- Indian Prairie School District #204
- English Language Learning (ELL) Program
- English Language Proficiency Levels
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English Language Learning (ELL) Program
- ELL Overview
- Identification, Assessment, and Placement of Students
- Entry and Exit Criteria
- English Language Proficiency Levels
- Records and Report Cards
- Illinois English Language Development Standards
- Elementary ELL Program
- Middle School ELL Program
- High School ELL Program
- District 204 ESL and Bilingual Teacher Qualifications
- Programs for Parents
- *NEW* Newcomers Resource Guide
- ELL CAN DO Descriptors
- Library Media Center (LMC) Program
- Project Lead The Way (PLTW)
- Seal of Biliteracy
- 204 OnLine Summer School
- STEM Camp
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The six language proficiency levels outline the progression of language development in the acquisition of English as an additional language, from level 1, Entering the process, to level 6, Reaching the end of the continuum. The language proficiency levels define expected performance and describe what ELs can do at each level of proficiency.
At the given level of English language proficiency, English language learners will process, understand, produce or use:6 - Reaching - Specialized or technical language reflective of the content areas at grade level
- A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified grade level
5 - Bridging - Specialized or technical language of the content areas
- A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays or reports
- Oral or written language approaching comparability to that of proficient English peers when presented with grade level material
4 - Expanding - Specific and some technical language of the content areas
- A variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs
- Oral or written language with minimal phonological, syntactic or semantic errors that do not impede the overall meaning of the communication when presented with oral or written connected discourse with sensory, graphic or interactive support
3 - Developing - General and some specific language of the content areas expanded sentences in oral interaction or written paragraphs
- Oral or written language with phonological, syntactic or semantic errors that may impede communication, but retain much of its meaning when presented with oral or written, narrative or expository descriptions with sensory, graphic or interactive support
2 - Emerging - General language related to the content areas phrases or short sentences
- Oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of communication when presented with one to multiple-step commands, directions, questions, or a series of statements with sensory, graphic or interactive support
1 - Entering - Pictorial or graphic representation of the language of the content areas
- Words, phrases or chunks of language when presented with one-step commands, directions, WH-, choice or yes/no questions, or statements with sensory, graphic or interactive support