Download Micro 7: Evaluate

Please note: “Students may demonstrate a range of abilities within and across each ELP level; second language acquisition does not necessarily occur in a linear fashion within or across proficiency levels.
Differences in abilities within ELP levels are based upon ELLs’ native language proficiency, their academic background in their first language, and their individual differences. For the purposes of
presentation and understanding, the Levels 1–5 descriptors describe proficiency at the end of each ELP level in terms of a linear progression across the proficiency levels of an aligned set of knowledge,
skills, and abilities. At any given point along their trajectories of English learning, ELLs may exhibit some abilities (e.g., speaking skills) at a higher proficiency level while exhibiting other abilities (e.g.,
writing skills) at a lower proficiency level. Additionally, a student may successfully perform a particular task at a lower proficiency level but need review at the next highest proficiency level when presented
with a new or more complex type of task. Since, by definition, ELL status is a temporary status, an ELP level does not categorize a student (e.g., ‘a Level 1 student’), but, rather, identifies what a student
knows and can do at a particular stage of ELP (e.g., ‘a student at Level 1’ or ‘a student whose listening performance is at Level 1’).” 1 In addition, when reviewing sentence frames and question exemplars
below, consider the complexity progression in tandem with language development goals and grade-appropriate or age-appropriate expectations.
MICRO FUNCTION: EVALUATE by assessing and verifying the worth or validity of an object, idea, or decision using relevant evidence.
TASKS ASSOCIATED WITH FUNCTION: appraise, argue, assess, compare, contrast, conclude, consider, criticize, critique, decide, describe, determine, discriminate, distinguish, evaluate,
grade, judge, justify, write, recommend, validate, verify, test, support, rate, rank, measure, interpret, relate, identify, explain, prioritize, indicate reasons, confirm, persuade, make a case for
or against, distinguish, discriminate, illustrate, recognize, point out, relate, deduce, categorize, document, refer, give/support your point of view, analyze, etc.
KEY WORDS ASSOCIATED WITH FUNCTION: assessment, based on, criteria, evaluation, evidence, favorable, features, irrelevant, judgment, priority, reason, relationship, unfavorable, value,
worth, etc.
I. COMMONLY EMBEDDED FORMS
Non-prescriptive, and when participating in grade-appropriate classroom activities
5
1
Evaluate showing independent control of English. Evaluate a complex sequence of events, ideas,
opinions, and/or steps in a process, using a wide variety of complex and sophisticated, descriptive
sentence structures and a wide vocabulary.
Discourse
Sentence
Word/Phrase
What is the amount of contentHow much information is
What is the range and specificity of
specific language that can be
packed within a sentence
words, phrases, and expressions used?
quickly processed or easily
structure (clause) or
produced?
sentence?
Evaluate using sentences
Evaluate using a wide vocabulary,
• Evaluate complex
characterized by wide
including:
sequences of events, ideas,
variety of sophisticated
opinions, and/or steps.
• A larger proportion of vivid, less
sentence structures,
Demonstrate stamina in
frequently occurring words and
including:
receiving or providing an
phrases.
evaluation of the worth or
• Verb forms such as passive • Precise derivations of words and
validity of an object, idea, or
voice and subjunctive.
phrases regardless of context, such as
decision.
• Modifiers such as phrases
general, specific, technical, and
and clauses within a
• Evaluate multiple
abstract content-related vocabulary,
sentence (recognizing and
paragraphs, chapters, and
cognates, content-specific
correcting misplaced and
essays on gradecollocations, and figurative language.
dangling modifiers).
appropriate content-area
• Precise use of intensive pronouns.
text.
Opaque idioms (i.e., expressions with
• A wide range of idiomatic
and unique sentence
an undetectable link between literal
• Evaluate using accurate
application of a variety of
patterns characteristic of
and figurative language) with
linking words and phrases
content area evaluations.
grammatical and metaphorical
to connect and organize
complexity.
ideas, information, or
events.
II. SENTENCE FRAME EXAMPLES
Typical patterns, non-prescriptive; order is from more complex frames to less
(see note at top of page)
• The author’s use of ______ detracts from the central claim that ______________.
• The author’s use of __________ leads me to question __________.
• ___________ lends textual support to _____________.
• ________’s analysis of _____ was _____ because ___.
• The ________ outweighs __________ because _______.
• By comparing __________ and _________, it became clear that ______________.
• The critique of _______ was favorable/unfavorable because _________.
• Although ______________ is __________, the evidence shows ________________.
• The use of __________ can be questioned because ___________.
• X, which is perhaps the key fact, is the main reason why _____________.
• Although not directly stated, it can be assumed that _______________.
• The author’s use of _____________ is effective/ineffective because __________.
• _____________; consequently __________________.
• _______; thus we can see that __________________.
• One of the integral factors would have been ______.
Shafer Willner, L. (2013). Proficiency level descriptors for English Language Proficiency Standards. Council of Chief State School Officers.
4
3
Evaluate showing increasingly independent control of English. Evaluate related events, ideas, and/or
opinions, using multiple related paragraphs with increasingly complex, descriptive sentence structures
and a wider vocabulary.
Discourse
Sentence
Word/Phrase
Evaluate using descriptive
Evaluate using a wider vocabulary,
• Evaluate related events,
sentences characterized by
including:
ideas, and/or opinions
increasingly complex
(developing ability to
• An increasing proportion of less
sentence structures,
receive or provide a more
frequently occurring words and
elaborated evaluation of the including:
phrases; increasing use of vivid words
worth of an object, idea, or
and phrases.
• Verb tenses such as past
decision).
perfect.
• Multiple meanings of words and
phrases across contexts, such as
• Modifiers such as phrases
• Evaluate multiple
and clauses within a
paragraphs containing a
specific and technical content-related
sentence (recognizing
variety of sentences on
terms, cognates, and expressions and
and correcting most
grade-appropriate contentsome content-specific collocations.
misplaced and dangling
area text.
• An increasing number of intensive
modifiers).
pronouns to add emphasis to a
• Evaluate using increasingly
• Expanded simple,
accurate application of
statement (e.g., myself, ourselves).
compound, and complex
transitional words and
• Semi-transparent idioms (i.e.,
sentence patterns
phrases to connect and
expressions in which the link between
characteristic of content
organize events, ideas, and
literal and figurative meaning is less
area evaluations.
opinions (yet may struggle
obvious) with increasing grammatical
with naturalness of
and figurative complexity.
phrasing).
Evaluate showing developing control of English. Evaluate using related paragraphs to convey related
events, ideas, and/or opinions, using frequently occurring complex sentence structures and a developing
vocabulary.
Discourse
Sentence
Word/Phrase
Evaluate using descriptive
Evaluate using a developing vocabulary,
• Evaluate related events,
sentences characterized by
including:
ideas, and/or opinions
frequently occurring
(may retrace or restart an
• Words and phrases in spoken and
complex sentence
evaluation being received
written forms in a growing number of
structures, including:
or produced).
contexts, such as specific content-area
• Verb tenses such as
terms, cognates, and expressions.
• Evaluate related
present perfect.
• An emerging awareness of how to
paragraphs on grade• Modifiers such as
create new words from familiar words
appropriate content-area
subordinating
(e.g., electricity from electric),
texts.
conjunctions and
collocations (i.e., habitual juxtaposition
• Evaluate using developing
prepositional phrases.
of a particular word with another
application of an
word or words, with a frequency
increasing range of
• Simple, compound, and
greater than chance) and multiplesome complex
temporal and linking
meaning words.
grammatical constructions
words and phrases to
(e.g., independent,
• Relative pronouns (e.g., who, whom,
connect and organize
dependent, relative, and
which, that), relative adverbs (e.g.,
events, ideas, and opinion.
adverbial) across content
where, when, why).
area evaluations.
Transparent idioms with developing
grammatical complexity.
• From our assessment, we have determined _________.
• Based on _____, I determined that ________.
• This could be more effective if ____________.
• The most important message here is ________.
• When ranking the importance of _______, I feel that _______ because ________.
• We/I evaluated __________ on the following criteria: _____.
• In lieu of _______________, the evidence supports…
• The evidence does not support ____________ because _____.
• Based on work by author X, who is an expert in Y, I determined that…
• The author/artist is trying to make me feel ___________.
• One of the most important reasons was…
• The primary reason for X is _____.
• In my opinion, ___ should ____ because ____.
• ____________, therefore ________.
• One question answered by ______________ is __________________.
• I question _____________ because ________.
• It makes a difference that this text was written by ________________ because
________.
• I agree/disagree because ____ and ____.
• I agree/disagree because ____.
• _____ happened because of _______.
• _____________________ is important because ___.
• I think ___________ because _________________.
• I think _____________ means ______________.
• I believe ___ and I believe _____.
• It seems to me that______________.
• I believe ______________.
• I liked/disliked_______________.
2
1
Evaluate showing emerging control of English. Evaluate briefly sequenced and/or simply detailed
information, using combinations of simple sentence structures and simple vocabulary.
Discourse
Sentence
Word/Phrase
Evaluate using combinations Evaluate using simple vocabulary,
• Evaluate a brief sequence
of simple sentence
including:
of events in order,
structures, including:
experience, or topic with
• Frequently occurring words and
supporting details.
phrases.
• Verb tenses such as past
tense (irregular), past
• Evaluate multiple, related,
• One to two forms of words and
progressive, simple future.
simple sentences in gradephrases based on specific context, such
appropriate text or word
as social, instructional, and general
• Modifiers such as
problems.
terms; cognates; and expressions
frequently occurring
across content areas.
prepositions, adjectives,
• Evaluate using loose
adverbs.
cohesion of information
• Frequently occurring pronouns used
and/or ideas using
with increasingly precise control.
• Repetitive phrases and
frequently occurring
sentence patterns across
• A few transparent idioms (i.e.,
linking words,
content area evaluations.
expressions in which literal meaning is
accomplished by repetition
clearly linked to figurative meaning)
of words or phrases.
that are grammatically simple in form.
Evaluate showing limited control of English. Evaluate simple information using simply constructed
phrases and sentences with a limited range of vocabulary.
Discourse
Sentence
Word/Phrase
• Evaluate using simple
information about an
event, experience, and/or
topic.
• Evaluate using short
sentences composed of
simple or predictable
phrases or sentences.
• Evaluate using limited (i.e.,
initial) cohesion among
sentence structures
Evaluate using syntactically
simple sentences, including:
• Verb tenses such as
present, present
progressive, simple future
(going to), simple past.
• Modifiers such as
adjectives, adverbs.
• Simple grammatical
constructions (e.g.,
commands, some whquestions, declaratives).
• Common social and
instructional patterns or
forms.
Evaluate using a limited (i.e., initial)
range of simple vocabulary, including:
• Very frequently occurring words and
phrases (everyday terms, cognates,
and expressions with clear, easily
demonstrated referents).
• A small number of frequently
occurring words, phrases, and
formulaic expressions based on literal
definitions of words.
• Frequently occurring pronouns used
with initial control (and occasional
misapplications).
• Nonverbal communication.
QUESTION STEM EXAMPLES
• What did you do to develop _____________? Why?
• What was the author’s purpose when ___________?
• What can we infer from _____________?
• Why does the author _____________?
• How could you verify _______?
• How would you prove/disprove ______?
• What data was used to evaluate _______?
• How would you critique the idea ________?
• What choice would you have made ______?
• How would you assess ______?
• How or why is this significant?
• How does this impact?
• How or why is this valuable/useful?
• What is your favorite _________? Why?
What is your opinion ______??