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ELPS-TELPAS

Proficiency Level

Descriptors

Permission to copy the ELPS-TELPAS Proficiency Level Descriptors is

hereby extended to Texas school officials and their agents for their exclusive

use in determining the English language proficiency ratings of their limited

English proficient students.

ELPS-TELPAS Proficiency Level Descriptors

Grades K–12 Listening

Beginning Intermediate Advanced Advanced High

Beginning English learners

(ELs) have little or no ability to

understand spoken English

used in academic and social

settings.

Intermediate ELs have the

ability to understand simple,

high-frequency spoken English

used in routine academic and

social settings.

Advanced ELs have the ability

to understand, with second

language acquisition support,

grade-appropriate spoken

English used in academic and

social settings.

Advanced high ELs have the

ability to understand, with

minimal second language

acquisition support, grade-

appropriate spoken English used

in academic and social settings.

These students:

• struggle to understand simple

conversations and simple

discussions even when the topics

are familiar and the speaker uses

linguistic supports (e.g., visuals,

slower speech and other verbal

cues, gestures)

•

struggle to identify and distinguish

individual words and phrases

during social and instructional

interactions that have not been

intentionally modified for ELs

• may not seek clarification in

English when failing to

comprehend the English they hear;

frequently remain silent, watching

others for cues

These students:

• usually understand simple or

routine directions, as well as short,

simple conversations and short,

simple discussions on familiar

topics; when topics are unfamiliar,

require extensive linguistic

supports and adaptations (e.g.,

visuals, slower speech and other

verbal cues, simplified language,

gestures, preteaching to preview

or build topic-related vocabulary)

• often identify and distinguish key

words and phrases necessary to

understand the general meaning

(gist) during social and basic

instructional interactions that have

not been intentionally modified for

ELs

• have the ability to seek

clarification in English when failing

to comprehend the English they

hear by requiring/requesting the

speaker to repeat, slow down, or

rephrase speech

These students:

• usually understand longer, more

elaborated directions,

conversations, and discussions on

familiar and some unfamiliar

topics, but sometimes need

processing time and sometimes

depend on visuals, verbal cues,

and gestures to support

understanding

•

understand most main points,

most important details, and some

implicit information during social

and basic instructional interactions

that have not been intentionally

modified for ELs

• occasionally require/request the

speaker to repeat, slow down, or

rephrase to clarify the meaning of

the English they hear

These students:

• understand longer, elaborated

directions, conversations, and

discussions on familiar and

unfamiliar topics with only

occasional need for processing

time and with little dependence on

visuals, verbal cues, and gestures;

some exceptions when complex

academic or highly specialized

language is used

• understand main points, important

details, and implicit information at

a level nearly comparable to native

English-speaking peers during

social and instructional

interactions

• rarely require/request the speaker

to repeat, slow down, or rephrase

to clarify the meaning of the

English they hear

ELPS-TELPAS Proficiency Level Descriptors

Grades K–12 Speaking

Beginning Intermediate Advanced Advanced High

Beginning English learners

(ELs) have little or no ability to

speak English in academic and

social settings.

Intermediate ELs have the ability

to speak in a simple manner

using English commonly heard

in routine academic and social

settings.

Advanced ELs have the ability to

speak using grade-appropriate

English, with second language

acquisition support, in academic

and social settings.

Advanced high ELs have the

ability to speak using grade-

appropriate English, with minimal

second language acquisition

support, in academic and social

settings.

These students:

• mainly speak using single words

and short phrases consisting of

recently practiced, memorized, or

highly familiar material to get

immediate needs met; may be

hesitant to speak and often give

up in their attempts to

communicate

• speak using a very limited bank of

high-frequency, high-need,

concrete vocabulary, including key

words and expressions needed for

basic communication in academic

and social contexts

• lack the knowledge of English

grammar necessary to connect

ideas and speak in sentences; can

sometimes produce sentences

using recently practiced,

memorized, or highly familiar

material

• exhibit second language

acquisition errors that may hinder

overall communication, particularly

when trying to convey information

beyond memorized, practiced, or

highly familiar material

• typically use pronunciation that

significantly inhibits

communication

These students:

• are able to express simple,

original messages, speak using

sentences, and participate in short

conversations and classroom

interactions; may hesitate

frequently and for long periods to

think about how to communicate

desired meaning

• speak simply using basic

vocabulary needed in everyday

social interactions and routine

academic contexts; rarely have

vocabulary to speak in detail

• exhibit an emerging awareness of

English grammar and speak using

mostly simple sentence structures

and simple tenses; are most

comfortable speaking in present

tense

• exhibit second language

acquisition errors that may hinder

overall communication when trying

to use complex or less familiar

English

•

use pronunciation that can usually

be understood by people

accustomed to interacting with

ELs

These students:

• are able to participate comfortably

in most conversations and

academic discussions on familiar

topics, with some pauses to

restate, repeat, or search for

words and phrases to clarify

meaning

• discuss familiar academic topics

using content-based terms and

common abstract vocabulary; can

usually speak in some detail on

familiar topics

• have a grasp of basic grammar

features, including a basic ability

to narrate and describe in present,

past, and future tenses; have an

emerging ability to use complex

sentences and complex grammar

features

• make errors that interfere

somewhat with communication

when using complex grammar

structures, long sentences, and

less familiar words and

expressions

•

may mispronounce words, but use

pronunciation that can usually be

understood by people not

accustomed to interacting with

ELs

These students:

• are able to participate in extended

discussions on a variety of social

and grade-appropriate academic

topics with only occasional

disruptions, hesitations, or pauses

• communicate effectively using

abstract and content-based

vocabulary during classroom

instructional tasks, with some

exceptions when low-frequency or

academically demanding

vocabulary is needed; use many

of the same idioms and

colloquialisms as their native

English-speaking peers

• can use English grammar

structures and complex sentences

to narrate and describe at a level

nearly comparable to native

English-speaking peers

• make few second language

acquisition errors that interfere

with overall communication

• may mispronounce words, but

rarely use pronunciation that

interferes with overall

communication

ELPS-TELPAS Proficiency Level Descriptors

Grades K–1 Writing

Beginning Intermediate Advanced Advanced High

Beginning English language

learners (ELs) have little or no

ability to use the English

language to build foundational

writing skills.

Intermediate ELs have a limited

ability to use the English

language to build foundational

writing skills.

Advanced ELs have the ability to

use the English language to

build, with second language

acquisition support, foundational

writing skills.

Advanced high ELs have the

ability to use the English

language to build, with minimal

second language acquisition

support, foundational writing

skills.

These students:

• are unable to use English to

explain self-generated writing

(e.g., stories they have created

or other personal expressions),

including emergent forms of

writing (pictures, letter-like forms,

mock words, scribbling, etc.)

• know too little English to

participate meaningfully in grade-

appropriate shared writing

activities using the English

language

• cannot express themselves

meaningfully in self-generated,

connected written text in English

beyond the level of high-frequency,

concrete words, phrases, or short

sentences that have been recently

practiced/memorized *

• may demonstrate little or no

awareness of English print

conventions

These students:

• know enough English to explain

briefly and simply self-generated

writing, including emergent forms

of writing, as long as the topic is

highly familiar and concrete and

requires very high-frequency

English

• can participate meaningfully in

grade-appropriate shared writing

activities using the English

language only when the writing

topic is highly familiar and

concrete and requires very high-

frequency English

• express themselves meaningfully

in self-generated, connected

written text in English when their

writing is limited to short

sentences featuring simple,

concrete English used frequently

in class *

• frequently exhibit features of their

primary language when writing in

English (e.g., primary language

words, spelling patterns, word

order, literal translating) *

These students:

• use predominantly grade-

appropriate English to explain, in

some detail, most self-generated

writing, including emergent forms

of writing

• can participate meaningfully, with

second language acquisition

support, in most grade-appropriate

shared writing activities using the

English language

• although second language

acquisition support is needed,

have an emerging ability to

express themselves in self-

generated, connected written text

in English in a grade-appropriate

manner *

• occasionally exhibit second

language acquisition errors when

writing in English *

These students:

• use English at a level of

complexity and detail nearly

comparable to that of native

English-speaking peers when

explaining self-generated writing,

including emergent forms of

writing

• can participate meaningfully in

most grade-appropriate shared

writing activities using the English

language

• although minimal second

language acquisition support may

be needed, express themselves in

self-generated, connected written

text in English in a manner nearly

comparable to their native English-

speaking peers *

These descriptors apply only to students who are at the developmental stage of generating original written text using a standard

writing system.

ELPS-TELPAS Proficiency Level Descriptors

Grades 2–12 Writing

Beginning Intermediate Advanced Advanced High

Beginning English learners

(ELs) lack the English vocabulary and

grasp of English language structures

necessary to address grade-appropriate

writing tasks meaningfully.

Intermediate ELs have enough English

vocabulary and enough grasp of English

language structures to address grade-

appropriate writing tasks in a limited way.

Advanced ELs have enough English

vocabulary and command of English

language structures to address grade-

appropriate writing tasks, although

second language acquisition support is

needed.

Advanced high ELs have acquired the

English vocabulary and command of

English language structures necessary to

address grade-appropriate writing tasks

with minimal second language

acquisition support.

These students:

• have little or no ability to use the English

language to express ideas in writing and

engage meaningfully in grade-appropriate

writing assignments in content area

instruction

• lack the English necessary to develop or

demonstrate elements of grade-

appropriate writing (e.g., focus and

coherence, conventions, organization,

voice, and development of ideas) in

English

Typical writing features at this level:

• ability to label, list, and copy

• high-frequency words/phrases and short,

simple sentences (or even short

paragraphs) based primarily on recently

practiced, memorized, or highly familiar

material; this type of writing may be quite

accurate

• present tense used primarily

• frequent primary language features

(spelling patterns, word order, literal

translations, and words from the student’s

primary language) and other errors

associated with second language

acquisition may significantly hinder or

prevent understanding, even for

individuals accustomed to the writing of

ELs

These students:

• have a limited ability to use the English

language to express ideas in writing and

engage meaningfully in grade-appropriate

writing assignments in content area

instruction

• are limited in their ability to develop or

demonstrate elements of grade-appropriate

writing in English; communicate best when

topics are highly familiar and concrete, and

require simple, high-frequency English

Typical writing features at this level:

• simple, original messages consisting of

short, simple sentences; frequent

inaccuracies occur when creating or taking

risks beyond familiar English

• high-frequency vocabulary; academic

writing often has an oral tone

• loosely connected text with limited use of

cohesive devices or repetitive use, which

may cause gaps in meaning

• repetition of ideas due to lack of vocabulary

and language structures

• present tense used most accurately; simple

future and past tenses, if attempted, are

used inconsistently or with frequent

inaccuracies

• descriptions, explanations, and narrations

lacking detail; difficulty expressing abstract

ideas

• primary language features and errors

associated with second language

acquisition may be frequent

•

some writing may be understood only by

individuals accustomed to the writing of ELs;

parts of the writing may be hard to

understand even for individuals accustomed

to the writing of ELs

These students:

• are able to use the English language, with

second language acquisition support, to

express ideas in writing and engage

meaningfully in grade-appropriate writing

assignments in content area instruction

• know enough English to be able to

develop or demonstrate elements of

grade-appropriate writing in English,

although second language acquisition

support is particularly needed when topics

are abstract, academically challenging, or

unfamiliar

Typical writing features at this level:

• grasp of basic verbs, tenses, grammar

features, and sentence patterns; partial

grasp of more complex verbs, tenses,

grammar features, and sentence patterns

• emerging grade-appropriate vocabulary;

academic writing has a more academic

tone

• use of a variety of common cohesive

devices, although some redundancy may

occur

• narrations, explanations, and descriptions

developed in some detail with emerging

clarity; quality or quantity declines when

abstract ideas are expressed, academic

demands are high, or low-frequency

vocabulary is required

• occasional second language acquisition

errors

•

communications are usually understood

by individuals not accustomed to the

writing of ELs

These students:

• are able to use the English language, with

minimal second language acquisition

support, to express ideas in writing and

engage meaningfully in grade-appropriate

writing assignments in content area

instruction

• know enough English to be able to

develop or demonstrate, with minimal

second language acquisition support,

elements of grade-appropriate writing

in English

Typical writing features at this level:

• nearly comparable to writing of native

English-speaking peers in clarity and

precision with regard to English

vocabulary and language structures, with

occasional exceptions when writing about

academically complex ideas, abstract

ideas, or topics requiring low-frequency

vocabulary

• occasional difficulty with naturalness of

phrasing and expression

• errors associated with second language

acquisition are minor and usually limited

to low-frequency words and structures;

errors rarely interfere with communication

ELPS-TELPAS Proficiency Level Descriptors

Grades K–1 Reading

Beginning Intermediate Advanced Advanced High

Beginning English learners (ELs)

have little or no ability to use the

English language to build

foundational reading skills.

Intermediate ELs have a limited

ability to use the English language

to build foundational reading

skills.

Advanced ELs have the ability to

use the English language, with

second language acquisition

support, to build foundational

reading skills.

Advanced high ELs have the

ability to use the English

language, with minimal second

language acquisition support, to

build foundational reading skills.

These students:

• derive little or no meaning from

grade-appropriate stories read

aloud in English, unless the stories

are

– read in short “chunks”

– controlled to include the little

English they know such as

language that is high-frequency,

concrete, and recently practiced

– accompanied by ample visual

supports such as illustrations,

gestures, pantomime, and

objects and by linguistic

supports such as careful

enunciation and slower speech

• begin to recognize and understand

environmental print in English

(e.g., signs, labeled items, names

of peers, logos)

• have difficulty decoding most

grade-appropriate English text

because they *

– understand the meaning of very

few words in English

– struggle significantly with

sounds in spoken English words

and with sound-symbol

relationships due to differences

between their primary language

and English

These students:

• demonstrate limited

comprehension (key words and

general meaning) of grade-

appropriate stories read aloud in

English, unless the stories include

– predictable story lines

– highly familiar topics

– primarily high-frequency,

concrete vocabulary

– short, simple sentences

– visual and linguistic supports

• regularly recognize and

understand common

environmental print in English

(e.g., signs, labeled items, names

of peers, logos)

• have difficulty decoding grade-

appropriate English text because

they *

– understand the meaning of only

those English words they hear

frequently

– struggle with some sounds in

English words and some sound-

symbol relationships due to

differences between their

primary language and English

These students:

• demonstrate comprehension of

most main points and most

supporting ideas in grade-

appropriate stories read aloud in

English, although they may still

depend on visual and linguistic

supports to gain or confirm

meaning

• recognize some basic English

vocabulary and high-frequency

words in isolated print

• with second language acquisition

support, are able to decode most

grade-appropriate English text

because they *

– understand the meaning of

most grade-appropriate English

words

– have little difficulty with English

sounds and sound-symbol

relationships that result from

differences between their

primary language and English

These students:

• demonstrate, with minimal second

language acquisition support and

at a level nearly comparable to

native English-speaking peers,

comprehension of main points and

supporting ideas (explicit and

implicit) in grade-appropriate

stories read aloud in English

• with some exceptions, recognize

sight vocabulary and high-

frequency words to a degree

nearly comparable to that of native

English-speaking peers

• with minimal second language

acquisition support, have an ability

to decode and understand grade-

appropriate English text at a level

nearly comparable to native

English-speaking peers *

* The last descriptor applies only to students who are at the developmental stage of decoding written text (i.e., they have “cracked the code”

necessary for learning to read).

ELPS-TELPAS Proficiency Level Descriptors

Grades 2–12 Reading

Beginning Intermediate Advanced Advanced High

Beginning English learners

(ELs) have little or no ability

to read and understand

English used in academic and

social contexts.

Intermediate ELs have the ability

to read and understand simple,

high-frequency English

used in routine academic and

social contexts.

Advanced ELs have the ability to

read and understand, with second

language acquisition support,

grade-appropriate English used in

academic and social contexts.

Advanced high ELs have the

ability to read and understand,

with minimal second language

acquisition support, grade

appropriate English used in

academic and social contexts.

These students:

• read and understand the very

limited recently practiced,

memorized, or highly familiar

English they have learned;

vocabulary predominantly includes

- en

vironmental pr

int

- some very high-frequency words

- concrete words that can be

represented by pictures

•

read slowly, word by w

ord

•

have a very limited sense of

English language structures

• comprehend predominantly isolated

familiar words and phrases;

comprehend some sentences in

highly routine contexts or recently

practiced, highly familiar text

• are highly dependent on visuals and

prior knowledge to derive meaning

from text in English

• are ab

le to apply reading

comprehension skills in English

only when reading te

xts wr

itten

or this lev

These students:

• read and understand English

vocabulary on a somewhat wider

range of topics and with increased

depth; vocabulary predominantly

includes

everyday or

al language

- literal meanings of common words

- routine academic language and

terms

- commonly used abstract language

such as terms used to describe

basic feelings

•

often read slowly and in shor

phr

ases; may re-read to clar

ify

meaning

•

have a growing understanding of

basic, routinely used English

language structures

• understand simple sentences in shor

connected te

xts, b

ut are dependent

on visual cues

, topic familiarity, pr

ior

kno

wledge

, pretaught topic-related

ocabulary, story predictability

, and

teacher/peer assistance to sustain

comprehension

•

struggle to independently read and

understand grade-level texts

• are able to apply basic and some

higher-order comprehension skills

when reading texts that are

linguistically accommodated and/or

simplified for this level

These students:

• read and understand, with second

language acquisition support, a variety

of grade-appropriate English

vocabulary used in social and

academic contexts:

- with second language acquisition

suppor

t, read and understand

grade-appropriate concrete and

abstract vocabulary, but

have difficulty with less commonly

encountered words

- demonstrate an emerging ability to

understand words and phrases

beyond their literal meaning

- understand multiple meanings of

commonly used words

• read longer phrases and simple

sentences from familiar text with

appropriate rate and speed

• are dev

eloping skill in using their

rowing familiar

ity with English

language str

uctures to constr

uct

meaning of g

rade-appropriate te

•

are able to apply basic and

higher-order comprehension skills

when reading grade-appropriate text,

but are still occasionally dependent on

visuals, teacher/peer assistance, and

other linguistically accommodated text

features to determine or clarify

meaning, particularly with unfamiliar

topics

These students:

• read and understand vocabulary at a

level nearly comparable to that of

their native English-speaking peers,

with some exceptions when

low-frequency or specialized

vocabulary is used

• generally read grade-appropriate

amiliar text with appropriate rate

speed, intonation, and expression

•

are able to, at a level nearly

comparable to native

English-speaking peers, use their

familiarity with English language

structures to construct meaning of

grade-appropriate text

• are able to apply, with minimal

second language acquisition support

and at a level nearly comparable to

native English-speaking peers, basic

and higher-order comprehension

skills

when reading grade-appropriate text