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I noticed that it's scoring criteria is very organized beginning with organization of language of how the child uses the language all the way down to how they use the language with precision. Basically, each level builds on the previous level, increasing it's complexity.

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Each level builds upon the previous levels and the complexity increases. More specific than "Can Do" descriptors.

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It goes from simple to more complex tasks and content. It helps students to scaffold in their learning process. 

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It goes from simple to more complex tasks and content. It helps students to scaffold in their learning process. 

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Every level contains specific expectations to bulid expressive language.

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Three aspects of discourse are described, providing more clarity, and the levels are developmentally appropriate for K.

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Three aspects of discourse are described, providing more clarity, and the levels are developmentally appropriate for K.

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They build upon each other,  becoming more complex at each level.

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They build upon each other,  becoming more complex at each level.

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The expectation for the next level is based on the previous level. Therefore, one can see the progression of language proficiency throughout the levels. 

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The expectation for the next level is based on the previous level. Therefore, one can see the progression of language proficiency throughout the levels. 

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Increased complexity. Criteria builds on the previous level. Many aspects of language are addressed

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Increased complexity. Criteria builds on the previous level. Many aspects of language are addressed

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Each level gets more sophisticated and requires more accuracy. The deciphers also give examples for better understanding for teachers.

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Each level gets more sophisticated and requires more accuracy. The deciphers also give examples for better understanding for teachers.

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the levels build on each other, increasing in complexity

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Descriptors for the expressive communication mode via speaking, writing, and representing each stage of language complexity.

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Descriptors for the expressive communication mode via speaking, writing, and representing each stage of language complexity.

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Writing and speaking both are forms of expressive language and the development of language through the proficiency levels mirror each other. Complexity, language forms, conventions, and key vocabulary all build on the earlier levels. Discourse is further defined.

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The criteria for each level builds on the previous level.

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The criteria for each level builds on the previous level.

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Each level builds on the previous and becomes increasingly more complex as you progress through the levels. It is all interconnected.

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Each level builds on the previous level. It provides a framework of expectations for the interpretive and expressive language skills.

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Each level builds on the previous level. It provides a framework of expectations for the interpretive and expressive language skills.

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Each level builds on one another

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each level builds from the previous level

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each level builds from the previous level

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The communication modality is relies heavily on speaking and the writing is words, phrases or fragments, along with pictures which are all expressive. All progress builds on the previous level of complexity. Show a continuum of development.

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Complexity levels increment when appropriate scaffoldings are implemented during instruction

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Each level builds upon the other, and level six means that language continues to develop and evolve. It provides a framework of expectations for interpretive and expressive language skills.

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Language complexity increases as students move up in PLD levels.

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Language complexity increases as students move up in PLD levels.

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Are organized by levels and the target areas of progression of where a students proficiency of language.

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It's a progression and each level builds on the previous level. 

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It's a progression and each level builds on the previous level. 

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The descriptors are much more specific and builds upon each language level. They represent each level nicely.

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clauses, etc. are a level five/six, so I'm wondering why more of our students aren't exiting, and will they with Benchmark

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There is increased complexity: each level builds on the previous levels.

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3 discourse level criteria, 1 sentence level criteria, and 1 word/phrase level criteria

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3 discourse level criteria, 1 sentence level criteria, and 1 word/phrase level criteria

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Each level is building on itself and the proficiency is increasingly challenging.

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It starts with word and sentence level and then focuses greatly on using those skills to continue building discourse skills.

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It starts with word and sentence level and then focuses greatly on using those skills to continue building discourse skills.

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Language complexity builds from Level 1 to Level 6. Each level builds on the previous level/skill.

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More details of what to look for at the end of each level.

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builds in complexity

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Each level builds on the previous level so that with each level, the complexity of the discourse increases.  Also, each criteria is defined before going into the expectations of each level.  Three of the criteria are related to discourse (organization, cohesion, and density), one criterion is related to sentence structure, and one criterion is focused on the use of words and phrases. 

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Each level builds on the previous level so that with each level, the complexity of the discourse increases.  Also, each criteria is defined before going into the expectations of each level.  Three of the criteria are related to discourse (organization, cohesion, and density), one criterion is related to sentence structure, and one criterion is focused on the use of words and phrases. 

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The complexity builds across proficiency levels. Appropriate examples are provided. Each PLD is clearly and concisely described.

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I noticed that each level builds in complexity.  The expectations are clear at each level and start with single words up to complex sentences. 

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I noticed that each level builds in complexity.  The expectations are clear at each level and start with single words up to complex sentences. 

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The levels build as the grades progress, getting more complex but still in the theme each year

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The levels build as the grades progress, getting more complex but still in the theme each year

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The proficiency levels demonstrate  progressive complexity and build on each other. Also, the expectations for each level are clearly described to help describe where each student is.

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Increasing complexity across task types and modalities.

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Increasing complexity across task types and modalities.

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Each level builds on the previous level.

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The progression across levels is made clear and explicit. 

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The progression across levels is made clear and explicit. 

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The levels build on one another, the descriptors provide detailed articulation of how students develop along continuum

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The levels build on one another, the descriptors provide detailed articulation of how students develop along continuum

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Each level of each criteria increases in level of ability and structure. Going from one word or word response to more complex sentences and elaborations.

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Increasing complexity, examples of level-appropriate response, importance of key language use.

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The levels build upon each other. The descriptions help to understand the language expectations for each level.

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Each descriptor is broken down into levels that become more specific as MLs hone their language skill/build fluency

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The expectations build upon each other at each level.

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It is scaffolded and builds in complexity.

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It is scaffolded and builds in complexity.

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Each level builds on the previous one and the continuum anticipates further language growth at Level 6.

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Each level builds on the next

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The levels are descriptive and build on each other

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PLDs arranged by increasing complexity.

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The levels are progressive and build on one another.

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The levels are progressive and build on one another.

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Each level becomes more complex and encompasses the previous levels. Level six is on-going learning.

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As students proficiency level progresses the expectations of their abilities increases.

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The specific examples help to place language samples within the chart.

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Language demands increase in complexity. Descriptors are very specific.

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Each level builds on the previous levels.

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Each level builds on the previous levels.

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Show what students can do at each proficiency level based on specific language criteria

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Show what students can do at each proficiency level based on specific language criteria

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Very specific criteria at word, sentence, and discourse levels. Each level builds upon the last and examples are provided throughout the chart to support analysis of proficiency levels.

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Each level represents what the student is able to accomplish linguistically towards the end of that particular level.

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Each level builds complexity, each section is broken down with specific descriptors, and organized by levels

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Lots of student discourse, building on previous leels.

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Lots of student discourse, building on previous leels.

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The levels keep building on the previous level.  Each level gets more complicated.

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The levels keep building on the previous level.  Each level gets more complicated.

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remind me of can do descriptors but with more specificity

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Each level grows in complexity and encompasses the previous levels as proficiency grows.

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each end of the level descriptor includes and builds on previous proficiency levels

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each end of the level descriptor includes and builds on previous proficiency levels

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Levels progress and build on each other.

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Organized by levels and the complexity builds at each level.

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Organized by levels and the complexity builds at each level.

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Organized by end of levels. Using the term "representing" along with Speaking and Writing.

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PLD shows what the student is able to do at the end of each level of proficiency. It is me elaborate than the previous can do charts. Good to see the examples given for each level. The levels progress and are building upon each other.

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The language complexity increases as students move across proficiency levels. They build on each other.

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the continuity of language development shows gradual progress. from less complex to more complex

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the continuity of language development shows gradual progress. from less complex to more complex

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The criteria is broken down into more areas of discourse (organization, cohesion, density, grammatical and precision). Each level builds on the one before it.

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There are 2 aspects to discourse, density and cohesion. this seems different than the 2012 framework.

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The skills grow in complexity from left to right on the document.

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Scaffolding moved students across the proficiency levels as they gain confidence in their language usage.

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Moves from pictures to words

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I notice how each PLD's builds on from the previous level. For example, I noticed how with sentences, students will use words and pictures at the end of level 1, then at level 3, they will use sentence fragments. By the end of level 5, they will use simple sentences.

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The PLD describes what MLs will be able to do at the Word/Phrase, Sentence, and Discourse levels.  I noticed that the Discourse level now includes "multimodal" as a type of coherent text that MLs may have to create.

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The PLD describes what MLs will be able to do at the Word/Phrase, Sentence, and Discourse levels.  I noticed that the Discourse level now includes "multimodal" as a type of coherent text that MLs may have to create.

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It builds in complexity from level 1 to 6. Level 6 descriptions sound like level 5 or 4 descriptors in higher grades.

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Each level builds on the previous one.

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It is a guide to help us plan the proper scaffolding required by our students.

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Each level builds on the prior level. They are very descriptive. Also it builds from word and phrase level to discourse.

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Begins with often single words or phrases, especially ones that are frequently used and less complex

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Criteria is posted for the END of each level.

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The levels keep building on one another. The levels become more complex.

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Each level gets more complicated and builds on the previous language.

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Each level gets more complicated and builds on the previous language.

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Single words, chunks or phrases at the beging of level one and gradually moves to level 6 with intended purpose.  Each step moves or builds on the previous step.

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Single words, chunks or phrases at the beging of level one and gradually moves to level 6 with intended purpose.  Each step moves or builds on the previous step.

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The PLD is a detailed document that shows each proficiency level building upon the previous one. Each level become more complex.

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Each PL builds on the previous PL and is increasingly specific; there are 5 different criteria for the Expressive Communication Mode

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The criteria include three aspects to discourse, as a well as a row for sentence grammatical complexity and word phrase precision of language.