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Level 1: Components of English Language Proficiency

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Level 1: Components of English Language Proficiency

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Utterances- relies on memorized phrases.

Vocabulary- utilizes a small vocabulary set of high frequency words.

Communicative Functions and Registers- engages in a few types of familiar exchanges

Classroom Application: In the classroom setting, a learner at this level may exhibit the following:

limited or no understanding of English

responds nonverbally to commands, statements, and questions

may imitate verbalizations as oral comprehension increases

requires support nonverbally or in their native language for learning tasks

constructs meaning through illustrations, graphs, maps, and tables

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Level 2: Components of English Language Proficiency

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Level 2: Components of English Language Proficiency

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Utterances- produces a variety of memorized phrases and limited sentence pattern range.

Vocabulary- uses mostly high frequency words but some content words.

Communicative Functions and Registers- engages in very simple verbal and written tasks.

Classroom Application: In the classroom setting, a learner at this level may exhibit the following:

can understand phrases and short sentences

can communicate in simple everyday situations using memorized phrases, groups of words, and formulae

uses simple structures but produce basic systematic errors; errors in writing that hinder communication are also present

begins to use general vocabulary and familiar everyday expressions

requires support in native language for academic tasks

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Level 3: Components of English Language Proficiency

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Level 3: Components of English Language Proficiency

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Utterances- uses range of phrases and sentence patterns.

Vocabulary- uses high and mid frequency words plus a few hundred content words.

Communicative Functions and Registers- interacts in most everyday situations, conveys information, and asks questions.

Classroom Application: In the classroom setting, a learner at this level may exhibit the following:

understands more complex speech but requires repetition

uses English spontaneously but may have difficulty expressing all their thoughts due to restricted vocabulary and command of English

speaks in simple yet comprehensible and appropriate sentences (may be marked my grammatical errors)

most successfully constructs meaning when given background knowledge to support text

can perform academic tasks with modifications

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Level 4: Components of English Language Proficiency

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Level 4: Components of English Language Proficiency

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Utterances- uses a wide range of utterances with growing accuracy.

Vocabulary- uses mid frequency words as well as hundreds of technical and content words; also uses some idioms.

Communicative Functions and Registers- participates in social interactions expressing meaning in multiple related sentences and utilizing registers (formal and informal).

Classroom Application: In the classroom setting, a learner at this level may exhibit the following:

have language skills adequate for most everyday communication needs

communicates in English in new and unfamiliar settings but occasionally have difficulty with complex sentence structures and abstract academic concepts

reads with overall fluently and able to locate details within the text. However, may not understand texts in which concepts are presented without context or vocabulary used is abstract

can read independently with occasional comprehension problems

performs many academic tasks

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Level 5: Components of English Language Proficiency

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Level 5: Components of English Language Proficiency

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Utterances- forms a variety of utterance patterns into connected discourse with growing accuracy.

Vocabulary- uses several thousand technical and content words as well as frequently used idioms and expressions.

Communicative Functions and Registers- participates in extended discourse and purposefully switches between registers.

Classroom Application: In the classroom setting, a learner at this level may exhibit the following:

expresses himself fluently and spontaneously on a wide range of topics and settings

demonstrates poise in environments with native speaking peers needing little language support

produces clear, free-flowing, well-structured sentences with differing lengths and complexities; makes minimal errors

participates in a wide range of communicative functions and academic tasks