ENL REPORT CARD Grades 5 and 6

ENL REPORT CARD – Grades 5 and 6

Student: / District/School: / Year: / Yrs. as ELL:
Grade: / ENL Teacher: / Classroom Teacher: Subject:
Student Progress / Proficiency Level (NYSITELL/NYSESLAT)
I / M / S / E / Entering / Emerging / Transitioning / Expanding / Commanding
Independently / Minimal Dependence on Teacher / Some Dependence on Teacher / Extensive Dependence on Teacher
TARGETS OF MEASUREMENT / MARKING PERIOD
LISTENING / 1 / 2 / 3
Can identify words, phrases, or sentences that signal important individuals, main ideas, supporting ideas, concepts, events, point of view, and/or the message or theme in grade-level spoken discourse.
Can identify words, phrases, or sentences that signal or describe key details, sequence, connections, relationships, and/or conclusions in grade-level spoken discourse.
Can determine the literal, figurative, or connotative meaning of Tier 1 and Tier 2 vocabulary in grade-level spoken discourse.
Can identify language structures in grade-level spoken discourse. Language structure is defined at this grade band as words, phrases, and sentences that together develop a story or a topic, a description, evidence, events, or a relationship.
SPEAKING / 1 / 2 / 3
Can use grade-appropriate language to ask questions and contribute to a conversation.
Can use grade-appropriate language to describe or convey relevant details and narrate a story or process in sequence.
Can use grade-appropriate language to analyze a topic and provide an opinion or a claim supported by reasons.
WRITING / 1 / 2 / 3
Can use grade-appropriate language toorient the reader, logically develop ideas using transitions, and provide closurein a written text.
Can use grade-appropriate words and phrases, including grade-level Tier 2 words, to precisely describe detailed ideas and facts in a written text.
Can use grade-appropriate language toprovide or refer to multiple characters, precise details, sequenced events, and closure to develop a narrative text.
Can use grade-appropriate language toprovide precisely stated and linked ideas, a variety of support, and closure to develop an informational text.
READING / 1 / 2 / 3
Can identify words, phrases, or sentences that signal important individuals, main ideas, supporting ideas, concepts, events, point of view, and/or the message or theme in a grade-level text.
Can identify words, phrases, or sentences that signal or describe key details, sequence, connections, relationships, and/or conclusions in a grade-level text.
Can determine the literal, figurative, or connotative meaning of Tier 1 and Tier 2 vocabularyin a grade-level text.
Can identify text structures in grade-level texts. Text structure is defined at this grade band as words, phrases, and sentences that together develop a story or a topic, a description, evidence, events, or a relationship.
Can identify significant elements, connections, relationships, and/or topics that are established by text structures.
COMMENTS
1st Marking Period / 2nd Marking Period / 3rd Marking Period