Sample Comprehensive Review Of Academic Records (Page 13 of 20) in pdf

Reference Sheet 4

Cognitive Academic Language Proficiency

Basic Interpersonal Communication Skills (BICS) is the everyday language that most children acquire through interacting

with family members and other children. ELLs acquire this in a few short years in English settings. It is often called

“playground language.”

Cognitive Academic Language Proficiency (CALP) is the language children need to be successful in the classroom. They

will not learn CALP on the playground and on average can take anywhere between 5-7 years to develop. CALP is not just

the highlighted vocabulary in a textbook that the publishing company suggests students pay special attention to. It

includes the academic words and sentence structures that we assume most native English speakers know, even though

they never use them outside the classroom. Other things to watch out for include idioms, acronyms, homophones,

homographs, and homonyms.

What is expected at each CALP level

Official

Beginning

Early Intermediate

Intermediate

Early Advanced

Advanced

Name

Definition Students demonstrate

Students demonstrate

Students comprehend

minimal comprehension of

increased comprehension

good comprehension of

consistent comprehension of

general and implied meaning,

general meaning.

of general meaning and

general meaningand

general meaning and good

including idiomatic and

Students follow basic

some specific meaning

increased comprehension

understanding of implied

figurative language.

instructions, respond

through participation using

of specific meaning by

meaning, orally and in writing,

Comprehension is

nonverbally or in single

key words and familiar

responding orally and in

in both context-embedded and

demonstrated in

words and phrases, and

phrases in face-to-face

written form (charts,

context-reduced situations.

decontextualized situations,

demonstrate different

interactions.

graphs, diagrams).

orally and in writing.

sounds.

Production

early: points to the bear

The bear is brown. He is

The brown bear lived with

Can bears live in the forest if

Would you like me to bring

Examples

later: brown, bear

eating.

his family in the forest.

they find food there?

pictures of the bear that I saw

last summer?

Oral

repeat; identify people,

recite familiar songs and

compare/contrast; identify

present, report; identify main

debate, evaluate, persuade,

Language

object, place; answer

poems; ask and answer

main points of a story;

idea and supporting details;

justify; explain common

Skills

yes/no, who, what, where

simple questions; role-play;

explain; describe; define

solicit information; analyze,

antonyms and synonyms;

retell; summarize

using content-related

hypothesize; identify antonyms

recognize multiple meanings

vocabulary

and synonyms; use affixes;

in text of familiar topic;

infer word meaning

understand, create jokes

Reading

use sound/symbol

read high frequency words,

read grade-level text with

Skills

relationships in known

contextualized vocabulary

English language development

English language

words and read high

and language structures in

(vocabulary & structure)

development (vocabulary and

frequency words

texts that are in familiar,

familiar text; read more

support through pre-teaching

structure) support through

patterned, and predictable

complex text from

pre-teaching

language experience

Writing

draw, circle, label, match;

write from own experience

write using frames or

compose with scaffolds

compose more complex

Skills

write simple sentences

using frames or simple

simple vignettes from

(formats, vocabulary webs)

writing using conventions

with frames

vignettes and word banks

experience with word

banks and other supports

Typical

0-6 months in U.S. school 6 mo.-1 yr. in U.S. school

1-3 years in U.S. school

3-5 years in U.S. school

5-7 years in U.S. school

Timeline

Please note individual progress depends on several factors, including previous schooling, acculturation, and motivation. Students with no prior school will take longer to progress through these stages

Adapted by Stacey Lee from ODE’s “Oregon English Language Proficiency Standards” 2004

Organized by Beth Hoecker-Martinez (LBLESD), Leah Hinkle (GAPS), Claudia Nunez (LBLESD), 2014

Sample Comprehensive Review Of Academic Records Page 13

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