ELPS Instructional Tool | ELPS-TELPAS Proficiency Level Descriptors

Planning Linguistically Accommodated Instruction With the

ELPS-TELPAS PLDs
When planning content-based instruction, it is important to take into account the ELPS cross-curricular student
expectations and the PLDs. Activities and materials used in a lesson should correlate to students’ current
levels of proficiency and the ELPS student expectations.

For example, beginning and intermediate ELLs may have no English ability or limited English ability to
participate in academic interactions without linguistic support. By utilizing the PLDs during planning, teachers
can determine the lesson’s activities, supplementary materials, and linguistic accommodations. These
elements are necessary for participation from all levels of proficiency in both teacher-directed instruction and
cooperative learning interactions.

To view the cross-curricular student expectations of the English Language Proficiency Standards, refer to
http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4.

Global Definitions of the Proficiency Levels Key Features

Beginning Beginning

Beginning students have little or no ability to understand and use English. Little or no English ability
They may know a little English but not enough to function meaningfully in
social or academic settings.

Intermediate Intermediate

Intermediate students do have some ability to understand and use English. Limited ability, simple language
They can function in social and academic settings as long as the tasks structures, high-frequency vocabulary,
require them to understand and use simple language structures and high- routine contexts
frequency vocabulary in routine contexts.

Advanced Advanced

Advanced students are able to engage in grade-appropriate academic Ability to engage in grade-appropriate
instruction in English, although ongoing second language acquisition academic instruction with second
support is needed to help them understand and use grade-appropriate language acquisition support
language. These students function beyond the level of simple, routinely
used English.

Advanced High Advanced High

Advanced High students have attained the command of English that Ability to engage in grade-appropriate
enables them, with minimal second language acquisition support, to academic instruction with minimal second
engage in regular, all-English academic instruction at their grade level. language acquisition support

Excerpted from Educator Guide to TELPAS

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 ELPS Instructional Tool | ELPS-TELPAS Proficiency Level Descriptors

Grades K–12 | LISTENING

Beginning Intermediate Advanced Advanced High
Beginning English Intermediate ELLs Advanced ELLs Advanced high ELLs
language learners have the ability to have the ability to have the ability
(ELLs) have little understand simple, understand, with to understand,
or no ability to high-frequency second language with minimal
understand spoken spoken English used acquisition support, second language
English used in in routine academic grade-appropriate acquisition support,
academic and social and social settings. spoken English used grade-appropriate
settings. in academic and spoken English
social settings. used in academic
and social settings.
1st Descriptor These students: These students: These students: These students:
struggle to usually understand usually understand understand longer,
Type of spoken understand simple simple or routine longer, more elaborated directions,
English understood conversations and directions, as well elaborated directions, conversations, and
and how much simple discussions as short, simple conversations, and discussions on familiar
the understanding even when the topics conversations discussions on and unfamiliar topics
is dependent on are familiar and and short, simple familiar and some with only occasional
supports and the speaker uses discussions on unfamiliar topics, need for processing
linguistic adaptations linguistic supports familiar topics; when but sometimes need time and with little
(e.g., visuals, slower topics are unfamiliar, processing time dependence on
speech and other require extensive and sometimes visuals, verbal cues,
verbal cues, gestures) linguistic supports depend on visuals, and gestures; some
and adaptations verbal cues, and exceptions when
(e.g., visuals, gestures to support complex academic
slower speech and understanding or highly specialized
other verbal cues, language is used
simplified language,
gestures, preteaching
to preview or
build topic-related
vocabulary)
2nd Descriptor struggle to identify often identify and understand most main understand main
and distinguish distinguish key points, most important points, important
Degree of individual words and words and phrases details, and some details, and implicit
comprehension phrases during social necessary to implicit information information at a level
demonstrated when and instructional understand the during social and nearly comparable
interactions are interactions that have general meaning basic instructional to native English-
not modified to not been intentionally (gist) during social interactions that have speaking peers during
include supports and modified for ELLs and basic instructional not been intentionally social and instructional
linguistic adaptations interactions that have modified for ELLs interactions
not been intentionally
modified for ELLs
3rd Descriptor may not seek have the ability to occasionally require/ rarely require/
clarification in seek clarification in request the speaker to request the speaker
Degree of need to English when failing English when failing repeat, slow down, or to repeat, slow down,
seek clarification to comprehend the to comprehend the rephrase to clarify the or rephrase to clarify
to understand or English they hear; English they hear by meaning of the English the meaning of the
confirm meaning of frequently remain requiring/requesting they hear English they hear
spoken English silent, watching others the speaker to
for cues repeat, slow down, or
rephrase speech

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ELPS Instructional Tool | ELPS-TELPAS Proficiency Level Descriptors

Grades K–12 | SPEAKING

Beginning Intermediate Advanced Advanced High
Beginning English Intermediate ELLs Advanced ELLs have Advanced high ELLs
language learners have the ability to the ability to speak have the ability to
(ELLs) have little or speak in a simple using grade-appropriate speak using grade-
no ability to speak manner using English English, with second appropriate English,
English in academic commonly heard in language acquisition with minimal second
and social settings. routine academic and support, in academic language acquisition
social settings. and social settings. support, in academic
and social settings.

1st Descriptor These students: These students: These students: These students:
mainly speak using are able to express are able to participate are able to participate
Discourse type and single words and short simple, original comfortably in most in extended discussions
length; fluency phrases consisting messages, speak conversations and on a variety of social
of recently practiced, using sentences, and academic discussions and grade-appropriate
memorized, or highly participate in short on familiar topics, with academic topics with only
familiar material to get conversations and some pauses to restate, occasional disruptions,
immediate needs met; classroom interactions; repeat, or search for hesitations, or pauses
may be hesitant to may hesitate frequently words and phrases to
speak and often give and for long periods clarify meaning
up in their attempts to to think about how to
communicate communicate desired
meaning

2nd Descriptor speak using a very speak simply using basic discuss familiar communicate
limited bank of high- vocabulary needed academic topics using effectively using
Vocabulary frequency, high-need, in everyday social content-based terms abstract and content-
concrete vocabulary, interactions and routine and common abstract based vocabulary
including key words and academic contexts; rarely vocabulary; can usually during classroom
expressions needed for have vocabulary to speak speak in some detail on instructional tasks,
basic communication in detail familiar topics with some exceptions
in academic and social when low-frequency or
contexts academically demanding
vocabulary is needed;
use many of the same
idioms and colloquialisms
as their native English-
speaking peers

3rd Descriptor lack the knowledge exhibit an emerging have a grasp of basic can use English grammar
of English grammar awareness grammar features, structures and complex
Grammar structures necessary to connect of English grammar including a basic ability to sentences to narrate and
ideas and speak and speak using narrate and describe in describe at a level nearly
in sentences; can mostly simple sentence present, past, and future comparable to native
sometimes produce structures and simple tenses; have an emerging English-speaking peers
sentences using recently tenses; are most ability to use complex
practiced, memorized, or comfortable speaking in sentences and complex
highly familiar material present tense grammar features

4th Descriptor exhibit second language exhibit second language make errors that make few second
acquisition errors that acquisition errors that interfere somewhat language acquisition
Accuracy may hinder overall may hinder overall with communication errors that interfere with
communication, communication when when using complex overall communication
particularly when trying trying to use complex or grammar structures,
to convey information less familiar English long sentences, and
beyond memorized, less familiar words and
practiced, or highly expressions
familiar material

5th Descriptor typically use use pronunciation may mispronounce may mispronounce
pronunciation that that can usually be words, but use words, but rarely use
Pronunciation significantly inhibits understood by people pronunciation that can pronunciation that
communication accustomed to interacting usually be understood by interferes with overall
with ELLs people not accustomed communication
to interacting with ELLs

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 ELPS Instructional Tool | ELPS-TELPAS Proficiency Level Descriptors

Grades 2–12 | READING

Beginning Intermediate Advanced Advanced High
Beginning English Intermediate ELLs Advanced ELLs have Advanced high ELLs
language learners have the ability to the ability to read and have the ability to
(ELLs) have little or read and understand understand, with second read and understand,
no ability to read and simple, high-frequency language acquisition with minimal second
understand English English used in routine support, grade- language acquisition
used in academic and academic and social appropriate English support, grade
social contexts. contexts. used in academic and appropriate English
social contexts. used in academic and
social contexts.

1st Descriptor These students: These students: These students: These students:
read and understand read and understand read and understand, read and understand
Vocabulary the very limited recently English vocabulary on a with second language vocabulary at a level
practiced, memorized, somewhat wider range of acquisition support, nearly comparable
or highly familiar English topics and with increased a variety of grade- to that of their native
they have learned; depth; vocabulary appropriate English English-speaking peers,
vocabulary predominantly predominantly includes vocabulary used in social with some exceptions
includes - everyday oral language and academic contexts: when low-frequency or
- environmental print - literal meanings of - with second language specialized vocabulary
- some very high- common words acquisition support, read is used
frequency words - routine academic and understand grade-
- concrete words that language and terms appropriate concrete
can be represented by - commonly used and abstract vocabulary,
pictures abstract language but have difficulty
such as terms used to with less commonly
describe basic feelings encountered words
- demonstrate an
emerging ability to
understand words and
phrases beyond their
literal meaning
- understand multiple
meanings of commonly
used words

2nd Descriptor read slowly, word by word often read slowly and in read longer phrases generally read grade-
short phrases; may re-read and simple sentences appropriate, familiar text
Fluency to clarify meaning from familiar text with with appropriate rate,
appropriate rate and speed speed, intonation, and
expression

• have a very limited • have a growing • are developing skill • are able to, at a level
sense of English understanding of basic, in using their growing nearly comparable to
language structures routinely used English familiarity with English native English-speaking
• comprehend language structures language structures to peers, use their
predominantly isolated • understand simple construct meaning of familiarity with English
familiar words and sentences in short, grade-appropriate text language structures to
phrases; comprehend connected texts, but are • are able to apply construct meaning of
some sentences in dependent on visual basic and higher-order grade-appropriate text
highly routine contexts or cues, topic familiarity, comprehension skills • are able to apply,
recently practiced, highly prior knowledge, when reading grade- with minimal second
Typical reading familiar text pretaught topic- appropriate text, but language acquisition
comprehension • are highly dependent related vocabulary, are still occasionally support and at a level
on visuals and prior story predictability, dependent on visuals, nearly comparable to
features at knowledge to derive and teacher/peer teacher/peer assistance, native English-speaking
each level: meaning from text in assistance to sustain and other linguistically peers, basic and higher-
English comprehension accommodated text order comprehension
• are able to apply reading • struggle to independently features to determine skills when reading
comprehension skills read and understand or clarify meaning, grade-appropriate text
in English only when grade-level texts particularly with
reading texts written for • are able to apply basic unfamiliar topics
this level and some higher-order
comprehension skills
when reading texts
that are linguistically
accommodated and/or
simplified for this level

This ELPS Instructional Tool addresses Grade 3 or higher. Separate K-1 PLDs that address emergent literacy are available at http://www.tea.state.tx.us/student.assessment/ell/telpas/.

Copyright © Texas Education Agency / Education Service Center, Region 20 19

ELPS Instructional Tool | ELPS-TELPAS Proficiency Level Descriptors

Grades 2–12 | WRITING

Beginning Intermediate Advanced Advanced High
Beginning English Intermediate ELLs Advanced ELLs Advanced high ELLs
language learners have enough English have enough English have acquired the
(ELLs) lack the English vocabulary and enough vocabulary and English vocabulary and
vocabulary and grasp grasp of English command of English command of English
of English language language structures language structures language structures
structures necessary to address grade- to address grade- necessary to address
to address grade- appropriate writing appropriate writing grade-appropriate
appropriate writing tasks in a limited way. tasks, although second writing tasks with
tasks meaningfully. language acquisition minimal second
support is needed. language.

1st Descriptor These students: These students: These students: These students:
have little or no ability to have a limited ability to are able to use the are able to use the
Ability to use English use the English language use the English language English language, English language, with
to express ideas in to express ideas in writing to express ideas in writing with second language minimal second language
writing and engage and engage meaningfully and engage meaningfully acquisition support, to acquisition support, to
meaningfully in grade- in grade-appropriate in grade-appropriate writing express ideas in writing express ideas in writing
appropriate writing writing assignments in assignments in content and engage meaningfully and engage meaningfully
assignments in content content area instruction area instruction in grade-appropriate in grade-appropriate
area instruction writing assignments in writing assignments in
content area instruction content area instruction

2nd Descriptor lack the English necessary are limited in their ability know enough English know enough English
to develop or demonstrate to develop or demonstrate to be able to develop or to be able to develop
Ability to use English to elements of grade- elements of grade- demonstrate elements of or demonstrate,
develop or demonstrate appropriate writing (e.g., appropriate writing in grade-appropriate writing in with minimal second
elements of grade- focus and coherence, English; communicate best English, although second language acquisition
appropriate writing in conventions, organization, when topics are highly language acquisition support, elements of
English (e.g., focus and voice, and development of familiar and concrete, support is particularly grade-appropriate writing
coherence, conventions, ideas) in English and require simple, high- needed when topics are in English
organization, voice and frequency English abstract, academically
development of ideas) challenging, or unfamiliar

• ability to label, list, and • simple, original messages • grasp of basic verbs, • nearly comparable to
copy consisting of short, simple tenses, grammar writing of native English-
• high-frequency words/ sentences; frequent features, and sentence speaking peers in clarity
phrases and short, inaccuracies occur when patterns; partial grasp and precision with regard
simple sentences (or creating or taking risks of more complex verbs, to English vocabulary
even short paragraphs) beyond familiar English tenses, grammar and language structures,
based primarily on • high-frequency vocabulary; features, and sentence with occasional
recently practiced, academic writing often has patterns exceptions when writing
memorized, or highly an oral tone • emerging grade- about academically
familiar material; this • loosely connected appropriate vocabulary; complex ideas, abstract
type of writing may be text with limited use of academic writing has a ideas, or topics
quite accurate cohesive devices or more academic tone requiring low-frequency
• present tense used repetitive use, which may • use of a variety of vocabulary
primarily cause gaps in meaning common cohesive • occasional difficulty with
• frequent primary • repetition of ideas due devices, although some naturalness of phrasing
language features to lack of vocabulary and redundancy may occur and expression
(spelling patterns, language structures • narrations, explanations, • errors associated
word order, literal • present tense used and descriptions with second language
Typical translations, and words most accurately; simple developed in some acquisition are minor
writing from the student’s
primary language) and
future and past tenses,
if attempted, are used
detail with emerging
clarity; quality or quantity
and usually limited to
low-frequency words
features at other errors associated inconsistently or with declines when abstract and structures; errors
with second language frequent inaccuracies ideas are expressed, rarely interfere with
each level: acquisition may • descriptions, academic demands are communication
significantly hinder or explanations, and high, or low-frequency
prevent understanding, narrations lacking detail; vocabulary is required
even for individuals difficulty expressing • occasional second
accustomed to the abstract ideas language acquisition
writing of ELLs • primary language errors
features and errors • communications are
associated with second usually understood
language acquisition may by individuals not
be frequent accustomed to the
• some writing may be writing of ELLs
understood only by
individuals accustomed to
the writing of ELLs; parts
of the writing may be hard
to understand even for
individuals accustomed to
the writing of ELLs

This ELPS Instructional Tool addresses Grade 3 or higher. Separate K-1 PLDs that address emergent literacy are available at http://www.tea.state.tx.us/student.assessment/ell/telpas/.

20 Copyright © Texas Education Agency / Education Service Center, Region 20