read
with m
eaning
Recognize
difference
s in
regular and
irregular ve
rbs,
nouns, and plurals
to read with
meaning with
assistance
Use of knowledge
of few plural
poss
ess
ive nouns
and irregular ve
rbs
to read with
meaning
Use knowledge of
irregular plurals,
verb tense
s,
homonym
s,
homographs,
homophones,
prefixe
s, and
suffixes to read
with m
eaning
Use knowledge of
irregular plurals,
verb tense
s,
homonym
s,
homographs,
homophones,
prefixe
s, and
suffixes to read
with m
eaning
Use knowledge of
plural posse
ssive
nouns and
irregular ve
rbs to
read with m
eaning
(i.e., irregular
plurals, ve
rb
tense
s,
homonym
s,
homographs,
homophones,
prefixe
s, and
suffixes)
R.11.3.2
R.11.4.2
45
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
Sight word recognition
ELPR.6.3-5.3
Deve
lop and m
aintain an
adequate body of sight
words
Match a pronoun
and its referent
through pictures
and cognates
through written
language
Recognize and use
transition words
Exp
lain few w
ords
with m
ultiple
meanings in
appropriate context
Deve
lop and
maintain an
adequate body of
sight words (i.e
.,
pronouns,
cognates,
transition words)
Deve
lop and
maintain an
adequate body of
sight words (i.e
.,
pronouns,
cognates,
transition words)
R.11.5.2
R.11.3.3
R.11.3.4
R.11.4.3
R.11.4.4
R.11.3.5
R.11.3.8
R.11.4.8
R.11.5.3
R.11.5.6
R.11.5.7
R.11.5.11
ELPR.6.3-5.4
Use knowledge of root
words and affixes and
word relationships to
determ
ine m
eaning
Decode words
using variant vo
wel
patterns (i.e., onse
t and rim
e, word
families) with
assistance
Refine strategies
to decode m
ulti-
syllabic words
Use knowledge of
root words and
affixes and word
relatio
nsh
ips to
determ
ine m
eaning
Use knowledge of
root words and
affixes and word
relatio
nsh
ips to
determ
ine m
eaning
Use knowledge of
root words and
affixes and word
relatio
nsh
ips to
determ
ine m
eaning
R.11.3.6
R.11.4.5
R.11.5.4
R.11.5.9
ELPR.6.3-5.5
Use context to determ
ine
meaning of multiple
meaning words
Use visuals in
context to
determ
ine m
ultiple
meaning of words
Use context to
determ
ine m
eaning
of multiple
meaning words
Use context to
determ
ine m
eaning
of multiple
meaning words
Use context to
determ
ine m
eaning
of multiple
meaning words
Use context to
determ
ine m
eaning
of multiple
meaning words
R.11.3.7
R.11.4.6
R.11.5.5
R.11.5.10
Word study and vocabulary
ELPR.6.3-5.6
Use word-reference
materials to categorize
words as nouns, actio
n
verbs, syn
onym
s, and
antonym
s during
discuss
ions about words
Use bilingual
dictio
nary to m
ake
meaning of daily
words
Use bilingual
dictio
nary and
gloss
ary to m
ake
meaning of un
known words
Use word-
reference m
aterials
(i.e., glossary,
dictio
nary,
thesa
urus) to
categorize
words
as nouns, action
verbs, syn
onym
s,
and antonym
s
during discu
ssions
about words
Use word-
reference m
aterials
(i.e., glossary,
dictio
nary,
thesa
urus) to
categorize
words
as nouns, action
verbs, syn
onym
s,
and antonym
s
during discu
ssions
about words
Use word-
reference m
aterials
(i.e., glossary,
dictio
nary,
thesa
urus) to
categorize
words
as nouns, action
verbs, syn
onym
s,
and antonym
s
during discu
ssions
about words
R.11.3.9
R.11.4.9
R.11.4.10
Accuracy of reading
ELPR.6.3-5.7
Read grade le
vel text
orally with acc
uracy and
exp
ression
Listen to grade
leve
l text read
orally
Read grade le
vel
text w
ith accu
racy
of 10% or above
Read grade le
vel
text w
ith accu
racy
of 30% or above
Read grade le
vel
text w
ith accu
racy
of 50% or above
Read grade le
vel
texts with accuracy
of 90% or above
R.11.4.11
R.11.3.10
R.11.5.12
R.11.5.13
46
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
6-8
Strand: Reading
Standard 4: Comprehension
Students shall apply a variety of strategies to read and comprehend printed m
aterial
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
Prior knowledge
ELPR.4.6-8.1
Use previewing,
activa
ting prior
knowledge,
predicting content
of text, form
ulatin
g
questions, and
establishing
purposes for
reading
Use previewing of
visuals to activate
prior knowledge
Use previewing,
activa
ting prior
knowledge, and
predicting in
single
words and phrase
s
Use previewing,
activa
ting prior
knowledge,
predicting content
of text, form
ulatin
g
questions, and
establishing
purposes for
reading
Use previewing,
activa
ting prior
knowledge,
predicting content
of text, form
ulatin
g
questions, and
establishing
purposes for
reading
Use previewing,
activa
ting prior
knowledge,
predicting content
of text, form
ulatin
g
questions, and
establishing
purposes for
reading
R.9.6.1
R.9.7.1
R.9.8.1
ELPR.4.6-8.2
Analyze
the
interrelatio
nships of
text and world
issu
es and eve
nts
by applying
connectio
n
strategies
Make connectio
ns
to text using visuals
and teach
er
support
Understand
connectio
ns within text
using elements of the
text
Infer
interrelatio
nships
of texts and world
issu
es and eve
nts
using m
ain id
eas
and key concepts
Analyze
the
interrelatio
nships
of text and world
issu
es and eve
nts
by applying
connectio
n
strategies
Analyze
the
interrelatio
nships
of text and world
issu
es and eve
nts
by applying
connectio
n
strategies
R.9.6.2
R.9.7.2
R.9.8.2
Making connections
ELPR.4.6-8.3
Connect, co
mpare,
and contrast ideas,
themes, and issues
across texts
Connect ideas and
key concepts
across texts using
visuals
Connect and compare
ideas and key
concepts across texts
using visuals and
teach
er su
pport
Connect, co
mpare,
and contrast ideas
and key concepts
across texts
Connect, co
mpare,
and contrast ideas,
themes, and
issu
es across
texts
Connect, co
mpare,
and contrast ideas,
themes, and
issu
es across
texts
R.9.8.3
ELPR.4.6-8.4
Generate and
revise questions to
establish purposes
for reading,
prioritize, and
defend questio
ns
Observe class
form
atio
n of
questions to
establish purpose
for reading
Observe and sim
ulate
questions to establish
purpose for reading
Generate sim
ple
questions to
establish purpose
for reading
Generate and
revise questions to
establish purposes
for reading
Generate and
revise questions to
establish purposes
for reading,
prioritize, and
defend questio
ns
R.9.6.3
R.9.7.3
R.9.8.4
Using questions and monitoring
ELPR.4.6-8.5
Generate and
revise questions
releva
nt to text and
topics
Observe class
form
atio
n of
questions releva
nt
to texts and topics
Observe and sim
ulate
questions releva
nt to
text and topics
Generate sim
ple
questions releva
nt
to text and topics
Generate and
revise questions
releva
nt to text and
topics
Generate and
revise questions
releva
nt to text and
topics
R.9.6.4
47
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
ELPR.4.6-8.6
Generate, revise
, and prioritize
questions related to
universal themes to
interpret meaning
Observe class
form
atio
n of
questions related to
universal themes to
interpret meaning
Observe and sim
ulate
questions related to
universal themes to
interpret meaning
Generate sim
ple
questions related
to universal
themes to interpret
meaning
Generate and
prioritize questio
ns
related to universal
themes to interpret
meaning
Generate, revise
, and prioritize
questions related
to universal
themes to interpret
meaning
R.9.7.4
R.9.8.5
ELPR.4.6-8.7
Self-m
onito
r questions
comprehension in
relatio
n to
generated
Observe m
odeling
of comprehension
responses in
relatio
n to sim
ple
questions
generated
Peer-monitor
comprehension in
relatio
n to sim
ple
questions generated
Peer-monitor
comprehension in
relatio
n to
questions
generated
Self-m
onito
r comprehension in
relatio
n to
questions
generated
Self-m
onito
r comprehension in
relatio
n to
questions
generated
R.9.6.5
ELPR.4.6-8.8
Self-m
onito
r reading strategies
using resources
and questions, and
modify questions to
aid comprehension
Observe m
odeling
of reading
strategies, (i.e.,
rereading) using
resources and
questions, and
modify questions to
aid comprehension
Peer-monitor reading
strategies (i.e
.,
rereading) using
resources and
questions, and m
odify
questions to aid
comprehension
Peer-monitor
reading strategies,
including
rereading, using
resources and
questions, and
modify questions
to aid
comprehension
Self-m
onito
r reading strategies
(i.e., rereading)
using resources
and questions, and
modify questions
to aid
comprehension
Self-m
onito
r reading strategies
(i.e., rereading)
using resources
and questions, and
modify questions
to aid
comprehension
R.9.7.5
R.9.8.6
Making connections
ELPR.4.6-8.9
Connect prior
knowledge to m
ake
inferences and to
respond to
inform
atio
n
presented in text
Connect prior
knowledge to
respond to
inform
atio
n
presented in text
with visual
assistance
Connect prior
knowledge to m
ake
inferences and to
respond in
sim
ple
language to
inform
atio
n presented
in text
Connect prior
knowledge to
make
inferences
and to resp
ond to
inform
atio
n
presented in text
Connect prior
knowledge to
make
inferences
and to resp
ond to
inform
atio
n
presented in text
Connect prior
knowledge to
make
inferences
and to resp
ond to
inform
atio
n
presented in text
R.9.6.6
R.9.7.6
R.9.7.8
ELPR.4.6-8.10
Make inferences
and draw
conclusions about
characters’ traits
and actio
ns based
on plot, im
pact on
plot deve
lopment,
theme, se
tting,
motive
s, and
responses to other
characters
Draw conclusions
about characters’
traits and actions
based on setting
using visual
assistance
Make inferences about
characters’ traits
and
actio
ns based on plot
and setting
Make inferences
and draw
conclusions about
characters’ traits
and actio
ns based
on plot, im
pact on
plot deve
lopment,
and setting
Make inferences
and draw
conclusions about
characters’ traits
and actio
ns based
on plot, im
pact on
plot deve
lopment,
setting, motives,
and responses to
other characters
Make inferences
and draw
conclusions about
characters’ traits
and actio
ns based
on plot, im
pact on
plot deve
lopment,
theme, se
tting,
motive
s, and
responses to other
characters
R.9.6.7
R.9.7.7
R.9.8.8
Using inferences and interpretations
ELPR.4.6-8.11
Infer mood and
theme of text
Deve
lop voca
bulary
to infer mood
Use vocabulary to infer
mood
Infer mood of text
Infer mood of text
Infer mood and
theme of text
R.9.7.8
R.9.8.9
48
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
ELPR.4.6-8.12
Use lite
rary
elements and
historica
l context to
infer author’s intent
Acquire vocabulary
for understanding
literary elements
Identify literary
elements
Identify literary
elements and
historica
l context
Use lite
rary
elements and
historica
l context to
infer author’s intent
Use lite
rary
elements and
historica
l context to
infer author’s intent
R.9.8.10
ELPR.4.6-8.13
Analyze
literary
elements of
character, plot/
plot deve
lopment,
and setting
Acquire vocabulary
of character, plot
and setting
Identify literary
elements of character,
plot, and setting
Analyze
literary
elements of
character, plot, and
setting
Analyze
literary
elements of fiction
with emphasis on
plot deve
lopment
and conflict
resolution
Analyze
literary
elements of
character, plot/
plot deve
lopment,
and setting
R.9.6.8
R.9.7.9
R.9.8.11
ELPR.4.6-8.14
Compare the
actio
ns, m
otive
s,
and appearance of
characters in
a
work of fiction
Exp
lore the actions
and m
otive
s of
characters in
an
illustrated or
adapted work of
fictio
n
Identify and use
vocabulary to id
entify
actio
ns and m
otives of
characters in
an
illustrated or adapted
work of fiction
Compare the
actio
ns, m
otive
s,
and appearances
of characters in a
work of fiction
Compare the
actio
ns, m
otive
s,
and appearance of
characters in
a
work of fiction
Compare the
actio
ns, m
otive
s,
and appearance of
characters in
a
work of fiction
R.9.6.9
ELPR.4.6-8.15
Compare and
contrast points of
view and exp
lain
the effect on the
ove
rall theme of a
literary work
Demonstrate
understanding of
authors’ p
oints of
view using visual
aids
Identify the vocabulary
of points of view in
adapted literary words
Identify, compare,
and contrast points
of view and exp
lain
the effect on the
ove
rall theme of a
literary work
Compare and
contrast points of
view (e.g., first
person, lim
ited,
and omniscient
third person) and
exp
lain the effect
on the ove
rall
theme of a lite
rary
work
Compare and
contrast points of
view (e.g., first
person, lim
ited,
and omniscient
third person) and
exp
lain the effect
on the ove
rall
theme of a lite
rary
work
R.9.7.10
R.9.8.12
ELPR.4.6-8.16
Eva
luate the
accu
racy and
appropriateness of
facts and
inferences
supported by
evidence
and
opinions in text
Use visual aids and
actio
ns to id
entify
facts in an
illustrated story with
adapted text
Identify facts supported
by evidence
in text
Identify inference
s
supported by
evidence
and
opinions in text
Distinguish among
facts and
inferences
supported by
evidence
and
opinions in text
Eva
luate the
accu
racy and
appropriateness of
facts and
inferences
supported by
evidence
and
opinions in text
R.9.6.10
R.9.7.18
R.9.8.21
Using inferences and interpretations
ELPR.4.6-8.17
Distinguish
between stated fact
and opinion in
text
Communicate
understanding of
the difference
between fact and
opinion using
visuals, props, and
actio
ns
Apply acq
uired
vocabulary to Identify
stated fact and opinion
in text
Identify stated fact
and opinion in
text
Distinguish
between stated
fact and opinion in
text
Distinguish
between stated
fact and opinion in
text
R.9.7.11
R.9.8.13
49
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
ELPR.4.6-8.18
Use text
inform
atio
n and
back
ground
knowledge to draw
conclusions and to
make
inferences
Use prior
knowledge to
understand text
inform
atio
n using
visuals and actions
Use prior kn
owledge
and text inform
atio
n to
draw conclusions
Use prior
knowledge and
text inform
atio
n to
make
inferences
Use text
inform
atio
n and
back
ground
knowledge to draw
conclusions and to
make
inferences
Use text
inform
atio
n and
back
ground
knowledge to draw
conclusions and to
make
inferences
R.9.6.11
ELPR.4.6-8.19
Classify and
organize
inform
atio
n from
more than one text,
based on purpose
and/or leve
l of
importance
Classify inform
ation
from text using
visuals with
assistance
Apply acq
uired
vocabulary to classify
and organize
inform
atio
n from text
based on purpose or
leve
l of im
portance of
inform
atio
n
Classify and
organize
inform
atio
n from
various texts,
based on purpose
and/or leve
l of
importance
Classify and
organize
inform
atio
n from
more than one
text, based on
purpose and/or
leve
l of im
portance
Classify and
organize
inform
atio
n from
more than one
text, based on
purpose and/or
leve
l of im
portance
R.9.8.14
ELPR.4.6-8.20
Identify main id
eas
and supporting
evidence
in short
reading pass
ages
Recognize,
decode, and
pronounce
key
words in short
pass
ages from
short stories and
nove
ls with teach
er
support
Identify, decode, and
pronounce
key words
in short pass
ages from
stories and nove
ls
Identify main id
eas
and supporting
evidence
in short
reading pass
ages
Identify main id
eas
and supporting
evidence
in short
reading pass
ages
Identify main id
eas
and supporting
evidence
in short
reading pass
ages
R.9.6.12
R.9.7.12
R.9.8.15
ELPR.4.6-8.21
Identify and use
text features, cue
words, and key
phrase
s with an
emphasis on text
organizers and
graphics
Identify text
features and cue
words with visual
assistance
and
teach
er su
pport
Identify and use text
features, cue words,
and key phrases with
an emphasis on text
organizers and
graphics with teacher
support
Identify and use
text features, cue
words, and key
phrase
s with an
emphasis on text
organizers and
graphics
Identify and use
text features, cue
words, and key
phrase
s with an
emphasis on text
organizers and
graphics
Identify and use
text features, cue
words, and key
phrase
s with an
emphasis on text
organizers and
graphics
R.9.6.13
R.9.7.13
R.9.8.16
Determining importance
ELPR.4.6-8.22
Use knowledge of
text structure(s) to
enhance
understanding with
emphasis on
cause/effect,
compare/
contrast, and
problem/solution
Identify va
rious text
structures using
visuals and
graphics with
teach
er su
pport,
with emphasis on
cause/effect,
compare/
contrast, and
problem/
solution
Identify and use
various text structures
using visuals and
graphics with teacher
support with emphasis
on cause
/effect,
compare/
contrast, and problem/
solution
Use knowledge of
text structure(s) to
enhance
understanding with
emphasis on
cause/effect,
compare/
contrast, and
problem/solution
Use knowledge of
text structure(s) to
enhance
understanding with
emphasis on
cause/effect,
compare/
contrast, and
problem/solution
Use knowledge of
text structure(s) to
enhance
understanding with
emphasis on
cause/effect,
compare/
contrast, and
problem/solution
R.9.6.14
R.9.7.14
R.9.8.17
50
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
ELPR.4.6-8.23
Classify and
organize text
inform
atio
n by
determ
ining
subtopics of
inform
atio
n using
organizers
Classify and
organize text
inform
atio
n using
graphic organizers
with teacher
support
Classify and organize
text inform
atio
n by
determ
ining topics and
subtopics of
inform
atio
n with
teach
er su
pport
Classify and
organize text
inform
atio
n by
determ
ining
subtopics of
inform
atio
n using
organizers
Classify and
organize text
inform
atio
n by
determ
ining
subtopics of
inform
atio
n using
organizers
Classify and
organize text
inform
atio
n by
determ
ining
subtopics of
inform
atio
n using
organizers
R.9.6.15
R.9.7.15
R.9.8.18
ELPR.4.6-8.24
Use study
strategies to
determ
ine general
ove
rview of text
Locate key words
and phrase
s used
in skim
ming and
scanning strategies
to deve
lop a
general ove
rview,
note-taking,
questioning as
study strategies
with teacher
support
Locate key words and
phrase
s to deve
lop a
general ove
rview of
text using study
strategies (i.e
.,
skim
ming and
scanning, note-taking,
outlining, and
questioning)
Locate key words
and phrase
s to
deve
lop a general
ove
rview of text
using study
strategies (i.e
.,
skim
ming and
scanning, note-
taking, outlining,
and questioning)
Locate key words
and phrase
s to
deve
lop a general
ove
rview of text
using study
strategies (i.e
.,
skim
ming and
scanning, note-
taking, outlining,
and questioning)
Use study
strategies to
determ
ine general
ove
rview of text
(i.e., skimming and
scanning, note-
taking, outlining,
and questioning)
R.9.6.16
R.9.7.16
R.9.8.19
ELPR.4.6-8.25
Syn
thesize
inform
atio
n from
multiple texts and
provide evidence to
support
Locate key words
and short phrases
to summarize
content of text with
visual a
ssistance
and teach
er
support
Locate key words and
short phrases to
summarize
content of
text w
ith teach
er
support
Summarize
the
content of a text
using graphic
organizers
Syn
thesize
inform
atio
n from
multiple texts and
provide evidence
to support using
graphic organizers
Syn
thesize
inform
atio
n from
multiple texts and
provide evidence
to support
R.9.6.18
R.9.7.17
R.9.8.20
Summarizing and synthesizing
ELPR.4.6-8.26
Identify and
sequence
eve
nts in
a text (e.g.,
cause/effect,
motiva
tion, plot
analysis, theme)
Sequence eve
nts in
a text using visuals
and teach
er
support
Identify and sequence
eve
nts in
a text using
graphic organizers
(e.g., cause/effect,
motiva
tion, point of
view, plot analysis)
Identify and
sequence
eve
nts
in a text (e.g.,
cause/effect,
motiva
tion, plot
analysis, theme)
Identify and
sequence
eve
nts
in a text (e.g.,
cause/effect,
motiva
tion, plot
analysis, theme)
Identify and
sequence
eve
nts
in a text (e.g.,
cause/effect,
motiva
tion, plot
analysis, theme)
R.9.6.19
R.9.8.21
Evaluating
ELPR.4.6-8.27
Eva
luate personal,
social, and political
issu
es as
presented in text
Identify personal,
social, and political
issu
es with teacher
support
Identify personal,
social, and political
issu
es presented in
text w
ith teach
er
support
Determ
ine the
impact of personal,
social, and political
issu
es presented
in text
Eva
luate personal,
social, and political
issu
es presented
in text
Eva
luate personal,
social, and political
issu
es presented
in text
R.9.6.20
R.9.7.19
R.9.8.22
51
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
6-8
Strand: Reading
Standard 5: Variety of text
Students shall read, exa
mine, and resp
ond to a wide range of texts for a variety of purposes.
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPR.5.6-8.1
Read for a
substantia
l amount
of tim
e daily,
including assigned
and self-selected
materials at
independent and
instructio
nal leve
ls
Identify
environmental
print, personal
communications,
visually supported
print with
teach
er/peer
assistance
Respond daily to
environmental
print, personal
communications,
visually supported
print with
teach
er/peer
assistance
Read for a
substantia
l amount
of tim
e daily,
including assigned
and self-selected
materials at
independent and
instructio
nal leve
ls
Read for a
substantia
l amount
of tim
e daily,
including assigned
and self-selected
materials at
independent and
instructio
nal leve
ls
Read for a
substantia
l amount
of tim
e daily,
including assigned
and self-selected
materials at
independent and
instructio
nal leve
ls
R.10.6.1
R.10.7.1
R.10.8.1
ELPR.5.6-8.2
Read texts that
reflect co
ntributio
ns
of different cu
ltural
groups
Identify the
contributio
ns of
different cultu
ral
groups with
teach
er/peer
assistance
Review texts that
reflect
contributio
ns of
different cultu
ral
groups with
teach
er su
pport
Read texts that
reflect
contributio
ns of
different cultu
ral
groups
Read texts that
reflect
contributio
ns of
different cultu
ral
groups
Read texts that
reflect
contributio
ns of
different cultu
ral
groups
R.10.6.2
R.10.7.2
R.10.8.2
Exhibiting behaviors and habits of an active reader
ELPR.5.6-8.3
Vary reading
strategies
acco
rding to text
and purpose
Identify va
rious
reading strategies
using prior
knowledge and
teach
er su
pport
Determ
ine
appropriate
strategies
acco
rding to text
and purpose using
prior knowledge
and teach
er
support
Vary reading
strategies
acco
rding to text
and purpose
Vary reading
strategies
acco
rding to text
and purpose
Vary reading
strategies
acco
rding to text
and purpose
R.10.6.3
R.10.7.3
R.10.8.3
Reading a variety of informational materials for enjoyment, critical analysis,
and evaluation
ELPR.5.6-8.4
Read a variety of
inform
atio
nal text,
including textbooks,
newspapers,
magazines, and
other instructio
nal
materials
Identify
characteristics of
inform
atio
nal text,
including
textbooks,
newspapers,
magazines, and
other instructio
nal
materials using
prior knowledge
and teach
er/peer
assistance
Review a variety of
inform
atio
nal text,
including
textbooks,
newspapers,
magazines, and
other instructio
nal
materials
Compare/
contrast
inform
atio
n from
multiple sources,
including
textbooks,
newspapers,
magazines, and
other instructio
nal
materials with
teach
er/peer
assistance
Read a variety of
inform
atio
nal text,
including
textbooks,
newspapers,
magazines, and
other instructio
nal
materials
Read a variety of
inform
atio
nal text,
including
textbooks,
newspapers,
magazines, and
other instructio
nal
materials
R.10.6.4
R.10.6.5
52
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
ELPR.5.6-8.5
Exa
mine the
author’s credibility,
word choice,
text/language
structure, and
viewpoint to
eva
luate m
essa
ge
Identify key words
and phrase
s that
conve
y an author’s
viewpoint using
prior knowledge
and teach
er
support
Review texts that
exp
ress a variety
of authors’
viewpoints with
teach
er su
pport
Read texts that
conve
y an author’s
viewpoint through
word choice and
language structure
Exa
mine the
author’s credibility,
word choice,
text/language
structure, and
viewpoint to
eva
luate m
essa
ge
Exa
mine the
author’s credibility,
word choice,
text/language
structure, and
viewpoint to
eva
luate m
essa
ge
R.10.7.4
R.10.8.4
ELPR.5.6-8.6
Organize and
syn
thesize
inform
atio
nal
sources
appropriate for a
given purpose,
including written
and oral
presentatio
ns
Select
inform
atio
nal
sources
appropriate for a
given purpose
Organize and
syn
thesize
inform
atio
n
appropriate for a
given purpose,
including written
and oral
presentatio
n
Organize and
syn
thesize
inform
atio
n for a
given purpose,
including written
and oral
presentatio
ns
Organize and
syn
thesize
inform
atio
nal
sources
appropriate for a
given purpose,
including written
and oral
presentatio
ns
Organize and
syn
thesize
inform
atio
nal
sources
appropriate for a
given purpose,
including written
and oral
presentatio
ns
R.10.6.7
R.10.6.8
R.10.7.6
53
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
6-8
Strand: Reading
Standard 5: Variety of text
Students shall read, exa
mine, and respond to a wide range of texts for a variety of purposes
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
Reading a variety of literature for enjoyment, critical analysis, and evaluation
ELPR.5.6-8.7
Read a variety of
literature, including
non-fictio
n and
fictio
n
Identify the
characteristics of a
variety of non-fictio
n
and fictio
n (i.e.,
historica
l fic
tion,
autobiography, and
realistic
fictio
n, short
stories, science
fictio
n, legends, and
myths, ess
ays
and
plays
)
Compare and
contrast different
genres of literature
(i.e., historical
fictio
n,
autobiography, and
realistic
fictio
n,
short stories,
science
fictio
n,
legends, and
myths, ess
ays
and
plays
)
Read a variety of
non-fictio
n and
fictio
n (i.e.,
historica
l fic
tion,
autobiography, and
realistic
fictio
n,
short stories,
science
fictio
n,
legends, and
myths, ess
ays
and
plays
)
Read a variety of
non-fictio
n and
fictio
n (i.e.,
historica
l fic
tion,
autobiography, and
realistic
fictio
n,
short stories,
science
fictio
n,
legends, and
myths, ess
ays
and
plays
)
Read a variety of
non-fictio
n and
fictio
n (i.e.,
historica
l fic
tion,
autobiography, and
realistic
fictio
n,
short stories,
science
fictio
n,
legends, and
myths, ess
ays
and
plays
)
R.10.6.10
R.10.7.7
R.10.8.6
R.10.6.11
R.10.7.8
R.10.8.10
ELPR.5.6-8.8
Read and use
functio
nal/practic
al
texts
Identify
characteristics of
functio
nal/practic
al
texts (i.e.,
adve
rtisements,
slogans, brochures,
timelines, form
s,
reports, co
ver letters,
letterheads, business
letters, manuals,
memos, job
applicatio
ns, and
career guides) with
teach
er su
pport
Compare and
contrast
functio
nal/practic
al
texts (i.e.,
adve
rtisements,
slogans,
brochures,
timelines, form
s,
reports, co
ver
letters, letterheads,
business
letters,
manuals, memos,
job applications,
and career guides)
Read and use
functio
nal/practic
al
texts (i.e.,
adve
rtisements,
slogans,
brochures,
timelines, form
s,
reports, co
ver
letters, letterheads,
business
letters,
manuals, memos,
job applications,
and career guides)
Read and use
functio
nal/practic
al
texts (i.e.,
adve
rtisements,
slogans,
brochures,
timelines, form
s,
reports, co
ver
letters, letterheads,
business
letters,
manuals, memos,
job applications,
and career guides)
Read and use
functio
nal/practic
al
texts (i.e.,
adve
rtisements,
slogans,
brochures,
timelines, form
s,
reports, co
ver
letters, letterheads,
business
letters,
manuals, memos,
job applications,
and career guides)
R.10.6.13
R.10.7.11
R.10.8.12
ELPR.5.6-8.9
Analyze
newspaper
articles and
editorials for bias
and propaganda
Interpret mess
age
through pictures,
images, and
photographs
Analyze
selectio
ns
through text,
images, and
photographs for a
given purpose with
teach
er su
pport
Analyze
selectio
ns
through text,
images, and
photographs for a
given purpose
Analyze
adve
rtisements for
bias and
propaganda
Analyze
newspaper articles
and editorials for
bias and
propaganda
R.10.6.14
R.10.6.15
R.10.7.12
R.10.8.13
54
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
6-8
Strand: Reading
Standard 6: Vocabulary, word study and fluency
Students shall acquire and apply skills in vocabulary deve
lopment and w
ord analysis to be able to read fluently.
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
Word Recognition
ELPR.6.6-8.1
Decode words for
comprehension, reco
gnize
sight words, and deve
lop
academic voca
bulary
Read sight words
as a class
with
teach
er su
pport
Decode words to
focus on
comprehension as
a class
with
teach
er su
pport
Continue to
deve
lop sight
words and to add
content words to
sight vo
cabulary
with some teacher
support
Decode words for
comprehension,
recognize sight
words, and
deve
lop academic
vocabulary
Decode words for
comprehension,
recognize sight
words, and
deve
lop academic
vocabulary
R.11.6.1
R.11.7.1
R.11.8.1
R.11.6.2
R.11.7.2
R.11.8.2
R.11.6.3
R.11.7.3
R.11.8.3
Word Study & V0ocabulary
ELPR.6.6-8.2
Use knowledge of root
words, affixes, word
relatio
nsh
ips, and context
to determ
ine m
eaning
Recognize word
parts with teach
er
support as a class
Recognize words
with m
ultiple
meanings in
short
phrase
s with
teach
er su
pport
Use knowledge of
root words and
affixes and word
relatio
nsh
ips to
determ
ine m
eaning
with some teacher
support
Identify and
exp
lain sim
iles,
metaphors,
personificatio
n,
hyp
erboles and
analogies to infer
the literal and
figurative
meanings of
phrase
s with
teach
er su
pport as
needed
- Identify how
Use knowledge of
root words, affixes,
word relationships,
and context to
determ
ine m
eaning
R.11.6.4
R.11.7.4
R.11.8.4
R.11.6.5
R.11.7.5
R.11.8.5
R.11.6.6
R.11.7.6
R.11.8.6
R.11.6.7
R.11.7.7
R.11.8.7
R.11.6.8
R.11.7.8
R.11.8.8
R.11.6.9
R.11.7.9
R.11.8.9
R.11.6.10
R.11.7.10
R.11.8.10
55
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
ELPR.6.6-8.3
Use context, structure,
denotations and
connotatio
ns to determ
ine
meaning of words and
phrase
s
- Use context clues
to determ
ine
meaning
- Use context clues
to select
appropriate
dictio
nary defin
ition
- Use context clues
to select
appropriate
dictio
nary defin
ition
- Use context to
determ
ine m
eaning
of multiple
meaning words
Use context,
structure,
denotations and
connotatio
ns to
determ
ine m
eaning
of words and
phrase
s
Reading w/Fluency
ELPR.6.6-8.4
Read grade le
vel text
orally with acc
uracy and
exp
ression
Read text adapted
for individual
readability leve
l with emphasis on
grade le
vel with
teach
er su
pport
Read text adapted
for individual
readability leve
l with emphasis on
grade le
vel with
teach
er su
pport as
needed
Read grade le
vel
text orally with
support as needed
Read grade le
vel
text orally with
accu
racy and
exp
ression
Read grade le
vel
text orally with
accu
racy and
exp
ression
R.11.6.11
R. 11.7.11
R.11.8.11
R.11.6.12
R.11.7.12
R.11.8.12
56
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
9 - 12
Strand: Reading
Standard 4: Comprehension
Students shall apply a variety of strategies to read and comprehend printed m
aterial
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPR.4.9-12.1
Use previewing, activating
prior knowledge,
predicting content of text,
form
ulatin
g questions, and
establishing purposes for
reading
Connect own prior
knowledge and
personal
exp
erience to text
with visuals,
drawings, and
teach
er su
pport
Connect own prior
knowledge and
personal
exp
erience to
exa
mine author’s
point of view and
to establish
purpose for
reading
Use previewing,
prior knowledge,
predicting content
of text, form
ulatin
g
questions, and
establishing
purposes for
reading
Use previewing,
prior knowledge,
predicting content
of text, form
ulatin
g
questions, and
establishing
purposes for
reading
Use previewing,
prior knowledge,
predicting content
of text, form
ulatin
g
questions, and
establishing
purposes for
reading
R.9.9.1
R.9.9.6
R.9.10.1
R.9.11.1
R.9.12.1
ELPR.4.9-12.2
Eva
luate the in
terrelatio
ns
of text and world
issu
es/eve
nts by applying
connectio
n strategies
Indicate that print
conve
ys m
eaning
for multiple
purposes with
teach
er su
pport
Recognize
academic
language of text
including narrative
, persuasive, style,
theme, and tone.
Identify intended
audience
with
teach
er su
pport
Interpret academic
language of text
including narrative
, persuasive, style,
theme, and tone.
Identify intended
audience
with
teach
er su
pport
Eva
luate the
interrelatio
ns of
text and world
issu
es/eve
nts by
applying
connectio
n
strategies with
teach
er su
pport
Eva
luate the
interrelatio
ns of
text and world
issu
es/eve
nts by
applying
connectio
n
strategies
R.9.9.2
R. 9.10.2
R.9.11.2
R.9.12.2
ELPR.4.9-12.3
Differentiate and use
appropriate strategies to
aid comprehension and
support active
reading
and engagement
Deve
lop skills to
aid comprehension
of text through
note-taking,
graphic organizers,
etc. with teach
er
support
Deve
lop skills to
aid comprehension
of text through
note-taking,
graphic organizers,
questioning, and
outlining
Deve
lop skills to
aid comprehension
of text through
note-taking,
graphic organizers,
questioning, and
outlining
Differentiate
among and use
appropriate
strategies to aid
comprehension
Differentiate
among and use
appropriate
strategies to aid
comprehension
and support active
reading and
engagement
R.9.9.3
R.9.10.3
R.11.3
R.12.3
Connecting, questions, and monitoring
ELPR.4.9-12.4
Recognize how works of a
given period refle
ct
author’s back
ground,
historica
l eve
nts, and
cultu
ral influ
ences
Activa
te prior
knowledge and
build backg
round
for reading with
teach
er su
pport
Activa
te prior
knowledge and
build backg
round
for reading;
determ
ine how the
author’s
back
ground is
reflected in
the
writing
Recognize how
works of a given
period refle
ct
author’s
back
ground,
historica
l eve
nts,
and cultu
ral
influence
s
Recognize how
works of a given
period refle
ct
author’s
back
ground,
historica
l eve
nts,
and cultu
ral
influence
s
Recognize how
works of a given
period refle
ct
author’s
back
ground,
historica
l eve
nts,
and cultu
ral
influence
s
R.9.9.4
R.9.10.4
R.9.11.4
R.9.12.4
57
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
Literal and inferential understanding
ELPR.4.9-12.5
Draw inference
s from a
sentence
or paragraph
and support them with text
evidence
Match key
vocabulary within
graphic supported
texts to visuals.
Make predictions
and support with
evidence
within
graphic texts with
teach
er su
pport
Make predictions
and draw
conclusions
supported with
evidence
with
teach
er su
pport
Draw inference
s
from a sentence or
a paragraph (i.e.,
conclusions,
generalizatio
ns,
and predictio
ns)
and support them
with text evidence
with teacher
support
Draw inference
s
from a sentence or
paragraph (i.e.,
conclusions,
generalizatio
ns,
and predictio
ns)
and support them
with text evidence
R.9.9.5
R.9.10.5
R.9.11.5
R.9.12.5
ELPR.4.9-12.6
Recognize how
signal/transitio
n words
and phrase
s denote shifts
that contribute to the
meaning of the text
Recognize how
signal/transitio
n
words and phrase
s
indicate shifts.
Recognize how
signal/transitio
n
words and phrase
s
indicate shifts.
Recognize how
signal/transitio
n
words and phrase
s
indicate shifts.
Recognize how
signal/transitio
n
words and phrase
s
denote shifts that
contribute to the
meaning of the text
Recognize how
signal/transitio
n
words and phrase
s
denote shifts that
contribute to the
meaning of the text
R.9.9.7
ELPR.4.9-12.7
Summarize
and
paraphrase
content in
inform
atio
nal and lite
rary
texts
Read a variety of
short selectio
ns
with controlled
vocabulary with
teach
er su
pport
Read and
summarize
a
variety of sh
ort
selectio
ns with
controlled
vocabulary
Read, summarize
, and paraphrase
a
variety of sh
ort
selectio
ns
Read, summarize
, and paraphrase
a
variety of
selectio
ns
Summarize
and
paraphrase
content
in inform
ational
and literary texts
R.9.9.8
R.9.10.7
R.9.11.6
R.9.12.7
ELPR.4.9-12.8
Discriminate between
fact/opinion and
fictio
n/nonfic
tion
Identify facts and
opinions within
literary texts with
teach
er su
pport
Identify facts and
opinions within
literary texts with
teach
er su
pport
Discriminate
between
fact/opinion and
fictio
n/nonfic
tion
Discriminate
between
fact/opinion and
fictio
n/nonfic
tion
Discriminate
between
fact/opinion and
fictio
n/nonfic
tion
R.9.9.9
Analysis and evaluation
ELPR.4.9-12.9
Eva
luate persuasive
texts
Exa
mine exa
mples
of persuasive texts
and graphics with
teach
er su
pport
Identify
characteristics of
persuasive texts
with teacher
support
Analyze
characteristics of
persuasive texts
with teacher
support
Eva
luate
persuasive texts
Eva
luate
persuasive texts
R.9.10.8
ELPR.4.9-12.10
Compare and contrast
aspects of texts
Identify conflict
within texts with
teach
er su
pport
Identify themes,
conflicts, and
allusions within
texts with teacher
support
Identify themes,
conflicts, and
allusions within
texts with teacher
support
Compare and
contrast aspects of
texts (i.e., themes,
conflicts, and
allusions with
teach
er su
pport)
Compare and
contrast aspects of
texts (i.e., themes,
conflicts, and
allusions)
R.9.11.7
Analysis and evaluation
ELPR.4.9-12.11
Recognize and defin
e
various points of view
(e.g., omniscient narrator,
third-person limite
d)
Recognize various
points of view
(e.g., omniscient
narrator, third-
person lim
ited)
with teacher
support
Recognize various
points of view
(e.g., omniscient
narrator, third-
person lim
ited)
with teacher
support
Recognize various
points of view
(e.g., omniscient
narrator, third-
person lim
ited)
with teacher
support
Recognize various
points of view
(e.g., omniscient
narrator, third-
person lim
ited)
with teacher
support
Recognize various
points of view (e.g.,
omniscient
narrator, third-
person lim
ited)
R.9.9.11
R.9.10.9
R.9.11.8
58
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
ELPR.4.9-12.12
Exa
mine fallacies in a text
to determ
ine author’s
purpose
Define fallacy
within a text with
teach
er su
pport
Identify fallacy
within a text with
teach
er su
pport
Define and id
entify
fallacies in
a text
with teacher
support
Exa
mine fallacies
in a text to
determ
ine author’s
purpose with
teach
er su
pport
Exa
mine fallacies
in a text to
determ
ine author’s
purpose
R.9.9.12
R.9.10.11
ELPR.4.9-12.13
Identify and discuss a
position using concepts
gained from reading using
debate, discuss
ion, and a
position paper
Identify and
discuss
a position
from sim
ple text
with teacher
support
Identify and
discuss
a position
from sim
ple text
with teacher
support
Analyze
and
discuss
a position
from text w
ith
teach
er su
pport
using debate and
discuss
ion
Analyze
and
defend a position
from text w
ith
teach
er su
pport
using debate,
discuss
ion, and a
position paper
Inve
stig
ate and
defend a position
from text using
debate, discuss
ion,
and a position
paper
R.9.9.13
R.9.10.12
R.9.11.10
R.9.12.11
ELPR.4.9-12.14
Identify figures of sp
eech
Identify sim
ile and
metaphor with
teach
er su
pport
Identify figurative
language (i.e.,
personificatio
n,
hyp
erbole)
Identify oxymoron,
pun, and sound
devices (i.e
.,
alliteratio
n,
onomatopoeia)
Identify figures of
speech, (i.e.,
sim
ile, metaphor,
personificatio
n,
hyp
erbole,
oxymoron, and
pun, and sound
devices, including
alliteratio
n and
onomatopoeia)
Identify figures of
speech (i.e., sim
ile,
metaphor,
personificatio
n,
hyp
erbole,
oxymoron, and
pun, and sound
devices, including
alliteratio
n and
onomatopoeia)
R.9.9.14 R
.9.10.13
R.9.11.11
R.9.12.12
ELPR.4.9-12.15
Eva
luate in
form
atio
n and
form
for understanding a
variety of texts using
outlines, summaries,
topics, subtopics, and
word choice in
the text
Recognize the way
in which clarity of
meaning is
affected by the
patterns of
organizatio
n using
teach
er su
pport,
outlines, and
summaries
Recognize the way
in which clarity of
meaning is
affected by the
patterns of
organizatio
n with
outlines and
summaries
Recognize the way
in which clarity of
meaning is
affected by the
patterns of
organizatio
n with
outlines and
summaries
Exa
mine the way
in which clarity of
meaning is
affected by the
patterns of
organizatio
n using
outlines,
summaries, topics,
subtopics, and
word choice in
the
text
Exa
mine the way
in which clarity of
meaning is
affected by the
patterns of
organizatio
n using
outlines,
summaries, topics,
subtopics, and
word choice in
the
text
R.9.11.12
Analysis and evaluation
ELPR.4.9-12.16
Analyze
and eva
luate the
author’s use of tone,
dictio
n, and syn
tax
Recognize the
author’s use of
tone, diction, and
syn
tax in a
selected passa
ge
with teacher
support
Recognize the
author’s use of
tone, diction and
syn
tax in a
selected passa
ge
with teacher
support
Recognize and
analyze
the
author’s use of
tone, diction, and
syn
tax in a
selected passa
ge
with teacher
support
Analyze
and
eva
luate the
author’s use of
tone, diction, and
syn
tax (e.g.,
anaphora,
inve
rsion) with
teach
er su
pport)
Analyze
and
eva
luate the
author’s use of
tone, diction, and
syn
tax (e.g.,
anaphora,
inve
rsion)
R.9.12.13
59
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
ELPR.4.9-12.17
Recognize, analyze
and
eva
luate bias and use of
common persuasive
techniques in
selected
literature drawn from m
yth
and tradition and in
other
writings
Recognize bias in
selected lite
rature
drawn from m
yth
and tradition and in
other writings with
teach
er su
pport
Recognize bias
and use of
common
persuasive
techniques in
selected lite
rature
drawn from m
yth
and tradition and in
other writings with
teach
er su
pport
Recognize bias
and use of
common
persuasive
techniques in
selected lite
rature
drawn from m
yth
and tradition and in
other writings
Recognize and
analyze
bias and
use of co
mmon
persuasive
techniques in
selected lite
rature
drawn from m
yth
and tradition and in
other writings
Recognize,
analyze
and
eva
luate bias and
use of co
mmon
persuasive
techniques in
selected lite
rature
drawn from m
yth
and tradition and in
other writings
R.9.11.13
R.12.14.10
60
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
9-12
Strand: Reading
Standard 5: Variety of Text
Students shall read, exa
mine, and resp
ond to a wide range of texts Practical texts
ELPR.4.9-12.18
Read and eva
luate
practic
al text for clarity
and accu
racy of
inform
atio
n
Read a variety of
practic
al texts with
supporting visuals
(e.g.,
adve
rtisements,
labels, agendas,
warnings,
directions)
Read a variety of
practic
al texts
(e.g.,
adve
rtisements,
manuals,
applicatio
ns,
warnings and
directions)
Read and eva
luate
clarity and
accu
racy of
inform
atio
n in
a
variety of practic
al
texts (e.g.,
adve
rtisements,
manuals,
applicatio
ns,
warranties)
Read and eva
luate
clarity and
accu
racy of
inform
atio
n in
a
variety of practic
al
texts (e.g.,
adve
rtisements,
manuals, job and
career
desc
riptio
ns,
applicatio
ns,
financial
documents)
Read and eva
luate
clarity and
accu
racy of
inform
atio
n in
a
variety of practic
al
texts (e.g.,
warranties,
manuals, job and
career
desc
riptio
ns,
applicatio
ns,
college catalogs,
financial
documents,
contracts)
R.10.9.1 R
.10.10.1
R.10.11.1
R.10.12.1 R
.10.9.2
R.10.10.2
R.10.11.2
R.10.12.2
ELPR.4.9-12.19
Read and analyze
the
structure of a variety of
free verse, form
al verse,
narrative
poetry, and lyric
poetry
Recognize the
form
at of poetry
and read a variety
of sim
ple poems
Read and
recognize the
form
at of a variety
of sim
ple narrative
and lyric poetry
Read and analyze
the form
at of a
variety of poetry
(i.e., narrative
poetry, lyric poetry,
free verse)
Read and analyze
the structure of a
variety of poetry
(i.e., free and
form
al ve
rse and
narrative
poetry.
lyric poetry)
Read and analyze
the structure of a
variety of poetry
(i.e., free verse,
form
al ve
rse
narrative
poetry,
lyric poetry)
R.10.9.3 R
.10.10.3
R.10.11.3
R.10.12.3
ELPR.4.9-12.20
Analyze
and eva
luate the
effectiveness of an
author’s use of poetic
conve
ntio
ns and
structures
Recognize the
characteristics of
poetry (i.e., poetic
conve
ntio
ns and
structures) with
teach
er su
pport
Recognize and
identify the
characteristics of
poetry (i.e., the
author’s use of
poetic
conve
ntio
ns
and structures)
with teacher
support
Recognize and
discuss
the
characteristics of
poetry (i.e., the
author’s use of
poetic
conve
ntio
ns
and structures)
Discuss and
analyze
the
author’s use of
poetic
conve
ntio
ns
and structures (i.e
.,
line, stanza
, im
agery, rhythm,
rhym
e, so
und
devices)
Analyze
and
eva
luate the
effectiveness of an
author’s use of
poetic
conve
ntio
ns
and structures (i.e
.,
line, stanza
, im
agery, rhythm,
rhym
e, so
und
devices)
R.10.9.4 R
.10.10.4
R.10.11.4
R.10.12.4
R.10.9.5 R
.10.10.5
R.10.11.5
R.10.12.5
Poetry
ELPR.4.9-12.21
Read and analyze
traditional and
contemporary works of
poets from different
cultu
res
Read and discu
ss
traditional and
contemporary
works of poets
from different
cultu
res
Exa
mine
traditional and
contemporary
works of poets
from different
cultu
res
Compare and
contrast traditional
and contemporary
works of poets
from different
cultu
res
Analyze
traditional
and contemporary
works of poets
from different
cultu
res
Read and analyze
traditional and
contemporary
works of poets
from different
cultu
res
R.10.9.6, R.10.10.6
R.10.11.6
R.10.12.6
61
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
ELPR.4.9-12.22
Eva
luate the
effectiveness of the
author’s use of persona
Understand the
concept of persona
Identify the
author’s poss
ible
use of persona
Analyze
the
author’s poss
ible
use of persona
Eva
luate the
author’s poss
ible
use of persona
Eva
luate the
effectiveness of the
author’s use of
persona
R.10.9.7 R
.10.10.7
R.10.11.7
R.10.12.7
Poetry
ELPR.4.9-12.23
Exa
mine words that an
author use
s to evo
ke
emotio
n in
a reader
Recognize
techniques poets
use to evo
ke
emotio
n in
a
reader (e.g., how
word choice
creates tone,
mood, and voice)
Identify tech
niques
poets use
to evo
ke
emotio
n in
a reader
(e.g., exp
lain how
word choice
creates tone,
mood, and voice
Compare and
contrast tech
niques
poets use
to evo
ke
emotio
n in
a reader
(e.g.,
exa
mples of words
that contribute to
tone, mood, and
voice)
Analyze
techniques poets
use to evo
ke
emotio
n in
a reader
(e.g., analyze
word
choice, tone,
mood, and voice)
Exa
mine
techniques poets
use to evo
ke
emotio
n in
a reader
(e.g., eva
luate the
effectiveness of
word choice, tone,
mood, and voice)
R.10.9.8 R
.10.10.8
R.10.11.8
R.10.12.8 R
10.9.9
R.10.10.9
R.10.11.9
R.10.12.9
62
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
9-12
Strand: Reading
Standard 5: Variety of Text
Students shall read, exa
mine, and respond to a wide range of texts for a variety of purposes
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
Poetry
ELPR.4.9-12.1
Paraphrase and in
terpret
to find the m
eaning of
selected poems
Recognize known
vocabulary and
high frequency
words in a poem
Recognize known
vocabulary in a
poem
Retell selected
poems,
emphasizing the
line
Retell and in
terpret
line(s) of selected
poems with
support
Paraphrase and
interpret to find the
meaning of
selected poems,
emphasizing
R.10.9.10
R10.10.10
R10.11.10
R10.12.10
ELPR.4.9-12.2
Read a variety of dramatic
selectio
ns
Sequence pictures
after listening to
adapted excerpts
of dramatic
selectio
ns
Sequence pictures
with captio
ns of
adapted excerpts
of dramatic
selectio
ns
Read adapted
excerpts of
dramatic selections
with support
Read a variety of
adapted dramatic
selectio
ns with
support
Read a variety of
dramatic
selectio
ns,
including an
Elizabethan
tragedy
R.10.9.11
R10.10.11
R10.11.11
R10.12.11
ELPR.4.9-12.3
Identify the two basic
parts of drama using
appropriate vocabulary
Define term
s
through role play
and illustratio
ns
Match vocabulary
with sim
ple
definitions or
illustratio
ns
Identify the basic
parts of drama: in
short phrases and
sim
ple sentences
Identify the two
basic parts of
drama using
appropriate
vocabulary (e.g.,
scripting, stage
direction) and with
teach
er su
pport
Identify the two
basic parts of
drama using
appropriate
vocabulary (e.g.,
scripting, stage
direction)
R.10.9.12
R10.10.12
R10.11.12
R.10.12.12
Drama
ELPR.4.9-12.4
Identify and defin
e
exa
mples of dramatic
conve
ntio
ns
Observe video
clips in
cluding
dramatic
conve
ntio
ns
Match vocabulary
with sim
ple
definitions or
illustratio
ns
Define and id
entify
exa
mples of
dramatic
conve
ntio
ns using
short phrases and
sim
ple sentences
Define and id
entify
exa
mples of
dramatic
conve
ntio
ns using
appropriate
vocabulary and
with support
Define and id
entify
exa
mples of
dramatic
conve
ntio
ns (i.e
.,
soliloquy, aside,
monologue,
dialogue, character
types) with teacher
support
R.10.9.13
R10.10.13
R.10.10.13
R10.10.14
R10.10.15
R10.11.13
R10.11.14
R10.10.15
R10.11.15
R10.12.13
R10.12.14
63
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
ELPR.4.9-12.5
Describe how stage
directions help the reader
understand the setting,
mood, characters, plot,
and theme
Observe and
recognize how
stage directio
ns
help the reader
understand the
setting, mood,
characters, plot,
and theme using
short phrases and
sim
ple sentences
with teacher
support
Observe and
recognize how
stage directio
ns
help the reader
understand the
setting, mood,
characters, plot,
and theme using
short phrases and
sim
ple sentences
with teacher
support
Describe how
stage directio
ns
help the reader
understand the
setting, mood,
characters, plot,
and theme using
short phrases and
sim
ple sentences
Describe how
stage directio
ns
help the reader
understand the
setting, mood,
characters, plot,
and theme using
appropriate
vocabulary
Describe how
stage directio
ns
help the reader
understand the
setting, mood,
characters, plot,
and theme
R.10.9.15
R10.10.15
R10.11.16
R10.12.15
Drama
ELPR.4.9-12.6
Distinguish the
characteristics of different
form
s of dramatic
literature using sim
ple
sentence
s, charts, and
table.
Observe role play
or video clips
demonstrating the
elements of
dramatic literature
(i.e., Elizabethan
tragedy)
Match vocabulary
of elements
dramatic literature
(i.e., Elizabethan
tragedy) to
illustratio
ns and/or
sim
ple phrases
Define and id
entify
the elements of
dramatic literature
(i.e., Elizabethan
tragedy) using
short phrases and
sim
ple sentences
Define and id
entify
the elements
dramatic literature
(i.e., Elizabethan
tragedy) using
appropriate
vocabulary
Define and id
entify
the elements of
dramatic literature
(i.e., Elizabethan
tragedy)
R.10.9.16
R10.10.17
R10.11.17
R10.12.16
R10.10.18
ELPR.4.9-12.7
Read a variety of literary
and content prose
Preview visually
supported text to
glean basic facts
presented in
literary and content
prose
Sequence pictures
with captio
ns to
adapted excerpts
of literary and
content prose
Read excerpts of
adapted literary
and content prose
with support
Read a variety of
literary and content
prose with support
Read a variety of
literary and content
prose
R.10.9.17
R10.10.19
R10.12.17
Literary and content prose
ELPR.4.9-12.8
Recognize and identify the
influence
of historical
context on the form
, style,
and point of view of
historica
l prose
Observe role play
or video clips
demonstrating
influence
of
historica
l context
on the form
, style,
and point of view
of historical prose
Match vocabulary
of elements
historica
l prose
(i.e., Elizabethan
tragedy) to
illustratio
ns and/or
sim
ple phrases
Retell the facts of
the point of view of
a written work
using short
phrase
s and
sim
ple sentences
with teacher
support
Identify the
influence
of
historica
l context
on the form
, style,
and point of view
of a written work
Recognize and
identify the
influence
of
historica
l context
on the form
, style,
and point of view
of a written work
R.10.9.18,
R.10.10.20
R.10.11.19
R.10.12.18
64
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
ELPR.4.9-12.8
Recognize and identify
distin
ctive and shared
characteristics of cultures
through reading
Preview visually
supported text to
recognize
distin
ctive and
shared
characteristics of
cultu
res through
reading
Match vocabulary
from a variety of
multicultural texts
to reco
gnize
distin
ctive and
shared
characteristics of
cultu
res through
reading
Identify the
characteristics that
distin
guish lite
rary
form
s from
different cultu
res
with teacher
support
Identify the
characteristics that
distin
guish lite
rary
form
s from
different cultu
res
with teacher
support
Recognize and
identify the
characteristics that
distin
guish lite
rary
form
s from
different cultu
res
R.10.9.19
R.10.10.21
R.10.11.20
R10.12.19
ELPR.4.9-12.9
Identify and defin
e literary
term
s
Use visual
elements to
determ
ine
meaning
Match literary
term
s to sim
ple
definitions and/or
illustratio
ns with
teach
er su
pport
Identify and defin
e
literary term
s using
short phrases and
sim
ple sentences
with teacher
support
Identify and defin
e
literary term
s using
appropriate
vocabulary with
teach
er su
pport
Identify and defin
e
literary term
s
R.10.9.20
R10.10.22
R.10.11.21
R.10.12.20
ELPR.4.9-12.10
Apply knowledge of
language to analyze
and
derive
meaning from
literary text
Retell facts of
author’s style using
short phrases and
sim
ple sentences
with teacher
support
Exp
lain the
relatio
nsh
ip
between the
author’s style and
literary effect using
appropriate
vocabulary with
teach
er su
pport
Exp
lain the
relatio
nsh
ip
between the
author’s style and
literary effect
R.10.9.21
R.10.10.23
R.10.11.22
R.10.12.21
Literary and content prose
ELPR.4.9-12.11
Analyze
, eva
luate and
draw conclusions by
providing evidence
presented in the text
Use visual
elements to
determ
ine
meaning
Match literary
elements to sim
ple
definitions and/or
illustratio
ns with
teach
er su
pport
Identify literary
elements in a work
using short
phrase
s and
sim
ple sentences
with teacher
support
Identify literary
elements in a work
with teacher
support
Identify literary
elements in a work
at a le
vel
comparable to
native
English
speaking peers
with teacher
support
R.10.9.22
R.10.10.24
R.10.11.23
R.10.12.22
ELPR.4.9-12.12
Identify irony as literary
device
Identify irony in
adapted texts with
teach
er su
pport
Exp
lain the use of
irony in adapted
texts using
appropriate
vocabulary with
teach
er su
pport
Exp
lain the use
irony at a leve
l comparable to
native
English
speaking peers
with teacher
support
R.10.9.23
R.10.10.25
R.10.11.24
R.10.12.23
65
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
ELPR.4.9-12.13
Analyze
text for the
purpose, ideas, and style
of the author
Analyze
pass
ages
from seve
ral
works of an author
that deal with a
single issue with
teach
er su
pport
Analyze
pass
ages
from seve
ral w
orks
of an author that
deal with a single
issu
e with teacher
support
Analyze
pass
ages
from seve
ral w
orks
of an author that
deal with a single
issu
e with teacher
support
Analyze
pass
ages
from seve
ral w
orks
of an author that
deal with a single
issu
e with teacher
support
R.10.11.25
R.10.12.24
R.10.11.26
R.10.12.25
66
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
9 - 12
Strand: Reading
Standard 6: Vocabulary, word study, and fluency
Students shall acquire and apply skills in vocabulary deve
lopment and w
ord analysis to be able to read fluently
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPR.6.9-12.1
Exp
and vocabulary
through reading, listening,
and discuss
ing
Exp
and vocabulary
through listening
and using visual
elements
Matches
vocabulary with
sim
ple defin
itions
Exp
and vocabulary
through reading,
listening, and
discuss
ing using
short phrases and
sim
ple sentences
with teacher
support
Exp
and and apply
specialized
vocabulary through
reading, listening,
and discuss
ing (i.e
. graphic organizers)
Exp
and and apply
specialized
vocabulary through
reading, listening,
and discuss
ing
R.11.9.1 R
.11.10.1
R.11.11.1
R.11.12.1
ELPR.6.9-12.2
Analyze
roots and word
parts and id
entify how
affixes change the
meaning of words
Identify the root of
a word (e.g.,
labels)
Identify prefixe
s
and roots (e.g.,
matches labels)
Identifies prefixe
s
and roots (e.g.
labels, matches)
Use prefixe
s,
suffixes, and root
words to defin
e
words through
graphic organizers
with teacher
support
Analyze
root words
and word parts and
identify how affixes
change the
meaning of words
R.11.9.2 R
.11.10.2
R.11.11.2
R.11.12.2
ELPR.6.9-12.3
Use m
ultiple reso
urces to
locate in
form
atio
n that
address questions
Exp
lore the uses of
multiple resources
(e.g.,
encyc
lopedias,
technology,
exp
erts) to locate
inform
atio
n that
address questions
Use m
ultiple
sources (e.g.,
encyc
lopedias,
technology,
exp
erts) to lo
cate
inform
atio
n that
address questions
Use m
ultiple
sources (e.g.,
encyc
lopedias,
technology,
exp
erts) to lo
cate
inform
atio
n that
address questions
Use m
ultiple
sources (e.g.,
encyc
lopedias,
technology,
exp
erts) to lo
cate
inform
atio
n that
address questions
Use m
ultiple
sources (e.g.,
encyc
lopedias,
technology,
exp
erts) to locate
inform
atio
n that
address questions
R.11.9.3 R
.11.10.3
R.11.11.3
R.11.12.3
Word study and vocabulary
ELPR.6.9-12.4
Interpret the connation
and denotation of words
using context to interpret
to determ
ine m
eaning of
words and phrase
s
Exp
lore the
connotative power
of cognates with
teach
er su
pport
Recognize the
connotative power
of words with
teach
er su
pport
Distinguish
between
connotatio
n and
denotation of
words using short
phrase
s and
sim
ple sentences
with teacher
support
Analyze
connatio
n
and denotation of
words with teacher
support
Interpret the
connation and
denotation of
words using
context to interpret
to determ
ine
meaning of words
and phrase
s
R.11.9.4 R
.11.10.4
R.11.11.4
R.11.12.4
67
English Language Proficiency Frameworks
Arkansas D
epartment of Education
Reading
9 - 12
Strand: Reading
Standard 6: Vocabulary, word study, and fluency
Students shall acquire and apply skills in vocabulary deve
lopment and w
ord analysis to be able to read fluently
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPR.6.9-12.5
Exp
and vocabulary
through reading, listening,
and discuss
ion
Exp
and vocabulary
through reading,
listening, and
discuss
ion
Exp
and vocabulary
through reading,
listening, and
discuss
ion
Exp
and vocabulary
through reading,
listening, and
discuss
ion
Recognize and
apply specialized
vocabulary
Recognize and
apply specialized
vocabulary
R.11.9.1 R
.11.10.1
R.11.11.1
R.11.12.1
Word study and vocabulary
ELPR.6.9-12.6
Use structural a
nalysis to
identify words
Recognize sim
ple
prefixe
s and
suffixes when
attach
ed to known
vocabulary
Use sim
ple
prefixe
s and
suffixes when
attach
ed to known
vocabulary
Use some
common roots and
affixes when
attach
ed to
vocabulary
Use structural
analysis to identify
root words with
affixes
Use structural
analysis to identify
words (i.e.,
knowledge of
Greek and Latin
roots and affixes)
R.11.9.2, R.11.10.2
R.11.11.2
R.11.12.2
Accessing information
ELPR.6.9-12.6
Use reference m
aterials
(i.e., glossary, dictionary,
thesa
urus, ava
ilable
technology) to facilitate
and extend le
arning
Exp
lore reference
materials (i.e
.,
gloss
ary,
dictio
nary,
thesa
urus,
ava
ilable
technology) to
determ
ine m
eaning
of words
Use reference
materials (i.e
.,
gloss
ary,
dictio
nary,
thesa
urus,
ava
ilable
technology) to
apply m
eaning of
words
Use reference
materials (i.e
.,
gloss
ary,
dictio
nary,
thesa
urus,
ava
ilable
technology) to
determ
ine and
apply m
eaning of
words
Use reference
materials (i.e
.,
gloss
ary,
dictio
nary,
thesa
urus,
ava
ilable
technology) to
determ
ine and
apply precise
meaning and
usage of words
Use reference
materials (i.e
.,
gloss
ary,
dictio
nary,
thesa
urus,
ava
ilable
technology) to
facilitate and
extend learning
R.11.9.3 R
.11.10.3
R.11.11.3
R.11.12.3
68
English Language Proficiency Framework
for
Writing
Spring 2006
1
English Language Profic
iency Framework
Strands
Listening
1. Students shall demonstrate effective listening skills in
form
al and inform
al s
ettings to facilitate communicatio
n.
Speaking
2. Students shall demonstrate effective oral co
mmunication skills to exp
ress id
eas and to present inform
ation.
Reading
Foundations of
Reading
3. Students shall apply concepts of print, acquire knowledge of spoken words and understand the relationship of
speech
to print as they deve
lop a foundatio
n for literacy.
Comprehension
4. Students shall apply a variety of strategies to read and comprehend printed m
aterial.
Variety of text
5. Students shall read, exa
mine, and resp
ond to a wide range of texts for a variety of purposes.
Vocabulary,
Word Study and
Fluency
6. Students shall acq
uire and apply skills in vocabulary deve
lopment and word analysis to be able to read fluently.
Writing
Process
7. Students shall employ a wide range of strategies as they write, using the writing proce
ss appropriately.
Purpose
, Topics,
Form
s and
Audiences
8. Students shall demonstrate competency in writing for a variety of purposes, topics and audiences employing a
wide range of form
s.
Conve
ntions
9. Students shall apply knowledge of Standard English conve
ntions in
written work.
Craftsmanship
10. Students shall deve
lop personal style and voice as they approach the craftsmanship of writing.
2
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
K - 2
Writing
Standard 7: Process: Students shall employ a wide range of strategies as they write, using the writing proce
ss appropriately
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.7.K-2.1
Generate topics
Generate topics and
content vo
cabulary
by
- drawing
- sharing personal
exp
eriences
- responding to
books
- using
environmental
- contribute
illustrations to a
notebook
Respond to topics
and content
vocabulary by
- -drawing
- sharing personal
exp
eriences
- responding to
books
- using
environmental
- contribute
illustrations to a
notebook
Generate topics and
content vo
cabulary
by
- drawing
- sharing personal
exp
eriences
- responding to
books
- using
environmental
- contribute
illustrations to a
notebook
(i.e., interesting
words or
phrases, books
or exp
eriences
that spark an
interest, etc.)
Generate topics and
content vo
cabulary
by
- drawing
- sharing personal
exp
eriences
- responding to
books
- using
environmental
- contribute
illustrations to a
notebook
(i.e., interesting
words or
phrases, books
or exp
eriences
that spark an
interest, etc.)
Generate topics and
content vo
cabulary
by
- drawing
- sharing personal
exp
eriences
- responding to
books
- using
environmental
- contribute
illustrations to a
notebook
(i.e., interesting
words or
phrases, books
or exp
eriences
that spark an
interest, etc.)
W.4.K.1
W.4.1.1
W.4.2.1
ELPW.7.K-2.2
Participate in
prewriting activitie
s
Participate in teacher
led prewriting
activitie
s
Participate in teacher
led prewriting
activitie
s
Participate in teacher
led prewriting
activitie
s to deve
lop
an understanding of
the writing proce
ss
Participate in teacher
led prewriting
activitie
s to deve
lop
an understanding of
the writing proce
ss
Participate in teacher
led prewriting
activitie
s to deve
lop
an understanding of
the writing proce
ss
W.4.K.3
W.4.1.6
W.4.1.7
ELPW.7.K-2.3
Use graphic
organizers in
prewriting activitie
s
- Promote
organizatio
n of
writing
(i.e., story m
aps,
webbing, and graphic
organizers to create
a draft
Promote organizatio
n
of writing
(i.e., story m
aps,
webbing, and graphic
organizers to create
a draft)
Promote organizatio
n
of writing
(i.e., story m
aps,
webbing, and graphic
organizers to create
a draft)
W.4.K.3
W.4.1.6
W.4.1.7
3
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
K - 2
Writing
Standard 7: Process: Students shall employ a wide range of strategies as they write, using the writing proce
ss appropriately
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.7.K-2.4
Apply strategies, to
move
from oral to
written language
Apply strategies,
when prompted, to
move
from oral to
written language (i.e
.,
orally compose
mess
age and
verbally rehearse,
reread text to get to
next w
ord in the
mess
age, etc.)
- use visual
organizers /
collages
- Copy and write
words about se
lf-
selected topics
Apply strategies,
when prompted, to
move
from oral to
written language (i.e
.,
orally compose
mess
age and
verbally rehearse,
reread text to get to
next w
ord in the
mess
age, etc.)
-use charades to
connect acting out
to writing)
-use transitional
words
- Write about se
lf-
selected topics
Apply strategies,
when prompted, to
move
from oral to
written language (i.e
.,
orally compose
mess
age and
verbally rehearse,
reread text to get to
next w
ord in the
mess
age, etc.)
- Use prewriting
strategies to
organize ideas
- Write about se
lf-
selected topics
Apply strategies,
when prompted, to
move
from oral to
written language (i.e
.,
orally compose
mess
age and
verbally rehearse,
reread text to get to
next w
ord in the
mess
age, etc.)
- Use prewriting
strategies to
organize ideas
- Write about se
lf-
selected topics
Apply strategies,
when prompted, to
move
from oral to
written language (i.e
.,
orally compose
mess
age and
verbally rehearse,
reread text to get to
next w
ord in the
mess
age, etc.)
- Use prewriting
strategies to
organize ideas
- Write about se
lf-
selected topics
W.4.K.2
W.4.K.6
W.4.1.3
W.4.2.2
W.4.K.4
ELPW.7.K-2.5
Focus on one topic
Focus on one topic
using pre-taught
vocabulary words
using personal
exp
eriences
to produce
topic
ideas
Write basic
instructio
ns for how
to complete a sim
ple
task by using
personal
exp
eriences to
produce topic
ideas
Focus on one topic
by writing instructions
for how-to task
Focus on and
deve
lop one topic
Focus on and
deve
lop one topic
W.4.1.2
W.4.1.4
W.4.2.3
4
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
K - 2
Writing
Standard 7: Process: Students shall employ a wide range of strategies as they write, using the writing proce
ss appropriately
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.7.K-2.6
Organize writing
Complete a cloze
pass
age sentence
- write from le
ft to
right, top to
bottom, and use
return sweep
- apply knowledge
of letters and
words
Use a story or
paragraph frame to
organize writing (e.g.
using a cloze
pass
age form
at)
- write from le
ft to
right, top to
bottom, and use
return sweep
Use a story or
paragraph frame to
organize writing (e.g.
using a cloze
pass
age form
at)
- write from le
ft to
right, top to
bottom, and use
return sweep
Use a story or
paragraph frame to
organize writing
- write from le
ft to
right, top to
bottom, and use
return sweep
Use a story or
paragraph frame to
organize writing
- write from le
ft to
right, top to
bottom, and use
return sweep
W.4.1.5
W.4.K.5
W.4.K.7
ELPW.7.K-2.7
Use phonemic
awareness
Deve
lop phonemic
awareness
Use knowledge of
phonemic awareness
to write sim
ple
sentence
s
Use knowledge of
phonemic awareness
to write sentences
Use strategies for
applying phonemic
awareness
and phonics
knowledge (e.g.
cognates)
Use strategies for
applying phonemic
awareness and
phonetics
knowledge
- break speech in
to
words and le
ave
spaces between
words, slowly
articulate or
segment words in
order to hear
most
salient sounds
- break words at
onse
t and rim
e to
record
corresponding
letter patterns
W.4.K.9
W.4.1.11
5
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
K - 2
Writing
Standard 7: Process: Students shall employ a wide range of strategies as they write, using the writing proce
ss appropriately
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.7.K-2.8
Write to edit and
revise sentence
s
Copy and write
sim
ple m
essa
ges
independently to
demonstrate the
understanding that
speech can be
written and revise for
meaning based on
student-
teach
er co
llaboration
Copy and write
sim
ple m
essa
ges
that have
been
modeled and revise
writing for:
- for meaning
base
d on student-
teacher
collaboratio
n
- with full
class participatio
n
Copy and write
sim
ple m
essa
ges
that have
been
modeled and revise
writing to:
- check for
acc
uracy and
meaning
base
d on student-
teacher
collaboratio
n
- organization,
content, and
clarity based on
peer responses
and teacher
conferences
Copy and write
sim
ple m
essa
ges
independently and
revise to:
- check for
acc
uracy and
meaning
base
d on student-
teacher
collaboratio
n
- organization,
content, and
clarity based on
peer responses
and teacher
conferences
Write sim
ple
mess
ages and revise
to:
- check for
acc
uracy and
meaning
base
d on student-
teacher
collaboratio
n
- organization,
content, and
clarity based on
peer responses
and teacher
conferences
W.4.K.10
W.4.K.11
W4.1.12
W.4.2.7
W.4.K.12
ELPW.7.K-2.9
Publish and share
writing
Prepare and share
piece
s for publicatio
n
- illustrations (e.g.
draw/label b
ody
parts)
- rewriting
- docu
ments
created with
tech
nology
Prepare and share
piece
s for publicatio
n
- illustrations (e.g.
draw/label b
ody
parts)
- rewriting
- docu
ments
created with
tech
nology
Prepare and share
piece
s for publicatio
n
(e.g. write interview
questions with
classm
ate)
Prepare and share
piece
s for
publicatio
ns and
writing with others
(e.g. writing a friendly
letter to adult or peer,
book report)
Prepare and share
piece
s for publicatio
n
(e.g. narrative
, exp
ository)
W.4.K.13
W.4.1.16
W.2.14
W.4.K.14
W.4.1.17
6
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
K - 2
Writing
Standard 7: Process: Students shall employ a wide range of strategies as they write, using the writing proce
ss appropriately
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.7.K-2.10
Contribute to the
literate environment
of the
classroom/sch
ool
Contribute to the
literate environment
of the
classroom/sch
ool by
displaying writing
samples (e.g.,
poems, word study
charts, word walls,
writing samples, etc.)
Contribute to the
literate environment
of the
classroom/sch
ool by
displaying writing
samples (e.g.,
poems, word study
charts, word walls,
writing samples, etc.)
Contribute to the
literate environment
of the
classroom/sch
ool by
displaying writing
samples (e.g.,
poems, word study
charts, word walls,
writing samples, etc.)
Contribute to the
literate environment
of the
classroom/sch
ool by
displaying writing
samples (e.g.,
poems, word study
charts, word walls,
writing samples, etc.)
Contribute to the
literate environment
of the
classroom/sch
ool by
displaying writing
samples (e.g.,
poems, word study
charts, word walls,
writing samples, etc.)
W.4.K.15
ELPW.7.K-2.11
Create a portfolio
and publish
approximately 10
piece
s
Create and select
piece
s for a writing
portfolio
and publish
approximately ten
piece
s throughout
the year
(i.e., thank you note,
poster, recipe, etc.)
and use ava
ilable
technology for
publishing
Create and select
piece
s for a writing
portfolio
and publish
approximately ten
piece
s throughout
the year
(i.e., thank you note,
poster, recipe, etc.)
and use ava
ilable
technology for
publishing
Create and select
piece
s for a writing
portfolio
and publish
approximately ten
piece
s throughout
the year by sharing
writing and use
ava
ilable technology
for publishing
Create and select
piece
s for a writing
portfolio
and publish
approximately ten
piece
s throughout
the year by sharing
writing and use
ava
ilable technology
for publishing
Create and select
piece
s for a writing
portfolio
and publish
approximately ten
piece
s throughout
the year by sharing
writing and use
ava
ilable technology
for publishing
W.4.1.18
W.4.2.15
W.4.K.16
W.4.1.20
W.4.1.19
W.4.2.16
ELPW.7.K-2.12
Write to exp
and
main ideas
Write on m
ain id
ea
using a pattern
sentence
with visual
and teach
er su
pport
Write on m
ain id
ea
using a pattern
sentence
with visual
and teach
er su
pport
Write to elaborate/
exp
and an idea when
prompted
(e.g. using W
H
questions)
Write to elaborate/
exp
and an idea when
prompted
Write to elaborate/
exp
and an idea/
mess
age
independently
W.4.1.8
W.4.1.13
W.4.2.8
ELPW.7.K-2.13
Use high frequency
words to create
introductory and
concluding
sentence
s
Use high frequency
words (e.g. with a
cloze
pass
age
activity)
Use high frequency
words
(e.g. with a cloze
pass
age activity)
Use high frequency
words to create
introductory and
concluding
sentence
s
Use high frequency
words to create
introductory and
concluding
sentence
s
Use high frequency
words to create
introductory and
concluding
sentence
s
W.4.1.9
W.4.1.10
7
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
K - 2
Writing
Standard 7: Process: Students shall employ a wide range of strategies as they write, using the writing proce
ss appropriately
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.7.K-2.14
Edit sentences for
capita
lization,
punctuatio
n, and
spelling
Edit sim
ple
sentence
s with
teach
er su
pport and
full class
participation:
- capitalization
- beginning/ending
punctuation
- deve
lop a
personal
vo
cabulary
dictionary
- personal
writing
- give and
receive feedback
about writing
Edit sim
ple
sentence
s with
teach
er su
pport:
- capitalization
- beginning/ending
punctuation
- deve
lop personal
vo
cabulary
dictionary, word
wall, pictionary,
etc.
- personal
writing
- give and receive
feedback
about
writing
Edit for complete
sentence
s:
- capitalization
- punctuatio
n
- spelling
- using word wall,
pictionary,
software, charts,
etc.
- delete irreleva
nt
inform
atio
n with
teacher guidance
Edit for complete
sentence
s:
- capitalization
- punctuatio
n
- spelling
- utilize ava
ilable
resources to edit
personal writing
(i.e., editing
checklist,
personal
dictionary, word
wall, etc.)
Edit for complete
sentence
s:
- capitalization
- punctuatio
n
- spelling
- utilize ava
ilable
resources to edit
personal writing
(i.e., editing
checklist,
personal
dictionary, word
wall, etc.)
- delete irreleva
nt
inform
atio
n with
teacher guidance
W.4.1.14
W.4.1.15
W.4.2.9
W.4.2.10
W.4.2.12
W.4.2.13
ELPW.7.K-2.15
Use various
strategies to
deve
lop
paragraphs
Compose short
paragraphs using: --
pictures, labels,
and phrases
- visuals and
sentence strips to
sequence m
ain
idea and detail,
cause and effect
Compose short
paragraphs using: --
pictures, labels,
and phrases
- visuals and
sentence strips to
sequence m
ain
idea and detail,
cause and effect
Organize writing by:
- sequencing m
ain
idea and detail,
cause and effect
- creatin
g
introduction and
conclusion
sentence
Create well-
deve
loped
paragraphs that
include in
troduction,
details, and
conclusion
Create well-
deve
loped
paragraphs that
include in
troduction,
details, and
conclusion
W.4.2.4
W.4.2.5
8
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
K - 2
Writing
Standard 8: Purpose
, Topics, Form
s and Audiences: Students shall demonstrate competency in writing for a variety of purposes, topics and
audiences employing a wide range of form
s
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.8.K-2.1
Write for a various
audience
s
Write and/or draw to
communicate id
eas
for self, peers, and
for other people (e.g.
cards, alphabet, key
vocabulary words,
names, etc.)
Write and/or draw to
communicate id
eas
for self, peers, and
for other people (e.g.
cards, ke
y vo
cabulary words,
names, etc.)
Write or draw to
communicate id
eas
for self, peers, and
for other people (e.g.
cards, ke
y vo
cabulary words,
invitatio
ns,
perm
ission slips,
etc.)
Write to
communicate id
eas
for self, peers, and
for other people (e.g.
cards, ke
y vo
cabulary words,
etc.)
Write to
communicate id
eas
for self, peers,
parents, relatives,
friends, teach
ers,
and for other people
(e.g. cards, ke
y vo
cabulary words,
names, etc.)
W.5.K.1
W.5.1.1
W.5.2.1
W.5.K.2
ELPW.8.K-2.2
Exp
lain purpose for
writing
Exp
lain some of the
purposes for writing,
such
as telephone
mess
ages, recipes,
or lists that have
been m
odeled
Exp
lain some of the
purposes for writing,
such
as telephone
mess
ages, shopping
lists, recipes, or lists
that have
been
modeled
Exp
lain some of the
purposes for writing,
such
as telephone
mess
ages, recipes,
or lists that have
been m
odeled
Determ
ine purpose
for writing by
exp
laining why some
text form
s m
ay be
more appropriate
than others
Determ
ine and m
atch
purpose for writing to
the appropriate
audience
by
exp
laining why some
text form
s m
ay be
more appropriate
than others
W.5.K.3
W.5.1.2
W.5.2.2
9
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
K - 2
Writing
Standard 8: Purpose
, Topics, Form
s and Audiences: Students shall demonstrate competency in writing for a variety of purposes, topics and
audiences employing a wide range of form
s
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.8.K-2.3
Write daily for a
variety of purposes
Illustrate and write
daily (e.g., key
vocabulary, thank
you notes,
invitatio
ns)
- use a visual s
tory
board to
sequence
- respond by
writing or drawing
pictures to stories
read aloud
- respond to open-
ended questio
ns
- personal journal
- independently on
self-selected
topics
Illustrate and write
daily (e.g., thank you
notes, invitatio
ns,
etc.)
- use a visual s
tory
board to
sequence
- respond by
writing or drawing
pictures to stories
read aloud
- respond to open-
ended questio
ns
- a sim
ple
familiar fairy or
folk tale using
teacher-created
template
- sim
ple
quatrains and
shape poetry
- personal journal
- independently on
self-selected
topics
Illustrate and write
daily (e.g. objective
of the day, personal
narrative
s, etc.)
- an
inform
atio
nal
paragraph,
including a topic
sentence, details,
and conclusion
- sim
ple
quatrains and
shape poetry
- sim
ple
letters to authors
- connectio
ns
between text and
self
- personal journal
- independently on
self-selected
topics
Write brief personal
narrative
s and sim
ple
inform
atio
nal text
- brief
exp
ository
desc
riptions
- instructio
ns
with appropriate
sequence
- a narrative
that prese
nts a
logical se
quence
of eve
nts and
desc
ribes the
setting, character,
and eve
nts in
detail
- text
va
riatio
ns (i.e.,
change setting,
characters, or
ending, etc.)
- connectio
ns
between text and
self
- personal journal
- independently on
self-selected
topics
Write brief personal
narrative
s and sim
ple
inform
atio
nal text
- brief
exp
ository
desc
riptions
- an
inform
atio
nal
paragraph
- a narrative
that prese
nts a
logical se
quence
of eve
nts and
desc
ribes the
setting, character,
and eve
nts in
detail
- retellings of
fairy and folk tales
- text
va
riatio
ns (i.e.,
change setting,
characters, or
ending, etc.)
- connections
between text and
self
- personal journal
- independently on
self-selected
topics
W.5.K.4
W.5.1.3
W.5.K.5
W.5.1.5
W.5.K.6
W.5.1.4
W.5.1.6
W.5.2.3
W.5.2.4
W.5.2.5
W.5.2.6
W.5.2.7
W.5.2.8
W.5.2.9
W.5.2.10
W.5.2.11
W.5.2.12
W.5.2.13
W.5.2.14
10
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
K - 2
Writing
Standard 9: Conve
ntio
ns: Students shall apply knowledge of Standard English conve
ntions in
written work
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.9.K-2.1
Write a variety of
sentence
s
Write sim
ple
sentence
s around
known words,
repetitive phrases
and sentence
beginnings
(i.e., sim
ple dictatio
n
and cloze
paragraphs).
Write sim
ple
sentence
s around
known words,
repetitive phrases
and sentence
beginnings.
(i.e., sim
ple dictatio
n
and cloze
paragraphs).
Write sim
ple
sentence
s around
known words,
repetitive phrases
and sentence
beginnings to:
- inco
rporate
transition words
- combine
sentences
correctly (e.g., I
woke up, and I
ate breakfast.)
Write sim
ple
sentence
s around
known words,
repetitive phrases
and sentence
beginnings to
- va
ry sentence
patterns and
lengths
- inco
rporate
transition words
- combine
sentences
correctly
Write sim
ple
sentence
s around
known words,
repetitive phrases
and sentence
beginnings to
- va
ry sentence
patterns and
lengths
- inco
rporate
transition words
- combine
sentences
correctly
W.6.K.1
W.6.1.1
W.6.1.2
W.6.2.1
W.6.2.2
W.6.2.4
W.6.2.5
ELPW.9.K-2.2
Use the syn
tax of
oral language
Use the syn
tax of
oral language
- singular and
plural pronouns
Use the syn
tax of
oral language
- singular and
plural pronouns
Use the syn
tax of
oral language
- singular and
plural pronouns
- use subject and
ve
rb agreement in
sim
ple sentences
Use the syn
tax of
oral language
- use subject and
ve
rb agreement in
sim
ple sentences
Use the syn
tax of
oral language
- use subject and
ve
rb agreement in
sim
ple sentences
W.6.K.2
W.6.1.3
W.6.2.3
ELPW.9.K-2.3
Use phonetic
strategies
Use phonetic
strategies and
common visual
patterns to spell
familiar words with
same sounds in
L1 /
L2
Use phonetic
strategies and
common visual
patterns to spell
familiar words with
same sounds in
L1 /
L2
Use phonetic
strategies to spell
unknown and a
growing number of
high frequency words
correctly
Use phonetic
strategies to spell
unknown and a
growing number of
high frequency words
correctly
Use phonetic
strategies to spell
unknown and a
growing number of
high frequency words
correctly
W.6.K.3
W.6.1.4
W.6.2.7
W.6.K.4
W.6.2.7
W.6.K.4
W.6.1.5
W.6.2.8
11
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
K - 2
Writing
Standard 9: Conve
ntio
ns: Students shall apply knowledge of Standard English conve
ntions in
written work
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.9.K-2.4
Use capita
lizatio
n
rules
Capitalize own name,
beginning of
sentence
, proper
names/nouns
Capitalize own name,
beginning of
sentence
, proper
names/nouns
Capitalize own name,
beginning of
sentence
, proper
names/nouns
Capitalize own name,
beginning of
sentence
, proper
names/nouns
Capitalize own name,
beginning of
sentence
, proper
names/nouns
W.6.K.5
W.6.1.6
W.6.2.10
W.6.K.6
W.6.1.7
W.6.2.11
ELPW.9.K-2.5
Use correct
punctuatio
n
Use correct
punctuatio
n (e.g.
periods, question
marks, exclamatio
n
marks, comma in
dates and
addresses) to
punctuate
declarative
, interrogative
, im
perative
, and
exclamatory
sentence
s
Use correct
punctuatio
n (e.g.
periods, question
marks, exclamatio
n
marks, comma in
dates and
addresses) to
punctuate
declarative
, interrogative
, im
perative
, and
exclamatory
sentence
s
Use correct
punctuatio
n (e.g.
periods, question
marks, exclamatio
n
marks, comma in
dates and
addresses) to
punctuate
declarative
, interrogative
, im
perative
, and
exclamatory
sentence
s
Use correct
punctuatio
n (e.g.
periods, question
marks, exclamatio
n
marks, commas,
apostrophes for
contractio
ns and
singular possessive
s)
to punctuate
declarative
, interrogative
, im
perative
, and
exclamatory
sentence
s
Use correct
punctuatio
n (e.g.
periods, question
marks, exclamatio
n
marks, commas,
apostrophes for
contractio
ns and
singular possessive
s)
to punctuate
declarative
, interrogative
, im
perative
, and
exclamatory
sentence
s
W.6.K.7
W.6.1.8
W.6.2.6
W.6.2.12
W.6.2.13
W.6.2.14
W.6.2.15
12
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
K - 2
Writing
Standard 9: Conve
ntio
ns: Students shall apply knowledge of Standard English conve
ntions in
written work
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.9.K-2.6
Use correct
directionality and
form
atio
n
Write le
ft to right
with return sweep
- legibly in
manusc
ript
using correct
letter form
atio
n
- leave
spaces
between words
and sentences
- write with the
form
at of lines
and spaces
provided by the
selected paper
Write le
ft to right
with return sweep
- legibly in
manusc
ript
using correct
letter form
atio
n
- leave
spaces
between words
and sentences
- write with the
form
at of lines
and spaces
provided by the
selected paper
Write le
ft to right
with return sweep
- legibly in
manusc
ript
using correct
letter form
atio
n
- leave
spaces
between words
and sentences
- write with the
form
at of lines
and spaces
provided by the
selected paper
Write le
ft to right
with return sweep
- legibly in
manusc
ript
using correct
letter form
atio
n
- leave
spaces
between words
and sentences
- write with the
form
at of lines
and spaces
provided by the
selected paper
Write le
ft to right
with return sweep
- legibly in
manusc
ript
using correct
letter form
atio
n
- leave
spaces
between words
and sentences
- write with the
form
at of lines
and spaces
provided by the
selected paper
W.6.K.8
W.6.1.9
W.6.2.16
W.6.K.9
W.6.K.10
W.6.1.10
ELPW.9.K-2.7
Use prefixe
s
N/A
N/A
Practic
e using the
common prefix
(e.g. un, pre, re)
Use knowledge of
prefixe
s and
common
inflectio
nal endings
to spell (e.g.
consonant
doubling, dropping
-e, changing y to i)
Use knowledge of
prefixe
s and
common
inflectio
nal endings
to spell (e.g.
consonant
doubling, dropping
-e, changing y to I)
W.6.2.9
13
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
K - 2
Writing
Standard 10: Craftsmanship
Students shall deve
lop personal style and voice as they approach the craftsmanship of writing.
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.10.K-2.1
Use drawings and
details that support
sequentia
l story
Use drawings that
support m
eaning
including details
when illustratin
g (e.g.
draw pictures in
sequentia
l order in
response to familiar
story read orally)
Use drawings that
support m
eaning
including details
when illustratin
g (e.g.
draw pictures in
sequentia
l order in
response to familiar
story read orally)
Use drawings that
support m
eaning and
deve
lop a beginning,
middle, and end to a
story
using teacher-make
template
Use drawings that
support m
eaning to
deve
lop a beginning,
middle, and end to a
story
Use drawings that
support m
eaning,
including some
concrete details,
when writing
to deve
lop a
beginning, middle,
and end to a story
W.7.K.1
W.7.1.1
W.7.2.1
ELPW.10.K-2.2
Incorporate
social a
nd
academic la
nguage
Incorporate language
acquired from
reading and/or
conve
rsation
Incorporate language
acquired from
reading and/or
conve
rsation
Incorporate language
acquired from
reading and/or
conve
rsation
Incorporate language
acquired from
reading and/or
conve
rsation
Incorporate lite
rary
language and styles
heard or read in the
classroom in
to
personal writing
W.7.K.2
W.7.K.3
ELPW.10.K-2.3
Use language
patterns
Imitate narrative
elements and
predictable la
nguage
patterns derive
d from
known texts
(e.g., using W
H
questions)
Imitate narrative
elements and
predictable la
nguage
patterns derive
d from
known texts
(e.g. using W
H
questions)
Imitate narrative
elements and
predictable la
nguage
patterns derive
d from
known texts
Imitate narrative
elements and
predictable la
nguage
patterns derive
d from
known texts
Imitate narrative
elements and
predictable la
nguage
patterns derive
d from
known texts
W.7.1.2
14
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
K - 2
Writing
Standard 10: Craftsmanship
Students shall deve
lop personal style and voice as they approach the craftsmanship of writing.
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.10.K-2.4
Take on strategies
and elements of
author’s craft and
literary la
nguage
N/A
N/A
Embed lite
rary
language in
writing
(I.e. “O
nce
upon a
time…
”)
Take on strategies
and elements of
author’s craft that the
class has discusse
d
in their study of
literary works
Take on strategies
and elements of
author’s craft that the
class has discusse
d
in their study of
literary works
- embed literary
language in
writing (I.e. “O
nce
upon a tim
e…
”)
W.7.2.2
W.7.2.4
ELPW.10.K-2.5
Use predictable
text
Use predictable text
as m
odeled for own
writing
(e.g. The Little
Red
Hen)
Use predictable text
as m
odeled for own
writing
Use predictable text
as m
odeled for own
writing
Use predictable text
as m
odeled for own
writing
Use predictable text
as m
odeled for own
writing
W.7.K.4
ELPW.10.K-2.6
Listen and respond
to writings of others
Listen and respond
to writings of others
Listen and respond
to writings of others
Listen and respond
to writings of others
Listen and respond
to writings of others
Listen and respond
to writings of others
W.7.K.5
ELPW.10.K-2.7
Use adjectives
Write personal
adjective
s to
desc
ribe color of
hair/eye
s,
shapes/sizes of
objects, etc.
Write personal
adjective
s to
desc
ribe color of
hair/eye
s,
shapes/sizes of
objects, etc.
Use adjectives
when writing about
people, place
s,
things, and eve
nts
Use adjectives
when writing about
people, place
s,
things, and eve
nts
Use adjectives
when writing about
people, place
s,
things, and eve
nts
W.7.1.3
ELPW.10.K-2.8
Produce
writing
using previously
learned and new
vocabulary
Produce
and use
new vocabulary
and concepts that
utilize the full range
of words in their
speaking
vocabulary
Produce
and use
new vocabulary
and concepts that
utilize the full range
of words in their
speaking
vocabulary
Produce
and use
new vocabulary
and concepts that
utilize the full range
of words in their
speaking
vocabulary
Produce
and use
new vocabulary
and concepts that
utilize the full range
of words in their
speaking
vocabulary
Produce
and use
new vocabulary
and concepts that
utilize the full range
of words in their
speaking
vocabulary
W.7.1.4
W.7.1.6
W.7.2.5
15
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
K - 2
Writing
Standard 10: Craftsmanship
Students shall deve
lop personal style and voice as they approach the craftsmanship of writing.
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.10.K-2.9
Exa
mine writing
for progress
Select words when
prompted (e.g.
using word wall,
personal
dictio
naries, etc.)
Select words when
prompted (e.g.
using word wall,
personal
dictio
naries, etc.)
Select m
ore
precise words
when prompted
and exa
mine
written work with
teach
er guidance
to
determ
ine progress
in writing and work
habits
Select m
ore
precise words
when prompted
and
exa
mine written
work with teacher
guidance
to
determ
ine progress
in writing and work
habits
Select m
ore
precise words
when prompted
and
exa
mine written
work with teacher
guidance
to
determ
ine progress
in writing and work
habits
W.7.1.5
W.7.1.7
W.7.2.8
16
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
3 - 5
Writing
Standard 7: Process: Students shall employ a wide range of strategies as they write, using the writing proce
ss appropriately
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.7.3-5.1
Use a variety of
strategies to plan
writing
Use planning
strategies/
organizers:
- list key class
generated
vo
cabulary words -
organize id
eas
using graphic
organizers (i.e.,
webbing,
mapping, form
al
outlining with
main topics
- use illustrations to
demonstrate an
awareness
of
purpose/audience
- select appropriate
resources for
personal and
inform
atio
nal
writing
Use planning
strategies/
organizers:
- create a graphic
organizer with
class
- organize ideas
using graphic
organizers (i.e.,
webbing,
mapping, form
al
outlining with
main topics
- use single words
or phrases to
demonstrate an
awareness
of
purpose/audience
- select appropriate
resources for
personal and
inform
atio
nal
writing
Use planning
strategies/
organizers:
- organize writing
to conve
y a
central idea
- use visual
representatio
ns,
charts, etc. to
generate id
eas
using strategies
such as observing
and brainstorm
ing
- use sim
ple words
or phrases to
demonstrate an
awareness
of
purpose/audience
with emphasis on
exp
ository and
letter writing
- select appropriate
resources for
personal and
inform
atio
nal
writing
Use planning
strategies/
organizers:
- organize writing
to conve
y a
central idea
- generate id
eas
using
reading,
discussing,
focu
sed free
writing, observing,
and brainstorm
ing
- organize ideas by
using graphic
organizers (i.e.,
webbing,
mapping, and
form
al outlining
with m
ain topics)
- use sim
ple words
or phrases to
demonstrate an
awareness
of
purpose/audience
with emphasis on
exp
ository and
letter writing
- select appropriate
resources for
personal and
inform
atio
nal
writing
Use planning
strategies/
organizers:
- organize writing
to conve
y a
central idea
- generate id
eas
using
reading,
discussing,
focu
sed free
writing, observing,
and brainstorm
ing
- organize ideas by
using graphic
organizers (i.e.,
webbing,
mapping, and
form
al outlining
with m
ain topics)
- select appropriate
resources and
tech
nology for
collecting
inform
atio
n for
personal and
inform
atio
nal
writing
- organize
exp
ository
paragraphs that
include a topic
sentence,
supporting
details, and a
conclusion
sentence
W.4.3.1
W.4.4.1
W.4.5.1
W.4.5.2
W.4.3.3
W.4.5.3
W.4.3.4
W.4.3.5
W.4.4.4
W.4.5.4
W.4.5.6
17
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
3 - 5
Writing
Standard 7: Process: Students shall employ a wide range of strategies as they write, using the writing proce
ss appropriately
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.7.3-5.2
Deve
lop drafts
Place inform
ation in
categories using
illustratio
ns and
graphic organizers
(e.g., pictures of
people, place
s, and
things) to emphasize
central idea and
basic in
form
atio
n
Place inform
ation in
categories using
illustratio
ns and
graphic organizers
(e.g., pictures of
people, place
s, and
things) to emphasize
central idea and
basic in
form
atio
n
using sim
ple words
and phrase
s,
Deve
lop drafts by: -
sorting
inform
atio
n in
to
categories for
paragraphs
- creatin
g an
introductory
sentence
- using a graphic
organizer to
emphasize
central idea and
basic in
form
atio
n
using sim
ple
words and
phrases
Deve
lop drafts by:
- sorting
inform
atio
n in
to
categories for
paragraphs
- create well-
deve
loped
introductory and
concluding
paragraphs
- create an
introduction that
hooks the reader
- deve
lop strong
closure
- writing related
paragraphs on
the same topic
- drafting
inform
atio
n
collected during
reading and/or
research into
writing
- using prewriting
to draft exp
osito
ry
paragraphs within
an essa
y with
emphasis on the
following:
- central idea
- exp
lanatio
n
- elaboratio
n
- unity
- purpose and
audience
Deve
lop drafts by:
- sorting
inform
atio
n in
to
categories for
paragraphs
- create well-
deve
loped
introduction that
hooks the reader
and strong
concluding
paragraphs
- writing related
paragraphs on
the same topic
- drafting
inform
atio
n
collected during
reading and/or
research into
writing
- using prewriting
to draft exp
osito
ry
paragraphs within
an essa
y with
emphasis on the
following:
- central idea
- exp
lanatio
n
- elaboratio
n
- unity
- purpose
- audience
- desc
riptive
details
W.4.3.6
W.4.4.5
W.4.3.7
W.4.4.6
W.4.4.7
W.4.4.8
W.4.4.9
W.4.5.5
W.4.3.2
W.4.3.8
18
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
3 - 5
Writing
Standard 7: Process: Students shall employ a wide range of strategies as they write, using the writing proce
ss appropriately
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.7.3-5.3
Revise writing
Organize key
vocabulary with
teach
er su
pport and
revise as a group
Practic
e writing
vocabulary through
illustratio
ns with
teach
er su
pport
using:
- a revision
checklist
deve
loped by the
class to revise
writing
- illustrations
- sim
ple words and
phrases to revise
style for se
lected
vo
cabulary and
inform
atio
n
Read and revise
writing base
d on
teach
er co
nference
using:
- a revision
checklist as a
group to revise
writing
- illustrations
- sim
ple words and
phrases to revise
style for se
lected
vo
cabulary and
inform
atio
n
- an effective lead
sentence for each
paragraph by
using questions
or exclamations
Revise writing for
organizatio
n, precise
vocabulary, and
purposefully selected
inform
atio
n from peer
responses and
teach
er co
nference
using:
- a check
list
deve
loped by the
class to
independently
revise writing
- elements of style,
including word
choice and
sentence
va
riatio
n,
coherence, and
logical
support of ideas
Revise writing for
organizatio
n, precise
vocabulary, and
purposefully selected
inform
atio
n from peer
responses and
teach
er co
nference
using:
- drafts for
coherence
, style,
content and lo
gical
support of ideas
based on peer
responses and
teach
er co
nferences
W.4.3.9
W.4.3.10
W.4.4.10
W.4.4.11
W.4.4.12
W.4.5.10
W.4.5.6
W.4.5.11
W.4.5.7
W.4.5.8
W.4.5.9
19
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
3 - 5
Writing
Standard 7: Process: Students shall employ a wide range of strategies as they write, using the writing proce
ss appropriately
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.7.3-5.4
Edit writing
Edit for spelling,
usage, punctuatio
n,
capita
lization, and
sentence
structure
with peers or during
teach
er co
nferences
Edit for spelling,
usage, punctuatio
n,
capita
lization, a
standard word order,
and sentence
structure with the
peers or during
teach
er co
nferences
Edit for spelling,
usage, punctuatio
n,
capita
lization,
sentence
form
atio
n,
standard word order,
mech
anics, and
form
atting as a group
or in groups with the
aid of a checklist
Edit for spelling,
usage, punctuatio
n,
capita
lization,
sentence
form
atio
n,
standard word order,
mech
anics,
form
atting, standard
inflectio
ns,
agreement, word
meaning, and
appropriate grade-
leve
l co
nve
ntio
ns as
a group or in groups
Edit in
dividually or in
groups for
appropriate grade-
leve
l co
nve
ntio
ns,
within the following
features:
- sentence
form
ation
- completeness
- abse
nce
of
fuse
d sentence
s
- exp
ansion
through
standard
coordination
and m
odifiers
- embedding
through
standard
subordinatio
n
and m
odifiers
- standard word
order
- usage
-standard
inflections
-agreement
- word m
eaning
-conve
ntions
- mech
anics
- capitalization
- punctuatio
n
- form
atting
- spelling
W.4.4.13
W.4.5.11
20
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
3 - 5
Writing
Standard 7: Process: Students shall employ a wide range of strategies as they write, using the writing proce
ss appropriately
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.7.3-5.5
Publish and share
writing
Publish/share
approximately ten
piece
s (i.e.,
illustratio
ns, rewriting
or typing/word
processing, charts,
and diagrams) for:
- purpose and
audience using
ava
ilable technology
for sharing and/or
publishing
- prepare a portfolio
for publicatio
n
Publish
approximately ten
piece
s (i.e.,
illustratio
ns, rewriting
or typing/word
processing, charts,
and diagrams,)
- publish/share
acco
rding to purpose
and audience
- use ava
ilable
technology for
sharing and/or
publishing
- prepare a portfolio
for publicatio
n
- select pieces for a
writing portfolio that
demonstrates
succ
ess in
writing in
a variety of genres
for different
audience
s, purposes,
and form
ats
Publish
approximately ten
piece
s (i.e.,
illustratio
ns, rewriting
or typing/word
processing, charts,
and diagrams)
- publish/share
acco
rding to purpose
and audience
- use ava
ilable
technology for
sharing and/or
publishing
- prepare a portfolio
for publicatio
n
- select pieces for a
writing portfolio that
demonstrates
succ
ess in
writing in
a variety of genres
for different
audience
s, purposes,
and form
ats
- maintain a writing
portfolio
that exh
ibits
growth in m
eetin
g
goals and
exp
ectations
Publish
approximately ten
piece
s (i.e.,
illustratio
ns, rewriting
or typing/word
processing, charts,
and diagrams)
- publish/share
acco
rding to purpose
and audience
- use ava
ilable
technology for
sharing and/or
publishing
- prepare a portfolio
for publicatio
n
- select pieces for a
writing portfolio that
demonstrates
succ
ess in
writing in
a variety of genres
for different
audience
s, purposes,
and form
ats
- maintain a writing
portfolio
that exh
ibits
growth in m
eetin
g
goals and
exp
ectations
Publish
approximately ten
piece
s (i.e.,
illustratio
ns, rewriting
or typing/word
processing, charts,
and diagrams)
- publish/share
acco
rding to purpose
and audience
- use ava
ilable
technology for
sharing and/or
publishing
- prepare a portfolio
for publicatio
n
- select pieces for a
writing portfolio that
demonstrates
succ
ess in
writing in
a variety of genres
for
different audience
s,
purposes, and
form
ats
- maintain a writing
portfolio
that exh
ibits
growth in m
eetin
g
goals and
exp
ectations
W.4.3.13
W.4.3.14
W.4.5.14
W.4.3.15
W.4.4.15
W.4.5.12
W.4.3.16
W.4.4.16
W.4.5.13
21
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
3-5
Writing
Standard 8: Purpose, Topics, Form
s and Audiences: Students shall demonstrate competency in writing for a variety of purpose
s, topics
and audiences employing a wide range of form
s
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.8.3-5.1
Write daily for a
variety of purposes
Illustrate for a
specific purposes
and audience
s with
teach
er su
pport for:
- a general a
udience
- Describe and in
form
in sim
ple words and
phrase
s
- Select the form
of
writing that
addresses the
intended audience
(e.g. invitatio
n to
class party)
Write sim
ple
narrative
s using
graphic organizers
for supports
- Write and illustrate
to refle
ct
ideas/interpretatio
ns
of multicultu
ral a
nd
universal themes on
concepts
- With
teacher
guidance
, illustrate
and write with and
without prompts
Write for a specific
purpose and
audience
with sim
ple
words and phrase
s
- Write for a general
audience
(i.e
.,
newspaper and
website, etc.)
- Describe and in
form
in sim
ple sentence
s
- Select the form
of
writing that
addresses the
intended audience
- Summarize
a fable
and/or tall tale with
group
Write sim
ple
sentence
s for a
specific purpose and
audience
- Write for a general
audience
(i.e
.,
newspaper and
website, etc.)
- Describe, inform
, entertain, and
persuade
- Write to define,
clarify, deve
lop
ideas, and exp
ress
creativity
- Record reactions to
personal a
nd sch
ool
related exp
eriences
Write for a specific
purpose and
audience
- Write for a general
audience
(i.e
.,
newspaper and
website, etc.)
- Describe, inform
, entertain, and
persuade
- Write to define,
clarify, deve
lop
ideas, and exp
ress
creativity
- Record reactions to
personal a
nd sch
ool
related exp
eriences
- Select the form
of
writing that
addresses the
intended audience
W.5.3.1
W.5.4.1
W.5.3.2
W.5.4.2
W.5.5.1
W.5.5.3
W.5.5.2
W.5.4.3
W.5.3.4
W.5.4.5
W.5.3.6
W.5.3.7
W.5.4.6
W.5.4.8
W.5.4.9
W.5.5.6
W.5.3.10
W.5.4.10
W.5.5.9
W.5.5.7
W.5.5.10
22
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
3-5
Writing
Standard 9: Purpose, Topics, Form
s and Audiences
Students shall demonstrate competency in writing for a variety of purpose
s, topics and audiences employing a wide
range of form
s
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.9.3-5.1
Write poetry
Illustrate class
poems using a
variety of techniques
with emphasis on
illustratin
g patterned
poetry
Write class poems
follo
wing a sim
ple
form
at with emphasis
on writing patterned
poetry
Write poems using a
variety of techniques
with emphasis on
writing patterned and
poetry
- Write cinquains and
diamantes using a
template
Write poems using a
variety of techniques/
devices, with
emphasis on writing
patterned and
rhym
ed poetry
- Write cinquains and
diamantes
Write poems using a
variety of techniques/
devices, with
emphasis on writing
patterned and
rhym
ed poetry Write
cinquains and
diamantes
- Write free verse
and limerick
s
W.5.5.4
W.5.3.8
W.5.4.7
23
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
3-5
Writing
Standard 9: Purpose, Topics, Form
s and Audiences
Students shall demonstrate competency in writing for a variety of purpose
s, topics and audiences employing a wide
range of form
s
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.9.3-5.2
Respond to a
variety of literature
Respond to lite
rature
with illustratio
ns
and/or words
Write key vo
cabulary
words on the m
ain
idea of a reading
selectio
n using words
or phrases
Write summaries
based on the m
ain
idea of a reading
selectio
n and its
most significa
nt
details
Exp
lain connectio
ns
between text and
world
Respond to lite
rature
with specific
reference to the text
W.5.3.9
W.5.3.5
W.5.4.9
W.5.5.5
W.5.5.8
24
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
Grades 3-5
Strand: Writin
g
Standard 10: Conve
ntio
ns
Students shall apply knowledge of Standard English conve
ntio
ns in
written work
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.10.3-5.1
Write a variety of
sentence
s
Practic
e writing
sim
ple sentences
from the board and
illustrate sim
ple
sentence
s for basic
interpersonal
communication
Identify parts of
sentence
s as a group
with teacher su
pport
Write a variety of
sim
ple, compound,
and complex
sentence
s (i.e.,
completeness and
standard word order)
for interpersonal
communication
Write different kinds
of sentences
- declarative
- interrogative
- im
perative
- exclamatory
Use compound
subjects and
predicates to
combine sim
ple
sentence
s for more
effective writing style
W.6.3.1
W.6.4.1
W.6.5.1
W.6.3.2
W.6.4.2
W.6.5.2
W.6.3.3
W.6.4.3
W.6.5.3
W.6.3.4
W.6.5.4
W.6.5.6
25
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
Grades 3-5
Strand: Writin
g
Standard 10: Conve
ntio
ns
Students shall apply knowledge of Standard English conve
ntio
ns in
written work
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.10.3-5.2
Use standard
English
conve
ntio
ns
Use singular
poss
ess
ives with
teach
er su
pport
Use the pronouns I
and m
e correctly in
sentence
s
Apply conve
ntions of
grammar with
emphasis on the
follo
wing:
- subject-verb
agreement
- poss
essive
pronouns
Employ standard
English usage in
writing, including
subject-ve
rb
agreement, pronoun
referents, and parts
of speech
Use standard English
conve
ntio
ns
W.6.4.5
W.6.3.5
W.6.5.5
W.6.3.8
W.6.3.7
W.6.4.4
W.6.3.6
W.6.4.6
W.6.4.7
W.6.4.8
W.6.4.9
W.6.5.7
26
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
Grades 3-5
Strand: Writin
g
Standard 10: Conve
ntio
ns
Students shall apply knowledge of Standard English conve
ntio
ns in
written work
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.10.3-5.3
Spell words
Spell high frequency
words that relate to
basic in
terpersonal
communication
Use less common
visual p
atterns to
spell familiar words
with teacher su
pport
Use knowledge of
suffixes to correctly
spell words
Use inflectional
ending patterns (i.e
.,
consonant doublin
g,
dropping e, ch
anging
y to i )
Spell words (i.e.,
homophones in
context, multisyllabic
words)
W.6.3.9
W.6.4.10
W.6.5.8
W.6.3.10
W.6.3.11
W.6.3.12
W.6.3.13
W. 6.4.11
W.6.5.9
27
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
Grades 3-5
Strand: Writin
g
Standard 10: Conve
ntio
ns
Students shall apply knowledge of Standard English conve
ntio
ns in
written work
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.10.3-5.4
Use capita
l letters
Distinguish between
lowercase and
capita
l letters
Identify words that
should be capita
lized
Use capita
l letters for
emphasis (e.g.,
newspapers, titles of
books
)
Use capita
l letters for
emphasis
- Capitalize titles and
abbreviatio
ns
- D
emonstrate
accu
rate use
of
capita
l letters
- C
apita
lize dialogue
in writing
Apply conve
ntional
rules of capitalization
in writing
W.6.3.14
W.6.3.15
W.6.4.13
W.6.4.14
W.6.5.10
28
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
Grades 3-5
Strand: Writin
g
Standard 10: Conve
ntio
ns
Students shall apply knowledge of Standard English conve
ntio
ns in
written work
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.10.3-5.5
Use punctuatio
n
marks
Select correct ending
punctuatio
n of
sentence
s from as a
group
Use sim
ple
abbreviatio
ns in
context
Use sentence
meaning to
determ
ine correct
ending punctuatio
n
Apply conve
ntional
rules of punctuatio
n
in writing
-End m
arks
Apply conve
ntional
rules of punctuatio
n
in writing
- End m
arks
- Quotatio
n m
arks
- Comma in a
series
- Comma in
compound
sentences
- Comma in
complex
sentence
- Comma in direct
address
W.6.3.16
W.6.3.17
W.6.3.18
W.6.4.15
W.6.4.16
W.6.4.17
W.6.4.18
W.6.4.19
W.6.5.11
29
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
Grades 3-5
Strand: Writin
g
Standard 10: Conve
ntio
ns
Students shall apply knowledge of Standard English conve
ntio
ns in
written work
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.10.3-5.6
Practic
e writing
techniques
Write le
gibly using
block
print and begin
to write legibly in
cursive
Practic
e technique of
indenting paragraphs
by copying from
board or worksheet
Write le
gibly in
cursive
- Indent to show
paragraphs
- Indicate paragraphs
using indentio
n or
block
style
Write le
gibly in
cursive
- Indent to show
paragraphs
- Form
at writing
appropriately
acco
rding to
audience
, purpose,
and form
- Indicate paragraphs
using indentio
n or
block
style
Write le
gibly in
cursive
- Indent to show
paragraphs
- Form
at writing
appropriately
acco
rding to
audience
, purpose,
and form
- Indicate paragraphs
using indentio
n or
block
style
W.6.3.19
W.6.3.20
W.6.4.20
W.6.4.21
30
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
Grades 3-5
Strand: Writin
g
Standard 10: Craftsmanship
Students shall deve
lop personal style and voice as they approach the craftsmanship of writing.
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.10.3-5.7
Use organizatio
nal
structure
Arrange id
eas and
use steps in
a lo
gical
sequence
to write a
sim
ple paragraph
Include releva
nt
inform
atio
n and
elaboratio
n on the
topic with teacher
support
Use figurative
language
purposefully (e.g.,
sim
ile and m
etaphor)
to shape and control
language
(e.g., sweet tooth)
Engage the reader
by deve
loping a lead
and a sense of
closure using
transition words
Use organizatio
nal
structure that is
useful to the reader
W.7.3.1
W.7.4.1
W.7.5.1
W.7.3.2
W.7.3.3
W.7.4.2
W.7.5.6
W.7.3.4
W.7.5.3
31
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
Grades 3-5
Strand: Writin
g
Standard 10: Craftsmanship
Students shall deve
lop personal style and voice as they approach the craftsmanship of writing.
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.10.3-5.8
Use purpose
ful,
desc
riptive
language for
emphasis or
elaboratio
n
Use nouns and
adjective
s (e.g.,
desc
riptio
ns and
names of
characters)
appropriate to the
text
Use nouns, sim
ple
present tense verbs,
adjective
s
Use such descriptive
language as actio
n
verbs, sp
ecific
nouns, vivid
adjective
s, and
adve
rbs to add
interest to writing
Use diagrams,
charts, or illustratio
ns
appropriate to the
text
Use purpose
ful,
desc
riptive language
for emphasis or
elaboratio
n
W.7.4.3
W.7.4.4
W.7.4.5
W.7.4.6
W.7.5.4
ELPW.10.3-5.9
Use a variety of
sentence
s
Illustrate and write
sim
ple sentences for
basic in
terpersonal
communication
Illustrate and write
sim
ple sentence
types for the
completio
n of a task
Write a variety of
sentence
typ
es and
lengths for basic
interpersonal
communication
Write a variety of
sentence
typ
es and
lengths and in
clude a
lead and conclusion
for basic
interpersonal
communication
Write a variety of
sentence
typ
es and
lengths and in
clude a
lead and conclusion
for the completio
n of
a task
W.7.5.2
W.7.5.5
32
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
Grades 3-5
Strand: Writin
g
Standard 10: Craftsmanship
Students shall deve
lop personal style and voice as they approach the craftsmanship of writing.
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.10.3-5.10
Respond to the
writing of others
Respond to the
writing of others by
giving feedback
using a teacher-
made rubric with
illustratio
ns
Respond to the
writing of others by
giving specific
feedback
on the
clarity and lo
gical
order using a
teach
er-made rubric
Respond to the
writing of others by
giving specific
feedback
on the
clarity, coherence,
and lo
gical o
rder
using a teacher-
made rubric
Respond to the
writing of others by
giving specific
feedback
on the
clarity, coherence,
and lo
gical o
rder
using a class-m
ade
rubric
Respond to the
writing of others by
giving specific
feedback
on the
clarity, coherence,
logical o
rder,
elaboratio
n, and
support of ideas
using a class-m
ade
rubric
W.7.3.8
W.7.4.7
33
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
Grades 3-5
Strand: Writin
g
Standard 10: Conve
ntio
ns
Students shall apply knowledge of Standard English conve
ntio
ns in
written work
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.10.3-5.11
Eva
luate writing
Eva
luate writing
using a writer’s
checklist or scoring
guides/rubrics to
match aspects of
writing with exa
mples
Eva
luate writing
using a writer’s
checklist or scoring
guides/rubrics and
give feedback during
peer editing with
teach
er assistance
Eva
luate writing
using a writer’s
checklist or scoring
guides/rubrics and
give feedback on the
most effective
features of a piece of
writing using criteria
generated by the
teach
er or class
Eva
luate written work
to determ
ine
progress in
writing
and work habits
and
exp
lain personal
changes ove
r tim
e
Eva
luate a peer’s
writing and self-
eva
luate writing
using a writer’s
checklist or scoring
guides/rubrics and
give feedback
W.7.4.8
W.7.3.9
W.7.5.7
W.7.3.10
W.7.5.8
34
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
6-8
Writing
Standard 7: Process: Students shall employ a wide range of strategies as they write, using the writing proce
ss appropriately
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.7.6-8.1
Apply prewriting
strategies
Generate id
eas by
selectin
g and
applying appropriate
prewriting strategies
which shall include
observing through
the use of:
- visual a
ids
- copying notes
from the board
Generate id
eas by
selectin
g and
applying appropriate
prewriting strategies
which shall include
observing through
use of:
- visual a
ids
- copy notes from
the board
- sim
ple words and
phrases
- reading/
learning logs
- interview
classm
ate and
take
notes
Generate id
eas by
selectin
g and
applying appropriate
prewriting strategies
which shall include
observing through
use of:
- visual a
ids
- copy notes from
the board
- sim
ple words and
phrases
- reading/
learning logs
- interview
classm
ate and
take
notes
- write a brief
paragraph
Generate id
eas by
selectin
g and
applying appropriate
prewriting strategies
which shall include
reading, discussing,
observing,
brainstorm
ing,
focused and
unfocuse
d free-
writing, and
reading/le
arning lo
gs
Generate id
eas by
selectin
g and
applying appropriate
prewriting strategies
which shall include
reading, discussing,
observing,
brainstorm
ing,
focused and
unfocuse
d free-
writing, and
reading/le
arning lo
gs
W.4.6.1
W.4.7.1
W.4.8.1
ELPW.7.6-8.2
Organize ideas
using graphic
organizers
Participate with class
organizing id
eas by
using such graphic
organizers as
webbing, mapping
charts/graphs, Venn
diagrams, T-charts
with m
ain topics
Participate with class
organizing id
eas by
using such graphic
organizers as
webbing, mapping
charts/graphs, Venn
diagrams, T-charts
with m
ain topics
Organize ideas by
using such graphic
organizers as
webbing, mapping,
charts/graphs, and
form
al outlining with
main topics and sub-
topics
Organize ideas by
using such graphic
organizers as
webbing, mapping,
charts/graphs, and
form
al outlining with
main topics and sub-
topics
Organize ideas by
using such graphic
organizers as
webbing, mapping,
charts/graphs, and
form
al outlining with
main topics and sub-
topics
W.4.6.2
W.4.7.2
W.4.8.2
ELPW.7.6-8.3
Determ
ine purpose
and audience
for
writing.
Using illustrations
demonstrate an
awareness of
purpose and
audience
Using single words or
phrase
s,
demonstrate an
awareness of
purpose and
audience
.
Demonstrate an
awareness of
purpose and
audience
with
emphasis on
exp
ository and le
tter
writing.
Demonstrate an
awareness of
purpose and
audience
with
emphasis on
exp
ository and le
tter
writing.
Demonstrate an
awareness of
purpose and
audience
for all
modes of written
discourse
W.4.6.3
W.4.7.3
W.4.8.3
35
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
6-8
Writing
Standard 7: Process: Students shall employ a wide range of strategies as they write, using the writing proce
ss appropriately
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.7.6-8.4
Use ava
ilable
technology
Use ava
ilable
technology to acce
ss
inform
atio
n
Use ava
ilable
technology to acce
ss
inform
atio
n
Use ava
ilable
technology to acce
ss
inform
atio
n and to
document interviews
in sim
ple phrases
and sentence
s
Use ava
ilable
technology to acce
ss
inform
atio
n and to
document interviews
Use ava
ilable
technology to acce
ss
inform
atio
n and to
document interviews
W.4.6.4
W.4.7.4
W.4.8.4
ELPW.7.6-8.5
Create a draft
Illustrate and use
graphic organizers
using key vo
cabulary
to conve
y central
idea
Illustrate and use
graphic organizers
using key vo
cabulary
to conve
y central
idea with teach
er
modeling, class
creates a draft for
exp
ository writing
with emphasis on
organizatio
n
Create a draft for
exp
ository writing
with emphasis on
organizatio
n by
sentence
organizatio
n,--
introductio
n, main
points and
conclusion.
Crate a draft for
exp
ository writing
with emphasis on
organizatio
n by
paragraphs --
introductio
n, main
points with some
elaboratio
n, and
conclusion—
Create a draft for
persuasive or
exp
ository writing
with emphasis on
organizatio
n by
paragraphs --
introductio
n, main
points with
elaboratio
n, and
conclusion—
W.4.6.5
W.4.7.5
W.4.8.5
W.4.6.6
W.4.7.6
36
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
6-8
Writing
Standard 7: Process: Students shall employ a wide range of strategies as they write, using the writing proce
ss appropriately
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.7.6-8.6
Create an effective
lead
With
teach
er
modeling or as a
class, create an
introductory
paragraph by using
basic dialogue or a
desc
riptio
n of a
character or se
tting
or questio
ns
As a class, create an
introductory
paragraph by using
basic dialogues/
phrase
s, by using
dialogue, or a
desc
riptio
n of a
character or se
tting,
using quotes or
questions
Create a le
ad
paragraph by using
sim
ple phrases or
sentence
s using
dialogue or a
desc
riptio
n of a
character or se
tting
using quotes or
questions
Create an effective
lead paragraph by
using dialogue or a
desc
riptio
n of a
character or se
tting
by using quotes,
desc
riptio
n, or
questions with the
last sentence as a
thesis statement with
frequent errors
Create an effective
lead paragraph by
using dialogue or a
desc
riptio
n of a
character or se
tting
by using quotes, or
questions with the
last sentence as a
thesis statement
W.4.6.7
W.4.7.7
W.4.8.6
37
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
6-8
Writing
Standard 7: Process: Students shall employ a wide range of strategies as they write, using the writing proce
ss appropriately
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.7.6-8.7
Revise
Revise, using
teach
er modeling or
as a class
, basic
content of text
related to basic
interpersonal skills
using key vo
cabulary
for central idea.
Revise, using
teach
er modeling or
as a class
, basic
content for text
related to basic
interpersonal skills
using single words
and phrase
s and key
vocabulary related to
style for central idea.
Revise, using
teach
er modeling,
checklist, and/or peer
collaboration
content/style for
using phrase
s and
sim
ple sentences for
- central Idea
- organization
- unity
- elaboratio
n (e.g.,
exp
lanation,
exa
mples,
desc
ription, etc.)
- clarity
Revise content/ style
for
- sentence
variety
- tone
- vo
ice for
- central Idea
- organization
- unity
- elaboratio
n (e.g.,
exp
lanation,
exa
mples,
desc
ription, etc.)
- clarity
with frequent
errors using peer
and/or teacher
collaboratio
n
Revise content/style
for
- central Idea
- organization
- unity
- elaboratio
n (e.g.,
exp
lanation,
exa
mples,
desc
ription, etc.)
- clarity
- sentence
variety
- tone
- vo
ice
- sentence
variety
- selected
vo
cabulary
- selected
inform
atio
n
using various
tools/m
ethods,
such as peer
and/or teacher
collaboratio
n, a
revision checklist,
rubric, and/or
reference
materials (e.g.,
dictionary,
thesaurus, etc.)
W.4.6.8
W.4.7.8
W.4.8.7
W.4.6.9
W.4.7.9
W.4.8.9
W.4.6.10
W.4.7.10
W.4.8.9
38
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
6-8
Writing
Standard 7: Process: Students shall employ a wide range of strategies as they write, using the writing proce
ss appropriately
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.7.6-8.8
Edit to credit a
polished product
Edit with full group
and teach
er
modeling for
appropriate grade-
leve
l co
nve
ntio
ns,
within the following
features:
- sentence
form
ation
- completeness
- standard word
order
(subject/ve
rb)
- capitalization
- punctuatio
n
- spelling
Edit with full group
and teach
er
modeling for
appropriate grade-
leve
l co
nve
ntio
ns,
within the following
features:
- sentence
form
ation
- completeness
- standard word
order
(subject/ve
rb)
- capitalization
- punctuatio
n
- spelling
Edit in
dividually or in
groups for
appropriate grade-
leve
l co
nve
ntio
ns,
within the following
features:
- sentence
form
ation
- completeness
- exp
ansion
through basic
standard
coordination and
modifiers
(adjectives &
adve
rbs)
- embedding
through standard
subordinatio
n and
modifiers
- standard word
order
- usage
- standard
infle
ctio
ns
- agreement
- word m
eaning
- conve
ntio
ns
- mech
anics
- capitalization
- punctuatio
n
- form
atting
- spelling
Edit in
dividually or in
groups for
appropriate grade-
leve
l co
nve
ntio
ns,
within the following
features:
- sentence
form
ation
- completeness
- abse
nce
of fuse
d
sentences
- exp
ansion
through basic
standard
coordination and
modifiers
- embedding
through standard
subordinatio
n and
modifiers
- standard word
order
- usage
- standard
infle
ctio
ns
- agreement
- word m
eaning
- conve
ntio
ns
- mech
anics
- capitalization
- punctuatio
n
- form
atting
- spelling
Edit in
dividually or in
groups for
appropriate grade-
leve
l co
nve
ntio
ns,
within the following
features:
- sentence
form
ation
- completeness
- abse
nce
of fuse
d
sentences
- exp
ansion
through basic
standard
coordination and
modifiers
- embedding
through standard
subordinatio
n and
modifiers
- standard word
order
- usage
- standard
infle
ctio
ns
- agreement
- word m
eaning
- conve
ntio
ns
- mech
anics
- capitalization
- punctuatio
n
- form
atting
- spelling
W.4.6.11
W.4.7.11
W.4.8.10
39
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
6-8
Writing
Standard 7: Process: Students shall employ a wide range of strategies as they write, using the writing proce
ss appropriately
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.7.6-8.9
Publish using
ava
ilable
technology
Use ava
ilable
technology for
sharing and/or
publicatio
n
Use ava
ilable
technology for
sharing and/or
publicatio
n
Use ava
ilable
technology for
sharing and/or
publicatio
n
Use ava
ilable
technology for
sharing and/or
publicatio
n
Use ava
ilable
technology for
sharing and/or
publicatio
n of a final
product or to
exp
eriment with
various form
ats
W.4.6.12
W.4.7.12
W.4.8.11
ELPW.7.6-8.10
Maintain a writing
portfolio
Maintain a writing
portfolio
that exh
ibits
growth in m
eetin
g
goals and
exp
ectations
Maintain a writing
portfolio
that exh
ibits
growth in m
eetin
g
goals and
exp
ectations
Maintain a writing
portfolio
that exh
ibits
growth in m
eetin
g
goals and
exp
ectations
Maintain a writing
portfolio
that exh
ibits
growth in m
eetin
g
goals and
exp
ectations
Maintain a writing
portfolio
that exh
ibits
growth in m
eetin
g
goals and
exp
ectations
W.4.6.13
W.4.7.13
W.4.8.12
Publishing
ELPW.7.6-8.11
Publish a final
piece
Publish/share
acco
rding to purpose
and audience
Publish/share
acco
rding to purpose
and audience
Publish/share
acco
rding to purpose
and audience
Publish/share
acco
rding to purpose
and audience
Publish/share
acco
rding to purpose
and audience
W.4.6.14
W.4.7.14
W.4.8.13
40
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
6-8
Writing
Standard 8: Purpose, Topics, Form
s and Audiences: Students shall demonstrate competency in writing for a variety of purpose
s, topics
and audiences employing a wide range of form
s
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.8.6-8.1
Write for va
rious
purposes
Inform
through
illustratio
ns and
sim
ple words a
narrative
, exp
ository,
or descriptive
piece
that addresses the
intended audience,
including class
poems follo
wing a
sim
ple form
at with
grade le
vel e
mphasis
Inform
through
illustratio
ns and
sim
ple words a
narrative
, exp
ository,
or descriptive
piece
that addresses the
intended audience,
including class
poems follo
wing a
sim
ple form
at with
grade le
vel e
mphasis
Inform
through
illustratio
ns, sim
ple
words, and phrases a
narrative
, exp
ository,
or descriptive
piece
that addresses the
intended audience,
including poems,
using a variety of
techniques &
devices, with grade
leve
l emphasis
Inform
through
sim
ple paragraphs
and phrase
s a
narrative
, exp
ository,
persuasive, or
desc
riptive piece that
addresses the
intended audience,
including poems,
using a variety of
techniques & device
, with grade le
vel
emphasis
Write to deve
lop
narrative
, exp
ository,
desc
riptive, and
persuasive pieces
that addresses the
intended audience,
including poems,
using a variety of
techniques &
devices, with grade
leve
l emphasis
W.5.6.1
W.5.7.1
W.5.8.1
W.5.6.2
W.5.7.2
W.5.8.2
W.5.6.3
W.5.7.3
W.5.8.3
W.5.6.4
W.5.7.4
W.5.8.4
41
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
6-8
Writing
Standard 8: Purpose, Topics, Form
s and Audiences: Students shall demonstrate competency in writing for a variety of purpose
s, topics
and audiences employing a wide range of form
s
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.8.6-8.2
Write research
papers
Research through
illustratio
ns.
Research through
illustratio
ns and
sim
ple phrases.
Write research
reports paraphrasing.
Write research
reports paraphrasing.
Write research
reports using a
variety of so
urces,
summarizing, and
paraphrasing.
W.5.6.5
W.5.7.5
W.5.8.5
ELPW.8.6-8.3
Write to address
multicultural
concepts
Illustrate to reflect
ideas/
interpretatio
ns of
multicultural and
universal themes on
concepts
Illustrate and write to
reflect ideas/
interpretatio
ns of
multicultural and
universal themes on
concepts
Illustrate and write to
reflect ideas/
interpretatio
ns of
multicultural and
universal themes on
concepts
Write to refle
ct ideas/
interpretatio
ns of
multicultural and
universal themes on
concepts
Write to refle
ct ideas/
interpretatio
ns of
multicultural and
universal themes on
concepts
W.5.6.6
W.5.7.6
W.5.8.6
Topics and Forms
ELPW.8.6-8.4
Write for a
sustained period of
time
Illustrate and write
words with a
graphically supported
prompt for a
sustained period of
time
Write words and
sim
ple sentences
with and without
prompts for a
sustained period of
time
Write with and
without prompts for a
sustained period of
time
Write on demand
with and without
prompts for a
sustained period of
time
Write on demand
with and without
prompts for a
sustained period of
time
W.5.6.7
W.5.7.7
W.5.8.7
W.5.6.9
W.5.7.9
W.5.8.9
42
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
6-8
Writing
Standard 8: Purpose, Topics, Form
s and Audiences: Students shall demonstrate competency in writing for a variety of purpose
s, topics
and audiences employing a wide range of form
s
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.8.6-8.5
Respond to
literature
Illustrate a response
to lite
rature
Using basic sentence
structures, illustrate a
response to literature
Write response
s to
literature that
demonstrate
understanding or
interpretatio
n
Write response
s to
literature that
demonstrate
understanding or
interpretatio
n
Write response
s to
literature that
demonstrate
understanding or
interpretatio
n
W.5.6.8
W.5.7.8
W.5.8.8
Topics and Forms
ELPW.8.6-8.6
Write across the
curriculum
Illustrate and/or write
across the curriculum
Write across the
curriculum using
sim
ple words and
phrase
s
Write across the
curriculum
Write across the
curriculum
Write across the
curriculum
W.5.6.10
43
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
6-8
Writing
Standard 9: Conve
ntio
ns: Students shall apply knowledge of Standard English conve
ntions in
written work
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.8.6-8.7
Use sim
ple and
compound
sentence
s
Illustrate sim
ple
sentence
s
Illustrate and write
sim
ple sentences
using pictographs
Use a variety of
sim
ple sentences
- declarative
- interrogative
- exclamatory
Use a variety of
sim
ple and
compound in
cluding
compound subjects
and predicate for
sentence
s of va
ried
lengths sentences
and style in
cluding
- declarative
- interrogative
- exclamatory
Use a variety of
sim
ple and
compound and
complex sentences
with compound
subject and predicate
of va
ried le
ngths and
style in
cluding
- declarative
- interrogative
- im
perative
- exclamatory
W.6.6.1
W.6.6.2
W.6.7.1
W.6.8.1
W.6.6.3
W.6.7.2
W.6.8.2
Sentence Formation
ELPW.8.6-8.8
Use inve
rted
sentence
s
N/A
N/A
Identify, m
anipulate
and create natural
and in
verted
sentence
s for
emphasis and variety
with teacher su
pport
Identify and create
natural and inve
rted
sentence
s for
emphasis and variety
In a group,
Define, identify and
create natural a
nd
inve
rted sentences
for emphasis and
variety.
W.6.6.4
W.6.7.3
W.6.8.3
.
44
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
6-8
Writing
Standard 9: Conve
ntio
ns: Students shall apply knowledge of Standard English conve
ntions in
written work
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.8.6-8.9
Identify and correct
fragments and run-
ons
N/A
N/A
Identify fragments
and run-ons
Identify and correct
fragments and run-
ons
Identify and correct
fragments and run-
ons; also comma
splices and fused
sentence
s depending
on grade le
vel
W.6.6.5
W.6.7.4
W.6.8.4
Sentence Formation
ELPW.8.6-8.10
Construct and
Identify effective
sentence
s
Identify effective
sentence
form
atio
n
with teacher su
pport
Construct and
analyze
effective
sentence
form
atio
n
with teacher su
pport,
Construct effective
sentence
and
analyze
effective
sentence
in groups
Construct analyze
effective sentence
with frequent errors
Use knowledge of
the parts of sp
eech
to construct and
analyze
effective
sentence
form
atio
n
W.6.6.6
W.6.7.5
W.6.8.5
45
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
6-8
Writing
Standard 9: Conve
ntio
ns: Students shall apply knowledge of Standard English conve
ntions in
written work
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
Usage
ELPW.9.6-8.1
Apply conve
ntions
of grammar
Apply basic
conve
ntio
ns of
grammar with
teach
er su
pport
Apply basic
conve
ntio
ns of
grammar with
teach
er su
pport or in
small group,
Apply conve
ntions of
basic grammar
with errors
Apply conve
ntions of
grammar with grade
leve
l emphasis with
some errors
Apply conve
ntions of
grammar with grade
leve
l emphasis
W.6.6.7
W.6.8.6
,
Spelling
ELPW.9.6-8.2
Apply correct
spelling
Identify correctly
spelled words with
teach
er su
pport,
Spell sim
ple high
frequency words
correctly with teacher
support,
Spell high frequency
and known sim
ple
words correctly
Spell high frequency
and known sim
ple
words correctly,
making errors with
unconve
ntional a
nd
irregular spellings
Spell words correctly
in all writing
W.6.6.8
W.6.7.7
W.6.8.7
W.6.6.9
Capitalization
ELPW.9.6-8.3
Use capita
lizatio
n
correctly
Apply conve
ntional
rules of basic
capita
lization in
writing with teach
er
support,
Apply conve
ntional
rules of basic
capita
lization in
writing with teach
er
support,
Apply conve
ntional
rules of capitalization
in writing
Apply conve
ntional
rules of capitalization
in writing
Apply conve
ntional
rules of capitalization
in writing
W.6.6.10
W.6.7.8
W.6.8.8
Punctuation
ELPW.9.6-8.4
Use conve
ntio
nal
rules of punctuatio
n
Apply conve
ntional
rules of punctuatio
n
in writing with
teach
er su
pport,
Apply conve
ntional
rules of punctuatio
n
in writing with grade
leve
l emphasis with
teach
er su
pport,
Apply conve
ntional
rules of punctuatio
n
in writing with grade
leve
l emphasis while
making frequent
errors
Apply conve
ntional
rules of punctuatio
n
in writing with grade
leve
l emphasis, edit
with peer
collaboration
Apply conve
ntional
rules of punctuatio
n
in writing with grade
leve
l emphasis (i.e
.,
end and quotatio
n
marks, commas,
semi-colons, double
and single quotation
marks in
dialogue).
W.6.6.11
W.6.7.9
W.6.7.10
W.6.7.11
W.6.7.12
W.6.8.9
W.6.8.10
46
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
6-8
Writing
Standard 10 C
raftsm
anship: Students shall deve
lop personal s
tyle and voice as they approach the craftsmansh
ip of writing.
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.10.6-8.1
Use figurative
language
N/A
N/A
Use sim
ple figurative
language with
frequent errors
Use figurative
language with grade
leve
l emphasis with
some errors
Use figurative
language
purposefully with
grade le
vel e
mphasis
(i.e., onomatopoeia,
personificatio
n,
alliteratio
n, etc.) to
shape and control
language to affect
readers
W.7.6.1
W.7.7.1
W.7.8.1
.
ELPW.10.6-8.2
Use a variety of
sentence
typ
es
Copy a variety of
sim
ple sentence
types with teacher
support
Copy and use a use
a variety of sim
ple
sentence
typ
es with
teach
er su
pport
Use a variety of
sentence
typ
es and
lengths with frequent
errors
Use a variety of
sentence
typ
es and
lengths with some
errors
Use a variety of
sentence
typ
es and
lengths
W.7.6.2
W.7.7.2
W.7.8.2
ELPW.10.6-8.3
Use repetitio
n for
effect
N/A
Use word repetition
for effect
Use word or
sentence
repetitio
n
for effect, with
teach
er su
pport
Use word or
sentence
repetitio
n
for effect
Use word or
sentence
repetitio
n
for effect
W.7.6.3
W.7.7.3
W.7.8.3
ELPW.10.6-8.4
Use transition
words/phrase
s
Copy transition
words
Copy transition
words
Use transition words/
phrase
s
Use transition words/
phrase
s
Use transition words/
phrase
s
W.7.6.4
W.7.7.4
W.7.8.4
ELPW.10.6-8.5
Use purpose
ful
vocabulary
Write key vo
cabulary
Write key vo
cabulary
Use purpose
ful
vocabulary for
deve
loping grade
leve
l appropriate
voice, with teach
er
support
Use vocabulary for
emphasis deve
loping
grade le
vel
appropriate style,
voice, or tone
Use purpose
ful
vocabulary for
deve
loping grade
leve
l appropriate
style, vo
ice, or tone
W.7.6.5
W.7.7.5
W.7.8.5
47
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
6-8
Writing
Standard 10: Craftsmanship: Students shall deve
lop personal s
tyle and voice as they approach the craftsmansh
ip of writing.
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.10.6-8.6
Create a le
ad and
conclusion
N/A
Through illustratio
n
and single words,
create a le
ad and
conclusion
Create a le
ad and
conclusion using
sim
ple sentences
Create an effective
lead and conclusion
Create a strong le
ad
and conclusion
W.7.6.6
W.7.7.6
W.7.8.6
ELPW.10.6-8.7
Narrow the tim
e
focus of a piece
of
writing
Narrow the tim
e
focus of a piece
of
writing
Narrow the tim
e
focus of a piece
of
writing
Narrow the tim
e
focus of a piece
of
writing (e.g., sim
ple
past personal
exp
erience)
Narrow the tim
e
focus of a piece
of
writing
Narrow the tim
e
focus of a piece
of
writing (i.e.,
flash
back/tim
e
transitions)
W.7.6.7
W.7.7.7
W.7.8.7
.
ELPW.10.6-8.8
Use various writing
techniques
N/A
N/A
With
teach
er support,
identify effective
topic
sentence
placement
With
teach
er support,
create effective topic
sentence
placement
and sim
ple grade
leve
l emphasis
techniques
Vary the place
ment
of topic sentences,
and use grade leve
l emphasis techniques
effectively
W.7.7.8
W.7.7.9
W.7.7.10
W.7.8.7
W.7.8.7
W.7.8.9
ELPW.10.6-8.9
Use writer’s
checklist and/or
scoring
guide/rubrics
N/A
Use a checklist with
exp
licit support and
direction
Use teacher guided
checklist to im
prove
written work
Use writer’s checklist
or sco
ring
guides/rubrics to
improve
written work
Use writer’s checklist
or sco
ring
guides/rubrics to
improve
written work
W.7.6.8
W.7.7.11
W.7.8.10
ELPW.10.6-8.10
Self-eva
luate
writing
N/A
N/A
Self-eva
luate writing
using check
list or
scoring
guides/rubrics, with
teach
er and/or group
support
Self-eva
luate writing
using check
list or
scoring
guides/rubrics
Self-eva
luate writing
using check
list or
scoring
guides/rubrics
W.7.6.9
W.7.7.12
W.7.8.11
48
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
9-12
Writing
Standard 7: Process: Students shall employ a wide range of strategies as they write, using the writing proce
ss appropriately
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
Prewriting
ELPW.7.9-12.1
Prewriting
Generate id
eas for
writing with full
group, (e.g., drawing,
key vo
cabulary
words)
Generate id
eas for
writing with full
group, (e.g., graphic
organizer)
Generate and
organize id
eas for
writing using sim
ple
sentence
s (e.g.,
graphic organizers)
Generate, gather,
and organize ideas
for writing with grade
leve
l emphasis to
address purpose and
audience
Generate, gather,
and organize ideas
for writing with grade
leve
l emphasis to
address purpose and
audience
(i.e
.,
desc
riptio
n,
exp
osition, or
persuasion)
W.4.9.1
W.4.9.2
W.4.10.1
W.4.11.1
W.4.12.1
Drafting
ELPW.7.9-12.2
Communicate
clearly using varied
sentence
s
Illustrate and copy
sim
ple sentences
Illustrate and copy
sim
ple sentences
Communicate clearly
the purpose of the
writing using sim
ple
sentence
s and
phrase
s
Communicate clearly
the purpose of the
writing using varied
sentence
s
Communicate clearly
the purpose of the
writing using varied
sentence
s
W.4.9.3
W.4.10.2
W.4.11.2
W.4.12.2
W.4.9.4
W.4.10.3
W.4.11.3
W.4.12.3
ELPW.7.9-12.3
Elaborate id
eas
N/A
Write sim
ple
sentence
s using key
words to elaborate
ideas
(e.g., adjective
s)
Elaborate id
eas
clearly and
accu
rately through
word choice, vivid
desc
riptio
n, and
selected inform
ation
with sim
ple
sentence
s and
desc
riptors (e.g.,
adve
rbs)
Elaborate id
eas
clearly and
accu
rately through
word choice, vivid
desc
riptio
n, and
selected inform
ation
using varied work
choices and
desc
riptio
ns
Elaborate id
eas
clearly and
accu
rately through
word choice, vivid
desc
riptio
n, and
selected inform
ation
W.4.9.5
W.4.10.4
W.4.11.4
W.4.12.4
ELPW.7.9-12.4
Adapt writing to
audience
, purpose,
and situation
Respond to ideas for
writing with specific
audience
and
purpose (e.g.,
drawing)
Respond to ideas for
writing with specific
audience
and
purpose (e.g.,
graphic organizer)
Generate and
organize id
eas for
writing of sim
ple
sentence
s with
specific audience
and purpose (e.g.,
graphic organizers)
Adapt content
vocabulary, vo
ice
and tone to
audience
, purpose,
and situation
Adapt content
vocabulary, vo
ice
and tone to
audience
, purpose,
and situation
W.4.9.6
W.4.10.5
W.4.11.5
W.4.12.5
49
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
9-12
Writing
Standard 7: Process: Students shall employ a wide range of strategies as they write, using the writing proce
ss appropriately
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.7.9-12.5
Arrange
paragraphs
Arrange sim
ple
sentence
s in
to a
logical p
rogress
ion
using sentence strips
and storyboard
Arrange sim
ple
paragraphs into a
logical p
rogress
ion
using sentence strips
Arrange sim
ple
paragraphs into a
logical p
rogress
ion
using transition
words
Arrange paragraphs
into a logical
progression with
appropriate sim
ple
transition
Arrange paragraphs
into a logical
progression with
appropriate transition
W.4.9.7
W.4.10.6
W.4.11.6
W.4.12.6
Revising
ELPW.7.9-12.6
Revise writing
N/A
Revise writing with
teach
er or peer
support
Revise content of
writing for central
idea using various
tools/m
ethods (i.e.,
with teacher
collaboration, a
checklist, rubric,
and/or reference
materials
Revise content of
writing for central
idea, elaboratio
n,
unity, and
organizatio
n
- Revise style of
writing for selected
vocabulary, selected
inform
atio
n, sentence
variety, tone and
voice
Revise content of
writing for central
idea, elaboratio
n,
unity, and
organizatio
n
- Revise style of
writing for selected
vocabulary, selected
inform
atio
n, sentence
variety, tone and
voice
W.4.9.8
W.4.10.7
W.4.11.7
W.4.12.7
W.4.9.9
ELPW.7.9-12.7
Revise sentence
form
atio
n
N/A
Revise teacher
generated sentences
for completeness
, standard word order
Revise sentence for
completeness and
standard word order,
absence of fused
sentence
,
Revise sentence for
completeness and
standard word order,
absence of fused
sentence
,
Revise sentence
form
atio
n in writing
for completeness
, coordinatio
n,
subordination,
W.4.9.10
W.4.10.9
W.4.11.9
W.4.12.9
Editing
ELPW.7.9-12.8
Apply grammatica
l conve
ntio
ns
N/A
Edit sim
ple
sentence
s with
teach
er/peer support
Edit for sim
ple
mech
anical
conve
ntio
ns,
agreement, and word
meaning with
teach
er/peer
collaboration; edit for
capita
lization,
punctuatio
n,
form
atting, and
spelling
Edit for standard
inflectio
ns,
agreement, word
meaning, and
conve
ntio
ns and for
capita
lization,
punctuatio
n,
form
atting, and
spelling
Edit for standard
inflectio
ns,
agreement, word
meaning, and
conve
ntio
ns and for
capita
lization,
punctuatio
n,
form
atting, and
spelling
W.4.9.11
W.4.10.10
W.4.11.11.
W.4.12.11
W.4.9.12
W.4.10.11
W.4.11.12
W.4.12.12
50
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
9-12
Writing
Standard 7: Process: Students shall employ a wide range of strategies as they write, using the writing proce
ss appropriately
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
Publishing
ELPW.7.9-12.9
Publish
Illustrate and publish
for intended
audience
s and
purposes
Illustrate and publish
for intended
audience
s and
purposes
Refine selected
piece
s to publish for
intended audiences
and purposes, with
teach
er su
pport
Refine selected
piece
s frequently to
publish for intended
audience
s and
purposes with peers
Refine selected
piece
s frequently to
publish for intended
audience
s and
purposes
W.4.9.13
W.4.10.12
W.4.11.13
W.4.12.13
ELPW.7.9-12.10
Maintain a writing
portfolio
Maintain a writing
portfolio
that exh
ibits
growth and reflection
in the progress
of
meetin
g goals and
exp
ectations
Maintain a writing
portfolio
that exh
ibits
growth and reflection
in the progress
of
meetin
g goals and
exp
ectations
Maintain a writing
portfolio
that exh
ibits
growth and reflection
in the progress
of
meetin
g goals and
exp
ectations
Maintain a writing
portfolio
that exh
ibits
growth and reflection
in the progress
of
meetin
g goals and
exp
ectations
Maintain a writing
portfolio
that exh
ibits
growth and reflection
in the progress
of
meetin
g goals and
exp
ectations
W.4.9.14
W.4.10.13
W.4.11.14
W.4.12.14
ELPW.7.9-12.11
Use ava
ilable
technology
Use ava
ilable
technology for all
aspects of the writing
process
Use ava
ilable
technology for all
aspects of the writing
process
Use ava
ilable
technology for all
aspects of the writing
process
Use ava
ilable
technology for all
aspects of the writing
process
Use ava
ilable
technology for all
aspects of the writing
process
W.4.9.15
W.4.10.14
W.4.11.15
W.4.12.15
51
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
9-12
Writing
Standard 8: Purpose, Topics, Form
s and Audiences: Students shall demonstrate competency in writing for a variety of purpose
s, topics
and audiences employing a wide range of form
s
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
Publishing
ELPW.8.9-12.1
Modify writing for
purposes and
audience
s
N/A
N/A
Adjust leve
ls of
form
ality for different
audience
s, with
teach
er su
pport
Adjust leve
ls of
form
ality and style for
different audience
s
with grade le
vel
emphasis
- use effective
rhetorical techniques
of purpose
, sp
eaker,
audience
, and form
when completin
g
exp
ressive,
persuasive, or literary
writing
- use elements of
discourse effective
ly
when completin
g
narrative
, exp
ository,
persuasive, or
desc
riptive writing
Adjust leve
ls of
form
ality, style and
tone for different
audience
s with grade
leve
l emphasis
- use effective
rhetorical techniques
of purpose
, sp
eaker,
audience
, and form
when completin
g
exp
ressive,
persuasive, or literary
writing
- use elements of
discourse effective
ly
when completin
g
narrative
, exp
ository,
persuasive, or
desc
riptive writing
W.5.9.1
W.5.10.1
W.5.11.1
W.5.12.1
52
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
9-12
Writing
Standard 8: Purpose, Topics, Form
s and Audiences: Students shall demonstrate competency in writing for a variety of purpose
s, topics
and audiences employing a wide range of form
s
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
Topics and Forms
ELPW.8.9-12.2
Write a variety of
topics and form
s
Illustrate and write
basic
autobiographical
inform
atio
n using a
template or
storyboard
Write basic
autobiographical
inform
atio
n with
prompts using a
graphic organizer
Write a sim
ple
biography,
autobiography, or
short story
Write biographies,
autobiographies and
short stories with
grade le
vel e
mphasis
- Write exp
ository
compositions,
including analytic
al
essa
ys and research
reports with grade
leve
l emphasis
Write biographies,
autobiographies, and
short stories with
grade le
vel e
mphasis
- Write exp
ository
compositions,
including analytic
al
essa
ys and research
reports with grade
leve
l emphasis
W.5.9.2
W.5.10.2
W.5.9.3
W.5.10.3
W.5.11.2
W.5.12.2
ELPW.8.9-12.3
Write using
rhetorical strategies
N/A
N/A
N/A
Use rhetorical
strategies with grade
leve
l emphasis with
teach
er su
pport
Write using rhetorical
strategies with grade
leve
l emphasis
W.5.9.4
W.5.10.4
W.5.11.3
W.5.12.3
ELPW.8.9-12.4
Write le
tters
Copy and practic
e a
variety of letter form
s
Copy and practic
e a
variety of letter form
s
Write a variety of
letters using sim
ple
form
and voca
bulary
with grade le
vel
emphasis
Write a variety of
letters with grade
leve
l emphasis
Write a variety of
letters with grade
leve
l emphasis
W.5.9.5
W.5.10.5
W.5.12.5
W.5.11.5
53
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
ELPW.8.9-12.5
Write poems
Illustrate a poem
Illustrate a poem
Write a sim
ple poem
Write a sim
ple grade
leve
l emphasis poem
Write poems using a
range of poetic
techniques, form
s,
and figurative
language, with grade
leve
l emphasis
W.5.9.6
W.5.10.6
W.5.11.6
W.5.12.6
54
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
9-12
Writing
Standard 8: Purpose, Topics, Form
s and Audiences: Students shall demonstrate competency in writing for a variety of purpose
s, topics
and audiences employing a wide range of form
s
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.8.9-12.6
Write response
s to
literature
Illustrate a m
ain idea
response to the
literature
Illustrate a m
ain idea
response to the
literature
Illustrate on demand
to a specific prompt
within a given tim
e
frame using sim
ple
sentence
s and
phrase
s
Illustrate on demand
to a specific prompt
within a given tim
e
frame 2 or more m
ain
ideas with evidence
from text
Write response
s to
literature that
- articulate the
significant ideas of
literary works
- support im
portant
ideas with evidence
from text and other
grade le
vel e
mphasis
W.5.9.7
W.5.10.7
W.5.11.7
W.5.12.7
ELPW.8.9-12.7
Write on demand to
a specified prompt
within a given tim
e
frame
Illustrate on demand
to a specific prompt
within a given tim
e
frame
Illustrate on demand
to a specific prompt
within a given tim
e
frame providing
some known words
Write on demand to a
specified prompt
within a given tim
e
frame given a word
bank
Write on demand to a
specified prompt
within a given tim
e
frame
Write on demand to a
specified prompt
within a given tim
e
frame
W.5.9.8
W.5.10.8
W.5.11.8
W.5.12.8.
Respond to literature
ELPW.8.9-12.8
Write across the
curriculum
Illustrate on demand
to a specific prompt
across the curriculum
with teacher su
pport
and guidance
Illustrate on demand
to a specific prompt
across the curriculum
with teacher and
peer support and
guidance
Write across the
curriculum
Write across the
curriculum
Write across the
curriculum
W.5.9.9
W.5.10.9
W.5.11.9
W.5.12.9
Sentence Formation
ELPW.8.9-12.9
Use knowledge of a
variety of
sentence
s for effect
Copy and illustrate
effective sentences
As a class with
teach
er su
pport
create effective
sentence
s using
grade le
vel e
mphasis
Use parallel s
tructure
with teacher su
pport
and grade le
vel
emphasis
Use knowledge of
types of clause
s and
verbals for effective
writing with grade
leve
l emphasis
Use a variety of
sentence
structures,
types, and le
ngths for
effect in writing
With
grade le
vel
emphasis
W.6.9.1
W.6.9.2
W.6.9.3
W.6.10.1
W.6.11.1
W.6.12.1
55
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
9-12
Writing
Standard 8: Purpose, Topics, Form
s and Audiences: Students shall demonstrate competency in writing for a variety of purpose
s, topics
and audiences employing a wide range of form
s
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
Usage
ELPW.8.9-12.10
Apply usa
ge rules
Apply rules for
subject/ve
rb
agreement using
basic in
form
atio
n
Apply rules for
subject/ve
rb
agreement with
direct/indirect objects
using basic
inform
atio
n
Apply rules for
subject/ve
rb,
direct/indirect
objects. And pronoun
case
writing from
known vocabulary
(with errors)
Apply rules for the
parts of a sentence,
including
subject/ve
rb,
direct/indirect object,
predicate
nominative
/predicate
adjective
, objective
complement, and
pronoun case (with
frequent errors)
Apply rules for the
parts of a sentence,
including
subject/ve
rb,
direct/indirect object,
predicate
nominative
/predicate
adjective
, objective
complement, and
pronoun case
W.6.9.4
W.6.10.2
W.6.11.2
W.6.12.2
W.6.9.5
W.6.9.6
W.6.9.7
W.6.10.3
Spelling
ELPW.8.9-12.11
Use correct spelling
N/A
Use knowledge of
phonemes/ phonics
to spell lim
ited
vocabulary
Use conve
ntio
nal
spelling rules for
given sight words
and use phonemic
knowledge to spell
unknown words
Begins to apply
conve
ntio
nal sp
elling
to all pieces with
errors
Apply conve
ntional
spelling to all pieces
with some errors
W.6.9.8
W.6.10.4
W.6.11.3
W.6.12.3
Capitalization
ELPW.8.9-12.12
Use correct
capita
lization
Practic
e
capita
lization of
proper nouns and
beginning sentences
Practic
e
capita
lization of
proper nouns,
beginning sentences
and titles (Mr., Dr.)
Begin to apply and
practic
e conve
ntional
rules of capitalization
(e.g.writing to nouns,
sentence
s, title
s)
Apply conve
ntional
rules of capitalization
in writing with errors
Apply conve
ntional
rules of capitalization
in writing with some
errors
W.6.9.9
W.6.10.5
W.6.11.4
W.6.12.4
56
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
9-12
Writing
Standard 9: Conve
ntio
ns: Students shall apply knowledge of Standard English conve
ntions in
written work
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.9.9-12.1
Apply punctuation
rules
Copy sentence
s with
correct use of
punctuatio
n m
arks
Practic
e using sim
ple
punctuatio
n correctly
Use sim
ple
punctuatio
n
Use punctuatio
n
correctly and
recognize its effect
on sentence
structure
Use punctuatio
n
correctly and
recognize its effect
on sentence
structure
W.6.9.10
W.6.9.11
W.6.9.12
W.6.10.6
W.6.11.5
W.6.12.5
57
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
9-12
Writing
Standard 10: Craftsmanship: Students shall deve
lop personal s
tyle and voice as they approach the craftsmansh
ip of writing.
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.10.9-12.1
Use figurative
language
N/A
N/A
Use figurative
language with
teach
er su
pport
Use figurative
language effective
ly
with grade le
vel
emphasis and
frequent errors
Use figurative
language effective
ly
with grade le
vel
emphasis
W.7.9.1
W.7.10.1
W.7.11.1
W.7.12.1
ELPW.10.9-12.2
Use a variety of
sentence
structures
N/A
N/A
Deve
lop a variety of
sentence
structures
with teacher su
pport
Use a variety of
sentence
structures,
types, and le
ngths to
contribute to fluency
and in
terest with
frequent errors
Use a variety of
sentence
structures,
types, and le
ngths to
contribute to fluency
and in
terest
W.7.9.2
W.7.10.2
W.7.11.2
W.7.12.2
ELPW.10.9-12.3
Use elements of
discourse
N/A
N/A
Identify elements of
discourse with grade
leve
l emphasis with
teach
er su
pport
Use such elements
of disco
urse with
grade le
vel e
mphasis
Use such elements
of disco
urse with
grade le
vel e
mphasis
W.7.9.3
W.7.10.3
W.7.11.3
W.7.12.3
Purposefully shaping and controlling language
ELPW.10.9-12.4
Demonstrate
organizatio
n, unity,
and coherence
Demonstrate
organizatio
n, unity
and coherence
through illustratio
n
Demonstrate sim
ple
sentence
organizatio
n, unity
and coherence
through illustratio
n
Demonstrate
organizatio
n, unity
and coherence
with
sim
ple and complex
sentence
s with
emphasis on grade
leve
l
Demonstrate
organizatio
n, unity
and coherence
with
paragraphs with
emphasis on grade
leve
l emphasis
Demonstrate
organizatio
n, unity,
and coherence
with
grade le
vel e
mphasis
W.7.9.4
W.7.10.4
W.7.11.4
W.7.12.4
ELPW.10.9-12.5
Use extension and
elaboratio
n
N/A
N/A
Identify extension
and elaboratio
n to
deve
lop an id
ea, with
teach
er su
pport
Use extension and
elaboratio
n to
deve
lop an id
ea
Use extension and
elaboratio
n to
deve
lop an id
ea with
grade le
vel e
mphasis
W.7.9.5
W.7.10.5
W.7.11.5
W.7.12.5
ELPW.10.9-12.6
Use concrete
inform
atio
n within
writing
N/A
N/A
Identify concrete
inform
atio
n, with
teach
er su
pport
Use concrete
inform
atio
n for
elaboratio
n
Use concrete
inform
atio
n for
elaboratio
n or
balance with grade
leve
l emphasis
W.7.9.6
W.7.10.6
W.7.11.6
W.7.12.6
58
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
9-12
Writing
Standard 10: Craftsmanship: Students shall deve
lop personal s
tyle and voice as they approach the craftsmansh
ip of writing.
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.10.9-12.7
Use precise
vocabulary
N/A
N/A
Identify word choices
that conve
y specific
meaning, with
teach
er su
pport
Use word choices
that conve
y specific
meaning
Use precise word
choices that co
nve
y specific m
eaning
W.7.9.7
W.7.10.7
W.7.11.7
W.7.12.7
ELPW.10.9-12.8
Conve
y vo
ice in
writing
N/A
N/A
Personalize writing to
conve
y vo
ice as a
group, with teach
er
support
Personalize writing to
conve
y vo
ice, with
teach
er su
pport
Personalize writing to
conve
y vo
ice in
form
al and inform
al
piece
s
W.7.9.8
W.7.10.8
W.7.11.8
W.7.12.8
ELPW.10.9-12.9
Eva
luate writing for
best features
N/A
N/A
Eva
luate writing for
best features of the
piece
with teacher
support
Eva
luate own writing
to determ
ine the best
features of a piece of
writing
Eva
luate own writing
to determ
ine the best
features of a piece of
writing
W.7.9.9
W.7.10.9
W.7.11.10
ELPW.10.9-12.10
Critique writing for
consistency of style
N/A
N/A
Critique peer writing
for consistency of
style as a group with
teach
er su
pport
Critique peer writing
for consistency of
style, with teacher
support
Critique profess
ional
and peer writing for
consistency of style
W.7.12.11
ELPW.10.9-12.11
Use lite
rary elements
for specific
rhetorical
purposes
N/A
N/A
Identify literary
elements for specific
rhetorical purpose
s
with teacher su
pport
Use lite
rary elements
for specific
rhetorical
purposes with
teach
er su
pport
Use point of view,
style,
characteriza
tion, and
related elements for
specific rhetorical
(communication) and
aesthetic
(artistic
) purposes
W.7.11.9
W.7.12.9
59
Arkansas D
epartment of Education
English Language Proficiency Framework
Writin
g
9-12
Writing
Standard 10: Craftsmanship: Students shall deve
lop personal s
tyle and voice as they approach the craftsmansh
ip of writing.
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
ELA
Exp
ectatio
n
ELPW.10.9-12.12
Structure writing with
rigor and releva
ncy
N/A
N/A
Identify ideas and
arguments for a
persuasive writing
and find exa
mples
with teacher su
pport
Structure ideas and
arguments for a
persuasive writing
and support them
with precise and
releva
nt exa
mples
with teacher su
pport
Structure ideas and
arguments in a
sustained and
persuasive way and
support them with
precise and releva
nt
exa
mples
W.7.12.10
English Language Proficiency
Framework Connections
for
Mathematics
Grades K-8
Spring 2006
1
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to M
athematic
s K-8
Mathematics
Curriculum Framework
Strands
1. Number and O
perations
1. Number Sense
Students shall understand numbers, ways of representin
g numbers, relatio
nships among numbers and number sys
tems.
2. Properties of Number
O
perations
Students shall understand m
eanings of operatio
ns and how they relate to one another.
3. Numerical O
peratio
ns
and Estim
atio
n
Students shall co
mpute fluently and m
ake reasonable estim
ates.
2. Algebra
4. Patterns, Relatio
ns
and Functions
Students shall recognize, describe and deve
lop patterns, relations and functio
ns.
5. Algebraic
R
eprese
ntations
Students shall represe
nt and analyze
mathematic
al s
ituatio
ns and structures using algebraic sym
bols.
6. Algebraic M
odels
Students shall deve
lop and apply m
athematic
al m
odels to represent and understand quantitative
relatio
nsh
ips.
7. Analysis of Change
Students shall analyze
change in various contexts.
3. G
eometry
8. Geometric Properties
Students shall analyze
characteristics and properties of 2 and 3 dim
ensional geometric shapes and deve
lop m
athematic
al
arguments about geometric relationships.
9. Transform
ation of
Shapes
Students shall apply transform
ations and the use of sym
metry to analyze
mathematical s
ituations.
10. Coordinate G
eometry
Students shall sp
ecify locatio
ns and describe spatial relationships using coordinate geometry and other represe
ntatio
nal
sys
tems.
11. Visualizatio
n and
G
eometric M
odels
Students shall use visualization, spatial reasoning and geometric m
odeling.
4. Measurement
12. Physical Attributes
Students shall use attributes of measurement to describe and compare m
athematic
al and real-world objects.
13. Sys
tems of
Measurement
Students shall identify and use
units
, sys
tems and proce
sses of measu
rement.
5. Data Analysis and Probability
14. Data R
epresentatio
n
Students shall form
ulate questio
ns that can be address
ed with
data and colle
ct, organize and display releva
nt data to
answer them.
15. Data Analysis
Students shall se
lect and use appropriate statis
tical m
ethods to analyze
data.
16. Inferences and
Predictions
Students shall deve
lop and eva
luate inferences and predictions that are based on data.
17. Probability
Students shall understand and apply basic concepts of probability.
*Each grade le
vel c
ontin
ues to address earlier Student Learner Exp
ectations as needed and as they apply to m
ore difficult text
2
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to M
athematic
s K-8
Grades K-2
1. Number and O
perations
Students shall use the Language of Number and O
peratio
ns to deve
lop m
athematica
l knowledge of Number Sense, Properties of Number Operatio
ns, and
Numerical O
peratio
ns and Estim
atio
n
• Students shall understand numbers, ways
of representin
g numbers, relatio
nships among numbers and number sys
tems.
• Students shall understand m
eanings of operatio
ns and how they relate to one another.
• Students shall co
mpute fluently and m
ake reasonable estim
ates.
Student Profic
iency Leve
ls
ELP Student
Learning Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Math SLE
Connections
ELPNO.1.K-2.1
Use efficient
strategies to count a
given set of objects
Use sim
ple strategies
to count a set of
objects up to 10
Use sim
ple strategies
to count a set of
objects up to 20
Use efficient
strategies to count a
set of objects up to 50
Use efficient
strategies to count a
set of objects up to 50
Use efficient
strategies to count a
set of objects up to 50
NO.1.K.1
NO.1.1.1
NO.1.2.1
ELPNO.1.K-2.2
Connect various
phys
ical m
odels and
represe
ntations to
the quantities they
represe
nt using
number names,
numerals and
number words with
and without
appropriate
technology
Illustrate and label
whole numbers using
phys
ical m
odels to
connect to the
number names,
numerals and words
up to 10 through
composition and
decomposition
Illustrate and label
whole numbers using
phys
ical m
odels to
connect to the
number names,
numerals and words
up to 20
through composition
and decomposition
Illustrate and label
whole numbers using
phys
ical m
odels to
connect to the
number names,
numerals and words
up to 50
through composition
and decomposition
Illustrate and label
whole numbers using
phys
ical m
odels to
connect to the
number names,
numerals and words
up to 50
through composition
and decomposition
Illustrate and label
whole numbers using
phys
ical m
odels to
connect to the
number names,
numerals and words
up to 50
through composition
and decomposition
NO.1.K.3
NO.1.1.3
NO.1.2.3
ELPNO.1.K-2.3
Demonstrate various
meaning of addition
and subtractio
n
using composing
and decomposition
Illustrate oral math
statements of addition
and subtractio
n using
manipulative
s
Illustrate addition and
subtractio
n
operatio
ns from oral
directions using
manipulative
s or
drawings
Illustrate oral math
stories in
volving
operatio
ns of addition
and subtractio
n by
using m
anipulative
s,
drawing pictures or
making tallies
Illustrate oral math
stories in
volving
addition and
subtractio
n
Illustrate oral math
stories in
volving
addition and
subtractio
n
NO.2.K.2
NO.2.1.4
NO.2.2.5
3
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to M
athematic
s K-8
Grades K-2
1. Number and O
perations
Students shall use the Language of Number and O
peratio
ns to deve
lop m
athematica
l knowledge of Number Sense, Properties of Number Operatio
ns, and
Numerical O
peratio
ns and Estim
atio
n
• Students shall understand numbers, ways
of representin
g numbers, relatio
nships among numbers and number sys
tems.
• Students shall understand m
eanings of operatio
ns and how they relate to one another.
• Students shall co
mpute fluently and m
ake reasonable estim
ates.
Student Profic
iency Leve
ls
ELP Student
Learning Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Math SLE
Connections
ELPM.N
O.1.K-2.4
Represent fractio
ns
using words,
numerals, and
phys
ical m
odels
Represent commonly
used fractions such
as halves, thirds and
fourths in relation to
the whole using
phys
ical m
odels and
drawings
Represent commonly
used fractions such
as halves, thirds and
fourths in relation to
the whole using
phys
ical m
odels,
drawings, and
numerals
Represent commonly
used fractions such
as halves, thirds and
fourths in relation to
the whole using
phys
ical m
odels,
drawings, numerals
and words
Represent commonly
used fractions such
as halves, thirds and
fourths in relation to
the whole
Represent commonly
used fractions such
as halves, thirds,
fourths, sixths, and
eighths, as grade
appropriate, in
relatio
n to the whole
NO.1.K.11
NO.1.1.12
NO.1.2.9
ELPM.N
O.1.K-2.5
Solve problems
using a variety of
methods and tools
(e.g., objects, mental
computatio
n, paper
and pencil) with and
without appropriate
technology
Solve problems by
matching the
vocabulary to
sym
bols, fig
ures, or
drawings
Solve problems by
matching the
vocabulary to
sym
bols, fig
ures, or
drawings
Solve problems using
a variety of methods
to identify esse
ntia
l vo
cabulary
Solve problems using
a variety of methods
to identify esse
ntia
l vo
cabulary including
place
value
Solve problems using
a variety of methods
to identify esse
ntia
l vo
cabulary including
place
value
NO.3.K.3
NO.3.1.3
NO.3.2.4
Vocabulary: estim
ate, ordinal n
umbers, commutative property, associative
property, id
entity, number lin
e, sum, add, addend, difference
, subtract, subtrahend,
minuend, odd, eve
n, compatib
le number, compensatory numbers, multiples of ten, ones, tens, hundreds, thousands, fractio
ns
4
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to M
athematic
s K-8
Grades K-2
2. Algebra
Students shall use the Language of Algebra to deve
lop m
athematic
al kn
owledge of Patterns, Relations and Functions, Algebraic R
eprese
ntations, Algebraic
Models, and Analysis of Change
• Students shall recognize, describe and deve
lop patterns, relations and functio
ns.
• Students shall represe
nt and analyze
mathematic
al situ
atio
ns and structures using algebraic sym
bols.
• Students shall deve
lop and apply m
athematic
al m
odels to represent and understand quantitative
relatio
nsh
ips.
• Students shall analyze
change in various contexts.
Student Profic
iency Leve
ls
ELP Student
Learning Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Math SLE
Connections
ELPM.A.2.K-2.1
Sort, class
ify, and
label objects by
different attributes in
more than one way
Sort, class
ify, and
label objects from
oral s
tatements and
illustratio
ns
Sort, class
ify, and
label objects from
oral s
tatements and
illustratio
ns
Sort, class
ify, and
label objects from
oral s
tatements and
illustratio
ns
Sort, class
ify, and
label objects from
oral s
tatements and
illustratio
ns
Sort, class
ify, and
label objects from
oral s
tatements and
illustratio
ns
A.4.K.2
A.4.1.1
A.4.2.1
ELPM.A.2.K-2.2
Identify and desc
ribe
patterns
Identify patterns
using oral
desc
riptio
ns or
drawings
Identify patterns
using oral
desc
riptio
ns
Describe patterns
orally
Describe patterns
orally
Describe patterns
orally
A.4.K.3,
A.4.K.6
A.4.1.2,
A.4.1.6
A.4.2.2,
A.4.2.6
ELPM.A.2K-2.3
Exp
ress
mathematica
l relatio
nsh
ips using
equalities and
inequalities (>, <, =,
≠)
Identify, create,
compare and
desc
ribe sets of
objects as m
ore, less
or equal using
models
Identify, create,
compare and
desc
ribe sets of
objects as m
ore, less
or equal using
models
Identify, create,
compare and
desc
ribe sets of
objects as m
ore, less
or equal
Exp
ress
mathematica
l relatio
nsh
ips using
equalities and
inequalities (>, <, =,
≠)
Exp
ress
mathematica
l relatio
nsh
ips using
equalities and
inequalities (>, <, =,
≠)
A.5.K.2
A.5.1.2
A.5.2.2
ELPM.A.2.K-2.4
Use a chart or table
to organize
inform
atio
n and to
understand
relatio
nsh
ips
Use a chart or table
to organize lists of
numbers and pictures
to m
atch
Use a chart or table
to organize lists of
numbers and pictures
to m
atch
Use a chart or table
to organize lists of
numbers and pictures
to m
atch
Use a chart or table
to organize lists of
numbers and pictures
to m
atch
Use a chart or table
to organize lists of
numbers and pictures
to m
atch
A.6.1.1
A.6.2.1
5
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to M
athematic
s K-8
Grade K-2
2. Algebra
Students shall use the Language of Algebra to deve
lop m
athematic
al kn
owledge of Patterns, Relations and Functions, Algebraic R
eprese
ntations, Algebraic
Models, and Analysis of Change
• Students shall recognize, describe and deve
lop patterns, relations and functio
ns.
• Students shall represe
nt and analyze
mathematic
al situ
atio
ns and structures using algebraic sym
bols.
• Students shall deve
lop and apply m
athematic
al m
odels to represent and understand quantitative
relatio
nsh
ips.
• Students shall analyze
change in various contexts.
Student Profic
iency Leve
ls
ELP Student
Learning Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Math SLE
Connections
ELPM.A.2.K-2.5
Recognize, Interpret
and compare
qualitative
and
quantitative change
Recognize and chart
changes such as how
temperature changes
with the seaso
ns,
changes in
height/weight as you
get older, etc. with
teach
er assistance
Recognize and chart
changes using
various data sources
w8th assistance
Compare data from
authentic
data
sources using charts
and tables
Compare data from
authentic
data
sources using charts
and tables
Compare data from
authentic
data
sources using charts
and tables
A.7.K.1
A.7.2.1
Vocabulary: attributes, sk
ip counting, whole number, one-digit, two-digit, equatio
n (i.e., 5 + � = 8), number se
ntence
, quantitative change, data, chart, table,
6
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to M
athematic
s K-8
Grades K-2
3. Geometry
Students shall use the Language of Geometry to deve
lop m
athematic
al k
nowledge of Geometric Properties, Transform
atio
n of
Shapes, Coordinate G
eometry, and Visualization and
G
eometric M
odels.
• Students shall analyze
characteristics and properties of 2 and 3 dim
ensional geometric shapes and develop m
athematic
al a
rguments about geometric
relatio
nsh
ips.
• Students shall apply transform
ations and the use of sym
metry to analyze
mathematical s
ituations
• Students shall sp
ecify locatio
ns and describe spatial relationships using coordinate geometry and other represe
ntatio
nal sys
tems.
• Students shall use visualization, spatial reasoning and geometric m
odeling.
Student Profic
iency Leve
ls
ELP Student
Learning Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Math SLE
Connections
ELPM.G
.3.K-2.1
Identify, name, sort
and desc
ribe two-
and three-
dim
ensional fig
ures
Sort and m
atch by
pointin
g 1-, 2-, 3-D
geometric figures
Draw a picture of a 1-
, 2-, 3-D
geometric
figure
Group by dim
ensions
State sim
ple
difference
s in
1-, 2-,
3-dim
ensional orally
or written
Communicate
effectively about 1-,
2-, 3-dim
ension
G.8.2.1
G.8.1.1
G.8.K.1
G.8.1.2
G.8.K.2
G.8.1.3
G.8.K.3
G.8.2.2
G.8.1.1
G.8.2.3
G.8.1.2
ELPM.G
.3.K-2.2
Use lines of
sym
metry to
demonstrate and
desc
ribe congruent
figures within a two-
dim
ensional fig
ure
Fold a paper object to
show line sym
metry
Draw line of
sym
metry give a
figure
Verbally identify line
sym
metry in sim
ple
language
Create a 2-D
figure
and show line of
sym
metry
Use line sym
metry to
demonstrate and
desc
ribe congruent
figures
G.9.2.1
ELPM.G
.3.K-2.3
Demonstrate the
motio
n of a single
transform
ation
Exp
lore slides, flips,
and turns
Point to identify
slides, flips, and turns
Manipulate 2-D
figures through the
use of slides, flips,
and turns with guided
help
Demonstrate a single
transform
ation given
oral directions
Communicate
effectively the
difference
s between
flips, slides and turns
G.9.2.2
7
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to M
athematic
s K-8
Grades K-2
3. Geometry
Students shall use the Language of Geometry to deve
lop m
athematic
al k
nowledge of Geometric Properties, Transform
atio
n of
Shapes, Coordinate G
eometry, and . Visualizatio
n and G
eometric M
odels
• Students shall analyze
characteristics and properties of 2 and 3 dim
ensional geometric shapes and develop m
athematic
al a
rguments about geometric
relatio
nsh
ips.
• Students shall apply transform
ations and the use of sym
metry to analyze
mathematical s
ituations
• Students shall sp
ecify locatio
ns and describe spatial relationships using coordinate geometry and other represe
ntatio
nal sys
tems.
• Students shall use visualization, spatial reasoning and geometric m
odeling.
Student Profic
iency Leve
ls
ELP Student
Learning Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Math SLE
Connections
ELPM.G
.3.K-2.4
Specify loca
tions,
and desc
ribe spatia
l relatio
nsh
ips
Demonstrate with a
object the relative
positional words
Orally identify, given
a picture, positional
words
Use m
ultiple
directional words in
a
sim
ple social and
academic settings
Extend the use
of
location words to
include near, far, le
ft,
and right
Extend the use
of
directional words to
rows and columns
G.10.2.1
G.10.1.1
G.10.K.1
ELPM.G
.3.K-2.5
Use visualizatio
n,
spatia
l reaso
ning,
and geometric
modeling
Arrange phys
ical
materials as an
ove
rlay to a 2-D
Replicate a given
model
Replicate a m
odel
being shown the
model for a short
period of tim
e; after a
few m
inutes the
model is briefly
reviewed for
corrective
feedback
Replicate a given
model and discuss
the m
odel in sim
ple
language
Replicate a sim
ple
geometric design
from a sim
ple brief
desc
riptio
n or briefly
display exa
mple.
G.11.1.2
G.11.2.2
Vocabulary: Sphere, cube, cone, cylinder, rectangular prism, triangle, rectangle, square, circle, line of sym
metry, congruent, transform
atio
n, polygon, flips, slides,
turns, ove
r, under, in
side, between, above
, below, on top of, upside-down, behind, in back
, in front of, near, far, close
, left, right, rows, columns, one-dim
ensional,
two-dim
ensional, three-dim
ensional
8
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to M
athematic
s K-8
Grades K-2
4. Measurement
Students shall use the Language of Measurement to deve
lop m
athematica
l knowledge of Phys
ical Attributes and Sys
tems of Measurement
• Students shall use attributes of measurement to describe and compare m
athematic
al and real-world objects.
• Students shall identify and use
units
, sys
tems and proce
sses of measu
rement.
Student Profic
iency Leve
ls
ELP Student
Learning Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Math SLE
Connections
ELPM.4.K-2.1
Demonstrate
understanding of
units
of tim
e and the
calendar
Point to the unit of
time using a calendar,
given a verbal
directive (month, day,
week, ye
ar)
Sort vocabulary cards
or pictures related to
time and the calendar
Demonstrate an
understanding of
tomorrow, ye
sterday,
today, next week,
next m
onth, etc.
List units
of tim
e used
on a calendar (days
-Monday, Tuesday,
etc. and m
onths-
January, February,
etc)
Infer that a calendar
is used to m
easure
elapsed tim
e, units
of
time, and comparing
units
of tim
e
M.12.K.1
M.12.1.1
M.12.2.1
M.13.K.1
M.13.1.1
M.13.2.1
ELPM.4.K-2.2
Demonstrate
understanding of
units
of tim
e and the
clock
Point to the tool that
would m
easure tim
e
(e.g., from a group of
objects, calendars,
ruler, clock,
therm
ometer)
Match correct tim
e
represe
ntations
(analog and digita
l) at
the appropriate age
leve
l
Tell how long it will
take to do a task
using m
ultiple units
(e.g., how m
any
seco
nds? how m
any
minutes?
How m
any
weeks or months?)
Model time with a
clock given verbal
directions at the
appropriate grade
leve
l
Tell time to the
nearest hour, nearest
½ hour, nearest 5
minutes using analog
and digita
l clock at
the appropriate grade
leve
l
M.12.K.3
M.12.1.3
M.12.2.2
M.13.K.2
M.13.1.2
M.13.2.2
ELPM.4.K-2.3
Demonstrate
understanding of
money concepts
Point to identify a
penny, nickel, dim
e
and quarter and $1
bill.
Display the correct
coin when given a
verbal prompt
Give name and value
of all co
ins and $1.
Compare values of
two given coins
State and compare
the value of all coins
M.12.K.4
M.12.2.3
M.12.1.4
M.12.1.5
M.12.1.6
M.12.2.4
M.12.K.5
9
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to M
athematic
s K-8
Grades K-2
4. Measurement
Students shall use the Language of Measurement to deve
lop m
athematica
l knowledge of Phys
ical Attributes and Sys
tems of Measurement
• Students shall use attributes of measurement to describe and compare m
athematic
al and real-world objects.
• Students shall identify and use
units
, sys
tems and proce
sses of measu
rement.
Student Profic
iency Leve
ls
ELP Student
Learning Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Math SLE
Connections
ELPM.4.K-2.4
Demonstrate an
understanding of
temperature
Point to the correct
instrument to
measure temperature
Indicate hot or co
ld,
given a picture
Distinguish between
hot and cold given
two temperatures
Read temperature on
a Fahrenheit scale in
intervals of 10
Compare
temperatures on a
Fahrenheit sc
ale
M.12.K.6
M.12.1.7
M.12.2.5
M.12.2.9
ELPM.4.K-2.5
Select appropriate
measurement tools
and attributes
Identify longer,
shorter, bigger,
smalle
r using m
odels
Circle the correct
attribute
measurement (length,
weight using related
term
s
Recognize
appropriate tools
used to m
easure
each attribute
Model the attributes
of length, weight, and
capacity given the
tools of measurement
Make sim
ple
comparisons within
units
of like
dim
ensions ( le
ngth ,
weight and capacity)
M.12.K.7
M.13.1.7
M.13.2.10
M.13.K.4
M.12.1.8
M.12.2.6
Vocabulary: days
of week(M
onday, Tuesday, …
), D
ays
of Month (January, February, …
), Seasons (Spring, Summer, Fall, W
inter), penny, nickel, dim
e, quarter,
mass
, longer, shorter, bigger, smalle
r, m
ore, less
, heavier, lighter, in
ch, foot, pound, ounce
, pint, cup, hot, cold, balance scale, ruler, therm
ometer, cup
10
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to M
athematics K-8
Grade K-2
5. Data Analysis and Probability
Students shall use the Language of Data Analysis and Probability to deve
lop m
athematica
l knowledge of Data R
epresentation, Data Analysis, Inference
s and
Predictions, and Probability.
• Students shall form
ulate questio
ns that can be address
ed with
data and collect, organize and display releva
nt data to answ
er them.
• Students shall se
lect and use appropriate statis
tical m
ethods to analyze
data.
• Students shall deve
lop and eva
luate inferences and predictions that are based on data.
• Students shall understand and apply basic concepts of probability.
Student Profic
iency Leve
ls
ELP Student
Learning Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Math SLE
Connections
ELPDAP.5.K-2.1
Identify the purpose
for data collectio
n
and collect, organize,
record and display
the data using
phys
ical m
aterials
Exp
lore data
collectio
n by
collectin
g, displaying
and organizing
phys
ical objects
Sort data and
organize and display
phys
ical objects
Organize and
desc
ribe data using
sim
ple phrases
Collect, organize and
desc
ribe data
Collect, organize,
record and display
the data using
phys
ical m
aterials
using grade
appropriate m
aterials
DAP.14.K.1
DAP.14.1.1
DAP.14.2.1
ELPDAP.5.K-2.2
Analyze
and m
ake
predictions from data
represe
nted in charts
and graphs
Identify the purpose
for data collectio
n
with peer or teacher
assistance
Identify the purpose
for data collectio
n
with peer or teacher
assistance
Identify the purpose
for data collectio
n
Identify the purpose
for data collectio
n
Identify the purpose
for data collectio
n
and m
ake
a sim
ple
true statement
comparing the data
DAP.15.K.1
DAP.15.1.1
DAP.15.1.2
DAP.15.2.1
DAP.15.2.2
DAP.16.1.1
DAP.16.2.1
ELPDAP.5.K-2.3
Describe the
probability of an
eve
nt as being m
ore,
less
, and equally
likely to occu
r
Describe the
probability of an
eve
nt occ
urring using
nonve
rbal responses
Describe the
probability of an
eve
nt occ
urring using
verbal response
Describe the
probability of an
eve
nt occ
urring using
sim
ple written
response
Describe the
probability of an
eve
nt occ
urring using
written response
Describe the
probability of an
eve
nt as being m
ore,
less
, and equally
likely to occu
r with
sim
ple la
nguage
DAP.17.K.1
DAP.17.1.1
DAP.17.2.1
Vocabulary: data collection, graph, table, ch
art, bar graph, pictograph, probability, number cube, spinner, colored m
arbles, Venn diagram, T-chart,
11
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to M
athematic
s K-8
Grade 3-5
1. Number and O
perations
Students shall use the Language of Number and O
peratio
ns to deve
lop m
athematica
l knowledge of Number Sense, Properties of Number Operatio
ns, and
Numerical O
peratio
ns and Estim
atio
n
• Students shall understand numbers, ways
of representin
g numbers, relatio
nships among numbers and number sys
tems.
• Students shall understand m
eanings of operatio
ns and how they relate to one another.
• Students shall co
mpute fluently and m
ake reasonable estim
ates.
Student Profic
iency Leve
ls
ELP Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Math SLE
Connections
ELPNO.1.3-5.1
Recognize equivalent
represe
ntations for
the same whole
number and fractio
ns
using composition
and decomposition
Match different
represe
ntations of the
same number (e.g.,
40, 20 + 20, 10 + 30)
Identify numbers in a
variety of form
s using
various visual
represe
ntations (e.g.,
fractio
ns, whole
numbers, and
percentages)
Orally defin
e numbers
in a variety of form
s
using various visual
represe
ntations (e.g.,
fractio
ns, whole
numbers, and
percentages)
Give a written
definition of common
number form
s (e.g.,
fractio
n, percent,
decim
al, whole
numbers)
Choose the
appropriate number
form
when used in
context (e.g., word
problems)
NO.1.3.1
NO.1.4.1
NO.1.5.1
ELPNO.1.3-5.2
Use place value to
represe
nt whole
numbers and
decim
als
Place digits into a
given place
value
chart
Identify the place
value of given digits
from a whole number
or decim
al
Orally label
appropriate place
value given a m
ulti-
digit number
Label in writing and
represe
nt the value of
a given number (e.g.,
3206.3 2 is
in
hundreds place and
represe
nted by 200)
Represent a m
ulti-
digit number in written
form
(e.g., 2346.3 =
two thousand three
hundred forty-six and
three tenths)
NO.1.3.2
NO.1.4.2
NO.1.5.2
ELPNO.1.3-5.3
Represent fractio
ns
using words,
numerals and
phys
ical m
odels
Identify commonly
used fractions using
models and visual
represe
ntations
Identify the commonly
used parts of
fractio
ns (numerator
and denominator
Name common
fractio
ns and fraction
parts orally when
given the
mathematica
l represe
ntation
Associate fractio
ns
(ratios, percents) with
models of whole parts
and parts of sets,
numerica
l represe
ntations, and
pictures
Define and discuss
the characteristics of
fractio
ns, ratio
s, and
percents
NO.1.3.4
NO.1.4.4
NO.1.5.1
12
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to M
athematic
s K-8
Grade 3-5
1. Number and O
perations
Students shall use the Language of Number and O
peratio
ns to deve
lop m
athematica
l knowledge of Number Sense, Properties of Number Operatio
ns, and
Numerical O
peratio
ns and Estim
atio
n
• Students shall understand numbers, ways
of representin
g numbers, relatio
nships among numbers and number sys
tems.
• Students shall understand m
eanings of operatio
ns and how they relate to one another.
• Students shall co
mpute fluently and m
ake reasonable estim
ates. Student Profic
iency Leve
ls
ELP Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Math SLE
Connections
ELPNO.1.3-5.4
Solve sim
ple
problems invo
lving
add, subtract,
multiply, and divide,
using a variety of
methods and tools
with and without
appropriate
technology (see
appendix:
Classific
atio
ns of
Word Problems)
Add, su
btract,
multiply and divide,
given a set of
numbers and a
calculator with sim
ple
instructio
ns
Add, su
btract,
multiply and divide,
given a set of
numbers and a
calculator with sim
ple
instructio
ns
Perform
whole
number operatio
ns,
with and without
appropriate
technology, using a
variety of algorithms
Perform
whole
number operatio
ns,
with and without
appropriate
technology, using a
variety of algorithms
Deve
lop and use a
variety of algorithms
to perform
whole
number operatio
ns
using sim
ple word
problems
NO.3.3.4
NO.3.4.4
NO.3.5.1
NO.3.5.3
ELPNO.1.3-5.5
Use estim
atio
n
strategies to solve
problems and judge
the reasonableness
of the answer
Use sim
ple
estim
atio
n strategies
with teacher guidance
Use sim
ple
estim
atio
n strategies
with peer and teacher
guidance
Use sim
ple
estim
atio
n strategies
Exp
lain strategies for
estim
atio
n in
problem
solving
Exp
lain and ju
stify
strategies for
estim
atio
n in
problem
solving
NO.3.3.5
NO.3.4.5
NO.3.5.4
Vocabulary: $, dolla
r, ¢. cent, %
, percent, ratio
, proportion, whole numbers, decim
als, fractio
ns, mixed numbers, im
proper fractio
ns, proper fractio
ns, estim
ate,
round, compare, strategy, add, compose, subtract, decompose
, multiply, multiples, product, factors, divide, dividend, quotie
nt, divisor, divisibility rules,
multiplicative
inve
rse, reciproca
l, commutative
properties, ass
ociative
property, distributive
property, place value, ones, tens, hundreds, thousands, ten thousa
nds,
hundred thousa
nds, millions, billions, tenths, hundredths, thousandths, order of operatio
ns, equivalent representations, perfect square, square root,
13
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to M
athematic
s K-8
Grade 3-5
2. Algebra
Students shall use the Language of Algebra to deve
lop m
athematic
al kn
owledge of Patterns, Relations and Functions, Algebraic R
eprese
ntations, Algebraic
Models, and Analysis of Change
• Students shall recognize, describe and deve
lop patterns, relations and functio
ns.
• Students shall represe
nt and analyze
mathematic
al situ
atio
ns and structures using algebraic sym
bols.
• Students shall deve
lop and apply m
athematic
al m
odels to represent and understand quantitative
relatio
nsh
ips.
• Students shall analyze
change in various contexts.
Student Profic
iency Leve
ls
ELP Student
Learning Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Math SLE
Connections
ELPA.2.3-5.1
Use repeatin
g and
growing patterns to
solve real-world
problems
Identify a sim
ple
repeatin
g pattern
using m
anipulative
s
(colored counters)
with teacher
assistance
Identify and m
odel
sim
ple numeric and
geometric patterns
using m
anipulative
s
with teacher
assistance
Identify and m
odel
sim
ple numeric and
geometric patterns
using m
anipulative
s
to solve real-world
problems with teacher
assistance
Solve problems by
finding the next term
or missing term
in a
pattern
Solve problems by
finding the next term
or missing term
in a
pattern or function
table using real world
situations
A.4.3.4
A.4.4.2
A.4.5.1
ELPA.2.3-5.2
Determ
ine the
relatio
nsh
ip between
sets of numbers
(e.g., lists, tables,
etc.) by selectin
g or
interpreting the rule
Select the rule from a
sim
ple table using
nonve
rbal responses
and teach
er
assistance
Select the rule from a
sim
ple table using
sim
ple oral resp
onses
and teach
er
assistance
Select the rule from a
sim
ple table using
sim
ple oral resp
onses
Determ
ine the
relatio
nsh
ip between
sets of numbers (e.g.,
lists, tables, etc.) by
selectin
g the rule
Determ
ine the
relatio
nsh
ip between
sets of numbers (e.g.,
lists, tables, etc.) by
selectin
g or
interpreting the rule
A.4.3.5
A.4.4.3
A.4.5.2
ELPA.2.3-5.3
Use a variable to
represe
nt an
unknown quantity in
a number exp
ression
invo
lving contextual
situations and find
the value
Select and/or write a
sim
ple number
exp
ression that
includes a sym
bol or
variable
Write a sim
ple
number exp
ression
that includes a
sym
bol o
r va
riable
and find the unknown
Use a variable to
represe
nt an
unknown quantity in a
number exp
ression
invo
lving sim
ple
contextual situ
atio
ns
Use a variable to
represe
nt an
unknown quantity in a
number exp
ression
invo
lving contextual
situations and
eva
luate using
substitution
Select, write, and use
a variable to
represe
nt an
unknown quantity in a
number exp
ression
invo
lving contextual
situations and
eva
luate using
substitution
A.5.3.3
A.5.4.3
A.5.5.2
A.5.3.1
A.5.4.1
A.5.5.1
A.5.5.3
14
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to M
athematic
s K-8
Grade 3-5
2. Algebra
Students shall use the Language of Algebra to deve
lop m
athematic
al kn
owledge of Patterns, Relations and Functions, Algebraic R
eprese
ntations, Algebraic
Models, and Analysis of Change
• Students shall recognize, describe and deve
lop patterns, relations and functio
ns.
• Students shall represe
nt and analyze
mathematic
al situ
atio
ns and structures using algebraic sym
bols.
• Students shall deve
lop and apply m
athematic
al m
odels to represent and understand quantitative
relatio
nsh
ips.
• Students shall analyze
change in various contexts.
Student Profic
iency Leve
ls
ELP Student
Learning Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Math SLE
Connections
ELPA.2.3-5.4
Exp
ress
mathematica
l relatio
nsh
ips using
equatio
ns and
inequalities
( >, <, =,≠ )
Select orally and/or
write a sim
ple number
sentence
or inequality
with teacher
assistance
Read and write a
sim
ple number
sentence
or inequality
given a sim
ple
relatio
nsh
ip with peer
or teacher ass
istance
Model sim
ple
equatio
ns or
inequalities by using
a number line
Model sim
ple
equatio
ns or
inequalities by
inform
al m
ethods
using m
anipulative
s
and appropriate
technology
Model and solve
sim
ple equations or
inequalities by
inform
al m
ethods
using m
anipulative
s
and appropriate
technology
A.5.3.2
A.5.4.2
A.5.5.1
ELPA.2.3-5.5
Complete, create,
and use charts or
tables to organize
inform
atio
n,
understand
relatio
nsh
ips and
make
sim
ple
predictions
Complete a table or
chart to organize
inform
atio
n with
teach
er assistance
Complete a table or
chart to organize
inform
atio
n with
teach
er assistance
Create and use
charts or tables to
organize in
form
atio
n,
understand
relatio
nsh
ips and
draw conclusions with
peer group
Create and use
charts or tables to
organize in
form
atio
n,
understand
relatio
nsh
ips and
draw conclusions
Create and use
charts or tables to
organize in
form
atio
n,
understand
relatio
nsh
ips and
make
sim
ple
predictions
A.6.3.1
A.6.4.1
A.6.5.1
ELPA.2.3-5.6
Identify and analyze
quantitative change
ove
r time using real-
world situations
Compare change
ove
r time using a line
graph in
sim
ple real-
world problems with
teach
er assistance
Compare and change
ove
r time using a line
graph in
sim
ple real-
world problems with
teach
er assistance
Describe in
sim
ple
oral or written change
ove
r time in real-
world problems with
peer group
Describe in
sim
ple
written language
change ove
r tim
e in
real world problems
using line graphs and
histograms
Identify and analyze
quantitative change
ove
r time using real-
world situations
A.7.3.1
A.7.4.1
A.7.5.1
Vocabulary: table, ch
art, line graph, histogram, title, sc
ale, trend, inequality, equalities, equations, quantity, numerical patterns, geometric patterns, va
riable,
exp
ression, sym
bol, number se
ntence, conclusion, relatio
nsh
ip, change ove
r tim
e, organize, analyze
, > >>>, ,,, < <<<, ,,, =, ≠
, �, ◊, ∆, $
15
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to M
athematic
s K-8
Grade 3-5
3. Geometry
Students shall use the Language of Geometry to deve
lop m
athematic
al k
nowledge of Geometric Properties, Transform
atio
n of Shapes, Coordinate G
eometry, and
Visualizatio
n and G
eometric M
odels.
• Students shall analyze
characteristics and properties of 2- and 3- dim
ensional geometric shapes and deve
lop m
athematical arguments about geometric
relatio
nsh
ips.
• Students shall apply transform
ations and the use of sym
metry to analyze
mathematical s
ituations
• Students shall sp
ecify locatio
ns and describe spatial relationships using coordinate geometry and other represe
ntatio
nal sys
tems.
• Students shall use visualization, spatial reasoning and geometric m
odeling.
Student Profic
iency Leve
ls
ELP Student
Learning Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Math SLE
Connections
ELPG.3.3-5.1
Identify regular and
irregular polygons
Match polygons with
their appropriate
names with teacher
assistance
Match and m
odel
regular polygons with
peer group
Model regular and
irregular polygons
including octagon
Identify and m
odel
regular and irregular
polygons in
cluding
decagons
Describe, identify
and m
odel regular
and irregular
polygons in
cluding
decagons
G.8.3.2
G.8.4.2
G.8.5.1
ELPG.3.3-5.2
Identify and draw a
variety of lines
Match to pictures of
lines, line segments,
rays
, angles
Match and draw lines,
line segments, rays
, and angles
Match to pictures of
lines, line segments,
rays
, angles,
intersecting,
perpendicular, and
parallel lines
Identify and draw, a
line, line segment,
ray, angle, and
intersecting,
perpendicular, and
parallel lines
Identify, draw, and
desc
ribe a line, line
segment, ray, angle,
and in
tersecting,
perpendicular, and
parallel lines
G.8.3.3
G.8.3.4
G.8.4.4
G.8.5.2
ELPG.3.3-5.3
Classify and draw a
variety of angles
Identify a variety of
angles within the
learning environment
with assistance
Identify a variety of
angles within the
learning environment
with lim
ited
assistance
Identify, congruent,
adjacent, obtuse
, acute, right, and
straight angles (grade
appropriate)
Identify and draw
congruent, adjace
nt,
obtuse, acute, right,
and straight angles
(grade appropriate)
Identify, draw and
label parts of
congruent, adjace
nt,
obtuse, acute, right,
and straight angles
(grade appropriate)
G.8.4.5
G.8.5.2
16
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to M
athematic
s K-8
Grade 3-5
3. Geometry
Students shall use the Language of Geometry to deve
lop m
athematic
al k
nowledge of Geometric Properties, Transform
atio
n of
Shapes, Coordinate G
eometry, and Visualization and G
eometric M
odels.
• Students shall analyze
characteristics and properties of two- and three-dim
ensional geometric shapes and deve
lop m
athematic
al a
rguments about
geometric relatio
nsh
ips.
• Students shall apply transform
ations and the use of sym
metry to analyze
mathematical s
ituations
• Students shall sp
ecify locatio
ns and describe spatial relationships using coordinate geometry and other represe
ntatio
nal sys
tems.
• Students shall use visualization, spatial reasoning and geometric m
odeling.
Student Profic
iency Leve
ls
ELP Student
Learning Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Math SLE
Connections
ELPG.3.3-5.4
Describe and predict
the result of a
transform
ation of a
two-dim
ensional
figures
Demonstrate the
motio
n of a two-
dim
ensional fig
ure as
a flip, slide, or turn
with teacher
assistance
Model the m
otion of a
two-dim
ensional
figure as a flip, slide,
or turn, using
manipulative
s, with
teach
er or peer
assistance
Manipulate two-
dim
ensional fig
ures
through slides, flips,
and turns
Describe the results
of transform
atio
ns of
two-dim
ensional
figures using a
translatio
n, reflectio
n,
or rotatio
n
Describe and predict
the result of a
transform
ation of two-
dim
ensional fig
ure
G.9.3.2
G.9.4.1
G.9.5.1
ELPG.3.3-5.5
Use common
language to lo
cate
and id
entify points
on a coordinate grid
Locate points on a
coordinate grid with
teach
er assistance
Identify points using
ordered pairs on a
coordinate grid with
teach
er assistance
Identify and la
bel an
ordered pair on a
coordinate grid
Use geometric
vocabulary to
desc
ribe the locatio
n
of points on a
coordinate grid
Use geometric
vocabulary to
desc
ribe the locatio
n
and plot points in
quadrant I
G.10.3.1
G.10.4.1
G.10.5.1
ELPG.3.3-5.6
Replicate two-
dim
ensional and
three-dim
ensional
models
Replicate a three-
dim
ensional fig
ure
compose
d of cubes
when given a phys
ical
model, with teacher
assistance
Replicate a three-
dim
ensional fig
ure
compose
d of cubes
when given a phys
ical
model
Construct a three-
dim
ensional model
compose
d of cubes
when given an
illustratio
n with
assistance
Construct a three-
dim
ensional model
compose
d of cubes
when given an
illustratio
n
Draw and identify
two-dim
ensional
patterns (nets) for
cubes using grid
paper
G.11.3.1
G.11.4.1
G.11.5.1
Vocabulary: flip, slide, turn, transform
atio
n, refle
ctio
n, translation, rotatio
n, two-dim
ensional, three-dim
ensional, triangle, quadrilateral, hexa
gon, pentagon,
decagon, octagon, acute, obtuse, right, intersectin
g, straight angle, co
ngruent, adjacent, vertex, rays
, interior, exterior, quadrant, horizo
ntal, ve
rtical, x-axis, y-axis,
ordered pair, net
17
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to M
athematic
s K-8
Grade 3-5
4. Measurement
Students shall use the Language of Measurement to deve
lop m
athematica
l knowledge of Phys
ical Attributes and Sys
tems of Measurement
• Students shall use attributes of measurement to describe and compare m
athematic
al and real-world objects.
• Students shall identify and use
units
, sys
tems and proce
sses of measu
rement.
Student Profic
iency Leve
ls
ELP Student
Learning Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Math SLE
Connections
ELPM.4.3-5.1
Use clock
s and
calendars to solve
real world problems
invo
lving elapsed
time
Demonstrate past,
present and future
time using a calendar
and an analog clock
with teacher
assistance
Demonstrate past,
present and future
time using a calendar
and an analog clock
Sort and write sim
ple
phrase
s and
sentence
s using
vocabulary cards or
pictures related to
time and the calendar
Solve sim
ple real-
world problems
invo
lving elapsed
time using clocks
and
calendars with peer
assistance
Solve real w
orld
problems invo
lving
elapsed tim
e using
clocks
and calendars
at grade appropriate
leve
l
M.13.3.1
M.13.4.3
M.13.3.2
M.13.5.1
M.13.3.3
M.13.3.4
M.13.4.1
M.13.4.4
M.13.4.2
ELPM.4.3-5.2
Use real world
situations to
recognize units
of
measurement and
make
sim
ple
comparisons.
Identify and compare
various m
easurement
units
using m
odels
with teacher
assistance
(e.g.,
Show how long
different task
s take)
Identify and compare
various m
easurement
units
using m
odels
with peer assistance
Identify and use
sim
ple phrases for
the basic units
of
length, weight,
capacity, and tim
e
using real-world
objects with
assistance
(e.g., word
wall, peer, teacher)
Make compariso
ns of
standard units
of
measurement in real-
world problems
Make compariso
ns
and conve
rsions of
standard units
of
measurement in real-
world problems
M.12.3.2
M.13.3.9
M.12.3.3
M.13.4.8
M.12.3.4
M.12.3.5
M.12.4.1
M.12.4.2
M.12.4.3
M.12.4.4
M.12.5.2
18
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to M
athematic
s K-8
Grade 3-5
4. Measurement
Students shall use the Language of Measurement to deve
lop m
athematica
l knowledge of Phys
ical Attributes and Sys
tems of Measurement
• Students shall use attributes of measurement to describe and compare m
athematic
al and real-world objects.
• Students shall identify and use
units
, sys
tems and proce
sses of measu
rement.
Student Profic
iency Leve
ls
ELP Student
Learning Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Math SLE
Connections
ELPM.4.3-5.3
Deve
lop and use
sim
ple strategies to
solve real world
problems invo
lving
perimeter and area
of rectangles
Demonstrate
perimeter using
phys
ical m
aterials
(paper clips, craft
stick
s or grids) and by
using m
easu
rement
tools (rulers) and find
the area of a
rectangle by cove
ring
it with squares with
assistance
Find the perimeter of
the figure by
measuring the length
of the sides and find
the area of any
rectangle by countin
g
squares and half
squares on a grid with
assistance
Use sim
ple form
ulas
to find perimeter and
area of rectangles
with assistance
Use form
ulas to find
perimeter and area of
rectangles in
real
world problems with
assistance
Deve
lop and use
strategies to solve
sim
ple real w
orld
problems invo
lving
perimeter and area of
rectangles
M.13.3.10
M.13.4.9
M.13.3.11
M.13.4.10
M.13.5.4
ELPM.4.3-5.4
Use and determ
ine
appropriate
measurement tools
in real-world context
(standard and
metric)
Select appropriate
tools for measuring
real-world objects or
figures using words
and/or gestures
(height or weight) with
assistance
Identify measurement
tools from pictures
and objects and state
the uses
Describe situatio
ns
where m
easu
rement
is needed with
assistance
Exp
lain, using sim
ple
phrase
s, how to use
measurement in real-
world situations
(construction,
archite
cture,
cartography)
Determ
ine which unit
of measure or
measurement tool
matches the context
for a problem
situation
M.13.3.8
M.13.4.7
M.13.5.2
M.13.5.3
19
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to M
athematic
s K-8
Grade 3-5
4. Measurement
Students shall use the Language of Measurement to deve
lop m
athematica
l knowledge of Phys
ical Attributes and Sys
tems of Measurement
• Students shall use attributes of measurement to describe and compare m
athematic
al and real-world objects.
• Students shall identify and use
units
, sys
tems and proce
sses of measu
rement.
Student Profic
iency Leve
ls
ELP Student
Learning Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Math SLE
Connections
ELPM.4.3-5.5
Apply m
oney
concepts in
contextual situ
atio
ns
Model attributes of
money by pointin
g to
identify a penny,
dim
e, nicke
l, quarter,
and dollar bill with
teach
er assistance
Display the correct
coin when given a
verbal prompt with
assistance
Give name and value
of all co
ins and bills
up to twenty dolla
rs
and calculate the
amount of money
spent with/without
regrouping in a
contextual situ
atio
n
Compare values of 2
given coins/bills and
apply m
oney
concepts in
contextual situ
atio
ns
up to ten dollars
State and compare
the value of all
currency and apply
money concepts in
contextual situ
atio
ns
M.13.3.6
M.13.4.5
M.13.5.2
Vocabulary: ye
sterday, past, today, present, tomorrow, future, elapse
d tim
e, clock
, analog clock, digital c
lock
, hours, minutes, seconds, months of the year
(January, February, etc.), days of the week (Sunday, M
onday, etc.), penny, nicke
l, dim
e, quarter, dolla
r, currency, value, ruler, cup, pint, quart, gallo
n, liter,
milliliter, in
ch, foot, yard, metric, meter, centimeter, perimeter, area, grams, kilograms, ounce
s, pounds, form
ula
20
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to M
athematic
s K-8
Grade 3-5
5. Data Analysis and Probability
Students shall use the Language of Data Analysis and Probability to deve
lop m
athematica
l knowledge of Data R
epresentation, Data Analysis, Inference
s and
Predictions, and Probability.
• Students shall form
ulate questio
ns that can be address
ed with
data and collect, organize and display releva
nt data to answ
er them.
• Students shall se
lect and use appropriate statis
tical m
ethods to analyze
data.
• Students shall deve
lop and eva
luate inferences and predictions that are based on data.
• Students shall understand and apply basic concepts of probability.
Student Profic
iency Leve
ls
ELP Student
Learning Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Math SLE
Connections
ELPDAP.5.3-5.1
Form
ulate questio
ns
related to data and
data collection
Collect simple data
from classm
ates with
assistance
(e.g.,
favo
rite color, food or
drink, number of
siblings)
Collect and organize
sim
ple data using
tally m
arks and
frequency tables with
assistance
Collect and organize
sim
ple data using
tally m
arks and
frequency tables and
graph (bar) the data
Collect, organize,
graph, and interpret
sim
ple data samples
(bar, line, stem-and-
leaf) as grade leve
l appropriate
Create, collect,
organize, graph, and
interpret a variety of
data samples
DAP.14.3.1
DAP.14.4.1
DAP.14.5.1
DAP.14.5.2
DAP.14.5.3
ELPDAP.5.3-5.2
Select and use
appropriate m
ethods
to analyze
data
Match a data set with
a graphical
represe
ntation of the
data with assistance
Match a data set with
a graphical
represe
ntation of the
data and find range
and m
ode with
assistance
Find the m
easures of
central tendency
(mean, median,
mode, range) of a
given set of whole
number data using
appropriate
technology, with
assistance
Find the m
easures of
central tendency
(mean, median,
mode, range) of a
given set of whole
number data using
appropriate
technology, and
exp
lain what each
indicates about the
set of data with
assistance
Find the m
easures of
central tendency
(mean, median,
mode, range) of a
given set of whole
number data using
appropriate
technology, and
exp
lain what each
indicates about the
set of data
DAP.15.3.2
DAP.15.4.2
DAP.15.5.2
21
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to M
athematic
s K-8
Grade 3-5
5. Data Analysis and Probability
Students shall use the Language of Data Analysis and Probability to deve
lop m
athematica
l knowledge of Data R
epresentation, Data Analysis, Inference
s and
Predictions, and Probability.
• Students shall form
ulate questio
ns that can be address
ed with
data and collect, organize and display releva
nt data to answ
er them.
• Students shall se
lect and use appropriate statis
tical m
ethods to analyze
data.
• Students shall deve
lop and eva
luate inferences and predictions that are based on data.
• Students shall understand and apply basic concepts of probability.
Student Profic
iency Leve
ls
ELP Student
Learning Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Math SLE
Connections
ELPDAP.5.3-5.3
Make predictions for
a given set of data
Exp
lore predictions
using sim
ple data
sets with teacher or
peer assistance
Identify the m
aximum
(most) and m
inim
um
(least) data points
from sim
ple data
tables or graphs with
teach
er or peer
assistance
Compare the
maximum (most) and
minim
um (least) data
points from sim
ple
data tables or graphs
with teacher or peer
assistance
Compare and
contrast the
maximum (most) and
minim
um (least) data
points from sim
ple
data tables or graphs
with teacher or peer
assistance
Make predictions and
justify conclusions
based on data
DAP.16.3.1
DAP.16.4.1
DAP.16.5.1
ELPDAP.5.3-5.4
Use sim
ple
exp
eriments to apply
concepts of
probability
Participate in a sim
ple
exp
eriment to
determ
ine the
probability of an eve
nt
occu
rring using
nonve
rbal responses
Participate in a sim
ple
exp
eriment and
determ
ine the
fairness of the
exp
eriment (game)
with assistance
Conduct sim
ple
probability
exp
eriments and
complete a frequency
table or ch
art using
the data set
Identify the probability
of eve
nts within a
sim
ple exp
eriment
Identify and predict
the probability of
eve
nts within a sim
ple
exp
eriment
DAP.17.3.2
DAP.17.4.2
DAP.17.5.1
ELPDAP.5.3-5.5
Find all poss
ible
combinations of two
or three sets of
objects
Exp
lore two sets of
objects to find
combinations using
phys
ical m
odels and
or pictures with
assistance
Select and m
ap from
2 sets of objects to
find poss
ible
combinations using
phys
ical m
odels and
or pictures with
assistance
Select and m
ap from
2 or 3 sets of objects
to find possible
combinations using
phys
ical m
odels and
or pictures with
assistance
Select from an
organized list and
make
all possible
combinations
List and exp
lain all
poss
ible outcomes in
a given situ
atio
n
DAP.17.3.3
DAP.17.4.3
DAP.17.5.2
Vocabulary: data sets, exp
eriment, probability, survey, fairness, frequency table, chart, mean, ave
rage, median, mode, range, line plots, bar graphs. stem-and-leaf,
predictions, maximum, minim
um, tally m
arks, interpret, eve
nt, combinatio
ns, number cubes, spinners, tiles from a bag, marbles
22
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to M
athematic
s K-8
Grade 6-8
1. Number and O
perations
Students shall use the Language of Number and O
peratio
ns to deve
lop m
athematica
l knowledge of Number Sense, Properties of Number Operatio
ns, and
Numerical O
peratio
ns and Estim
atio
n
• Students shall understand numbers, ways
of representin
g numbers, relatio
nships among numbers and number sys
tems.
• Students shall understand m
eanings of operatio
ns and how they relate to one another.
• Students shall co
mpute fluently and m
ake reasonable estim
ates.
Student Profic
iency Leve
ls
ELP Student
Learning Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Math SLE
Connections
ELPNO.1.6-8.1
Understand the
meaning of add,
subtract, m
ultiply,
and divide and their
relatio
nsh
ips with
rational numbers
Identify the numeric
operatio
n when given
a term
(i.e., pointin
g
to an item or picture
when given the term
)
Model, using
manipulative
s, sim
ple
addition, subtraction,
multiplication of
decim
als with
assistance
Model, using
manipulative
s,
addition, subtraction
(like denominators),
multiplication and
division of fractions
and decim
als with
assistance
Model, using
manipulative
s,
addition, subtraction,
multiplication and
division of ratio
nal
numbers (fractio
ns,
decim
als, integers)
with assistance
Model, using
manipulative
s, and
deve
lop addition,
subtractio
n,
multiplication and
division of ratio
nal
numbers (fractio
ns,
decim
als, integers)
NO.2.6.5
NO.2.7.4
NO.2.8.5
ELPNO.1.6-8.2
Conve
rt, compare
and order fractio
ns,
decim
als and
percents
Identify a number as
a fraction, decim
al o
r percent (i.e., pointing
to an item or picture
when given the term
)
Match m
odels of
whole numbers,
fractio
ns and
decim
als to
equivalent words with
assistance
(e.g., ½
, 1/3, ¼, 50%, 25%,
100%)
Identify the lo
cation of
a given number
(whole number,
fractio
n, decimal) on
a number line
Compare and order
sim
ple fractions,
decim
als and
percents with
assistance
Conve
rt, compare
and order sim
ple
fractio
ns, decim
als
and percents with
assistance
NO.1.6.4
NO.1.7.5
NO.1.8.4
ELPNO.1.6-8.3
Apply the addition,
subtractio
n,
multiplication, and
division property of
equality in equations
Identify the numeric
operatio
n when given
a term
(i.e., pointin
g
to an item or picture
when given the term
)
Solve sim
ple one step
equatio
ns with whole
numbers with teach
er
or peer ass
istance
Solve sim
ple one step
equatio
ns with whole
numbers, fractions,
decim
als, and
integers with teach
er
or peer ass
istance
Solve one-step
equatio
ns (sh
owing
all steps) using the
addition, subtraction,
multiplication, and
division property of
equality in sim
ple
equatio
ns as grade
appropriate
Solve two-step
equatio
ns (sh
owing
all steps) using the
addition, subtraction,
multiplication, and
division property of
equality in sim
ple
equatio
ns as grade
appropriate
NO.2.6.3
NO.2.7.2
NO.2.8.1
23
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to M
athematic
s K-8
Grade 6-8
Number and O
peratio
ns
Students shall use the Language of Number and O
peratio
ns to deve
lop m
athematica
l knowledge of Number Sense, Properties of Number Operatio
ns, and
Numerical O
peratio
ns and Estim
atio
n
• Students shall understand numbers, ways
of representin
g numbers, relatio
nships among numbers and number sys
tems.
• Students shall understand m
eanings of operatio
ns and how they relate to one another.
• Students shall co
mpute fluently and m
ake reasonable estim
ates.
Student Profic
iency Leve
ls
ELP Student
Learning Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Math SLE
Connections
ELPNO.1.6-8.4
Compute fluently
and m
ake
reasonable
estim
ates
Compute and use
sim
ple estim
ation
strategies with
teach
er assistance
(e.g., pointing to
location to round) with
and without
technology
Compute and use
sim
ple estim
ation
strategies with peer
and teach
er
assistance
with and
without tech
nology
Compute and use
sim
ple estim
ation
strategies for sim
ple
problems invo
lving
fractio
ns, decim
als
and percents with and
without tech
nology
Compute and exp
lain
strategies for
estim
atio
n in
problem
solving invo
lving
sim
ple fractions,
decim
als, and
percents with and
without tech
nology
Compute, exp
lain and
justify strategies for
estim
atio
n in
multi-
step problem solving
invo
lving fractio
ns,
decim
als and
percents with and
without tech
nology
NO.3.6.1
NO.3.6.2
NO.3.6.3
NO.3.6.4
NO.3.7.1
NO.3.7.2
NO.3.7.3
NO.3.8.1
NO.3.8.2
NO.3.8.3
ELPNO.1.6-8.5
Find, use, and apply
factoriza
tion to find
greatest common
factor (G
CF) and
least common
multiple (LCM)
Find the factors of
numbers le
ss than 25
with assistance
Find common factors
and m
ultiples of 2
given numbers with
assistance
Apply factoriza
tion to
determ
ine greatest
common factor and
least common
multiple with
assistance
Find and use prime
factoriza
tion (tree
diagrams) to
determ
ine greatest
common factor and
least common
multiple of composite
numbers le
ss than
100 with assistance
Use prime
factoriza
tion to
determ
ine greatest
common factor and
least common of
multiple of composite
numbers le
ss than
100 with assistance
NO.3.6.5
NO.3.7.4
NO.3.8.4
ELPNO.1.6-8.6
Conve
rt between
standard and
scientific notation
using numbers
greater than zero
Identify the value of a
digit in a number
being represented in
standard form
by
pointin
g with teach
er
assistance
Identify the value of a
digit in numbers
greater than 1 being
represe
nted in
standard and
scientific notation with
teach
er assistance
Write numbers
greater than 1 in
standard and
scientific notation with
assistance
Write numbers from 0
to 1 in
standard and
scientific notation with
assistance
Conve
rt between
standard and
scientific notation
using numbers
greater than zero
NO.1.7.3
NO.1.8.2
24
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to M
athematic
s K-8
Grade 6-8
Number and O
peratio
ns
Students shall use the Language of Number and O
peratio
ns to deve
lop m
athematica
l knowledge of Number Sense, Properties of Number Operatio
ns, and
Numerical O
peratio
ns and Estim
atio
n
• Students shall understand numbers, ways
of representin
g numbers, relatio
nships among numbers and number sys
tems.
• Students shall understand m
eanings of operatio
ns and how they relate to one another.
• Students shall co
mpute fluently and m
ake reasonable estim
ates.
Vocabulary – fractio
ns, place value, ratio
, percent, proportion, technology, scientific
notatio
n, addition, su
btractio
n, multiplication, division, whole number,
equivalent, percent equivalence
, perfect squares, square root, integers, negative
, positive, real number, rational n
umber, natural n
umber, irratio
nal number,
number sys
tem, estim
ate, rounding, fractio
n, divisibility rules, commutative
property, ass
ociative
property, distributive property, operatio
ns, equatio
ns, order of
operatio
ns, inve
rse property, id
entity property, inve
rse relatio
nships, algorithms, digit, factoriza
tion, factor, tree diagram, prime factoriza
tion, composite
number,
prime number, least common m
ultiple, greatest common factor, absolute value, algebraic exp
ression, number line, co
nve
rt, compare, order, m
odel, differentiate,
sim
plify, reaso
nableness
25
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to M
athematic
s K-8
Grade 6-8
2. Algebra
Students shall use the Language of Algebra to deve
lop m
athematic
al kn
owledge of Patterns, Relations and Functions, Algebraic R
eprese
ntations, Algebraic
Models, and Analysis of Change
• Students shall recognize, describe and deve
lop patterns, relations and functio
ns.
• Students shall represe
nt and analyze
mathematic
al situ
atio
ns and structures using algebraic sym
bols.
• Students shall deve
lop and apply m
athematic
al m
odels to represent and understand quantitative
relatio
nsh
ips.
• Students shall analyze
change in various contexts.
Student Profic
iency Leve
ls
ELP Student
Learning Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Math SLE
Connections
ELPA.1.6-8.1
Write and eva
luate
sim
ple algebraic
exp
ressions
Select an algebraic
exp
ression from a
given sample and
identify like term
s in
the exp
ressions with
assistance
Combine like term
s of
sim
ple algebraic
exp
ressions and
eva
luate a sim
ple
algebraic exp
ression
given the
replacement set with
assistance
Combine like term
s of
algebraic exp
ressions
and eva
luate a
algebraic exp
ression
given the
replacement set with
assistance
Write and eva
luate
sim
ple algebraic
exp
ressions with
assistance
Translate phrases
and sentence
s in
to
algebraic exp
ressions
and sim
plify by
combining like
term
s
A.5.6.2
A.5.7.4
A.5.8.4
A.4.6.2
A.4.7.3
A.4.8.3
ELPA.1.6-8.2
Create and use a
functio
n table
Identify term
s in
sim
ple patterns with
assistance
Identify the next term
when given a visual
prompt with
assistance
Complete a sim
ple
functio
n table by
finding m
issing term
s
with assistance
Create and complete
a sim
ple functio
n
table using a given
rule with one
operatio
n with
assistance
Create and complete
a function table using
a given rule with two
operatio
n with
assistance
A.4.6.1
A.4.7.1
A.4.7.2
A.4.8.1
A.4.8.2
ELPA.1.6-8.3
Model, write and
solve real-world
equatio
ns and
inequalities using
manipulative
s
Model a sim
ple
equatio
n using
manipulative
s with
assistance
Model sim
ple
equatio
ns and
inequalities of real
world situations using
manipulative
s with
assistance
Model and write
sim
ple equations and
inequalities of real
world situations using
manipulative
s with
assistance
Model, write and
graph sim
ple
equatio
ns and
inequalities of real
world situations using
manipulative
s with
assistance
Model, solve, and
graph two-step
equatio
ns and
inequalities with one
variable of real world
situations using
manipulative
s with
assistance
A.5.6.1
A.5.7.1
A.5.8.1
26
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to M
athematic
s K-8
Grade 6-8
2. Algebra
Students shall use the Language of Data Analysis and Probability to deve
lop m
athematica
l knowledge of Data R
epresentation, Data Analysis, Inference
s and
Predictions, and Probability.
• Students shall form
ulate questio
ns that can be address
ed with
data and collect, organize and display releva
nt data to answ
er them.
• Students shall se
lect and use appropriate statis
tical m
ethods to analyze
data.
• Students shall deve
lop and eva
luate inferences and predictions that are based on data.
• Students shall understand and apply basic concepts of probability.
Student Profic
iency Leve
ls
ELP Student
Learning Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Math SLE
Connections
ELPA.1.6-8.4
Deve
lop and apply
mathematica
l models to represe
nt
and understand
quantitative
relatio
nsh
ips
Participate in a real
world activity and
identify the data with
teach
er assistance
Collect data from a
real world activity by
using a table with
assistance
Collect data from a
real world activity
using a table and
graph using sim
ple
grid paper with
assistance
Collect data using a
table and graph using
sim
ple grid paper and
write a sim
ple
equatio
n with
assistance
Graph data from a
real world activity and
write an equation
using the m
eaning of
slope and exp
lain the
relatio
nsh
ip between
the graph and
equatio
n with
assistance
as grade
appropriate
A.6.6.1
A.6.7.1
A.6.8.1
Vocabulary:
Exp
ression, va
riable, linear equation, linear inequality, coordinate plane, polynomial, functio
n, algebraic, functio
n table, two operation functio
n table, patterns,
input, output, in
dependent va
riable, dependent va
riable, inequalities, inve
rse operations, coordinate plane, ratio
nal numbers, quadrants, y intercept, slope, rate of
change, nth term
, quadratic
functio
n, exp
onent, exp
onentia
l functio
ns` co
mbine like term
s, consolidate, balance, constant, coefficient, predict, rates, change
27
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to M
athematic
s K-8
Grade 6-8
Geometry
Students shall use the Language of Geometry to deve
lop m
athematic
al k
nowledge of Geometric Properties, Transform
atio
n of Shapes, Coordinate G
eometry, and
Visualizatio
n and G
eometric M
odels.
• Students shall analyze
characteristics and properties of 2- and 3- dim
ensional geometric shapes and deve
lop m
athematical arguments about geometric
relatio
nsh
ips.
• Students shall apply transform
ations and the use of sym
metry to analyze
mathematical s
ituations
• Students shall sp
ecify locatio
ns and describe spatial relationships using coordinate geometry and other represe
ntatio
nal sys
tems.
• Students shall use visualization, spatial reasoning and geometric m
odeling.
Student Profic
iency Leve
ls
ELP Student
Learning Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Math SLE
Connections
ELPG.3.6-8.1
Analyze
characteristics of 2-
and 3- dim
ensional
geometric shapes
Identify a figure, given
the term
(i.e
., teacher
says
circle, student
can point to a picture
of a circle)
Select proper
geometric shape
given the
characteristics of the
shape with ass
istance
Sort and identify
geometric shapes
using two- and three-
dim
ensional models
with assistance
Identify and draw
geometric shapes
using isometric dot
paper with assistance
Classify geometric
shapes and validate
conclusions of their
properties
G. 8.6.1
G. 8.7.1
G. 8.8.1
G. 8.6.2
G. 8.7.1
G.11.6.1
G.11.7.1
G.11.8.1
ELPG.3.6-8.2
Identify, class
ify, and
draw lines and
angles using
attributes
Identify basic
geometric vocabulary
and properties (i.e.,
teach
er uses a
picture for student to
identify)
Inve
stig
ate properties
of parallel lines and
transve
rsals using
models with
assistance
Identify angles in
relatio
n to parallel
lines and a
transve
rsal u
sing
models with
assistance
Classify the pairs of
angles form
ed
between two
intersecting lines and
parallel lines cut by a
transve
rsal with
assistance
Identify the pairs of
angles form
ed
between two
intersecting lines and
parallel lines cut by a
transve
rsal a
nd
discuss
the
relatio
nsh
ip between
the angles as grade
appropriate
G. 8.7.3
ELPG.3.6-8.3
Identify, class
ify, and
draw triangles using
attributes
Identify basic
geometric vocabulary
and properties (i.e.,
teach
er uses a
picture for student to
identify)
Inve
stig
ate properties
of triangles using
models with
assistance
Draw triangles by
using the attributes
with assistance
Describe and name
triangles by using the
degree of the angles
or the le
ngths of the
sides
Identify, describe,
draw, and class
ify
triangles as
equilateral, is
osce
les,
scalene, right, acute,
obtuse, and
equiangular
G. 8.6.3
Grade 6-8
3. Geometry
28
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to M
athematic
s K-8
Students shall use the Language of Algebra to deve
lop m
athematic
al kn
owledge of Patterns, Relations and Functions, Algebraic R
eprese
ntations, Algebraic
Models, and Analysis of Change
• Students shall recognize, describe and deve
lop patterns, relations and functio
ns.
• Students shall represe
nt and analyze
mathematic
al situ
atio
ns and structures using algebraic sym
bols.
• Students shall deve
lop and apply m
athematic
al m
odels to represent and understand quantitative
relatio
nsh
ips.
• Students shall analyze
change in various contexts.
Student Profic
iency Leve
ls
ELP Student
Learning Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Math SLE
Connections
ELPG.3.6-8.3
Specify loca
tions
using coordinate
geometry sys
tem
Identify the parts of
the coordinate plane,
given a term
and a
grid (i.e
., teacher
says
origin, student
can point to a picture
of a origin)
Draw a coordinate
plane and number the
lines correctly and
label the x- and y-axis
and name the four
quadrants with
assistance
Describe the lo
cation
of points on a
coordinate plane from
the origin with
assistance
Plot ordered pairs on
a coordinate plane to
form
a geometric
figure with ass
istance
Plot ordered pairs to
form
a geometric
figure and draw,
identify and class
ify
the figure
G.10.6.1
G.10.7.1
G.10.8.1
G.10.6.2
G.10.7.2
ELPG.3.6-8.4
Identify and desc
ribe
the characteristics of
circles
Identify the parts of a
circle (radius,
diameter, center,
chord, and
circu
mference) from a
diagram with
assistance
Label the parts of a
circle (radius,
diameter, center,
chord, and
circu
mference) from a
word bank with
assistance
Draw, label, and
determ
ine
relatio
nsh
ips among
the radius, diameter,
center and
circu
mference (e.g.,
radius is
half the
diameter) of a circle
with assistance
Draw, label, and
determ
ine
relatio
nsh
ips among
the radius, diameter,
center and
circu
mference (e.g.,
radius is
half the
diameter) of a circle
with assistance
Model and deve
lop
the conce
pt that pi
(π) is the ratio of the
circu
mference to the
diameter of any circle
G.8.6.4
G.8.7.5
Vocabulary: Find sym
bols parallel, congruent, perpendicular, angle, triangle, degree, flip, slide, turn, transform
ation, refle
ctio
n, translatio
n, rotatio
n, two-
dim
ensional, three-dim
ensional, triangle, quadrilateral, hexa
gon, pentagon, deca
gon, octagon, acute, obtuse
, right, in
tersectin
g, straight angle, congruent,
adjacent, vertex, rays
, interior, exterior, quadrant, horizo
ntal, ve
rtical, x-axis, y-axis, ordered pair, net, line of sym
metry
29
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to M
athematic
s K-8
Grade 6-8
4. Measurement
Students shall use the Language of Measurement to deve
lop m
athematica
l knowledge of Phys
ical Attributes and Sys
tems of Measurement
• Students shall use attributes of measurement to describe and compare m
athematic
al and real-world objects.
• Students shall identify and use
units
, sys
tems and proce
sses of measu
rement.
Student Profic
iency Leve
ls
ELP Student
Learning Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Math SLE
Connections
ELPM.4.6-8.1
Identify, select, draw
and use appropriate
customary and
metric m
easurement
tools
Select appropriate
tools for measuring
real-world objects or
figures using words
and/or gestures
(height or weight) with
assistance
Identify measurement
tools from pictures
and objects and state
the uses with
assistance
Draw and m
easure
distance
to the
nearest mm and 1/16
of an in
ch with
accu
racy as grade
appropriate with
assistance
Exp
lain, using sim
ple
phrase
s, how to use
measurement in real-
world situations
(construction,
archite
cture,
cartography)
Determ
ine which unit
of measure or
measurement tool
matches the context
for a problem
situation (e.g., angles,
perimeter, area,
surface area and
volume)
M.12.6.1
M.12.7.1
M.12.8.1
M.13.6.3
M.13.7.2
M.13.8.1
M.13.6.2
ELPM.4.6-8.2
Make sim
ple
conve
rsions within
the same
measurement
sys
tem
Identify and compare
various m
easurement
units
using m
odels
with teacher
assistance
(e.g.,
Show how long
different task
s take)
Identify and compare
various m
easurement
units
using m
odels
with peer assistance
Identify and use
sim
ple phrases for
the basic units
of
length, weight,
capacity, and tim
e
using real-world
objects with
assistance
(e.g., word
wall, peer, teacher)
Make compariso
ns of
standard units
of
measurement in real-
world problems
Make compariso
ns
and conve
rsions of
standard units
of
measurement in real-
world problems
M.12.6.2
M.12.7.2
M.12.8.2
30
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to M
athematic
s K-8
Grade 6-8
4. Measurement
Students shall use the Language of Measurement to deve
lop m
athematica
l knowledge of Phys
ical Attributes and Sys
tems of Measurement
• Students shall use attributes of measurement to describe and compare m
athematic
al and real-world objects.
• Students shall identify and use
units
, sys
tems and proce
sses of measu
rement.
Student Profic
iency Leve
ls
ELP Student
Learning Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Math SLE
Connections
ELPM.4.6-8.3
Use sim
ple form
ulas
and strategies
including estim
atio
n
to find area,
perimeter and
volume
Demonstrate
perimeter using
phys
ical m
aterials
(paper clips, craft
stick
s or grids) and by
using m
easu
rement
tools (rulers) and find
the area of an
enclosed region by
cove
ring it with
squares with
assistance
and
volume by filling a
rectangular prism
with
cubes with assistance
Find the perimeter of
the figure by
measuring the length
of the sides and find
the area of an
enclosed region by
counting squares and
half squares on a grid
and find the volume
by filling a rectangular
prism
with cubes with
assistance
Use sim
ple form
ulas
to find perimeter and
area of
parallelograms and
volume of rectangular
prism
s, cylinders and
cones, as grade
appropriate, with
assistance
, with and
without appropriate
technology
Use form
ulas to find
perimeter and area of
polygons and volume
and surface area of
prism
s, cylinders,
pyramids and cones
in real world
problems, as grade
appropriate, with
assistance
with and
without appropriate
technology
Deve
lop and use
strategies to solve
sim
ple real w
orld
problems invo
lving
perimeter, area,
surface area and
volume of geometric
figures with and
without appropriate
technology
M.13.6.4
M.13.7.3
M.13.8.2
M.12.6.3
M.12.7.3
M.13.7.4
M.13.6.6
31
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to M
athematic
s K-8
Grade 6-8
5. Data Analysis and Probability
Students shall use the Language of Data Analysis and Probability to deve
lop m
athematica
l knowledge of Data R
epresentation, Data Analysis, Inference
s and
Predictions, and Probability.
• Students shall form
ulate questio
ns that can be address
ed with
data and collect, organize and display releva
nt data to answ
er them.
• Students shall se
lect and use appropriate statis
tical m
ethods to analyze
data.
• Students shall deve
lop and eva
luate inferences and predictions that are based on data.
• Students shall understand and apply basic concepts of probability.
Student Profic
iency Leve
ls
ELP Student
Learning Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Math SLE
Connections
ELPDAP.5.6-8.1
Collect, organize
data and select
appropriate graphical
represe
ntation to
display data
Collect simple data
from classm
ates with
assistance
(e.g.,
favo
rite color, food or
drink, number of
siblings)
Collect and organize
sim
ple data using
tally m
arks and
frequency tables with
assistance
Collect and organize
sim
ple data using
tally m
arks and
frequency tables and
graph (bar, line, stem-
and-leaf) the data
with assistance
Collect, organize,
graph, and interpret
sim
ple data samples
(bar, line, stem-and-
leaf, circle graphs and
scatter plots) as
grade le
vel
appropriate with
assistance
Create, collect,
organize, graph, and
interpret a variety of
data samples with
assistance
DAP.14.6.1
DAP.14.7.1
DAP.14.8.1
DAP.14.6.2
DAP.14.7.2
DAP.14.8.2
ELPDAP.5.6-8.2
Analyze
, with and
without appropriate
technology,
measures of central
tendency and
measures of spread
Match a data set with
a graphical
represe
ntation of the
data with assistance
Match a data set with
a graphical
represe
ntation of the
data and find range
and m
ode with
assistance
Find the m
easures of
central tendency
(mean, median,
mode, range) of a
given set of whole
number data using
appropriate
technology, with
assistance
Find the m
easures of
central tendency
(mean, median,
mode, range) of a
given set of whole
number data using
appropriate
technology, and
exp
lain what each
indicates about the
set of data with
assistance
Analyze
the
measures of central
tendency (m
ean,
median, mode, range)
of a given set of
whole number data
using appropriate
technology, and
exp
lain what each
indicates about the
set of data
DAP.15.6.2
DAP.15.7.2
DAP.15.8.2
DAP.15.6.1
32
Grade 6-8
5. Data Analysis and Probability
Students shall use the Language of Data Analysis and Probability to deve
lop m
athematica
l knowledge of Data R
epresentation, Data Analysis, Inference
s and
Predictions, and Probability.
• Students shall form
ulate questio
ns that can be address
ed with
data and collect, organize and display releva
nt data to answ
er them.
• Students shall se
lect and use appropriate statis
tical m
ethods to analyze
data.
• Students shall deve
lop and eva
luate inferences and predictions that are based on data.
• Students shall understand and apply basic concepts of probability.
Student Profic
iency Leve
ls
ELP Student
Learning Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Math SLE
Connections
ELPDAP.5.6-8.3
Make sim
ple
inferences and
predictions with and
without appropriate
technology
Exp
lore predictions
using sim
ple data
sets with teacher or
peer assistance
Identify the m
aximum
(most) and m
inim
um
(least) data points
from sim
ple data
tables or graphs with
teach
er or peer
assistance
Compare the
maximum (most) and
minim
um (least) data
points from sim
ple
data tables or graphs
with teacher or peer
assistance
Compare and
contrast the
maximum (most) and
minim
um (least) data
points from sim
ple
data tables or graphs
with teacher or peer
assistance
Make predictions and
justify conclusions
based on data
DAP.16.6.1
DAP.16.7.1
DAP.16.8.1
ELPDAP.5.6-8.4
Understand the
difference
between
theoretical and
exp
erimental
probability
Participate in a sim
ple
exp
eriment to
determ
ine the
probability of an eve
nt
occu
rring using
nonve
rbal responses
Participate in a sim
ple
exp
eriment and
determ
ine the
fairness of the
exp
eriment (game)
with assistance
Conduct sim
ple
probability
exp
eriments and
complete a frequency
table or ch
art using
the data set
Identify the theoretic
al
probability of eve
nts
within a sim
ple
exp
eriment
Design, with and
without appropriate
technology, an
exp
eriment to test a
theoretical probability
and exp
lain how the
results
may va
ry
DAP.17.6.1
DAP.17.7.2
DAP.17.8.2
DAP.17.7.1
DAP.17.8.1
Vocabulary: data sets, exp
eriment, probability, survey, fairness, inference, predictio
n, frequency table, chart, central tendency, m
ean, ave
rage, median, mode,
range, line plots, bar graphs. stem-and-leaf, sca
tter plot predictions, maximum, minim
um, tally m
arks, interpret, eve
nt, combinatio
ns, number cu
bes, spinners, tiles
from a bag, theoretic
al
33
English Language Proficiency Framework
Connections
for
Algebra I
Spring 2006
1
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to Algebra I
Algebra I
Strand Standards
1. Language of Algebra
Students will deve
lop the la
nguage of algebra including specialized vocabulary, sym
bols, and operatio
ns
2. Solving Equations and Inequalities
Students will write, with and without appropriate tech
nology, equivalent form
s of equations, inequalities and
sys
tems of equatio
ns and solve with fluency
3. Linear Functions
Students will analyze
functio
ns by inve
stig
atin
g rates of change, intercepts, and zeros
4. Non-linear Functio
ns
Students will compare the properties in
the family of functio
ns
5. Data Interpretatio
n and Probability
Students will compare various methods of reporting data to m
ake
inferences or predictio
ns
2
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to Algebra I
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
Algebra I
Exp
ectatio
ns
Symbols
ELPA.1.H
S.1
Recognize
sym
bols,
operatio
ns, and
basic la
nguage of
algebra
Display or model the
correct number of
items when given
any operation (i.e., 3
+ 5 = ?, 25
= ?,
3−
= ?)
Write the correct
sym
bol w
hen given
the word (i.e., add)
Write the exp
ression
when given a sim
ple
number co
mbinatio
n
and operatio
n (i.e.,
add 3 and 5)
Write the number
sentence
when
given a word
sentence
(i.e
., three
added to what
number is ten, 3 + x
= 10)
Translate word
phrase
s and
sentence
s in
to
exp
ressions,
equatio
ns, and
inequalities, and
vice versa
LA.1.AI.1
LA.1.AI.2
LA.1.AI.3
LA.1.AI.4
LA.1.AI.8
LA.1.AI.9
SEI.2.AI.8
DIP.5.AI.8
Resources- Algebra tiles, counters, color tiles, number cubes, base
-ten blocks
, money, spinners, number cubes
Vocabulary - addition, subtractio
n, multiplication, division, radical, exp
onent, exp
ression, equation, grouping sym
bol, scientific notation, va
riable, manipulative
, order of operatio
ns, equal, less
than, greater than, sq
uare root, probability (theoretica
l and exp
erimental), ch
ance, powers, algebra, fraction, algorithm, associative
property, commutative
property, composite number, consecu
tive
, difference, number sense, number theory, prime number, radicand, units
of measure, undefin
ed
3
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to Algebra I
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
Algebra I
Exp
ectatio
ns
Equations and Inequalities
ELPA.2.H
S.1
Identify and defin
e
term
inology as it
relates to equatio
ns
and in
equalities
Identify an equatio
n
or inequality, given a
mathematica
l sentence
or visual
represe
ntation (i.e.,
pointin
g to an item
or picture when
given the term
)
Orally state the
proper term
when
given a visual
prompt
Orally defin
e a given
algebraic term
or
visual
represe
ntation
Translate contextual
situations in
to
equatio
ns,
inequalities, and/or
sys
tem of equations
Discuss what types
of equatio
ns,
inequalities, and/or
sys
tem of equations
would be used in
a
contextual situ
atio
n
SEI.2.AI.1
SEI.2.AI.2
SEI.2.AI.3
SEI.2.AI.4
SEI.2.AI.5
SEI.2.AI.6
SEI.2.AI.7
Vocabulary - coefficient, inequality, m
ulti-step equatio
n, numerically, algebraically, graphically, tech
nologically, ve
rbally, systems of two linear equatio
ns, form
ula,
literal equatio
n, absolute value, rate (ratio), proportion, percent, direct and indirect va
riatio
n, rate of change, midpoint, length of a line segment, Pythagorean
Theorem, geometry, whole numbers, natural numbers, rational numbers, integers, real numbers, irratio
nal numbers, distributive
property, in
terest, hyp
otenuse
, additive
inve
rse, scale
4
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to Algebra I
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
Algebra I
Exp
ectatio
ns
Linear Functions
ELPA.3.H
S.1
Recognize and
define term
inology
as it pertains to
linear functio
ns
Identify the correct
mathematica
l represe
ntation when
given a visual
prompt
(i.e., pointing to an
item or picture when
given the term
)
Orally state the
proper term
when
given a visual
prompt
Orally defin
e linear
functio
ns and their
components when
given a term
or
visual p
rompt
Translate contextual
situations in
volving
linear functio
ns and
their components
Discuss the
relatio
nsh
ips of the
components of
linear functio
ns
LA.1.AI.7
LF.3.AI.1
LF.3.AI.2
LF.3.AI.3
LF.3.AI.4
LF.3.AI.5
LF.3.AI.6
LF.3.AI.7
LF.3.AI.8
LF.3.AI.9
Resources - grid paper, graphing calculators, geoboards
Vocabulary - functio
n, relation, function notation, ordered pairs, mapping diagrams, tables, domain, range, independent and dependent va
riables, coordinate
sys
tem, slope, intercepts (x- and y-), parallel, perpendicular, point, line, parameter, line graph, slope-intercept form
, standard form
of a linear equatio
n, x- and y-
axis, ze
ros (real roots), vertical line test, coordinates (x- and y-), constant, graph of a functio
n, point-slope form
, exp
licit equation
5
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to Algebra I
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
Algebra I
Exp
ectatio
ns
Non-linear Functions
ELPA.4.H
S.1
Recognize and
define term
inology
as it pertains to
non- linear
functio
ns
Identify the correct
mathematica
l represe
ntation when
given a visual
prompt
(i.e., pointing to an
item or picture when
given the term
)
Orally state the
proper term
when
given a visual
prompt
Orally defin
e non-
linear functio
ns and
their components
when given a term
or visual prompt
Translate contextual
situations in
volving
non-linear functio
ns
and their
components
Discuss the
relatio
nsh
ips of the
components of non-
linear functio
ns
LA.1.AI.5
LA.1.AI.6
NLF.4.AI.1
NLF.4.AI.2
NLF.4.AI.3
NLF.4.AI.4
NLF.4.AI.5
Resources - graphing calculators, algebra tiles, base-ten m
aterials
Vocabulary - polynomial, greatest common factor, m
onomial, binomial, trinomial, m
inim
um, maximum, ve
rtex, quadratic
equatio
n, factoring, quadratic
form
ula,
vertical s
hift, reflectio
n, term
, absolute value function, exp
onential functio
n, parabola, perfect square trinomial
6
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to Algebra I
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Connected
Algebra I
Exp
ectatio
ns
Data Interpretation
ELPA.5.H
S.5
Recognize and
define term
inology
as it pertains to
data analysis
Identify the correct
mathematica
l represe
ntation when
given a visual
prompt
(i.e., pointing to an
item or picture when
given the term
)
Orally state the
proper term
when
given a visual
prompt
Orally defin
e data
interpretatio
n
methods and the
components when
given a term
or
visual p
rompt
Interpret data
analysis m
ethods
using contextual
situations
Interpret data
analysis m
ethods
using contextual
situations
DIP.5.AI.1
DIP.5.AI.2
DIP.5.AI.3
DIP.5.AI.4
DIP.5.AI.5
DIP.5.AI.6
DIP.5.AI.7
DIP.5.AI.9
DIP.5.AI.10
Resources - Graphing calculators, grid paper
Vocabulary - Scatter plots, line of best fit, inference
s, matrix (matrices), scalar multiplication, measures of ce
ntral tendency (mean, median, mode, range), box-and-
whisker plots, data, cumulative
frequency histogram, exp
licitly defined, recursively defin
ed, inference, regress
ion, stem-and-leaf display, array, bar graph,
extrapolate, interpolate, patterns
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to G
eometry
English Language Proficiency
Framework Connections
for
Geometry
Spring 2006
1
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to G
eometry
Geometry
Strand Standards
1. Language of Geometry
Student will deve
lop the la
nguage of geometry including specialized voca
bulary, reasoning, and application of theorems, properties,
and postulates.
2. Triangles
Students will id
entify and describe typ
es of triangles and their special se
gments. They will use lo
gic to apply the properties of
congruence, sim
ilarity, and in
equalities. The students will apply the Pythagorean Theorem and trigonometric ratio
s to solve
problems in real w
orld situ
atio
ns.
3. Measurement
Students will m
easure and compare, while
using appropriate form
ulas, tools, and technology to solve problems dealing with length,
perimeter, area, and volume.
4. Relationships between two- and three- dim
ensions
Students will analyze
characteristic
s and properties of two- and three-dim
ensional geometric shapes and deve
lop m
athematica
l arguments about geometric relationships.
5. Coordinate G
eometry and Transform
ations
Students will specify locatio
ns, apply transform
ations, and describe relatio
nships using coordinate geometry.
2
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to G
eometry
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Geometry SLE
Connections
Points, Lines, Planes & Angles
ELPG.1.H
S.1
Recognize and
define the basic
vocabulary of
geometry
Identify basic
geometric
vocabulary when
given a picture by
verbal or nonve
rbal
response
State the proper
term
when given a
visual p
rompt (i.e.,
given a prism
, student says
volume
or surface
area)
Define a given
geometric term
or
picture by matching
definition to picture
or word
Define and draw a
picture, given a
geometric term
Identify and
recognize geometric
term
s in context
LG.1.G
.1
LG.1.G
.2
LG.1.G
.3
LG.1.G
.4
LG.1.G
.5
LG.1.G
.6
Vocabulary – Inductive
reaso
ning, deductive
reaso
ning, Venn diagram, matrix logic, co
nditional s
tatement, in
verse, co
nve
rse, contrapositive
, point, line, plane,
segment, ray, angle, geometric figure, figural p
attern, definition, theorem, property, postulate, complementary, supplementary, ve
rtical angles, lin
ear pair,
perpendicular lines, transve
rsal, parallel lines, collinear points, coordinate plane, coplanar points, adjacent angles, conse
cutive
angles, consecu
tive
sides, alte
rnate
interior angles, alternate exterior angles, biconditional statement, conjecture, corolla
ry, justify
3
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to G
eometry
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Geometry SLE
Connections
Triangles
ELPG.2.H
S.1
Identify and
desc
ribe typ
es of
triangles and their
special segments
Identify types of
triangles and their
special segments
given a picture by a
verbal or nonve
rbal
response
State the proper
term
when given a
visual p
rompt (i.e.,
given a prism
, student says
volume
or surface
area)
Define triangles and
their special
segments given a
term
or picture
Define and draw a
picture, given a term
related to a triangle
and its special
segments
Identify and
recognize triangles
and their special
segments in
context
T.2.G
.1
T.2.G
.2
T.2.G
.3
T.2.G
.4
T.2.G
.5
T.2.G
.6
Vocabulary – congruent triangles, sim
ilar triangle, triangle, triangle inequality theorem, scalene triangle, equila
teral triangle, equiangular triangle, obtuse (angle,
triangle), right (angle, triangle), acute (angle, triangle), altitu
de, median, angle bisector, perpendicular bisector, m
idse
gments, Pythagorean Theorem, special right
triangles (30-60-90, 45-45-90), trigonometric ratio
s, sine, cosine, tangent, angle of eleva
tion, angle of depress
ion, co
ngruent, corresp
onding parts, geometric
mean, incenter, orthocenter
4
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to G
eometry
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Geometry SLE
Connections
Measurement
ELPG.3.H
S.1
Identify and defin
e
geometric term
s
relatin
g to length,
perimeter, area,
volume and their
form
ulas.
Identify an object,
given a term
, that
represe
nts the typ
e
of measurement
(I.e., given area,
student can point to
a square)
State the proper
term
when given a
visual p
rompt (i.e.,
given a prism
, student says
volume
or surface
area)
Associate the
sym
bolic
represe
ntation with
the term
in a
geometric form
ula
(i.e., given A = l w,
student knows A –
area, l – le
ngth and
w – w
idth)
Select the
appropriate form
ula
given a contextual
situation
Select the
appropriate form
ula
given a contextual
situation
M.3.G
.1
M.3.G
.2
M.3.G
.3
M.3.G
.4
M.3.G
.5
Vocabulary – probability, form
ula, area, perimeter, surface area, vo
lume, polygon, prism
, pyramid, cone, cylinder, sphere, composite figure, attributes, radius,
height, apothem, diameter, proportional reasoning, sca
le drawings, ratio
, proportion
5
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to G
eometry
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Geometry SLE
Connections
Geometric Figures
ELPG.4.H
S.1
Define and id
entify
characteristics and
properties of two-
and three-
dim
ensional
geometric figures.
Identify a figure,
given the term
(i.e
.,
teach
er sa
ys circle,
student can point to
a picture of a circle)
State the proper
term
when given a
figure (i.e., given a
prism
, student says
prism
)
Sort and identify
when given a
multiple bank of
figures
Identify appropriate
characteristics and
properties of
geometric figures,
given a contextual
situation
Discuss and use
the
properties and
characteristics of
geometric figures
R.4.G
.1
R.4.G
.2
R.4.G
.3
R.4.G
.4
R.4.G
.5
R.4.G
.6
R.4.G
.7
R.4.G
.8
Vocabulary – quadrilateral, sum of the in
terior angles, exterior angle m
easure of a regular polygon, regular polygon, irregular polygon, tessellate, Platonic solids,
central angle, inscribed angle, arc, chord, tangent, secant, circle, sector, inscribed figure, circumscribed figure, orthographic drawing, isometric drawing, three-
dim
ensional object, two-dim
ensional object, cross-section, sides of a polygon, angles of a polygon, sim
ilar polygons, slope, apothem, ce
nter of a circle, ce
ntroid,
circu
mcenter, circu
mference, co
ncentric circles, pentagon, hexa
gon, heptagon, octagon, nonagon, decagon, dodecagon, face, ve
rtices
6
Arkansas D
epartment of Education
English Language Proficiency Framework
Connectio
ns to G
eometry
Student Profic
iency Leve
ls
ELP
Student Learning
Exp
ectatio
n
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
Leve
l 5
Geometry SLE
Connections
Coordinate Geometry
ELPG.5.H
S.1
Identify and discuss
coordinate plane
term
inology.
Identify the parts of
the coordinate
plane, given a term
(i.e., teacher says
origin, student ca
n
point to a picture of
a origin)
State the proper
term
when prompted
to a position on the
coordinate plane
Draw and label the
parts of the
coordinate plane
Identify appropriate
coordinate plane
term
inology, given a
contextual situ
atio
n
Discuss and use
the
properties and
characteristics of the
coordinate plane
and its relatio
nships
in contextual
situations
CGT.5.G
.1
CG5.5.G
.2
CGT.5.G
.3
CGT.5.G
.4
CGT.5.G
.5
Vocabulary – coordinate geometry, distance, midpoint, slope, horizo
ntal lines, ve
rtical lines, equatio
n, slope-intercept form
, parallelogram, isosceles triangle,
trapezo
id, equatio
n of a circle, coordinate plane, center of a circle, radius of a circle, diameter of a circle, transform
ation, translation, reflection, rotatio
n, dila
tion
Appendix
for
English Language Acquisition,
English Language Arts Connections
And
Mathematics Connections
1
Arkansas D
epartment of Education
English Language Acquisition Frameworks
English Language Proficiency Leve
ls D
escriptors
APPENDIX A
English Language Profic
iency Leve
l Desc
riptors
K-2
LISTENIN
G
Leve
l 1
English la
nguage learners at this le
vel are exp
ected to:
•
Understand some is
olated words, particularly vo
cabulary related to social/sc
hool e
nvironments, some high frequency social co
nve
ntio
ns, and sim
ple,
single words, and short phrase
s, directio
ns, commands, and questions;
• Rely on non-verbal c
ues, such as gestures and facial exp
ress
ions and require frequent repetitio
n and rephrasing to understand spoke
n la
nguage;
and
• Need strong situ
atio
nal su
pport to understand m
ost oral language.
Leve
l 2
English la
nguage learners at this le
vel are exp
ected to:
•
Understand sim
ple, sh
ort statements and questio
ns on a well-known topic within a familiar co
ntext;
• Understand tense through the use of adve
rbials or situ
atio
ns, rather than infle
ctional e
ndings;
• Be able to follow sim
ple m
ulti-step directio
ns;
• Identify the m
ain idea and some details of short conve
rsations of sim
ple orally-delivered text on a familiar topic;
• Understand basic grammatica
l structures and voca
bulary in social/sc
hool e
nvironments, but still need frequent repetition and rephrasing; and
• Understand what they have
heard but not va
riatio
ns or recombinatio
ns of what they have
heard.
Leve
l 3
English la
nguage learners at this le
vel are exp
ected to:
•
Understand sentence-length statements and questio
ns that include recombinations of learned language structures on a variety of social a
nd
academic topics;
• Understand sim
ple and compound sentence
s;
• Understand tim
e through the use of sim
ple tenses that may not be supported by adve
rbials of tim
e;
• Understand m
ulti-step directio
ns;
• Understand the difference between statements and questions by intonatio
n, word order, and interrogative
words;
• Understand and be able to id
entify m
ain id
eas and some details from conve
rsations and sim
ple, age-appropriate orally-delivered text with support(s)
in familiar communicative
situations and in aca
demic content areas;
• Begin to in
terpret meaning from conve
rsatio
ns and orally-delivered text, making predictions and drawing conclusions;
• Understand some id
ioms, m
ostly related to social/sc
hool e
nvironment, and have
key vo
cabulary from content areas; and
2
Arkansas D
epartment of Education
English Language Acquisition Frameworks
English Language Proficiency Leve
ls D
escriptors
• Demonstrate awareness of co
hesive device
s but may not be able to use them to follow the sequence
of thought throughout an oral text.
Leve
l 4
English la
nguage learners at this le
vel are exp
ected to:
•
Understand conve
rsatio
ns in m
ost social/s
chool e
nvironments;
• Understand m
ain id
eas and significant details of extended discussions or prese
ntations on familiar and releva
nt academic topics;
• Be able to comprehend conve
rsatio
ns and orally-delivered texts invo
lving descriptio
n and narration in different tim
e frames or conditions;
• Understand m
ost of the basic la
nguage form
s of spoken English, including tim
eless conditionals and sentences using clauses and phrases;
• Be able to understand cohesive device
s to follo
w the sequence of an oral p
rese
ntational text;
• Comprehend m
ost grade-leve
l vocabulary and idioms, especially in
social/s
chool e
nvironments, and are beginning to deve
lop a wide range of aca
demic
vocabulary related to content areas with supports, su
ch as visuals and rephrasing;
• Understand m
ultiple m
eanings of words; and
• Be able to use context clues to understand m
ess
ages
Leve
l 5
English la
nguage learners at this le
vel are exp
ected to:
•
Understand m
ost grade-leve
l appropriate content-area and social/a
cademic speech
; •
Understand the m
ain ideas and releva
nt details of exp
ected discuss
ions or oral presentatio
ns on a range of familiar and unfamiliar topics comparable to a
native
English speaker at the same grade leve
l;
• Be capable of making interpretations of what they hear;
• Understand m
ost of the complex structures of spoken English relative
to their grade le
vel; and
• Have
a broad range of vo
cabulary, including idiomatic
language, relatin
g to both content areas and social/s
chool environments.
SPEAKIN
G
Leve
l 1
English la
nguage learners at this le
vel are exp
ected to:
•
Say or repeat co
mmon phrases, words, and form
ulaic la
nguage;
• Provide some basic inform
ation in response
to questio
ns and requests; and
• Ask one or two-w
ord questio
ns without regard to structure and intonation.
Leve
l 2
English la
nguage learners at this le
vel are exp
ected to:
3
Arkansas D
epartment of Education
English Language Acquisition Frameworks
English Language Proficiency Leve
ls D
escriptors
• Use form
ulaic patterns and m
emorize
d phrases;
• Im
itate telegraphic la
nguage due to the omission of some m
eaningful linguistic
component when they deviate from form
ulaic la
nguage;
• Use language that is m
arked by the lack of number, tense, and agreement.
• Use sim
ple transitio
n m
arkers, usually “and” to link id
eas;
• Rely on schemata in their first language;
• Demonstrate vocabulary lim
ited to key words and few or no academic vocabulary;
• Respond to questio
ns usu
ally with one or two-w
ord answers; and
• Speak about a known topic.
Leve
l 3
English la
nguage learners at this le
vel are exp
ected to:
• Restructure le
arned la
nguage to communicate on a range of subjects;
• Use speech that is still marked by errors in
tense
, agreement, pronoun use, and in
flections;
• Make errors that seldom in
terfere with communicatio
n in
sim
ple sentence
s, but so not interfere in complex constructio
ns;
• Be lim
ited in vocabulary, especially aca
demic vocabulary;
• Retell, describe, narrate, questions, and give in
structions, alth
ough they may lack fluidity and fluency when not using practice
d or form
ulaic language; and
• Use language to talk about, connect, and sometimes exp
and on a known topic.
Leve
l 4
English la
nguage learners at this le
vel are exp
ected to:
•
Restructure the la
nguage that they know to m
eet the creative
demands of most so
cial a
nd academic situations;
• Respond with m
ostly coherent, unified, and appropriately sequenced responses to another speaker in form
al and in
form
ation conve
rsatio
ns;
• Use some device
s to connect ideas logically, demonstrating a range of grammatical s
tructures;
• Make some errors in tense, agreement, pronoun use, and in
flectio
ns;
• Have
sufficient vo
cabulary to communicate in non-academic situations and m
ost academic situations;
• Engage in extended discu
ssions;
• Use language to talk about, connect, and exp
and on a topic;
• Begin to use la
nguage to reaso
n; and
• Demonstrate fluency but may still hesita
te in
spontaneous communicative
situatio
ns.
Leve
l 5
English la
nguage learners at this le
vel are exp
ected to:
• Respond orally with coherent, unified, and appropriately sequence
d response
s;
• Use a variety of devices to connect ideas lo
gically;
4
Arkansas D
epartment of Education
English Language Acquisition Frameworks
English Language Proficiency Leve
ls D
escriptors
• Understand and use a range of complex and sim
ple grammatic
al s
tructures, as appropriate for topic and for type of discourse;
• Demonstrate the use
of grammar and voca
bulary that is comparable to that of a m
inim
ally profic
ient native
English speaker;
• Make grammar errors in
speech
that seldom im
pede communication and their range of so
cial/sc
hool and academic vocabulary allows a precision of
speech comparable to a native English speaker;
• Engage effective
ly in non-interactive
speech;
• Use language effective
ly to connect, tell, exp
and, and reason; and
• Show flexibility, creativity, and spontaneity in speech in a variety of contexts.
•
READIN
G
Leve
l 1
English la
nguage learners at this le
vel are exp
ected to:
•
Demonstrate an understanding of concepts of print (e.g., front-to-back
, top-to-bottom, left-to-right) and begin to track print;
• Distinguish le
tters from other symbolic represe
ntatio
ns;
• Follo
w one-step directio
ns depicted graphically; and
• Im
itate the act of reading (e.g., holding a book and turning pages; howeve
r, they comprehend m
eaning only through pictures.
Leve
l 2
English la
nguage learners at this le
vel are exp
ected to:
•
Begin to id
entify the names of both upper and lower case le
tters of the alphabet;
• Begin to recognize that words serve different functio
ns (e.g., nouns, ve
rbs, adjective
s);
• Follo
w m
ulti-step directio
ns depicted graphically; and
• Comprehend m
eaning primarily through pictures and from the teacher’s tone of vo
ice and gestures during read alouds.
Leve
l 3
English la
nguage learners at this le
vel are exp
ected to:
•
Deve
lop phonemic awareness skills that allows them to read single words and sim
ple text w
ith comprehension;
• Use visual and teach
er supports when reading;
• Demonstrate reading that is hesita
nt and diffic
ult to understand due to the la
ck of oral language profic
iency;
• Have
a small repertoire of high frequency words;
• Begin to use sim
ple reading strategies and to m
ake
self, world, and other text connectio
ns to the text that they are reading;
• Comprehend sim
ple sentence
structure and sentences with sim
ple compounding;
• Recognize that words serve different functio
ns, have
multiple m
eanings, and have
both syn
onym
s and antonym
s; and
• Identify some story elements and retell the m
ajority of the story with teacher support.
5
Arkansas D
epartment of Education
English Language Acquisition Frameworks
English Language Proficiency Leve
ls D
escriptors
Leve
l 4
English la
nguage learners at this le
vel are exp
ected to:
•
Read familiar text w
ith little
visual and/or teacher support;
• Need supports when reading to comprehend unfamiliar texts;
• Apply phonemic awareness
skills to read m
ore complicated texts;
• Have
oral flu
ency and use
self-monito
ring and self-correctio
n strategies when necessa
ry;
• Use pre-, during, and post-reading strategies but still need teacher promptin
g to use these
skills;
• Identify all story elements;
• Recognize cause
and effect relationships in the texts that they read;
• Comprehend text in read alouds and participate in
the m
ajority of read aloud activitie
s; and
• Read across
text typ
es and apply what they read to other activities.
Leve
l 5
English la
nguage learners at this le
vel are exp
ected to:
•
Participate in reading activities with little
teacher support at a le
vel co
mparable to English-speaking peers;
• Read for different purpose
s across a variety of text typ
es;
• Have
an increasing range of receptive
nonaca
demic and aca
demic vocabulary that allows them to read with greater fluency;
• Understand m
ultiple word m
eanings;
• Have
greater comprehension as a result of their in
creasing control o
f the structures of English; and m
ake
connectio
ns between what they read and other
exp
eriences and tasks
.
WRITIN
G
Leve
l 1
English la
nguage learners at this le
vel are exp
ected to:
•
Participate in writing by drawing pictures;
• Copy letters or form
them from m
emory and copy some words;
• Im
itate the act of writing (e.g., scribbling); howeve
r, their text does not transmit a m
essage; and
• Apply some writing conve
ntio
ns, but do so in
appropriately, or so do correctly only when copying.
Leve
l 2
English la
nguage learners at this le
vel are exp
ected to:
•
Participate in writing activitie
s by drawing pictures or dictatin
g words;
• Write correct words and short telegraphic sentence
s;
6
Arkansas D
epartment of Education
English Language Acquisition Frameworks
English Language Proficiency Leve
ls D
escriptors
• Revise or edit their writing with teach
er support;
• Produce
writing that is m
arked by the la
ck of tense, number, and agreement.
Leve
l 3
English la
nguage learners at this le
vel are exp
ected to:
•
Participate in writing activitie
s with some teacher support;
• Write sim
ple and compound sentences and begin to write with phrases;
• Use sim
ple tense
s, number, and agreement with random errors;
• Use transition words to link sentences and order sentences lo
gically;
• Edit for sentence-leve
l structure, spelling, and m
echanics;
• Revise for content, organizatio
n, and vocabulary, usually with the support of the teacher;
• Have
a good range of so
cial vo
cabulary and begin to use m
ore academic content-sp
ecific
words; and
• Use fewer visual su
pports, shared exp
eriences, and scaffolding during the writing process.
Leve
l 4
English la
nguage learners at this le
vel are exp
ected to:
•
Participate in writing activitie
s with m
inim
al teacher support;
• Restructure la
nguage that they know to m
eet the creative
demands of most social and aca
demic situations;
• Write m
ostly coherent, unified, and appropriately sequenced sentence
s;
• Use devices to connect ideas logically;
• Use a range of grammatic
al structures and switch appropriately from one tense to another as required by the tim
e frame of their text;
• Make some errors in tense, agreement, pronoun use, and in
flectio
ns;
• Demonstrate use of social vo
cabulary and a functio
nal aca
demic vocabulary that allo
ws them to participate m
eaningfully in
content class
es;
• Edit for sentence-leve
l structure, spelling, and m
echanics; and
• Revise for content, organizatio
n, and vocabulary.
Leve
l 5
English la
nguage learners at this le
vel are exp
ected to:
•
Participate fully in writing activities with limited teacher support;
• Edit for sentence-leve
l structure, spelling, and m
echanics;
• Revise for content, organizatio
n, and vocabulary;
• Use complex sentence structures with some errors
• Edit for syn
tax and grammar;
• Use a range of nonacademic and academic vocabulary that allo
ws for precision;
7
Arkansas D
epartment of Education
English Language Acquisition Frameworks
English Language Proficiency Leve
ls D
escriptors
• Begin to use alternative
word m
eanings for different audience
s and purposes; and
• Use appropriate writing conve
ntions with some errors that do not affect comprehensibility.
8
Arkansas D
epartment of Education
English Language Acquisition Frameworks
English Language Arts G
lossary
English Language Profic
iency Leve
l Desc
riptors
3-12
LISTENIN
G
Leve
l 1
English la
nguage learners at this le
vel are exp
ected to:
•
Understand some common words or key phrase
s, especially when highly contextualized or when cognates;
• Understand some high-frequency, single-w
ord, or single-phrase directions when highly contextualized; and
• Use their limited knowledge of sim
ple structural patterns to id
entify the communicative intent of the speaker.
Leve
l 2
English la
nguage learners at this le
vel are exp
ected to:
•
Understand sim
ple and short statements, questio
ns, and m
ess
ages on familiar topics in
social/sc
hool s
ettings;
• Understand the m
ain idea of simple m
essa
ges and conve
rsatio
ns;
• Understand m
ost common or critic
al inform
ation in the classroom and begin to identify and understand only key words, phrases, and cognates in
content-
area settings;
• Begin to understand straight forw
ard, single-step directions, and speaker’s purpose;
• Have
lim
ited understanding of details and only of those that are exp
licitly stated and that support sim
ple, direct messa
ges, or presentatio
ns;
• Extrapolate from text if related to very basic id
eas;
• Understand sim
ple, basic grammatical s
tructures; and
• Understand sim
ple, basic eve
ryday vo
cabulary of sp
oke
n English in
the social/sc
hool e
nvironment and common, eve
ryday activitie
s.
Leve
l 3
English la
nguage learners at this le
vel are exp
ected to:
•
Understand m
ain id
eas in short conve
rsatio
ns or general s
ocial/sc
hool topics;
• Demonstrate general understand of short m
ess
ages or texts, as well as lo
nger conve
rsatio
ns in
familiar communicative
situ
atio
ns and in
academic
content areas;
• Demonstrate detailed understanding of short discrete exp
ressions, but not of longer co
nve
rsatio
ns and m
essa
ges;
• Understand single-step and m
ulti-step directio
ns;
• Being to in
terpret text on the basis of understanding its purpose;
• Understand some exp
licitly exp
ress
ed points of view;
• Draw sim
ple conclusions;
• Understand frequently-used verb tenses and word-order patterns in
sim
ple sentences;
• Understand a range of vo
cabulary and some id
ioms, mostly related to social/sc
hool environments; and
• Have
some key vo
cabulary from content areas.
9
Arkansas D
epartment of Education
English Language Acquisition Frameworks
English Language Arts G
lossary
Leve
l 4
English la
nguage learners at this le
vel are exp
ected to:
•
Understand speech
in m
ost social/school se
ttings;
• Understand m
ain id
eas and some key supporting id
eas in
content-area settings;
• Understand m
ulti-step directio
ns;
• Understand m
ain id
eas and significant releva
nt details of extended discussions or presentations on familiar and releva
nt academic topics;
• Interpret text on the basis of understanding the purpose of text w
hen it is on a familiar topic;
• Understand and m
ake subtle
extrapolations from sophistic
ated speake
r perspective
s;
• Understand m
ost of the basic la
nguage form
s of spoken English and deve
lop understanding of more complex structures;
• Understand a wide range of vo
cabulary and idioms, especially of social/sc
hool environments; and
• Deve
lop a wide range of technical vocabulary related to content areas.
Leve
l 5
English la
nguage learners at this le
vel are exp
ected to:
•
Understand a significant amount of grade-leve
l, content-area and social/s
chool sp
eech;
• Understand the m
ain ideas, as well as releva
nt details and often subtle
meaning of extended discussions or prese
ntations, on a range of familiar and
unfamiliar topics comparable to a native
English speaker at the same grade leve
l;
• Interpret what they listen to on the basis of understatin
g the speake
r’s purpose
; •
Understand m
ost of the complex structures of spoken English relative
to their grade le
vel; and
• Have
a broad range of vo
cabulary, including idiomatic
language, relatin
g to both content areas and social/s
chool environments.
SPEAKIN
G
Leve
l 1
English la
nguage learners at this le
vel are exp
ected to:
•
Repeat common phrase
s with very sim
ple structures;
• Say a few, common, eve
ryday words; and
• Provide some basic inform
ation in response
to requests.
Leve
l 2
English la
nguage learners at this le
vel are exp
ected to:
•
Use predominately form
ulaic patterns in speech
without regard to their connectivity;
• Use some very sim
ple transitional m
arkers;
• Use form
ulaic patterns and m
emorize
d phrases relying on sch
emata in
their first language;
• Make frequent mistakes in
word order and grammar that may im
pede communicatio
n;
• Use social/s
chool vocabulary that is limite
d to key words;
10
Arkansas D
epartment of Education
English Language Acquisition Frameworks
English Language Arts G
lossary
• Have
little
or no technical vo
cabulary;
• Rely on survival vo
cabulary (e.g., needs and wants) and vocabulary provided by others for co
mmunication;
• Be able to name or list and sometim
es tell or connect; and
• Demonstrate lim
ited voca
bulary and knowledge of English structures that may im
pede flexibility.
Leve
l 3
English la
nguage learners at this le
vel are exp
ected to:
•
Display some use of disco
urse features but mainly rely on familiar, discrete utterances;
• Rely on sim
ple transitional markers and use
common, straight forw
ard grammatic
al s
tructures;
• Make errors in
tense agreement, pronoun use
, and in
flectio
ns, but these errors seldom in
terfere with communicatio
n in
sim
ple sentences but may
interfere in
complex constructio
ns or when talking about academic is
sues;
• Be lim
ited in vocabulary, especially aca
demic and technical vocabulary;
• Use repetitio
n; eve
ryday im
precise words; and code-switching to sustain conve
rsatio
n;
• Use idiomatic
exp
ressions;
• Retell, describe, narrative, question, and give sim
ple, concrete instructions;
• Use language to connect and to tell and sometim
es to exp
and;
• Demonstrate some creativity and flexibility but often repeat themse
lves and hesitate; and
• Use pronunciation patterns that frequently interfere with communicatio
n.
Leve
l 4
English la
nguage learners at this le
vel are exp
ected to:
•
Supply m
ostly coherent, unified, and appropriately sequenced resp
onses;
• Use some device
s to connect ideas logically;
• Use a range of grammatic
al structures;
• Make errors in
tense, agreement, pronoun use
, and in
flectio
ns, but these errors usu
ally do not interfere with communicatio
n;
• Have
sufficient vo
cabulary to communicate in nonacademic situatio
ns and some aca
demic and technical environments;
• Use idiomatic
exp
ressions appropriately;
• Engage in extended discu
ssions;
• Use language to connect tell and exp
and;
• Use language to reason;
• Demonstrate flexibility, creativity, and spontaneity that is adequate for the communicative
situ
atio
n; and
• Demonstrate pronunciation that occ
asionally interferes with communication.
Leve
l 5
English la
nguage learners at this le
vel are exp
ected to:
•
Supply coherent, unified, and appropriately sequenced resp
onses;
• Use a variety of devices to connect ideas lo
gically;
• Understand and use a range of complex and sim
ple grammatic
al s
tructures, as appropriate for topic and for type of discourse;
11
Arkansas D
epartment of Education
English Language Acquisition Frameworks
English Language Arts G
lossary
• Use grammar and vocabulary that are comparable to that of a native English speake
r;
• Make grammar errors that seldom in
terfere with communicatio
n;
• Understand and use a variety of idioms;
• Engage in non-interactive speech;
• Use language effective
ly to connect, tell, exp
and, and reason;
• Show flexibility, creativity, and spontaneity in speech in a variety of contexts; and
• Demonstrate pronunciation patterns (i.e., stress
and in
tonatio
n) that may be in
fluence
d by their first language but se
ldom interfere with communication.
READIN
G
Leve
l 1
English la
nguage learners at this le
vel are exp
ected to:
•
Identify isolated words and key phrases and cognates, especially when highly contextualized;
• Understand some high-frequency written directio
ns, especially when highly contextualized.
Leve
l 2
English la
nguage learners at this le
vel are exp
ected to:
•
Understand short and sim
ple authentic
texts for inform
ative
or social p
urpose
s (e.g., environmental p
rint, form
ulaic texts);
• Understand short texts and trade books
; •
Understand some straightforw
ard, written directions;
• Understand m
ain id
eas;
• Identify a few exp
licit supporting ideas of simple authentic
inform
ative and narrative
materials when they contain sim
ple la
nguage structures or rely
heavily on visual cu
es or some prior exp
eriences with the topic;
• Have
lim
ited understanding of text purpose;
• Exp
erience
diffic
ulty extrapolatin
g from text unless
related to very basic ideas;
• Understand sim
ple basic grammatic
al s
tructures of written English in
the social/s
chool e
nvironment; and
• Understand sim
ple, basic, eve
ryday vo
cabulary of the social/s
chool e
nvironment and common, eve
ryday activities.
Leve
l 3
English la
nguage learners at this le
vel are exp
ected to:
•
Understand authentic
narrative and descriptive
texts at appropriate readability le
vels;
• Understand content-area texts at appropriate readability leve
ls;
• Understand sim
ple written directions, as well as some complex directions;
• Understand m
ain id
eas of narrative
and descriptive
texts and some of the m
ain points of exp
osito
ry and persuasive texts when they deal w
ith areas of
personal interest or topic familiarity;
• Begin to understand text purpose;
• Understand some supporting id
eas of exp
osito
ry and persuasive texts when dealin
g with areas of so
cial interest;
• Understand some exp
licitly exp
ress
ed points of view;
• Draw sim
ple conclusions;
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• Understand a range of vo
cabulary and some id
ioms, mostly related to social/sc
hool environments; and
• Have
some key vo
cabulary from content areas.
Leve
l 4
English la
nguage learners at this le
vel are exp
ected to:
•
Understand m
ost nonacademic and non-tech
nical texts appropriate for grade leve
l;
• Understand content area texts, mostly on familiar topics and at appropriate readability leve
ls;
• Understand excerpts from literature;
• Understand m
ost written directio
ns;
• Understand m
ain id
eas of a broad range of texts;
• Interpret text on the basis of its
purpose
; •
Understand significant releva
nt details;
• Make extrapolations of extended narrative
s or presentatio
ns on familiar academic topics;
• Understand sophistic
ated writer perspective
s;
• Understand m
ost of the basic la
nguage form
s of written English and deve
lop understanding of more complex structures;
• Understand a wide range of vo
cabulary and idioms, especially of social/sc
hool environments; and
• Deve
lop a wide range of academic and technical vo
cabulary related to content areas.
Leve
l 5
English la
nguage learners at this le
vel are exp
ected to:
•
Understand the range of texts ava
ilable to native English speakers, including literary and aca
demic genres and texts from social/s
chool se
ttings;
• Understand m
ain id
eas and extract precise and detailed in
form
atio
n from a range of texts of familiar and unfamiliar topics in
a number of genres
comparable to a native
English speake
r at the same grade le
vel;
• Interpret text on the basis of understanding its purpose
; •
Understand and eva
luate m
ultiple perspectives of meaning;
• Understand complex structures of written English; and
• Have
a broad range of vo
cabulary and id
ioms related to social and academic topics.
WRITIN
G
Leve
l 1
English la
nguage learners at this le
vel are exp
ected to:
•
Copy letters or form
them from m
emory;
• Write words, but the text m
ay not transm
it a coherent mess
age;
• Use few discourse features in their writing;
• Use inappropriate text structure and sentence-leve
l structure in their writing; and
• Attempt to use writing conve
ntio
ns, but do so in
appropriately, or do so correctly only when copying.
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Leve
l 2
English la
nguage learners at this le
vel are exp
ected to:
•
Use some basic rhetorica
l features, such as ordering sentences appropriately and using sim
ple cohesive devices;
• Revise their writing with teacher or peer su
pport;
• Write sim
ple sentences in the present tense with subject-ve
rb-object constructio
ns that are likely to be repetitive;
• Edit with exp
licit support and directio
n;
• Have
lim
ited vocabulary;
• Make frequent errors in
mechanics; and
• Demonstrate a text range lim
ited to narrative or sim
ple descriptive
. Leve
l 3
English la
nguage learners at this le
vel are exp
ected to:
•
Demonstrate some use
of disco
urse features, su
ch as transition words and sentence order;
• Begin to revise for content, organization, and voca
bulary;
• Demonstrate comprehensible use of basic sentence structures, with errors;
• Begin to edit for se
ntence-leve
l structure;
• Use eve
ryday vo
cabulary but know very few academic content-specific words;
• Demonstrate some variatio
n in
register, voice, and form
; •
Make frequent mechanical e
rrors, particularly when exp
ressing complex thoughts or tech
nical ideas; and
• Compose narrative and some desc
riptive texts and begin to write exp
ository and persuasive
texts.
Leve
l 4
English la
nguage learners at this le
vel are exp
ected to:
•
Demonstrate m
ostly successful use
of discourse features, such as transition words and sentence
order;
• Revise for content, organizatio
n, and vocabulary;
• Show good control of the m
ost frequently-used grammatic
al s
tructures with errors;
• Edit for sentence-leve
l structure;
• Have
sufficient vo
cabulary to exp
ress themselves with some circu
mlocu
tions, which are m
ore frequent in academic contents;
• Demonstrate some awareness of audience in
the tone of their writing;
• Use appropriate writing conve
ntions, with circu
mlocu
tions and errors that infrequently affect comprehensibility; and
• Compose a variety of texts (e.g., narrative
, desc
riptive
, exp
ository, persuasive
).
Leve
l 5
English la
nguage learners at this le
vel are exp
ected to:
•
Use disco
urse features, such as transition phrases and word order;
• Revise for content, organizatio
n, and vocabulary;
• Use complex sentence structures, with some errors, and edit for syn
tax and grammar;
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• Have
a range of tech
nical a
nd nonacademic voca
bulary that allo
ws for precision;
• Begin to use alternative
word m
eanings;
• Use appropriate writing conve
ntions with some errors that do not affect comprehensibility; and
• Compose a variety of texts (e.g., narrative
, desc
riptive
, exp
ository, persuasive
).
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Arkansas English Language Arts Frameworks G
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Acrostic
s
A kind of word puzzle sometim
es used as a teaching tool in vocabulary deve
lopment in w
hich lines of ve
rse or
prose are arranged so that words, phrases, or sentences are form
ed w
hen certain le
tters from each line are used
in a certain sequence
Alliteration
The repetition of initial c
onsonant sounds in
closely positioned w
ords or stressed syllables for aural effect
Anaphora
The deliberate repetitio
n of a w
ord or phrase usually at the beginning of seve
ral s
uccessive verses, clauses, or
paragraphs; for example, “W
e shall fight on the beaches, we shall fight on the landing grounds, we shall fight in
the fields and in the streets, we shall fight in the hills” (W
inston S. Churchill).
Archetype
A sym
bol, theme, setting, or character-type that recurs in
different tim
es and places in
lite
rature so frequently or
prominently as to suggest that it embodies some essentia
l element of “universal” human experience, such as
Frankenstein, Dracula, and D
r. Jekyll a
nd M
r. H
yde, the archetypes that have
influenced horror stories.
Assonance
The repetition in w
ords of identical or sim
ilar vowel s
ounds in closely positioned w
ords, as /a/ in the m
ad hatter,
for aural e
ffect
Cinquain
A five-line stanza
of syllabic verse. The five lines have, respective
ly, tw
o, four, six, eight, and two syllables.
Closed syllable
A syllable ending w
ith one or more consonants
Commentary inform
atio
n
Student writer’s in
terpretations and inferences supported w
ith concrete inform
atio
n
Concrete inform
atio
n
Factual m
aterial from the text
Content prose (text)
Prose selectio
ns taken from across the curriculum
Couplet
A pair of rhym
ing verse lines, especially lines of the same le
ngth
Descriptive
writing
Provides details about an object, place, or person purposefully to m
ake the experience depicted come alive for
the reader
Diamantes
Poetry arranged in a diamond pattern using seve
n lines in
the follo
wing m
anner: line 1, one w
ord subject (noun);
line 2, tw
o adjective
s describing line 1 noun; lin
e 3, three participles ending in
-ing or -ed to describe line I noun;
line 4, four words - two related to the noun in line 1 and two related to the noun in
line 7 (they may be arranged
concurrently or alternately, as the originator of the poem wishes); line 5, three participles ending in -ing or -ed to
describe line 7 noun; line 6, tw
o adjective
s describing line 7 noun; line 7, one w
ord growing out of or opposite
to
line 1 noun (another noun)
Digraph
Two le
tters that represent one speech sound, such as ch for /ch/ in chin or ea for /e/ in bread
Discourse
Purposeful communicatio
n betw
een people
Disinform
atio
n
Deliberately m
isleading inform
atio
n announced publicly or leaked by a government or especially by an
intelligence agency for the purpose of influencing public opinion or the government in another nation: “H
e w
ould
be the unconscious channel for a piece of disinform
atio
n aim
ed at another country's in
telligence service” (K
en
Follett).
Embedding
Process of combining sentence in w
hich one clause or phrase is
contained inside another
Evaluation
Judgment of perform
ance as process or product or change
Expository text/writing One of the four traditional form
s of composition in speech and w
riting (expository, narrative
, descriptive
, and
persuasive), intended to set forth or explain
Fluency
The clear, rapid, and easy expression of ideas in reading, writin
g, or speaking: move
ments that flow smoothly,
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easily, and readily
Focused freewriting
Freewriting that is restricted by tim
e or topic
Free verse
Verse w
ith an irregular metrical p
attern and line length
Freewriting
Writin
g that is unrestricted in form
, style, content and purpose; a technique designed to aid the student-writer in
finding a personal vo
ice through uninhibite
d expression
Genre
A form
or style of writin
g, such as narrative
(a story), inform
ative (a report), or functio
nal (instructio
ns)
Homographs
Words that are spelled the same but may sound different and have
different meanings, such as m
inute (a m
inute
of tim
e) and m
inute (ve
ry small)
Homonym
s
Words that sound the same and have
the same spelling but have
different meanings, such as table (a piece of
furnitu
re) and table (a list of inform
atio
n)
Homophones
Words that sound the same but are spelle
d differently and have
different meanings, such as hear and here
Infographics
Inform
atio
n conve
yed by graphic elements, including charts, graphs, etc., often contained in
print media
Inversion
An interchange of position of adjacent objects in
a sequence, especially a change in
norm
al word order, such as
the placement of a verb before its subject
Kinds of sentences
Declarative
—makes a statement or expresses and opinion and ends w
ith a period; im
perativ
e—
makes a request
or gives a command and ends w
ith eith
er a period or an exclamatio
n point; exclamatory—
expresses strong
feeling and ends w
ith an exclamatio
n point; interrogative—
asks a questio
n and ends w
ith a question m
ark
Lim
erick
s
A fixed form
of light ve
rse of five
lines w
ith a rhym
e scheme of aabba and specific m
eter, used exclusively for
humorous or nonsense verse
Lite
rary device
An all-purpose term
used to describe any literary technique deliberately used to achieve
a specific effect
Lite
rary prose
Prose selectio
ns taken from nove
ls, short stories, essays, etc.
Mechanics
Includes the system of sym
bols and cuing devices a w
riter uses to help readers m
ake m
eaning. Features are
capita
lizatio
n, punctuation, form
atting, and spelling.
Mode of writing
The m
ajor types of written discourse: persuasive, exposito
ry, narrative
; descriptive
Narrative
Text in any form
(print, oral, or visual) that recounts events or tells a story
Nonprint text
Any text that creates m
eaning through sounds or im
ages or both, such as photographs, drawings, colla
ges, film
s,
videos, computer graphics, speeches, oral poems and tales, and songs
Onset
The consonants preceding the vowel of a syllable, as /str/ in strip and /c/ in cat
Organizational structure
Compare/contrast, analyze
cause/effect, chronological order, inference, and evaluatio
n
Persona
An assumed id
entity or fictional “I” assumed by a w
riter in a literary w
ork; thus the speaker or narrator
Personal vo
ice
In w
riting, the distin
ctive w
ay in w
hich the w
riter expresses id
eas w
ith respect to style, form
, content, purpose,
etc; author’s voice
Phoneme
The smallest units
of sound in
a given language (The phonemes in
the w
ords are not always the same as the
letters in
a w
ord. In the w
ord dog, there are three phonemes [d-o-g] and three letters. In the w
ord snow, there are
three phonemes [s-n-o] but four letters.)
Phonics
A term
generally used to refer to the system of sound-letter relationships used in reading and w
riting. Phonics
begins w
ith the understanding that each letter (or grapheme) of the English alphabet stands for one or more
sounds (or phonemes).
Point of view
The angle of vision from which a story is
told; the four basic points of view are 1) omniscient –the author tells the
story, using third person, and knows all and is
free to tell anything, including w
hat other characters think and feel
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and w
hy they act as they do; 2) lim
ited omniscient—
the author tells the story, using third person, but lim
its him
self
to a complete knowledge of one character and tells only w
hat that one character thinks, feels, see, or hears; 3)
first person—
the story is told by one of the characters, using first person; 4) objective
(or dramatic
)—the author
tells the story, using third person, but is lim
ited to reporting w
hat his characters say or do and does not interpret
their behavior or tell their thoughts or feelings
Portfolio
A systematic
and purpose collection of a variety of materials related to student learning. R
ather than an archive
of all the student’s
work throughout the year, a portfolio can serve as both an instructio
nal and an assessm
ent
tool. The essential c
ontents of both instructio
nal a
nd assessm
ent portfolios are samples of student perform
ance
in important learning activities, student, teacher, and parent reflections on those samples, and any other releva
nt
inform
atio
n that documents a student’s deve
lopmental status and progress ove
r time.
Practic
al text
Functio
nal inform
atio
n useful in everyday applicatio
ns, including m
anuals, handbooks, warranties, etc.
Presentation
May be oral, w
ritten, graphic, or musical a
nd include art, music, writing
Pre-w
riting activities
List, survey, read, discuss, freewrite (focused/unfocused), learning and reading log, gather data, conduct
experiments, debate, interview, observe, use visual aids in
cluding m
apping, webbing, and form
al o
utlining to
gather and organize m
aterial for writing
Primary sources
Firsthand in
form
atio
n, including m
emoirs, interviews, letters, and public documents
Prose
The ordinary language of men in speaking or writing; language not cast in poetical measure or rhythm;
distinguished from verse or metrical c
omposition. I speak in
prose, and let him
rym
es m
ake. --Chaucer.
Quatrain
A stanza
or poem of four lines, rhym
ed or unrhym
ed
Rhetorical devices
Use of language m
ainly by the arrangement of words to achieve special effects
Rhetorical s
trategies
Plans used in arranging w
riting tasks or compositions, including comparison/contrast, narration, descriptio
n,
process analysis, etc.
Rim
e
A vowel a
nd any follo
wing consonants of a syllable, such as /ack/ in black (Not all words or syllables have
an
onset, but they all have
a rim
e. O
ut is a rim
e without an onset.)
Rubric
A scoring guide used to evaluate the quality of a student perform
ance; typically, a rubric lists criteria that describe
leve
ls of proficiency on a task
Secondary sources
Works that have
been colle
cted, interpreted, or published by someone other than the original s
ource
Sentence form
atio
n
Reflects the w
riter’s ability to form
competent, appropriately m
ature sentences to express thoughts. Features of
this w
riting domain are completeness, absence of fused sentences, expansion thorough standard coordinatio
n
and m
odifiers, embedding through standard subordination and m
odifiers, and standard w
ord order.
Sentence Patterns
S-V
= Subject + Verb
S-V
-DO= Subject + Verb + D
irect Object
S-V
-IO-D
O= Subject + Verb + Indirect Object + D
irect Object
S-LV-P
N = Subject + Linking Verb + Predicate N
ominativ
e
S-LV-P
A = Subject + Linking Verb + Predicate Adjective
Sentence Typ
es
see Typ
es of Sentences below
Socratic
discourse
A technique in w
hich a teacher does not give in
form
atio
n directly but instead asks a series of questions, with
the
result that the student comes either to the desired knowledge by answering the questio
ns or to a deeper
awareness of the lim
its of knowledge
Sound devices
Words with
meanings or functio
ns that are indicated by their pronunciation, including onomatopoeia, alliteration,
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consonance, etc.
Style
The characteristic
s of a w
ork that reflect the author’s distin
ctive
way of writing; an author’s use of language, its
effects, and its appropriateness to the author’s in
tent and theme
Syn
tax
The rules by which w
ords are combined to form
grammatic
ally correct sentences (i.e
., plurals, future tense, etc.);
the study of how sentences are form
ed and the grammatic
al rules that gove
rn their form
atio
n
Text Features
Form
at, italics, headings, sub-headings, graphics, sequence, diagrams, illustrations
Tone
The im
plied attitude toward the subject matter or audience of a text that readers m
ay infer from the text’s
language, im
agery, and structure
Typ
es of sentences
Sim
ple—
consists of one independent clause; compound—
consists of tw
o or more in
dependent clauses;
complex—
consists of one independent clause and one or more dependent (subordinate) clauses; compound-
complex—
consists of tow or more in
dependent clauses and one or more dependent (subordinate) clauses
Usage
Comprises the w
riter’s use of word-leve
l features that cause w
ritten language to be acceptable and effective for
standard discourse. Features are standard inflections, agreement, w
ord m
eaning, and conventions.
Visual a
ids
Presentational tools that appeal to the sight and are used for illustration and demonstration
Visualization
The process or result of mentally picturing objects or eve
nts that are norm
ally experienced directly
Voice
*see Personal vo
ice
Writin
g process
The m
any aspects of the complex act of producing a w
ritten communicatio
n, specifically, planning, drafting,
revising, editing, and publishing
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Mathematic
s G
lossary
Glossa
ry for K-8 M
athematic
s Framework
Absolute value
A number's distance from zero on a number line Ex. The absolute value of 2 is
equal to the absolute value of -2.
Acute angle
An angle whose m
easure is
less than 90° and greater than 0°
Addends
Numbers that are being added in an addition problem
Adjace
nt angles
Two angles that have
a common side and a common vertex and whose in
teriors do not ove
rlap
Algebraic equations
A m
athematic
al s
entence in
volving at least one variable and sometim
es numbers and operation sym
bols Ex. n – 10 = 2
Algebraic exp
ressions
A m
athematica
l phrase in
volving at least one variable and sometim
es numbers and operatio
n sym
bols
Ex. n – 2
Algorithm
A rule or procedure used to complete an exe
rcise or solve a problem
Alternate in
terior angles
A pair of angles form
ed when a third line (a transve
rsal) cross
es two other lines (These angles are on opposite sides of the
transve
rsal a
nd are in
side the other two lines.)
Alternate exterior angles
A pair of angles form
ed when a third line (a transve
rsal) cross
es two other lines (These angles are on opposite sides of the
transve
rsal a
nd are outside the other two lines.)
Analog clock
A device with an hour, m
inute and seco
nd hand which shows a continuous sweep of tim
e passing rather than in “jumps”
Ex. digital
Area
The amount of space in square units
Associative
property
The sum or product of three or more numbers is
the same, regardless of how the numbers are paired
Ex. a + (b + c) = (a + b) + c, a • (b • c) = (a • b) • c
Attribute
A characteristic
of an object (color, shape, size
) Bar graph
A graph that use
s horizo
ntal or ve
rtical bars to represent data that do not touch
Basic m
easu
res
The units of measurement used to find distance, capacity and weight (The M
etric system m
easures distance with m
eters, ca
pacity
with liters, and m
ass
with grams. The customary sys
tem m
easures distance with in
ches, feet, yards, and m
iles, capacity with cups,
quarts, and gallons, and weight with ounce
s, pounds, and tons.)
Benchmark fractio
ns
A fractio
n that can be used to estim
ate the size of other numbers: 0, 1 4
, 1 2
, 3 4
, 1
Box and W
hisker plot
Organization of data in a graph that shows the m
inim
um, first quartile
, median, third quartile, and m
aximum values (The graph uses a
rectangle (or box) to represe
nt the m
iddle 50% of the date (interquartile range) and line segments (or whiskers) at both ends to
represe
nt the remainder of the data.)
Capacity
The m
aximum amount of liquid a container can hold
Categorical data
Data that ca
n be categorize
d, such
as typ
es of lunch food (Conve
rsely, numerica
l data is
data that is ordered numerically, such as
heights of students.)
Center of a circle
The point in the plane of a circle equally distant from all points on the circle
Central tendencies
A single number that is used to describe a set of data (m
ean, median, mode)
Chord
A line segment joining any two points on a circle
Circle graph
A graph in
which a circle and its interior are divided into parts to represent the parts of a set of data
Circumference
The distance
around a circle or the m
aximum distance around a sphere
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epartment of Education
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Mathematic
s G
lossary
Combinatio
ns
Subsets chosen from a la
rger set of objects in
which the order of the items does not matter
Ex. the number of different committees of three that ca
n be chosen from a group of twelve m
embers
Commutative
property
The sum or product of two numbers is
the same, regardless of the order of the numbers.
Ex. a + b = b + a, a • b = b • a
Compatib
le numbers
A pair of numbers that is easy to work with m
entally, also known as friendly numbers
Ex. The numbers 25 and 70 are compatib
le numbers for estim
atin
g 22 + 73; the numbers 150 and 5 are compatib
le for estim
atin
g 148
÷ 5; the numbers 90 and 30 are compatib
le for estim
ating 91.3 ÷ 29.7.
Compensatory numbers
Compensatory numbers are used to adjust numbers in
a computation after the use of compatible numbers.
Ex. 23 + 18 ~ 23 + 20 = 43 (Since two was added to in
crease 18 to 20 as compatib
le numbers, two will be subtracted from 43 to
compensate for the change. Therefore, two is the compensatory number.)
Complementary angles
Two angles that have
measures with a sum of 90°
Composite numbers
A natural number that has m
ore than two factors
Ex. 9 is a composite number because it has m
ore than two factors: 1, 3, 9
Composite figure
A figure that is m
ade up of two or more shapes
Composition
A set of numbers together to form
a new number using addition or multiplicatio
n
Compound eve
nt
An eve
nt consisting of two or more non-m
utually exclusive
eve
nts
Computational fluency
Computational fluency refers to having efficient and acc
urate m
ethods for computin
g. (Students exh
ibit computational flu
ency when
they demonstrate flexibility in the computatio
nal methods they choose, understand and can exp
lain these m
ethods, and produce
accu
rate answers efficiently.)
Concave
A polygon with one or more diagonals that have
points outside of the polygon
Cone
A three-dim
ensional s
hape having a circu
lar base, a curved la
teral s
urface
, and one vertex
Congruent
(≅) Having exa
ctly the same size and shape Ex. If you put one figure on top of the other, they would m
atch exa
ctly.
Conjecture
Guesse
s or conclusions based on assumed or known knowledge, but without proof
Contextual situ
atio
ns
Relatin
g a m
athematic
al p
roblem to a real m
odeled or illustrated circumstance
Contiguous
Touching, in actual c
ontact, adjacent, and adjoining
Conve
x
A polygon with all interior angles m
easuring le
ss than 180 ° (No segment that co
nnects two vertices can be drawn outside of the
polygon.)
Coordinate plane
A two dim
ensional s
ystem in
which a lo
cation is described by its distance from two perpendicular number lines called (Coordinate grid)
axe
s
Corresponding angles
(1)
Two angles that lie on the same side of the transve
rsal, in
corresponding positions with respect to the two lines that the
transve
rsal intersects (The angles are congruent if the two lines are parallel.)
(2)
(2) When comparing two figures, angles in
the same relative
position are corresponding angles. (If the figures are sim
ilar or
congruent, then the corresp
onding angles are congruent.)
Cube
A polyhedron with six square faces
Cylinder
A three-dim
ensional fig
ure shaped like a can of so
up
3
Arkansas D
epartment of Education
English Language Acquisition Frameworks
Mathematic
s G
lossary
Decim
al n
umber sys
tem
A place value number sys
tem based on groupings by powers of ten
Decompose
The process of breaking a number into smaller units
to sim
plify units
for problem solving
Ex: 64 + 26 can be written as (60 + 4) + (20 + 6), for the purpose of identifying compatible numbers.
Dependent va
riable
In a functio
n, a variable whose value is
determ
ined by the value of the related in
dependent va
riable
Diameter
A line segment that pass
es through the center of the circle and has endpoints on the circle (chord)
Difference
The result of a subtractio
n problem
Digit
A digit is any one of the basic sym
bols used to write a numeral. Ex: The numeral 23 is
made up of the digits
2 and 3.
Distributive
property
When one of the factors of a product is
written as a sum or difference, multiplying each addend first does not ch
ange the original
product. Ex. 3 • (4 + 5) = (3 • 4) + (3 • 5)
Divisibility rules
Patterns that make it easier to determ
ine whether a whole number is divisible by another whole number, without actually doing the
division
Double bar graph
A bar graph used to compare two sim
ilar kinds of data
Double line graph
A line graph with two or more lines or line segments that represent two or more sets of data that reflect change ove
r time
Edge
The line form
ed where two face
s of a three-dim
ensional fig
ure intersect. Ex. A cube has 12 edges.
Elapse
d tim
e
An amount of tim
e between two eve
nts
Equalities
A m
athematica
l sentence that contains a sym
bol in which the term
s on eith
er side of the sym
bol a
re equal
Ex. 7 = 7, 7 = 3 + x
Equatio
n
A statement that two m
athematical exp
ressions are equal
Ex. 5 + 3 = 8 and x + 7 = 15 are equations.
Equiangular
All angles have
the same m
easure.
Ex. an equiangular quadrilateral where each angle m
easu
res 90°
Equilateral sh
ape
A shape in
which all have
sides are the same le
ngth
Equivalent
Equal in value but in different form
Estimate
A close rather than an exa
ct answer
Eve
n number
Eve
n numbers are numbers ending in a 2,4,6 or 8. (multiples of 2)
Exp
anded notation
A way to w
rite numbers that reflect the place value of each digit
Ex. 343= 300 + 40 + 3
Exp
erimental p
robability
A statement of probability base
d on the results of a series of trials
Exp
erimental p
robability (eve
nt) = number of trials resulting in
a favo
rable outcome
Total n
umber of trials in
exp
eriment
Exp
licit
A form
ula whose dependent va
riable is
defined in
term
s of the independent va
riable
Ex. y = 2x – 3
Exp
onentia
l form
A quantity exp
ressed as a number raised to a power (In exp
onential form
, 32 can be written as 2
5.)
Face
A two-dim
ensional s
ide of a three-dim
ensional figure
Ex. The faces of a cube are squares.
Factor
One of two or more numbers that are m
ultiplie
d together to get a product
(13 and 4 are both factors of 52 because 13 • 4 = 52.)
4
Arkansas D
epartment of Education
English Language Acquisition Frameworks
Mathematic
s G
lossary
Flip
(Reflectio
n)
(See R
efle
ctio
n.)
Frequency table
A table that shows how often each item, number, or range of numbers (interval) occurs in
a set of data.
Functio
n table
A table that lists pairs of numbers that shows a functio
n (A
set of ordered pairs such that for any input there is
only one poss
ible
output.)
Histogram
A graphic representation of the frequency distribution of a continuous va
riable (R
ectangles are drawn in such a way that their bases
lie on a linear scale represe
ntin
g different intervals (bin width). Therefore, the variable on the x-axis is contin
uous. Frequency of
occu
rrence appears on the y-axis.)
Identity Property of
Addition
If you add zero to a number, the sum is
the same as that given number.
Ex. 8 + 0 = 8 and a + 0 = a
Identity Property of
Multiplication
If you m
ultiply a number, the product is
the same as that given number.
Ex. 3.5 • 1 = 3.5 and a • 1 = a
Independent va
riable
In a functio
n, a variable that determ
ines the value of the related dependent va
riable
Inequality
A m
athematica
l sentence that compares two amounts using the sym
bols <, >, ≤, ≥, ≠.
Inferences
Generalizatio
ns that are useful in m
aking predictio
ns based on data
Input/Output
(See Independent va
riable and D
ependent va
riable.) (Independent va
riable/ Dependent va
riable)
Integers
The set of whole numbers and their opposite
s {…
-2, -1,0,1,2…
} Interquartile range
The difference
between the upper quartile and the lower quartile
Intersectin
g lines
Lines that cross
and have
exa
ctly one point in common
Inve
rse operation
An operation that will undo another operation (E
x. addition and subtractio
n)
Inve
rse property
The result of two real numbers that combined will give the identity elements of ze
ro or one (When a number is added to its additive
inve
rse, the sum is
zero. W
hen a number is m
ultiplie
d by its
multiplicative
inve
rse, the product is one.)
Irrational n
umbers
Real numbers that have
infinite
, but non-repeating, decim
al represe
ntation
Irregular polygons
A polygon whose sides is
not the same le
ngth and whose angles are not all congruent
Isosc
eles triangle
A triangle that has at least two congruent sides
Line
A straight path that extends in
finitely in opposite
directio
ns
Line of best fit
A line, segment, or ray drawn on a scatter plot to estim
ate the relationship between two sets of data, also called a trend line
Line graph
A graph in
which data points are connected by line or line segments that represent data and refle
ct change ove
r tim
e
Line plot
A sketch of data in
which check
marks, X’s, or other sym
bols above
a la
beled number line show the frequency of each value
Line of sym
metry
A line that divides a figure or fig
ures into two congruent parts that are m
irror im
ages of each
other
Line segments
Part of a line defined by two endpoints
Line sym
metry
A figure that ca
n be divided along a line so it has two congruent halves is
said to have
line sym
metry.
Linear equatio
n
An algebraic equatio
n that desc
ribes a straight line
Linear pair
Two angles are said to be linear if they are adjacent angles form
ed by two intersectin
g lines and form
a straight angle (180 degrees).
Logic grid
A grid of rows and columns use
d to organize inform
ation in
a problem
5
Arkansas D
epartment of Education
English Language Acquisition Frameworks
Mathematic
s G
lossary
Mass
The m
easure of the amount of matter of an object in the object’s mass while
an object’s
weight is a m
easure of the force with which
gravity attracts the object (A
lthough your mass
is the same on earth as it is on the M
oon, yo
u weigh m
ore on Earth beca
use the
attraction of gravity is greater on Earth.)
Mean
The sum of a set of numbers divided by the number of elements in
the set (also referred to as ave
rage)
Measures of spread
Range
Median
The m
iddle number (or the ave
rage of the two m
iddle numbers, when necessa
ry) in a set of numbers that are arranged from le
ast to
greatest
Mode
The number that occurs m
ost often in
a set of data (there m
ay be one, more that one, or no m
ode)
Multiple
A number that is the product of the given number and an integer
Natural n
umbers
Counting numbers {1,2,3,4,5…
} Nets
A two-dim
ensional s
hape that can be folded to form
a three-dim
ensional fig
ure
Non-linear
Not a straight line
Non-Standard units
Inform
al u
nits
of measure such
as handfuls, arm
s length, and stride.
Number theory
The exp
loration of properties and characteristic
s of numbers
Numerical d
ata
Data consistin
g of numbers
Obtuse angle
An angle whose m
easure is
greater than 90° and le
ss than 180°
Odd number
A whole number that has 1, 3, 5, 7, or 9 in
the ones’ p
lace that is not divisible by two
Operation
An actio
n perform
ed on one or two numbers producing a single number resu
lt (addition, subtractio
n, multiplicatio
n, division, opposite
of a number, and square root of a number)
Order of operatio
ns
Rules desc
ribing what sequence to use
in eva
luating exp
ress
ions
Ordered pair
A pair of numbers of the form
(x, y) that give the lo
cation of a point on a coordinate plane (The first number in the ordered pair
desc
ribes the horizo
ntal distance and the second desc
ribes the vertical d
istance.)
Ordinal n
umber
A number used to exp
ress position or order in a series, such as first, third, and tenth (Generally, ordinal numbers are use
d in dates.)
Outcomes
The results
of an eve
nt (Heads and tails are the two outcomes of the eve
nt of toss
ing a coin.)
Outlier
Numerical d
ata piece that is significantly larger or sm
aller than the rest of the data set
Parallel lines
Lines that are the same distance apart and neve
r meet
Patterns
A m
odel, plan, or rule using words or va
riables to desc
ribe a set of sh
apes or numbers that repeat in a predictable way
Percent
Means “hundredths” or “out of 100” Ex. 45
100
= 45%
Percentage
The exp
ression of a part of a whole (the whole of so
mething is always
100 percent) in
term
s of hundredths
Perfect square
The product of a number tim
es itself (The square root of any number that is not a perfect square is
an irratio
nal number.)
Perimeter
The sum of the lengths of the sides of a two-dim
ensional fig
ure
Perpendicular lines
Two rays
, lin
es, or line segments that form
right angles
Pi
The ratio of the circumference
of a circle to its diameter (P
i is the same for eve
ry circle, approximately 3.14)
6
Arkansas D
epartment of Education
English Language Acquisition Frameworks
Mathematic
s G
lossary
Pictograph
A graph constructed with pictures or sym
bols (A
pictograph m
ake
s it poss
ible to compare at a glance the relative amounts of two or
more counts or measures.)
Pictorial m
odels
Pictures of ite
ms used in
modelin
g
Place value
The relative
worth of each number that is determ
ined by its position
Plane figure
A figure that ca
n be entirely contained in
a single plane
Polygon
A closed two-dim
ensional figure m
ade up of segments called sides, which intersect only at their endpoints called vertices
Polyhedron
A closed three-dim
ensional figure in which all the surfaces are polygons
Polynomial
An exp
ression consistin
g of two or more term
s
Prime factoriza
tion
A composite number exp
ressed as the product of factors that are prime numbers
Prism
A polyhedron with two parallel faces (ca
lled bases) that are the same size and shape
Probability
A number from zero to one that indicates the likelihood that so
mething (an eve
nt) will happen (The close
r a probability is to one, the
more like
ly it is that an eve
nt will happen.)
Product
The result of multiplication
Proportion
An equation a/b = c/d that states that the two ratios are equivalent
Pyramid
A polyhedron in
which one face
(the base
) is a polygon and the other faces are form
ed by triangles with a common vertex (the apex)
(A pyramid is class
ified acco
rding to the shape of its
base.)
Pythagorean theorem
In a right triangle, the sum of the squares of the lengths of the legs is
equal to the square of the le
ngth of the hyp
otenuse
(a
2 + b
2)= c
2.
Quadrilateral
A polygon with four sides
Quadrant
Any of the four sections in
to w
hich a rectangular co
ordinate grid is
divided by the in
tersection of the x- and y-axe
s (The quadrants are
numbered I, II, III, and IV, beginning at the upper right (w
here x- and y-coordinates are positive
s) and contin
uing counterclockwise.)
Qualitative
change
Relatin
g to or invo
lving comparisons based on qualities
Quantitative
change
Invo
lving distin
ctions base
d on quantities
Quartile
The quartiles divide an ordered set of data in
to four groups of the same size
Quotient
The result of division of one quantity by another (dividend/divisor = quotie
nt)
Radius
A line segment from the center of a circle or sp
here to any point on the circle or sphere (also, the le
ngth of su
ch a line segment)
Range
The difference
between the m
aximum and m
inim
um in a set of data
Rate
A comparison by division of two quantitie
s with different units
Ratio
Comparisons of two quantitie
s with like units
(R
atios can be exp
ressed with fractio
ns, decim
als, percents, or words. They can be
written with a colon between the two numbers being compared.)
Rational numbers
Any number that ca
n be written in the form
a/b where a is
any integer and b is
any integer except ze
ro
Ray
A part of a line that has one endpoint and extends endless
ly in
one directio
n
Real numbers
A set of numbers combining rational and irrational n
umbers
Rectangular arrays
A rectangular arrangement of objects in rows and columns in
which each row has the same number of parts and each column has the
same number of parts
Rectangular prism
A prism
whose face
s (including the base
s) are all rectangles
7
Arkansas D
epartment of Education
English Language Acquisition Frameworks
Mathematic
s G
lossary
Reflection
A transform
ation that “flips” a figure ove
r a line or an object ove
r a plane so that it becomes a m
irror im
age of the original (same as a
flip)
Regrouping
A proce
ss in a m
athematical operatio
n where numbers are renamed
Ex. 2 tens and 14 ones are equivalent to 34.
Regular polygon
A polygon whose sides are the same lengths and whose angles are equal
Rhombus
A parallelogram whose sides are all the same le
ngth
(The angles are usually not right angles, but they may be right angles.)
Right angle
An angle whose m
easure is
ninety degrees
Rotation
A transform
ation obtained by rotatin
g a figure around a given point often referred to as a turn (sa
me as a turn)
Rotational s
ymmetry
In a plane, a figure has rotatio
nal s
ymmetry if it can be rotated less than one full turn around a point so that the resulting figure (the
image) exa
ctly matches the original figure (the pre-image).
Scalene triangle
A triangle with sides of three different lengths and angles of three different sizes
Rounding numbers
Replacing a number with a nearby number that is easier to work with or better reflects the precision of the data
Scatter plot
A graph with one point for each
item being m
easured (The coordinates of a point represe
nt the m
easures of two attributes of each
item.)
Scientific
notatio
n
A m
ethod of representing a number as a product of a number between 1 and 10 and a power of 10
Ex. 3456 can be written as 3.456 x 103.
Sequence
A series of numbers that are predictable and can be extended using operations
Skip count
To count by multiples of a number
Sim
ilar fig
ure
Figures that are exa
ctly the same shape, but not necessarily the same size
Slid
e (Translation)
(See Translation.)
Slope
The m
easure of steepness
of a line; the ratio
s of rise ove
r run; or change in
y ove
r ch
ange in
x
Sphere
A three dim
ensional s
hape whose curved surface is
, at all points, a given distance
from its center point
Square root
The square root of a number n is a number that, when m
ultiplied by its
elf, results in
the number n.
Ex. 4 is a square root of 16 because 4 x 4 = 16.
Standard units
Units of measu
re that have
an acce
pted value like in
ch, cu
p, meter, and pound
Stem and Leaf plot
A m
ethod of organizing data for the purpose of co
mparison where the “leaf” is
the number in the smallest place value and the “stem”
includes the numbers in
the larger place values
Straight angle
An angle whose m
easure is
180 degrees (It is form
ed by two opposite
rays
.)
Strategy
A m
ethod or way of solving a problem
Supplementary angles
Two angles whose m
easures total 1
80 degrees
Surface
area
The total a
rea of the faces (including the bases) and curved surface
s of a three-dim
ensional figure
Sym
metry
(See line sym
metry or rotational sym
metry.)
Technology
Tools used to enhance teach
ing: calculators, interactive graphics programs, spreadsh
eets, Smart-B
oard, etc.
Theoretica
l probability
Identifying, using m
athematical exp
ectatio
ns, the number of poss
ible ways
an eve
nt can happen compared to all of the possible eve
nts
Three-D
imensional
A figure that has depth, width, and height
8
Arkansas D
epartment of Education
English Language Acquisition Frameworks
Mathematic
s G
lossary
Transform
ation
An operation on a geometric figure by which each
point gives rise to a unique im
age (rotatio
ns, dilatio
ns, translatio
ns, and refle
ctio
ns)
Translatio
n
The m
otio
n of sliding an object or picture any directio
n along a straight line without rotatio
n or refle
ctio
n (same as a slide)
Transve
rsal
The name given to a line that intersects two or more other lines in
a given plane
Trapezo
id
A quadrilateral that has exa
ctly one pair of parallel sides (No two sides need be the same le
ngth.)
Tree diagram
A m
ethod of fin
ding all the poss
ible outcomes of prime factoriza
tion or probability situatio
ns by sys
tematic
ally listing the possibilities
Trend line
A line segment, or ray drawn on a scatter plot to estim
ate the relatio
nship between two sets of data (line of best fit)
Turns
A transform
ation obtained by rotatin
g a figure around a given point often referred to as a turn (same as a rotation)
Two-D
imensional
Objects that have
length and width but no thickn
ess
Variable
A sym
bol such as a letter, box, star, etc. that is used to represent an unknown or undeterm
ined value in an exp
ression or number
sentence
(equatio
n)
Venn diagram
A pictorial represe
ntatio
n of two or more sets showing elements that the sets have
in common and elements that are unique to one or
the other sets
Vertex (Plural: Vertices)
The point where two sides of a two-dim
ensional figure m
eet or the point where two or more edges of a three-dim
ensional fig
ure m
eet
Vertical angles
When two lines intersect, the angles that do not share a common side; the angles opposite each other
(Vertical angles have
equal m
easures.)
Volume
A m
easure of the amount of sp
ace occ
upied by a three-dim
ensional sh
ape, generally exp
resse
d in
“cu
bic” units
Whole numbers
The set of natural n
umbers plus the number ze
ro Ex: 0, 1, 2, 3, 4…
Y-Intercept
The coordinate at which the graph of a line in
tersects the y-axis
9
Arkansas D
epartment of Education
English Language Proficiency Framework
Classification of W
ord Problems
CLASSIFICATIO
N O
F W
ORD PROBLEMS
Problem Typ
e
Join
(R
esult Unknown)
Connie had 5 m
arbles. Juan gave
her8
more m
arbles. How m
any marbles does
Connie have
altogether?
(Change Unknown)
Connie has 5 m
arbles. H
ow m
any more
marbles does she need to have
13
marbles altogether?
(Start U
nkn
own)
Connie had some m
arbles. Juan gave
her 5 m
ore m
arbles. Now she has 13
marbles. How m
any marbles did C
onnie
have
to start with?
Separate
(Result Unknown)
Connie had 13 m
arbles. She gave
5 to
Juan. How m
any marbles does C
onnie have
left?
(Change Unknown)
Connie had 13 m
arbles. She gave
some
to Juan. Now she has 5 m
arbles le
ft. How
many marbles did C
onnie give to Juan?
(Start U
nkn
own)
Connie had some m
arbles. She gave
5
to Juan. Now she has 8 m
arbles le
ft.
How m
any marbles did C
onnie have
to
start with?
Part-Part-W
hole
(Whole U
nknown)
Connie has 5 red m
arbles and 8 blue
marbles. How m
any does she have
?
(Part U
nkn
own)
Connie has 13 m
arbles. 5 are red and the rest are blue. How m
any blue m
arbles
does Connie have
?
Compare
(Difference U
nknown)
Connie has 13 m
arbles. Ju
an has 5
marbles. How m
any more m
arbles does
Connie have
than Juan?
(Compare Q
uantity Unknown)
Juan has 5 m
arbles. C
onnie has 8 m
ore
than Juan. How m
any marbles does
Connie have
?
(Referent Unknown)
Connie has 13 m
arbles. She has 5 m
ore
marbles than Juan. How m
any marbles
does Juan have
?
INVENTED ALGORITHMS-ADDITION & SUBTRACTION
PROBLEM
ININ
CREMENTIN
G
COMBIN
ING TENS AND O
NES
COMPENSATIN
G
Join (Result U
nknown) Paul has 28
strawberries in his baske
t. H
e picked 35
more strawberries. How m
any strawberries
did he have
then?
“20 and 30 is 50, and 8 m
ore is
58. 2 m
ore
is 60, and 3 m
ore than that is 63.”
“20 and 30 is 50. 8 plus 5 is
like
8
plus 2 and 3 m
ore, so
it’s
13. 50
and 13 is
63.”
“30 and 35 would be 65. But it’s
28, so
it’s
2 less. It’s
63.”
Separate (Resu
lt U
nknown) Paul had 75
strawberries in his baske
t. H
e ate 26. How
many did he have
left?
“70 take away 20 is
50, and take away 6
more is
44. But yo
u have
to put back
the 5
from the 75. That’s
49.”
“70 take away 20 is
50. 5 take
away 6 that makes 1 m
ore to take
away from the 50. That’s
49.”
“If it was 75 take away 25, it
would be 50. But it’s 26, so
you
have
to take one m
ore away.
49.”
Join (Change U
nknown) Paul h
as 47
strawberries in his baske
t. H
ow m
any more
strawberries does he have
to pick to have
75 all together?
“47 and 3 is
50 and 20 m
ore is 70. So
that’s
23, but I need 5 m
ore, so
it’s
28.”
“47, 57, 67. That’s 20. 67 and 3 is 70, and
5 m
ore is
75. So 8 and the 20, 28.”
Combining tens and ones is not
commonly used for Join (change
unknown) problems.
“If it were 45, it would be 30. But
it’s 47, so it’s 2 le
ss. It’s 28.”
10
Arkansas D
epartment of Education
English Language Proficiency Framework
Classification of W
ord Problems
GROUPIN
G/PARTITIO
NIN
G, RATE, PRIC
E, & M
ULTIPLICATIVE C
OMPARISON PROBLEMS
Problem Type
Multiplication
Measurement Division
Partitive D
ivision
Grouping/Partitioning
Gene has 4 tomato plants. There are 6
tomatoes on each
plant. H
ow m
any
tomatoes are there all together?
Gene has some tomato plants. There
are 6 tomatoes on each plant. All
together there are 24 tomatoes. How
many tomato plants does G
ene have
?
Gene has 4 tomato plants. There are the
same number of tomatoes on each plant.
All together there are 20 tomatoes. How
many tomatoes are there on each tomato
plant?
Rate
Elle
n walks 3 m
iles an hour. How m
any
miles does she walk in
5 hours?
Elle
n walks 3 m
iles an hour. How m
any
hours will it take her to walk 15 m
iles?
Elle
n walked 15 m
iles. It took her 5
hours. If she walked the same speed the
whole way, how far did she walk in
one
hour?
Price
Pies cost 4 dollars each. How m
uch
doe
7 pies cost?
Pies cost 4 dollars each. How m
any pies
can you buy for $28?
Jan bought 7 pies. She spent a total of
$28. If each pie cost the same amount,
how m
uch did one pie cost?
Multiplicative
Comparison
The giraffe in the zoo is 3 tim
es as tall
as the kangaroo. The kangaroo is 6 feet
tall. How tall is the giraffe?
The giraffe is 18 feet tall. The kangaroo
is 6 feet tall. The giraffe is how m
any
times talle
r than the kangaroo?
The giraffe is 18 feet tall. She is
3 tim
es
as tall as the kangaroo. How tall is the
kangaroo?
11
Arkansas D
epartment of Education
English Language Proficiency Framework
Manipulative
to C
oncepts
MANIPULATIVES TO CONCEPTS
The follo
wing is
a listin
g of SOME of the concepts that can effective
ly be taught using the given m
anipulative
s.
Manipulative
Concepts
Algebra Tiles
Integers, equations, inequalities, polynomials, sim
ilar term
s, factoring, estim
ation
Attribute Blocks
Sorting, class
ification, inve
stigation of size, shape, color, logical reaso
ning, sequencing, patterns, sym
metry, sim
ilarity, congruence,
thinking skills, geometry, organization of data
Balance Scale
Weight, m
ass
, equality, inequality, equatio
ns, operatio
ns on whole numbers, estim
atio
n, measurement
Base-Ten block
s
Place value, operations on whole numbers, decim
als, decim
al-fractional-percent equivalencies, co
mparing, ordering, class
ificatio
ns,
sorting, number concepts, square and cubic numbers, area, perimeter, m
etric m
easurement, polynomial
Calculators
Problems with la
rge numbers, problem solving, interdisciplinary problems, real-life problems, patterns, countin
g, number co
ncepts,
estim
atio
n, equality, in
equality, fact strategies, operatio
ns on whole numbers, decim
als, fractions
Capacity C
ontainers
Measurement, capacity, volume, estim
ation
Clocks
Tim
e, multiplicatio
n, fractions, modular arithmetic
, measurement
Color Tiles
Color, shape, patterns, estim
atio
n, counting, number co
nce
pts, equality, inequality, operatio
ns on whole
numbers and fractio
ns, probability, measurement, area, perimeter, surface
area, eve
n and odd numbers,
prime and composite
numbers, ratio, proportion, percent, in
tegers, square and cubic numbers, sp
atia
l
visualization
Compasses
Constructio
ns, angle m
easurement
Cubes
Number concepts, countin
g, place value, fact strategies – esp
ecially turnaround facts, class
ificatio
n,
sorting, colors, patterns, square and cubic numbers, equality, inequalities, ave
rages, ratio
, proportion,
percent, sym
metry, spatial visu
alizatio
n, area, perimeter, volume, surface area, transform
ational
geometry, operatio
ns on whole numbers and fractio
ns, eve
n and odd numbers, prime and composite
numbers, probability
Cuisenaire R
ods
Classific
atio
n, sorting, ordering, countin
g, number concepts, comparisons, fractio
ns, ratio, proportion, place value, patterns, eve
n and
odd numbers, prime and composite
numbers, logical reasoning, estim
atio
n, operations on whole numbers
Decim
al Squares
Decim
als – place value, comparing, ordering, operations, classifica
tion, so
rting, number concepts, equality, in
equality, percent,
perimeter, area
Dominoes
Counting, number co
nce
pts, fact strategies, classifica
tion, sorting, patterns, logical reaso
ning, equality, inequality, m
ental m
ath,
operatio
ns on whole numbers
Fractio
n M
odels
Fractio
ns – m
eaning, recognition, classifica
tion, sorting comparing, ordering, number concepts, equivalence, operations, perimeter,
area, percent, probability
12
Arkansas D
epartment of Education
English Language Proficiency Framework
Manipulative
to C
oncepts
Geoboards
Size, shape, countin
g, area, perimeter, circumference, sym
metry, fractio
ns, coordinate geometry, slopes, angles, Pythagorean
Theorem, estim
atio
n, percent, sim
ilarity, congruence
, rotatio
ns, refle
ctions, translatio
ns, class
ificatio
n, sorting, square numbers,
polygons, spatia
l visualizatio
n, logical reasoning
Geometric Solids
Shape, size, relatio
nships between area and volume, vo
lume, class
ificatio
n, so
rting, measu
rement, spatia
l visualizatio
n
Math Balance Invicta,
number
Equality, inequality, operatio
ns on whole numbers, open sentences, equatio
ns, place value, fact strategies, measurement, logical
reasoning
Miras
Sym
metry, sim
ilarity, congruence, reflectio
ns, rotations, translatio
ns, angles, paralle
l and perpendicular lines, constructio
ns
Money
Money, change, comparisons, counting, class
ifications, sorting, equality, inequality, operatio
ns on whole numbers, decimals, fractio
ns,
probability, fact strategies, number concepts
Number Cubes
Counting, number co
nce
pts, fact strategies, mental m
ath, operations on whole numbers, fractio
ns, decim
als, probability, generation of
problems, logical reaso
ning
Numeral Cards
Counting, classific
atio
n, sorting, compariso
ns, equality, inequality, order, fact strategies, number concepts, operatio
ns on whole
numbers, fractions, decimals, logical reaso
ning, patterns, odd and eve
n numbers, prime and composite
numbers
Pattern blocks
Patterns, one-to-one correspondence, sorting, class
ificatio
n, size, sh
ape, co
lor, geometric relatio
nsh
ips, sym
metry, sim
ilarity,
congruence, area, perimeter, reflections, rotatio
n, translations, problem solving, logical reasoning, fractio
ns, spatia
l visualization,
tesse
llations, angles, ratio
, proportions
Polyhedra M
odels
Shape, size, classific
atio
n, sorting, polyhedra, spatial visualization
Protractors
Constructio
ns, angle m
easurement
Rulers Tape M
easures
Measurement, area, perimeter, constructio
ns, estim
atio
n, operations on whole numbers, vo
lume
Spinners
Counting, number co
nce
pts, operatio
ns on whole numbers, decim
als, fractio
ns, fact strategies, m
ental math, logical reaso
ning,
probability, generatio
n of problems
Tangrams
Geometric concepts, spatial visualization, logical reasoning, fractio
ns, sim
ilarity, congruence
, area, perimeter, ratio, proportion, angles,
classifica
tion, sorting, patterns, sym
metry, refle
ctio
ns, translations, rotations
Ten-frames
Fact strategies, mental m
ath, number co
nce
pts, co
untin
g, equality, inequality, place
value, patterns, operations on whole numbers
Therm
ometers
Temperature, integers, measurement
Two-Color Counters
Counting, comparing, sorting, classifica
tion, number co
ncepts, fact strategies, eve
n and odd numbers, equality, inequality, operations,
ratio, proportions, probability, integers
13
Arkansas D
epartment of Education
English Language Proficiency Framework
Concepts to M
anipulatives
CONCEPTS TO MANIPULATIVES
The follo
wing is
a listin
g of SOME of the m
anipulative
s that ca
n effectively be used to teach
the given conce
pt.
Concepts
Manipulative
Angles
Protractors, compasse
s, geoboards, m
iras, rulers, tangrams, pattern block
s
Area
Geoboards, color tiles, base-ten blocks
, decimal sq
uares, cubes, tangrams, pattern block
s, rulers, fractio
n m
odels
Classific
atio
n, sorting
Attribute block
s, cubes, pattern blocks
, tangrams, 2-color co
unters, Cuisenaire rods, dominoes, geometric solids, m
oney, numeral
cards, base-ten m
aterials, polyhedra m
odels, geoboards, decimal s
quares, fractio
n m
odels
Coordinate G
eometry
geoboards
Constructio
ns
Compasses, protractors, rulers, miras
Counting
Cubes, 2-color counters, color tiles, Cuisenaire rods, dominoes, numeral c
ards, spinners, 10-frames, number cubes, money
calculators
Decim
als
Decim
al s
quares, base-ten blocks, m
oney, calculators, number cubes, numeral ca
rds, spinners
Equatio
ns/inequalities
Equality/inequality
Equivalence
Algebra tiles, math balance, ca
lculators, 10-frames, balance scale, color tiles, dominoes, money, numeral c
ards, 2-color counters,
cubes, Cuisenaire rods, decimal sq
uares, fractio
n m
odels
Estimatio
n
Color tiles, geoboards, balance
sca
le, capacity containers, rulers, Cuisenaire rods, calculators
Factoring
Algebra tiles
Fact Strategies
10-frames, 2-color counters, dominoes, cubes, numeral c
ards, sp
inners, number cubes, money, m
ath balance, calculators
Fractio
ns
Fractio
n m
odels, pattern blocks
, base-ten m
aterials, geoboards, clocks
, color tiles, cubes, Cuisenaire rods, money, tangrams,
calculators, number cubes, sp
inners, 2-color counters, decimal sq
uares, numeral c
ards
Integers
2-color co
unters, algebra tiles, therm
ometers, co
lor tile
Logical reasoning
Attribute block
s, Cuisenaire rods, dominoes, pattern block
s, tangrams, number cubes, spinners, geoboards
Mental Math
10-frames, dominoes, number cubes, spinners
Money
Money
Number Conce
pts
Cubes, 2-color counters, spinners, number cu
bes, calculators, dominoes, numeral c
ards, base-ten m
aterials, Cuisenaire rods, fractio
n
models, decim
al s
quares, color tiles, 10-frames, m
oney
Odd, Eve
n, Prime,
Composite
Color tiles, cu
bes, Cuisenaire rods, numeral c
ards, 2-cold counters
Patterns
Pattern blocks
, attribute blocks, tangrams, ca
lculators, cu
bes, color tiles, C
uisenaire rods, dominoes, numeral ca
rds, 10-frames
Percent
Base-ten m
aterials, decim
al sq
uares, co
lor tiles, cubes, geoboards, fractio
n m
odels
Perimeter/Circumference
Geoboards, color tiles, tangrams, pattern block
s, rulers, base
-ten m
aterials, cubes, fraction circles, decimal sq
uares
Place Value
Base-ten m
aterials, decim
al sq
uares, 10-frames, C
uisenaire rods, math balance, cubes, 2-color counters
Polynomials
Algebra tiles, base-ten m
aterials
14
Arkansas D
epartment of Education
English Language Proficiency Framework
Concepts to M
anipulatives
Pythagorean Theorem
Geoboards
Ratio/Proportion
Color tiles, cu
bes, Cuisenaire rods, tangrams, pattern block
s, 2-color counters
Sim
ilarity/C
ongruence
Geoboards, attribute blocks
, pattern blocks
, tangrams, m
iras
Size/Shape/color
Attribute block
s, cubes, color tiles, geoboards, geometric solids, pattern block
s, tangrams, polyhedra m
odels
Spatial Visualization
Tangrams, pattern blocks
, geoboards, geometric solids, polyhedra m
odels, cu
bes, color tiles
Square/C
ubic numbers
Color tiles, cu
bes, base-ten m
aterials, geoboards
Surface area
Color tiles, cu
bes
Symmetry
Geoboards, pattern block
s, tangrams, miras, cubes, attribute blocks
Tessellations
Pattern blocks
, attribute blocks
Transformational
geometry, translations,
rotations, reflections
Geoboards, cubes, miras, pattern block
s, tangrams
Volume
Capacity containers, cubes, geometric solids, rulers
Whole Numbers
Base-ten m
aterials, balance scale, number cubes, spinners, color tiles, cubes, m
ath balance
, money, numeral ca
rds, dominoes,
rulers, ca
lculators, 10-frames, Cuisenaire rods, clocks
, 2-color counters
15
Arkansas D
epartment of Education
English Language Proficiency Framework
Polygons
Quadrilaterals
Triangle
Some other
Regular
Polygons
Trapezoid
Parallelogram
Rectangle
Rhombus
Square
POctagon
Hexagon
Polygons
16
Arkansas D
epartment of Education
English Language Proficiency Framework
Algebra I G
lossary
ALGEBRA I Glossary
Absolute value
A number’s distance from zero on a number lin
e (The absolute value of –4 is
4; the abso
lute value of 4 is
4.)
Absolute value equatio
n
Equatio
n whose graph form
s a V that opens up or down
Absolute value in
equality
Inequalities invo
lving absolute value
Additive in
verse
The opposite of a number (The additive in
verse of 3 is –3. The sum of a number and its additive in
verse is
zero.)
Algebra
A generalizatio
n of arithmetic
in which sym
bols represe
nt members of a specifie
d set of numbers and are related by operations
that hold for all numbers in
the set
Algebraic exp
ression
An exp
ression that co
ntains a variable (Ex. X – 2)
Algebraic fraction
A fractio
n that contains a variable
Algorithms
A m
ech
anical procedure for perform
ing a given calculatio
n or solving a problem through step-by-step procedures such as those
used in lo
ng division
Array
A rectangular arrangement of objects in rows and columns
Associative
Property
If three are m
ore numbers are added or multiplied, the numbers can be regrouped without changing the resu
lts (Ex. 4 + (6 + 5) =
(4 + 6) + 5)
Axis
Either of two number lines used to form
a coordinate grid
Bar graph
A graph in
which horizo
ntal o
r ve
rtical b
ars represe
nt data
Binomial
An exp
ression consistin
g of two term
s connected by a plus or minus sign, (i.e., 4a + 6)
Box-and-w
hisker plot
A graphic m
ethod for sh
owing a summary of data using m
edian, quartiles, and extremes of data (A
box-and-w
hisker plot make
s it
easy to see where the data are spread out and where they are concentrated. The lo
nger the box, the m
ore the data are spread
out.)
Central tendencies
A single number that is used to describe a set of numbers (Ex. mean, median, mode, etc.)
Chance
The probability of an outcome in
an uncertain eve
nt (Ex. In tossing a coin, there is
an equal chance
of getting heads or tails.)
Coefficient
The numerical factor when a term
has a variable (E
x. In the exp
ression 3x + 2y = 16, 2 and 3 are coefficients.)
Commutative
Property
If two numbers are added or multiplied, the operatio
ns can be done in
any order (E
x. 4 x 5 = 5 x 4)
Composite number
Any integer that is not a prime number (eve
nly divisible by numbers other than one and itse
lf)
Consecutive
Follo
wing one another in an uninterrupted order (Ex. 6, 7, 8, and 9 are consecutive numbers.)
Constant
In an algebraic exp
ression, the number without the variable (E
x. In the exp
ression 2x + 5, 5 is the constant.)
Coordinate
A set of numbers that loca
tes the position of a point usually represe
nted by (x, y) values
Coordinate sys
tem/C
artesian
Plane
A m
ethod of locatin
g points in
the plane or in space
by means of numbers (A
point in a plane can be located by its
distances from
both a horizo
ntal a
nd a vertical line called the axe
s. The horizo
ntal line is
calle
d the x-axis. The vertical line is
called the y-axis.
The pairs of numbers are called ordered pairs. The first number, called the x-coordinate, designates the distance
along the
horizo
ntal axis. The seco
nd number, called the y-coordinate, designates the distance along the vertical axis. The point at which
the two axe
s intersect has the coordinates (0,0) and is
called the origin.)
Data
Inform
atio
n gathered by observation, questioning, or measurement
17
Arkansas D
epartment of Education
English Language Proficiency Framework
Algebra I G
lossary
Dependent va
riable
A variable that provides the output va
lues of a function
Difference
The result of subtractio
n
Direct va
riatio
n
A linear functio
n of the form
y = kx, where k is the constant of va
riatio
n and k is not equal to zero
Distributive
Property
A property that relates two operations on numbers, usually m
ultiplicatio
n and addition, or multiplicatio
n and subtractio
n (Ex.
a(x + y) = ax + ay)
Domain
The set of all first coordinates from the ordered pairs of a relation
Equatio
n
A m
athematica
l sentence containing an equal s
ign
Exp
licit equatio
n
An equation that relates the inputs to the outputs
Exp
onent
A number sh
owing how m
any times the base is used as a factor
(Ex. 3² = 3 x 3 or 9)
Exp
onentia
l Function
A function in the form
of f(x) = a
x , w
here x is a real number, and a is
positive
and not 1
Exp
ression
A m
athematica
l statement that does not contain an equal s
ign
Extrapolate
To extend and estim
ate data based on given in
form
atio
n
Factor
Any numbers m
ultiplie
d by another number to produce
a product
Factoring
A m
ethod used to solve a quadratic
equatio
n that requires using the zero product property (Factoring is a process of rewriting a
number or exp
ression as product of two or more numbers or exp
ressions.)
Form
ulas
Specific equations giving rules for relationsh
ips between quantitie
s
Functio
n
A relatio
n in
which each m
ember of the domain is
paired with one, and only one, member of the range
Functio
n Notatio
n
To w
rite a rule in
functio
n notation, yo
u use
the sym
bol f(x) in place of y.
(Ex. f(x) = 3x – 8 is in
functio
nal notatio
n.)
Graph of a functio
n
A pictorial way to display a function
Histogram
A graphic representation of the frequency distribution of a continuous va
riable (R
ectangles are drawn in such a way that their bars
lie on a linear scale represe
ntin
g different intervals (bin width), and their heights are proportional to the frequencies of the values
within each
of the in
tervals.)
Independent va
riable
A variable that provides the input va
lues of a function
Inequality
A m
athematica
l statement that one quantity is less than (<) or greater than (>) another
Inference
Reasoning from data, premises, graphs, and incomplete and inco
nsistent sources to from sensible conclusions
Integers
The set of whole numbers and their opposite
s
Interest
Amount paid for the use
of money
Interpolate
To interpret and estim
ate data between given values
Irrational n
umbers
Real numbers that cannot be exp
ressed in
the form
a/b (a fractio
n) where a and b are integers
Inve
rse variation
A function that can be written in
the form
xy = k or y = k/x (The product of the quantitie
s remains constant, so as one quantity
increases, the other decreases.)
Linear functio
n
A function that has a constant rate of change and can be m
odeled by a straight lin
e
Line graph
A m
eans of displaying statis
tical inform
ation by co
nnectin
g graphs of ordered pairs to show changes in quantitie
s
Line of best fit
The m
ost acc
urate trend line on a scatter plot showing the relationship between two sets of data
Lines
A set of points (x, y) that satis
fy the equation ax + by + c = 0 where a and b are not both zero
18
Arkansas D
epartment of Education
English Language Proficiency Framework
Algebra I G
lossary
I
Literal equatio
n
An equation invo
lving two or more variables
Mapping diagram
A diagram that maps an input va
lue to an output va
lue to determ
ine whether a relation is
a functio
n
Matrices
Ordered tables or listings of numerical d
ata
Maximum
The greatest va
lue of the functio
n if is
has such
an extreme value
Mean
The sum of a set of numbers divided by the number of numbers in
that se
t Median
In a list of data ordered from le
ast to greatest or greatest to le
ast, the m
iddle number or the ave
rage of the m
iddle two numbers
Minim
um
The least va
lue of the functio
n if is has such an extreme value
Mode
In a list of data, the number or item occ
urring m
ost frequently
Monomial
An exp
ression that is a number, a variable, or a product of a number and variable (Ex. 7, x and 8xy are all monomials.)
Natural Numbers
One of the numbers 1, 2, 3, 4…
also called countin
g numbers
Number sense
The ability of the learner to m
ake lo
gical c
onnections between new inform
atio
n and previously acq
uired knowledge to understand
the m
eanings, relatio
nsh
ips, and m
agnitu
des of numbers and common m
easurements
Number Theory
Concepts of numbers such as prime, co
mposite
, squares, factors, and m
ultiples
Parabola
The graph of a quadratic
functio
n
Patterns
Repeated sequence
s
Perfect Square Trinomial
Any trinomial in the form
a² + 2ab + b²
Point slope form
A linear equatio
n of a non-vertical line written as y – y
1 = m
(x – x
1)
Polynomial
In algebra, a n exp
ression consistin
g of two or more term
s (E
x. x² -2xy + y²)
Powers
Numbers that ca
n be exp
resse
d using exp
onents
Prime N
umbers
A whole number greater than one having exa
ctly two distinct factors, one and itse
lf
Probability
The likelihood that an eve
nt will occur (Written form
ally as P(eve
nt))
Proportion
An equation that states that two ratio
s are equal
Pythagorean Theorem
In a right triangle, the sum of the squares of the length of the legs is
equal to the square of the length of the hyp
otenuse. (Ex. a²
+ b² = c²)
Quadratic
form
ula
The solutio
ns of a quadratic
equatio
n of the form
ax² + bx + c = 0 where a ≠ 0 are given by the quadratic form
ula which is x = -
b±√ b² - 4ac
2a
Quadratic
functio
n
A function that has an equatio
n of the form
y = Ax² +Bx + C
where ‘A’ does not equal 0
Radicals
A radical s
ymbol (√) and its radicand
Radical Equatio
n
An equation that has a variable in a radicand
Radical exp
ression
An exp
ression with a radical in it
Radicand
An exp
ression under the radical sign
Range
The set of all the second coordinates from the set of ordered pairs of a relatio
n
Range (statis
tics)
The difference
between the greatest and least numbers in
a set of numerical data
Ratio
A comparison of two numbers, represented in
one of the following ways
: 2 to 5, 2 out of 5, 2:5, or 2/5
19
Arkansas D
epartment of Education
English Language Proficiency Framework
Algebra I G
lossary
Rational Numbers
A number in the form
of an a/b, where a and b are integers and b is
not equal to zero
Real Roots
The zeros of an equatio
n that occu
r at x-intercepts of the graph of the related functio
n
Recursive functio
n
A recursive form
ula has two parts: the value(s) of the first term
(s), and a recursion equation that shows how to find each
term
from
the term
(s) before it
Reflection
Mirror im
age of a figure (Objects remain the same shape, but their positio
ns change through a flip.)
Regress
ion
Statistical technique that predicts the equation that best fits the data
Relatio
n
A set of ordered pairs of data
Scale
The numeric ratio use
d to produce an enlarged or reduced drawing of a picture or an object
Scalar multiplicatio
n
Multiplication of a m
atrix by a constant (scalar)
Scatter plot
A graph of the points represe
nting a collectio
n of data
Scientific
Notation
A m
eans of exp
ressing a number as a product of a number between one and ten and a power of ten
(Ex. 1100 = 1.1 x 10³)
Sim
ulta
neous
(Sys
tems) Equations
Pair of equations of the first degree upon which two different conditions are put on the same variables at the same tim
e (E
x. Find
two numbers whose sum is 7 and whose difference is
1. x + y = 7 and x – y = 1.)
Slope
The ratio of the vertical c
hange to the horizo
ntal ch
ange
Slope-intercept form
A linear equatio
n in
the form
y = m
x + b, where m
is the slope of the graph of the equation and b is
the y-intercept
Square root
That number which, when m
ultiplied by itself, produces the given number (E
x. 5 is the square root of 25, beca
use
5x5
=25.)
Standard form
of a linear
equatio
n
The form
of a linear equatio
n Ax + By = C
where A, B, and C are real numbers and A and C
are not both zero (E
x. 6x – y = 12)
Standard form
of a polynomial
The form
of a polynomial in which the degree of the term
s decreases from left to right (desce
nding order)
Stem-and-leaf display
A m
eans of organizing data in
which certain digits are uses as stems, and the remaining digits are le
ave
s
Table
A display of data, usually arranged in
rows and columns
Term
A number, variable, or the product or quotient of a number and one or more variables
Theoretica
l probabilities
Probabilitie
s determ
ined without perform
ing an exp
eriment
Unit rates
Any fixe
d amount, quantity, etc., used as a standard
Trinomial
An exp
ression containing three term
s connected by a plus or minus sign (E
x. 5x² + 3x – 6)
Units of measu
re
Inches, meters, pounds, grams, etc.
Variable
A letter that can assume different va
lues
Vertex
The m
aximum or minim
um value of a parabola
Vertical Line Test
A m
ethod used to determ
ine if a relation is a functio
n or not (If a vertical line passe
s through a graph m
ore than once, the graph is
not the graph of a function.)
Vertical Shift
Move
ment of a graph up or down the y-axis
Whole numbers
The set of natural n
umbers and zero
X-axis
The horizo
ntal axis of a coordinate plane
X-coordinate
The locatio
n on the x-axis of a point on the coordinate plane
20
Arkansas D
epartment of Education
English Language Proficiency Framework
Algebra I G
lossary
X-intercept
The x-coordinate of the point where a line cross
es the x-axis
Y-axis
The vertical a
xis of a coordinate plane
Y-coordinate
The locatio
n on the y-axis of a point on the coordinate plane
Y-intercept
The y-coordinate of the point where the line cross
es the y-axis
Zeros
The x-intercepts of a quadratic equatio
n that crosse
s the x-axis
21
Arkansas D
epartment of Education
English Language Proficiency Framework
Geometry Glossary
GEOMETRY Glossary
Adjace
nt angles
Two coplanar angles that share a vertex and a side but do not ove
rlap
Alternate in
terior angles
Two angles that lie on opposite sides of a transve
rsal between two lines that the transve
rsal intersects
Altitude of a triangle
A perpendicular se
gment from a vertex of a triangle to the line that contains the opposite side
Angle
Two non-collinear rays
having the same vertex
Angle of depression
When a point is viewed from a higher point, the angle that the person’s line of sight make
s with the horizo
ntal
Angle of eleva
tion
When a point is viewed from a lower point, the angle that the person’s line of sight makes with the horizo
ntal
22
Arkansas D
epartment of Education
English Language Proficiency Framework
Geometry Glossary
Apothem
The distance
from the center of a regular polygon to a side
Arcs
An unbroke
n part of a circle
Area
The amount of space
in square units
needed to cove
r a surface
Attributes
A quality, property, or characteristic
that desc
ribes an item or a person (Ex. color, size, etc.)
Biconditional
A statement that contains the words “if and only if” (This single statement is equivalent to writing both
“if p, then q” and its conve
rse “if q then p.)”
Bisector
A segment, ray or line that divides into two congruent parts
Center of a circle
The point equal d
istance from all points on the circle
Central a
ngle
An angle whose vertex is the center of a circle (Its m
easure is equal to the m
easure of its intercepted arc.)
23
Arkansas D
epartment of Education
English Language Proficiency Framework
Geometry Glossary
Centroid
The centroid of the triangle is the point of congruency of the m
edians of the triangle.
Chords
A segment whose endpoints lie on the circle
Circle
The set of all points in
a plane that are an equal d
istance (radius) from a given point (the center) which is also in
the
plane
Circumcenter
A circumcenter is the point of concurrency of the perpendicular bisectors of a triangle.
Circumference
The distance
around a circle
Circumscribed
A circle is
circumsc
ribed about a polygon when each vertex of the polygon lies on the circle.
(The polygon is I inscribed in the circle.)
Collinear points
Points in the same plane that lie
on the same line
Complementary angles
Two angles whose m
easures add up to 90 degrees
Concentric circles
Concentric circles lie in the same plane and have
the same center
24
Arkansas D
epartment of Education
English Language Proficiency Framework
Geometry Glossary
Conditional statements
A statement that can be written in the form
“if p, then q”
(Statement p is
the hyp
othesis and statement q is
the co
nclusion.)
Cone
A three dim
ensional figure with one circle base and a vertex
Congruent
Having the same m
easure
Conjecture
Something belie
ved to be true but not ye
t prove
n (an educa
ted guess
)
Consecutive
angles
In a polygon, two angles that share a side
Consecutive
sides
In a polygon, two sides that sh
are a vertex
Contrapositive
The contrapositive
of a conditional s
tatement (“if p, then q” is the statement “if not q, then not p”)
Conve
rse
The conve
rse of the conditional statement interchanges the hyp
othesis and conclusion
(“if p, then q, beco
mes “if q, then p”)
Conve
x polygon
A polygon in which no segment that connects two vertices can be drawn outside the polygon
Coordinate geometry
Geometry based on the coordinate sys
tem
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Arkansas D
epartment of Education
English Language Proficiency Framework
Geometry Glossary
Coordinate plane
A grid form
ed by two axe
s that intersect at the origin (The axe
s divided the plane in
to 4 equal quadrants.)
Coplanar points
Points that lie in
the same plane
Corolla
ry
A corolla
ry of a theorem is
a statement that can easily be prove
n by using the theorem.
Corresponding parts
A side (or angle) of a polygon that is m
atched up with a side (or angle) of a congruent or sim
ilar polygon
Cosine
In a right triangle, the ratio
of the length of the le
g adjacent to the angle to the le
ngth of the hyp
otenuse
Cross-section
A cross-section is the intersection of a solid and a plane.
Cylinder
A space figure whose base
s are circles of the same size
Deductive reasoning
U
sing facts, defin
itions, and accepted properties in
a lo
gical o
rder to reach a conclusion or to show that a conjecture
is always
true
Dila
tions
Transform
ations producing sim
ilar but not necess
arily congruent fig
ures
26
Arkansas D
epartment of Education
English Language Proficiency Framework
Geometry Glossary
Exterior angle of a polygon
An angle form
ed when one side of the polygon is extended
(The angle is
adjace
nt to an in
terior angle of the polygon.)
Geometric m
ean
If a, b, and x are positive
numbers, and a/x = x/b, then x is the geometric m
ean of a and b.
Incenter
The incenter of a triangle is the point of congruency of the angle bisectors of the triangle.
Inductive
reasoning
A typ
e of reaso
ning in
which a predictio
n or conclusion is
based on an observed pattern
Inscribed angle
An angle whose vertex is on a circle and whose sides are chords of the circle
27
Arkansas D
epartment of Education
English Language Proficiency Framework
Geometry Glossary
Inscribed circle
A circle is
inscribed in
a polygon if the sides of the polygon are tangent to the circle.
Inscribed polygon
A polygon is inscribed in a circle if the vertices of the polygon are on the circle.
Interior angles of a polygon
The inside angle of a polygon form
ed by two adjacent sides
Inve
rse statement
The inve
rse of the conditional s
tatement (“if p, then q” is the statement “if not p, then not q”)
Irregular polygon
A polygon where all sides and angles are not co
ngruent
Isometric drawings
Drawings on isometric dot paper used to show 3-dim
ensional objects
Isosc
eles triangle
A triangle with at least two sides congruent
Line of sym
metry
The line ove
r which a figure is reflected resu
lting in
a figure that co
incides exa
ctly with the original fig
ure
Linear pair of angles
Two adjace
nt angles form
a linear pair if their non-shared rays
form
a straight angle.
Matrix logic
Using a m
atrix to solve logic problems
28
Arkansas D
epartment of Education
English Language Proficiency Framework
Geometry Glossary
Median of a triangle
A segment that has as its endpoints a vertex of the triangle and the m
idpoint of the opposite
side
Midpoint of a segment
The point that divides a segment into two congruent segments
Midsegment
A segment whose endpoints are the m
idpoints of two sides of a polygon
Orthocenter
The orthocenter is the point of concurrency of the altitu
des of a triangle.
Orthographic drawings
An orthographic drawing is
the top view, front view and right side view of a three-dim
ensional fig
ure.
Parallel lines
Lines in
a plane that neve
r intersect
Parallelogram
A quadrilateral with both pairs of opposite sides parallel
29
Arkansas D
epartment of Education
English Language Proficiency Framework
Geometry Glossary
Perimeter
The distance
around a polygon
Perpendicular bisector
The perpendicular bisector of a segment is a line, se
gment or ray that is perpendicular to the segment at its
midpoint.
Perpendicular
Two lines, segments, rays
, or planes that intersect to form
right angles
Planes
A flat surface having no boundaries
Platonic solid
A polyhedron all of whose face
s are congruent regular polygons, and where the same number of face
s m
eet at eve
ry
vertex
Point
A specific lo
catio
n in
space
Polygon
A closed plane figure whose sides are segments that intersect only at their endpoints with each segment intersecting
exa
ctly two other segments
Postulates
A m
athematic
al s
tatement that is acc
epted without proof
30
Arkansas D
epartment of Education
English Language Proficiency Framework
Geometry Glossary
Prism
A three-dim
ensional fig
ure--with two congruent faces called bases--that lies in parallel planes
(The other face
s called lateral face
s are rectangles that connect corresponding vertices of the bases.)
Pyramid
A three-dim
ensional fig
ure with one base that is a polygon
(The other face
s, called lateral face
s, are triangles that connect the base to the vertex.)
Quadrilateral
A four-sided polygon
Radius
A line segment having one endpoint at the center of the circle and the other endpoint on the circle
Reflections
Mirror im
ages of a figure (Objects stay the same shape, but their positio
ns change through a flip.)
Regular octagon
An octagon with all sides and angles congruent
Regular polygon
A polygon with all sides and angles congruent
Rotations
A transform
atio
n in
which eve
ry point move
s along a circular path around a fixed point called the center of rotation
Scale drawings
Pictures that show relative
sizes of real o
bjects
31
Arkansas D
epartment of Education
English Language Proficiency Framework
Geometry Glossary
Secants
A line, ray or segment that intersects a circle at two points
Sim
ilarity
The property of being sim
ilar
Sim
ilar polygons
Two polygons are sim
ilar if corresponding angles are congruent and the lengths of corresp
onding sides are in
proportion.
Sine
In a right triangle, the ratio
of the length of the le
g opposite
the angle to the length of the hyp
otenuse
Slope
The ratio of the vertical c
hange to the horizo
ntal ch
ange
Slope-intercept form
A linear equatio
n in
the form
y = m
x + b, where m
is the slope of the graph of the equatio
n and b is
the y in
tercept
Special right triangles
A triangle whose
angles are either 30-60-90 degrees or 45-45-90 degrees
32
Arkansas D
epartment of Education
English Language Proficiency Framework
Geometry Glossary
Spheres
The set of all points in
space
equal d
istance from a given point
Standard form
of an equation
The form
of a linear equatio
n Ax + By = C
where A, B, and C are real numbers and A and C
are not both zero
Ex. 6x + 2y = 10
Supplementary angles
Two angles whose m
easures add up to 180 degrees
Surface
area
The area of a net for a three-dim
ensional figure
Tangent
In a right triangle, the ratio
of the length of the le
g opposite
the angle to the length of the le
g adjacent to the angle
Tangent to a circle
A line in the plane of the circle that intersects the circle in
only one point
Tessellate
A pattern of polygons that cove
rs a plane without gaps or ove
rlaps
Theorems
A conjecture that can be prove
n to be true
Transform
ation
A change m
ade to the size or position of a figure
Translatio
n
A transform
atio
n that slides each point of a figure the same distance
in the same direction
33
Arkansas D
epartment of Education
English Language Proficiency Framework
Geometry Glossary
Transve
rsal
A line that intersects two or more other lines in the same plane at different points
Triangle Inequality Theorem
The sum of the le
ngths of any two sides of a triangle is
greater than the lengths of the third side.
Trigonometric ratio
s
The sine, co
sine and tangent ratios
Venn diagram
A display that pictures unions and in
tersections of se
ts
Vertical angles
Non-adjace
nt, non-ove
rlapping congruent angles form
ed by two intersectin
g lines (They sh
are a common vertex.)
∠1 and ∠
3 are vertical angles.
∠2 and ∠
4 are vertical angles.
Volume
The number of cubic units
needed to fill a space
34
Arkansas D
epartment of Education
English Language Proficiency Framework
Committee List
English Language Profic
iency Framework C
ommittee
Acknowledgements
The State of Arkansas D
epartment of Education ack
nowledges the assistance and cooperation received from in
dividuals and groups throughout the state in the
deve
lopment of the ELP Standards. Special thanks
are exp
ressed to:
•
The C
urriculum, Ass
ess
ment, and R
esearch (CAR) Department under the Learning Services D
ivision for providing the leadership and guidance to
deve
lop these documents. The O
ffice of Language M
inority Programs O
ffice also contributed to the completion of this document.
Amy Hoskins, Bryant School District
Judy Story, Fort Smith School D
istrict
Angela H
olm
berg, Rogers School District
Karen H
earth, Rogers School D
istrict
Barbara Frederick
, Pulask
i County Special S
chool District
Kim
Newton, Nashville Sch
ool D
istrict
Betty Jones, Lake
side School D
istrict at Lake Village
Kristin
Sca
nlon, Faye
tteville School District
Darla R
ea, Mountain H
ome Sch
ool District
Lana Tollett, Benton Sch
ool D
istrict
Darrell Irvin, Springdale School District
Laura W
ieland, Springdale Sch
ool District
Debbie Propps, DeQueen School District
Leslie M
oore, Siloam Springs School District
Deborah Culpepper, H
ope Sch
ool District
Marcelline C
arr, Little R
ock
Sch
ool District
Donald Austin
, Wickes Sch
ool D
istrict
Marie G
earhart, Jo
nesboro Sch
ool District
Doretta A. Griffin, Hamburg Sch
ool District
Mary Bridgforth, Springdale Sch
ool District
Dr. Jeanne G
love
r, Jonesboro School District
Mary C
asto, Little R
ock
Sch
ool District
Dr. Julia C
orreia, Henderson State U
niversity
Melissa W
right, Bentonville Sch
ool District
Dr. Karen Broadnax, Little R
ock
School District
Naomi L
ass
en, Mountain Home School District
Dr. M
arla H
. Ramirez, U
niversity of Arkansas at Monticello
Nova
Staggs, North Little R
ock
School District
Dr. Tina H
owlett, Rogers Sch
ool District
Paddy Jane King, Green Forest Sch
ool D
istrict
Dr. U
rsula C
handler, Arkansas Tech U
niversity
Patricia Jack
son, DeQueen M
ena C
ooperative
Gary Punchard, Wicke
s School District
Ralph Sattaza
hn, Fort Smith
School District
Jamie H
olt, West Memphis Sch
ool District
Reva
Viswanathan, Pulask
i County School District
Jane Ann Bilo
n, Pulask
i County Special Sch
ool D
istrict
Sharon Van Pelt, Little
Rock
School District
Joyc
e R
ichey, Batesville
School District
Stephanie N
ehus, Benton School District
Judy Hobson, Springdale School District
ARKANSAS DEPARTMENT OF EDUCATION Critical Academic Licensure Shortage Areas
2006-2007 School Year
The Arkansas Department of Education has designated the following areas as critical academic teacher licensure/endorsement shortage areas for the 2006-2007 school year. Licensure Areas: Art Middle Childhood * Mathematics/Science (4-8) English/Language Arts/Social Studies (4-8) Foreign Language (P-8, 7-12) Science (Secondary) French Life/Earth Science (7-12) German Physical/Earth Science (7-12) Spanish or (Old Licenses: Biology/Chemistry/Physical
Science/Physics) Mathematics (Secondary) Special Education Mathematics (7-12) Deaf Education Visually Impaired Special Ed. Instructional Specialist (P-4, 4-12) or (Old Licenses: {K-12} Mildly Handicapped,
Moderately/Profound Handicapped/Severely Emotionally Disturbed)
Endorsements: Library Media Guidance and Counseling Gifted and Talented * The 2006-2007 school year may be the last year in which middle school will be designated as a licensure shortage area due to the establishment of the 5th/6th endorsements.
Rules Governing the Non-Traditional Licensure Program
5.01.3 As approved on April 10, 2006
Document appropriate employment as teacher-of-record, teaching a minimum of five
class periods per day in the appropriate licensure area(s), in an Arkansas ppuubblliicc sscchhooooll
dduurriinngg tthhee pprroovviissiioonnaall lliicceennssuurree ppeerriioodd.. or other Arkansas agency or organization
requiring that requires an Arkansas teaching license
5.01.3 As recommended for a Technical Amendment
Document appropriate employment as teacher-of-record, teaching a minimum of five
hours per day in the appropriate licensure area(s), with a certified mentor approved by the
ADE in an Arkansas ppuubblliicc sscchhooooll oorr aa pprriivvaattee sscchhooooll wwiitthhiinn tthhee ssttaattee ooff AArrkkaannssaass
aaccccrreeddiitteedd bbyy aa nnaattiioonnaallllyy rreeccooggnniizzeedd aaccccrreeddiittiinngg aassssoocciiaattiioonn dduurriinngg tthhee pprroovviissiioonnaall
lliicceennssuurree ppeerriioodd.. or other Arkansas agency or organization requiring that requires an
Arkansas teaching license
DRAFT
Arkansas Department of Education
Rules Governing the Assessments Scores for Students Attending the Arkansas School for
Mathematics, Sciences and the Arts of the University of Arkansas February 2006
1.0 Regulatory Authority
1.01 These Rules shall be known as the Arkansas Department of Education Rules
Governing the Assessment Scores of Students attending the Arkansas School for
Mathematics, Sciences and the Arts of the University of Arkansas.
1.02 The State Board of Education promulgated these Rules pursuant to the
implementation of Ark. Code Ann. _6-11-105 and Ark. Code Ann. _6-15-439
Act 2253 of the Regular Session of 2005.
2.0 Purpose of Rules
2.01 To develop reporting procedures on student achievement designed to track and
report the results of assessments taken by students attending the Arkansas School
for Mathematics, Sciences, and the Arts of the University of Arkansas to the
public school districts that the student attended immediately prior to transferring
to the Arkansas School for Mathematics, Sciences and Arts of the University of
Arkansas.
3.0 Definition for the Purpose of these Rules, the following terms mean:
3.1 AArkansas Comprehensive Assessment Program@ B means the testing component
of Arkansas Comprehensive, Testing, Assessment and Accountability Program,
which shall consist of developmentally appropriate assessments for kindergarten,
Grades one and two, national norm-referenced tests in Grades 3 through 9, any
other assessments as required by the State Board of Education, criterion-
referenced tests for Grades 3 through 8, or other assessments which are based on
researched best practices as determined by qualified experts which would be in
compliance with federal and state law, End-of-Course tests for designated grades
and content areas, and the high school literacy test;
3.2 AArkansas Comprehensive, Testing, Assessment and Accountability Program@
(ACTAAP) B means a comprehensive system that focus on high academic
standards, professional development, student assessments, and accountability for
all schools;
3.3 ACriterion-Referenced Test (CRT)@ B an assessment required by state statue, rule
and regulation which is designed by the State to measure student
performance/achievement on the State=s Academic Content Standards;
DRAFT
3.4 ANorm-Referenced Test (NRT)@ B an assessment required by state law rule or
regulation to measure the performance/achievement of Arkansas students relative
to the achievement of students who comprised the norm or standardization group
for a particular commercial instrument;
3.5 ASecure Examination or Assessment@ B an assessment instrument, materials or
other student achievement evaluation method required by State statue, rule or
regulation that is administered to assess student performance or achievement and
takes place on the dates specified on the testing/assessment calendar developed by
the Commissioner of the Department.
4.0 Transmittal of Assessment Scores
4.1 Secure assessment scores under the Arkansas Comprehensive, Testing,
Assessment, and Accountability Program for assessments taken by students
attending the Arkansas School for Mathematics, Sciences, and the Arts of the
University of Arkansas shall be made available to school officials for educational
purposes only.
5.0 Identification of students attending the Mathematics and Science School
5.1 The Arkansas School for Mathematics and Sciences and the Arts of the University
of Arkansas shall report the name, of each individual student to the local school
district the student attended immediately prior to transferring to the Arkansas
School for Mathematics, Sciences and the Arts of the University of Arkansas, and
make an official request for ACTAAP assessment scores for educational use.
5.2 Upon request of ACTAAP assessment scores, the local school district shall
immediately release all ACTAAP assessment scores to the Arkansas School for
Mathematics, Sciences and the Arts of the University of Arkansas.
5.3 The Arkansas School for Mathematics, Science and Arts of the University of
Arkansas shall report to the Office of Public School Academic Accountability the
name of each student, and the name of the school district the student attended
immediately prior to transferring to the Arkansas School for Mathematics,
Sciences and the Arts of the University of Arkansas no later than December 15 of
each school year.
5.4 Due to confidentiality of individual student achievement scores ACTAAP, the
Arkansas Department of Education shall make available on a website only the
aggregate assessment scores of students attending the Arkansas School for
Mathematics, Sciences and the Arts of the University of Arkansas to appropriate
school officials in local school districts and at the Arkansas School for
Mathematics, Sciences, and Arts of the University of Arkansas.