SALTA 2nd grade

2 - 3

By the end of each of the given levels of English language pro fi ciency * English language learners can...

ELP Level 1 Entering

ELP Level 2 Emerging

ELP Level 3 Developing

ELP Level 4 Expanding

ELP Level 5 Bridging

ELP Level 6 Reaching

Process arguments by • Indicating personal points of view in response to oral phrases or short sentences (e.g., by thumbs up/thumbs down; agree/disagree cards)

Process arguments by • Distinguishing opinions from facts from peer’s oral presentations • Categorizing content-based pictures or

Process arguments by • Identifying similarities and di ff erences from oral content- related materials or equipment • Identifying di ff erent

Process arguments by • Interpreting oral information from di ff erent sides • Identifying

Process arguments by • Comparing oral arguments with representations and models • Identifying claims in oral presentations

Process arguments by • Identifying evidence to support claim/ opinion from multimedia • Following agreed- upon rules for discussions around di ff ering opinions

opposing sides of arguments in dialogues

objects from oral descriptions (e.g., “animals that form groups to help members survive”)

points of view in short oral dialog

• Identifying preferences

from short oral statements

LISTENING

Argues by • Stating a claim or position from

Argues by • Telling what comes next and showing why • Sharing reasons for opinions or claims (e.g., science experiments)

Argues by • Describing

Argues by • Defend claims or

Argues by • Expressing and supporting di ff erent ideas with examples • Providing evidence to defend own ideas

Argues by • Connecting

own organizing categories for content-related information (e.g., fi sh/birds, forests/ desserts) answering questions in collaborative groups

opinions to content- related topics

personal comments to the remarks of others to build a case for ideas or opinions • Summarizing ideas or opinions from two sides

models or examples

• Sharing facts as evidence using KEY USE OF ARGUE

• Posing di ff erent solutions to content-related

sentence starters or sentence frames

issues or problems

• Asking and

SPEAKING

*Except for level 6, for which there is no ceiling.

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